Week of 3/18 -3/21/13
and week of 3/25- 3/28/13
Biology
Mrs. Tate
Room D110
3-18-13
Biology: Demonstrate an understanding of
evolution
1). Notes: Mechanisms of Evolution ( flip chart
graphic organizer, what is biological evolution
and what factors effect it?
2). What Darwin Never New ( 5 short film
questions)
3-19-13
Biology: Demonstrate an understanding of
evolution
1. Bell Ringer 45 ( vocab)
2. Finish film questions
3. Continue with notes over evolution
4. Darwin’s Great Voyage ( map out Darwin’s
Beagle voygage)
3-20-13
Turn in extra credit ! Today is the due date!
1. Notes: Mechanism of Evolution Models
2. Finish Darwin’s Voyage – turn in for grading
3. Vocab Quiz ( last 20 min)
Reminders: Tomorrow we have lab, journals will
be graded. ( check account of YOUR grades),
last day to retest is next Monday
Darwin’s Great Voyage of Discovery
1.
2.
3.
Trace Darwin's voyage by reading the excerpts. You will find that
the journal excerpts are not in chronological order. The Voyage of
the Beagle is a collection of many of Darwin's journals, and he
arranged the entries in this book by geographical area rather
than by time. Label each location on the map with the date he
visited.
When you are finished, connect the excerpt locations with a line.
Start in England in 1831 and follow Darwin's route until he
arrived back in England in 1836.
When you are finished with your map, you should illustrate it.
Draw small pictures to represent the observations Darwin made
as he explored places along his route. If you don't have room on
your map, you may want to draw the illustrations on an
additional sheet of paper and number them to correspond to
places on the map. ( seven minimum)
3-21-13 Thursday
Biology: Demonstrate an understanding of evolution,
natural selection and adaptation of species.
1. Review yesterdays vocabulary quiz ( 10 min)
2. Continue with notes ( recombination and
reproductive isolation) ( 10 min)\
3. Lab: Peppered Moths ( 30 min)
4. Clean up lab area ( submit lab for grading)
Turn in journals for grading ! Retest today or
Monday!!!!
3-25-13
Students are to continue to demonstrate an
understanding of natural selection; students are to
learn the three different types of natural selection.
1. Notes: Types of selection ( chapter 16, section (
journal check 3) – TAKE NOTES ON THE 16.2
WORKSHEET
2. Finish and turn in ( place in tray) Natural
Selection Peppered Moth Lab
3. Clean up lab station for next class.
4. Turn in Voyage Map ( please complete!)- sheets
on the desk
Stabilizing
When selective pressures select against the two
extremes of a trait, the population experiences
stabilizing selection. For example, plant height
might be acted on by stabilizing selection. A plant
that is too short may not be able to compete with
other plants for sunlight. However, extremely tall
plants may be more susceptible to wind damage.
Combined, these two selection pressures select to
maintain plants of medium height. The number of
plants of medium height will increase while the
numbers of short and tall plants will decrease.
Directional
In directional selection, one extreme of the trait
distribution experiences selection against it. The
result is that the population's trait distribution
shifts toward the other extreme. In the case of such
selection, the mean of the population graph shifts.
Example: Using the familiar example of giraffe
necks, there was a selection pressure against short
necks, since individuals with short necks could not
reach as many leaves on which to feed. As a result,
the distribution of neck length shifted to favor
individuals with long necks.
Disruptive
In disruptive selection, selection pressures act against
individuals in the middle of the trait distribution. The
result is a bimodal, or two-peaked, curve in which the
two extremes of the curve create their own smaller
curves.
For example, imagine a plant of extremely variable height that is
pollinated by three different pollinators, one that was attracted to short
plants, another that preferred plants of medium height and a third that
visited only the tallest plants. If the pollinator that preferred plants of
medium height disappeared from an area, medium height plants would
be selected against and the population would tend toward both short and
tall, but not medium height plants. Such a population, in which multiple
distinct forms or morphs exist is said to be polymorphic.
Types of Natural Selection
Type
Definition
Result
Directional
Selection
A process of natural selection in which a
single phenotype at one extreme of the
phenotypic range is favored
The population's trait
distribution shifts toward an
extreme.
Disruptive
Selection
A process of natural selection that favors
individuals at both extremes of a
phenotypic range
Can cause such differences
among a species that the
variation leads to new
species (SPECIATION)
Stabilizing
Selection
A process of natural selection that tends to
favor genotypic combinations that produce
an intermediate phenotype
It reduces phenotypic
variation. Natural selection
tends to remove the more
severe phenotypes.
MAINTAINS STATUS QUO
Next….
