Monday 1/25/2016 Agenda: Evolution Notes: Spontaneous Generation Activity: Death of Spontaneous Generation Article and Chart Homework/Class Work: SG Venn Diagram due Tuesday 1/26/2016 for 20 Points “Our Story in 2 minutes” http://www.youtube.com/watch?v=MrqqD_Tsy4Q Spontaneous Generation • Before the 17th century the belief of where life came from was Spontaneous Generation: • Living things come from non-living things • Ex. Throwing waste into the street creates rats and flies • 3 scientists tested this hypothesis: • Redi • Spallanzani • Pasteur “Slow Death of Spontaneous Generation” This article will discuss the hypothesis of Spontaneous Generation Fill the chart in as you read the article with information you have learned about each scientist and their ideas . Scientists Hypothesis Draw the Experiment Results Conclusion Redi Needham Spallazani Pasteur Boiling liquid will kill microorganisms Boiled broth Microorganism Spontaneous into a flask, s grew in the generation DOES sealed & waited flask occur Tuesday 1/26/2016 Agenda: Evolution Notes: Review Spontaneous Generation Chart Notes: Biogenesis, Species and Populations Activity: Human Hand Adaptation Homework/Class Work: No Homework Tonight! Scientists Hypothesis Draw the Experiment Results Conclusion Needham Boiling liquid will kill microorganisms 2 jars with The Spontaneous meat: one uncovered jar generation does covered with had maggots not occur cheese cloth & & the covered other open one didn’t Boiled broth Microorganism Spontaneous into a flask, s grew in the generation DOES sealed & waited flask occur Spallazani Microorganisms are produced by other microorgansisms Sealed flask of No Spontaneous chicken broth microorganisms generation does took out air & grew not occur. boiled it Redi Pasteur Maggots developed from eggs of flies Boiled chicken Microorganisms No broth in flask & are produced by microorganisms curved neck other grew into sideways microorgansisms “S” shape. Spontaneous generation does not occur. Spontaneous Generation: Venn diagram Redi’s Experiment • 4 jars of meat • Two open jars vs. two closed jars • Result: Maggots and flies were only found in the open jars What do these results tell us? Spallanzani’s Experiment • Boiled meat broth in 2 flasks • Open flask vs. sealed flask • Result: After three days, the broth in the open flask was cloudy = microorganism growth What do these results tell us? Pasteur’s Experiment • • • • • • He redid Spallanzani’s experiment Used a curved neck flask Left it open for one year Result: remained clear Broke the neck Left it for one day (it was cloudy) What do these results tell us? • Conclusion to all 3 experiments: spontaneous generation has been disproved! • The New hypothesis: Biogenesis: all living things come from other living things. Species & populations! • SPECIES: • A group that is reproductively isolated (organisms that can breed & produce fertile offspring) QUESTION: Can two different species mate & produce an offspring? THIS IS A LIGER THIS IS A MULE The Liger… • Male lion and female tiger • Like most hybrids they are sterile • However an occasional female has been found which can reproduce. No fertile males have been found. POPULATION: a group of individuals of the same species that are not prevented from breeding & producing offspring. QUESTION: Name one circumstance in which 2 groups of a single species of squirrel might be prevented from breeding with each other. ANSWER: The groups may have gotten separated geographically and are unable to interact or breed. • ADAPTATION: • is any inherited characteristic that increases an organism’s chance of surviving in a particular environment. • FITNESS: • an organism’s ability to survive in order to reproduce in an environment. Human Hand Adaptation • Each PAIR should have a bucket & a yellow handout What is NOT included: • Masking tape • Pencil • Book • Shoe • Backpack with zipper Wednesday/Thursday 1/27-1/28/2016 Agenda: Evolution Activity: Finish Human Hand Adaptation Notes: Types of Adaptations Activity: Zygoozles Homework/Class Work: No Homework Tonight! Human Hand Adaptation • Each PAIR should have a bucket & a yellow handout What is NOT included: • Book • Shoe • Backpack with zipper TYPES OF ADAPTATIONS 1. Structural 2. Behavioral 3. Physiological Let’s look at each type as we consider 2 species: the tundra & icecap-dwelling arctic fox & the desert dwelling fennec fox. arctic fox (Alopex lagopus) fennec fox (Vulpes zerda) Structural Adaptation: The form that the organism takes. EX: Big ears and small ears of foxes. Heat escapes easily from the blood that passes through the vessels in the fennec fox’s ears. Cool blood from the ears then circulates through the body & keeps the fennec fox from overheating. Behavioral Adaptation: These are innate or inherited actions that individuals of the species perform. • Arctic fox: • Can be active any time of the day; ready to find food whenever available. • Fennec fox: • Is nocturnal; sleeps during the day & hunts at night Physiological Adaptation: Related to the biochemical processes at work within an organism’s body. • Compare the processing of food & water: • Arctic fox: food is scarce in winter; effective at storing food energy as fat. • Fennec fox: little free water available; adapted to get all moisture it needs from fruit, roots, & leaves. Adaptations Work Together •Adaptations work together to produce a species fit for surviving in a specific environment. The big ears(structural) cools fox & gives acute hearing which helps when fox hunts & night (behavioral) & the fox has special retina; tapetum (physiological) that gives the fox night vision. Evolution means change over time. Almost all natural entities and systems change. Through time, life has evolved from simple forms into the present vast arrays of organisms. Evolution explains the ways in which organisms are both similar & different. In this activity, you will model what scientists do when they organize a collection of fossils to reflect evolutionary change. You will be given drawings of a collection of vertebrate fossils (Zygoozles) that could exist. Your goal is to work cooperatively to arrange these Zygoozles in the order you believe they would have evolved. You will number them directly on the paper BEFORE cutting them out PROCEDURES 1. You will examine the zygoozles. Discuss the similar & different traits the organisms possess. 2.Cut out each organism. Decide which organism represents the ancestral form (you get to pick). 3.Arrange the organisms in the order you believe they evolved. 4. Once you have decided where the pictures will be, glue the pictures in place on the paper. PROCEDURES 5. Draw an arrow between each picture and state the change to show the direction of evolutionary change. 6. Choose 5 arrows and write a statement by each picture to justify the change that occurred. 7. Draw a picture of the fossil that could evolve next. Explain why the creature would have the traits you gave it. Describe a structural, behavioral and physiological adaptation 8. Color and decorate your paper to make it appealing. Friday 1/29/2016 Agenda: Evolution Activity: Finish Zygoozles Activity: Evolution Part I Worksheet Homework/Class Work: Evolution Part I Worksheet due Monday 2/1/2016 for 15 Points