Complete and turn in
your Peppered Moth
Natural Selection Lab (
place in tray due today!)
And last for today…
Make sure your Darwin’s Voyage Map is complete (
instructions are on this next slide)
Place it in the tray for grading before you walk out.
Reminders: Retest Tues through Thurs, Journal
Grades have been entered, and DO NOT LEAVE
WITHOUT TURNING IN YOUR LAB AND YOUR
DARWIN MAP!
Darwin’s Great Voyage of Discovery
1.
2.
3.
Trace Darwin's voyage by reading the excerpts. You will find that
the journal excerpts are not in chronological order. The Voyage of
the Beagle is a collection of many of Darwin's journals, and he
arranged the entries in this book by geographical area rather
than by time. Label each location on the map with the date he
visited.
When you are finished, connect the excerpt locations with a line.
Start in England in 1831 and follow Darwin's route until he
arrived back in England in 1836.
When you are finished with your map, you should illustrate it.
Draw small pictures to represent the observations Darwin made
as he explored places along his route. If you don't have room on
your map, you may want to draw the illustrations on an
additional sheet of paper and number them to correspond to
places on the map. ( seven minimum)
3-26-13
Students are to understand how evidence supports
evolution.
1. Engage: Evolution of Phones ( sort from oldest
to most current phone,
2. Fossil Sorting Cards ( directions on next slide)
3. Explain/Notes: Fossil Record Place Mats (
chapter 15, section 2) – four squares ( using the
front and the back)
4: Closure: Reminders: Retest ( for a grade of 70
max by Thursday), keep track of your grades, study
daily
Fossil Cards
•
Each card with fossils represents a different layer of rock.
•
With your partner, or group, align the layers of rock in a sequence that makes
most sense to your group. Note: The letters on each card are for discussion
purposes only and have nothing to do with the sequence of the cards.
•
When your group has completed the fossil record, look for the following and
discuss with your group possible causes of each:
•
•
•
•
•
Sudden disappearance of fossils
Sudden appearance of fossils
Examples of gradual change
Examples of stasis (no change in fossils)
Be prepared to share a justification for your order (why you put the cards in the
order you did) and thoughts on possible causes of the phenomenon mentioned in
step 3.
3-27-13 Wednesday
Students are to understand how evidence supports
evolution; how a new species can form, and how
evolution occurs.
1. Bell Ringer 46 ( 6 practice questions)
2. Notes/Explain: continue with place mates/models
3. Closure: What is evolution? How does it happen?
What evidence supports it? ----answer the above (
being VERY detailed) in your science journals.
Reminders: Retest ( for a grade of 70 max by Thursday),
keep track of your grades, study daily ( vocabulary and
notes)
Evidence of Evolution
Foldable should include the following:
• Geographic Distribution/Biogeography
1. Divergent evolution
2. Convergent evolution
• 3.Homologous Structures
4. Vestigial organs
5 . Fossil and Fossil Record
6. Analogous Structures
7. Embryology include stages
8. DNA
•Fossil & Fossil Record
How Do We Know Evolution Happens?
The Fossil Record –
Fossils are the _______
remains
______
of
ancient organisms
_________________
found in layers of rock
in the Earth.
How Do We Know Evolution Happens?
The layers of rock tell the history of the
Earth while the _____
fossils found within
_____,
life
the rock tell a history of ___.
The fossils are thought
same age as
to be the ________
the rock they
are found in.
Movement of Earth’s Crust
Section 15-2
Earthquakes and volcanoes
cause uplifting of the layers of the
Earth, taking the fossils along
Sea
level
Fish die in
the ocean
and are
covered in
sediment.
Over time
and under
increasing
pressure,
the remains
becomes
fossilized
Sedimentary rocks
form in horizontal
layers.
When part of Earth’s
crust is compressed,
a bend in a rock
forms, tilting the rock
layers.
Fossils of
marine
fish found
on the
mountainsides of
southwest
Wyoming,
which at
one time
was
covered
As the surface erodes by an
inland sea
due to water, wind,
waves, or glaciers, the
older rock surface is
exposed.
TRANSITIONAL FOSSILS HAVE BEEN FOUND
Scientific American; Dec 2005; Vol 293; p100-107
• Geographic
Distribution/Biogeography
http://www.flmnh.ufl.edu/fish/gallery/descript/TigerShark/scars.JPG
http://news.bbc.co.uk/2/shared/spl/hi/guides/456900/456973/html/nn1page1.stm
Whales and sharks have a _____
similar body design
different organisms
even though they are very _______
(one is a fish; the other, a mammal)
because they have _________________
independently adapted to
living in a _____
similar environment.
= CONVERGENT EVOLUTION
Whales are closely related to wolves, but don’t look or act
much like them
= divergent evolution/adaptive radiation
single species or small group of species evolves into
several different forms that live in different ways.
Conclusion:
The pressure of
the environment
drives evolution
Whales are distantly related
to sharks, but look and act more
like them =
convergent evolution
Section 15-3
Figure 15–14 Geographic
Distribution of Living
Species
Beaver
Beaver and capybara
are ______________
closely-related
species
_______ living in very
________
different environments,
while beaver and muskrat are _______________
_______ living in a
______
environment.
distantly-related
Differences
between
species
similar
beaver and capybara
show _________
evolution, while
similarities
divergent
between beaver and
muskrat show
__________ evolution.
Beaver
NORTH AMERICA
Muskrat
Muskrat
Beaver and
Muskrat
Coypu
Capybara
SOUTH AMERICA
Capybara
convergent
Coypu
Coypu and
Capybara
Differences
between
_____________
closely-related
muskrat
and coypu
divergent
show _________
evolution, while
similarities
between
distantly-related
______________
capybara
and coypu show
convergent
___________
evolution.
HOMOLOGOUS Structures
Same basic
structure look
different/ have
same function
Image from: http://www.angelfire.com/ab7/evolution12/evolutionclues.html
Homologous Body Structures –
Structures, like the limbs of vertebrates,
look very _______,
different
but are made from the
__________,
same bones because
they are made from
the same clump of
_____________
undifferentiated cells
in the _______.
embryo
Image from: http://www.angelfire.com/ab7/evolution12/evolutionclues.html
Figure 15–15 Homologous Body
Structures
Section 15-3
Turtle
Alligator
Ancient lobe-finned fish
Bird
Mammal
4. Homologous Body Structures –
Some _______________________
homologous body structures
are _______
vestigialand have no useful
function even though they are still present,
hipbonesand boa
like ________in whales
constrictors, or a ____ and tail
________________
cecum (appendix) in humans.
http://www.txtwriter.com/backgrounders/Evolution/EVpage12.html
Most mammals have a pouch
between their small and large
intestine that contains
bacteria
cecum
to digest plants called a _____.
In humans the cecum
is shrunken and unused.
appendix
It is our _________
http://www.medicalgeo.com/images/appendix.gif
•Analogous Structures
– organs that are similar in function, but different in
structure
– i.e. wings of birds & butterflies
Why grow a tail and then lose it?
HUMAN EMBRYO
has
a tail at 4 weeks
_________________
Tail disappears at
_________________
about 8 weeks
_________________
tail
http://www.suite101.com/files/topics/6234/files/tail_HumanTail.gif
Skinks are a type of
lizard. In some
species, legs
have
no longer
become
so
small
function
they _______
______ in walking.
Why would an organism possess organs with
___
little
or no function
________________?
Vestigial
One explanation:
code is present to make the organ, but
The gene
________
function
has been lost through ______________.
change over time
_________________
If the organ is not vital to survival, then
natural selection would not cause its elimination.
http://www.medicalgeo.com/images/appendix.gif
Character C is correct, and various blood types are just one example of human variation.
Answer A reflects the common but mistaken idea that although we look different on the
outside, we are all the same on the inside.
Answer B is correct in that our environment does influence how we end up, but genes
definitely ARE involved.
Similarities in Embryology
Embryos
________ of many animals with backbones are very similar.
Image from:
http://calspace.ucsd.edu/virtualmuseum/litu/03_3.shtml
It is clear that the same groups of
undifferentiated cells develop in the same
_____________
order to produce the same tissues and
organs of all vertebrates, suggesting that
they all _______ from a _______________.
common ancestor
evolved
Image from: http://io.uwinnipeg.ca/~simmons/16cm05/1116/16anim3.htm
Similarities in DNA
_______________
Similarities
DNA and
in ____
PROTEIN
________
sequences
suggest
relatedness
Image from: BIOLOGY AP EDITION by Campbell and Reece; Prentice Hall Publishing©2005
Human- 46 chromosomes
Chimpanzee- 48 chromosomes
karyotypes suggest an
Similar _________
evolutionary
relationship
___________________.
Human: http://www.nationmaster.com/wikimir/images/upload.wikimedia.org/wikipedia/en/thumb/1/18/300px-Human_karyogram.png
Chimpanzee: Middle School Life Science , published by Kendall/Hunt.
BANDING PATTERN MATCHES
1. ________________________
If you take the two smaller
chromosomes apes have that
we don’t, and place them
banding
end to end, the ______
_______________
pattern
is identical to the
we
#2 human chromosome __
have
that they don’t
________________.
http://www.evolutionpages.com/chromosome_2.htm
TELOMERES IN MIDDLE
2. ____________________
Chromosomes have special sequences
called telomeres
_______ at their ends to
protect the strands during
replication.
http://joannenova.com.au/Speaking/Morslids.html
2. TELOMERES IN MIDDLE
Telomere sequences are
the ends and
found at
__________
ALSO
IN THE MIDDLE
_____________________
of human chromosome #2
suggesting it was made by
fusing
_____ two other
chromosomes together.
→
→
→
http://www.evolutionpages.com/chromosome_2.htm
EXTRA CENTROMERE
3. _________________
Chromosome #2 has a
INACTIVE
second __________
CENTROMERE region
_____________
→
http://www.evolutionpages.com/chromosome_2.htm
WHY DOES EVOLUTION MATTER NOW?
Can see Natural selection happen
7.____________________________
EX: Peppered Moths
There is a natural
variation in populations
of peppered moths.
Typica
Carbonaria
________________
Typica form - lighter
___________________
Carbonaria form - darker
http://www.hipusa.com/eTools/webmd/A-Z_Encyclopedia/tuberculosis.jpg
http://www.hhmi.org/askascientist/images/hiv.gif
What is a Species?
A group of individuals that actually or potentially interbreed in
nature. A species is the biggest gene pool possible under
natural conditions.
Scientists group organisms according to their similarities.
The most similar organisms belong to a species.
Members of the same species can mate and produce fertile
offspring.
Ex: Humans belong to the species Homo sapiens.
How Do New Species Evolve?
Speciation is a lineage-splitting event that
produces two or more separate species.
Since being a member of one species is
defined by the ability to successfully reproduce,
speciation (the formation of a different species)
must involve an inability to successfully
reproduce.
Reproductive Isolation
Two way reproductive isolation occur:
Prezygotic mechanisms
Postzygotic mechanisms
Prezygotic Mechanisms
Temporal Isolation: Species reproduce in different seasons or at
different times of the day.
Geographical Isolation: Physical barriers (e.g., rivers, oceans,
mountains) prevent the mixing of populations.
Behavioral Isolation: Species differ in their mating rituals (e.g.,
differing bird songs, mating colors, dances, pheromones).
Mechanical Isolation: Body structure prevents mating.
Postzygotic Mechanisms
Hybrid inviability: Embryological Arrest: Hybrid embryos
often do not develop properly; no viable offspring is created.
Hybrid Sterility: Infertility: Hybrid offspring might grow to
viable adults, but these are infertile and cannot produce
further offspring
This shuffling, along with sexual reproduction, leads to
variation within populations. This variation leads to selection,
which ultimately leads to evolution.
– (Donkey + Horse = Mule; Mule is sterile.)
Cladogenesis
Cladogenesis is the splitting of one species
into two.
How does this happen?
o Geographical (physical) isolation, which leads to
reproductive isolation. This is also known as allopatric
speciation.
How Evolution Occurs
There are two scientific theories regarding how evolution
occurs.
– Punctuated Equilibrium: This theory proposes
that throughout geological time, biological
species go through long periods of little change
and then have brief periods of rapid change.
– Gradualism: This theory proposes that
throughout geological time, biological species
gradually undergo changes that leads to
speciation.
Graph of Gradual Evolution
• http://anthro.palomar.edu/synthetic/images/graph_
of_phyletic_gradualism.gif
Punctuated Equilibrium
Comparison of the Two
Closure
What is evolution? How does it happen? What
evidence supports it? ----answer the above (
being VERY detailed) in your science journals.
What is Evolution?
http://www.youtube.com/watch?v=GhHOjC4oxh8
3-28-13 ( today is our Friday!!!)
Students should be able to demonstrate
an understanding of the vocabulary that
relates to the concept of evolution and
also understand what is evolution, how
does it occur, what evidence supports it,
and what are the different theories
associated with evolution.
Agenda:
1. Vocabulary Quiz
2. Station Rotation ( 1-7) –
each station will get 10
minutes to complete the
assignment. ( will continue
and finish on 4/3/13)
3. Closure: Reminders
Reminders:
*Today is the last day to retest the
genetics/meiosis test ( have been
given 2 weeks)- tutoring today with
Embry from 3: 50- 4: 30
• Study your vocab and notes daily
• Keep track of your grades in
skyward
• Stay informed on assignment due
dates and when you will have a
quiz/test/ ( always check the back
board)
• Eliminate zeros…..YOU control
your grades…when you do not
turn in work, prep for a test/quiz,
or turn in work
incomplete…whose fault is
that????....YOU DETERMINE THE
OUTCOME OF YOUR GRADE