Download Evolution / Speciation

Unit 9: Evolution Unit Objectives
Chapter 13
13.2
13.2
13.3
13.4-5
13.6
13.7
13.8
13.8
13.9
13.9–13.10
13.11
13.13
13.15
Describe Darwin’s observations and inferences in developing the concept of natural selection.
Explain why individuals cannot evolve and why evolution does not lead to perfectly adapted
organisms.
Describe two examples of natural selection known to occur in nature.
Explain how the fossil record, biogeography, comparative anatomy, comparative embryology, and molecular biology support evolution.
Explain how evolutionary trees are constructed and used to represent ancestral relationships.
Define the gene pool, a population, and microevolution.
Explain how mutation and sexual recombination produce genetic variation.
Explain why prokaryotes can evolve more quickly than eukaryotes.
Describe the five conditions required for the Hardy-Weinberg equilibrium.
Explain the significance of the Hardy-Weinberg equilibrium to natural populations and to public
health science.
Define genetic drift and gene flow. Explain how the bottleneck effect and the founder effect
influence microevolution.
Distinguish between stabilizing selection, directional selection, and disruptive selection. Describe
an example of each.
Explain how antibiotic resistance has evolved.
Chapter 14
14.1 Define and distinguish between microevolution and macroevolution.
14.2 Distinguish between the biological species concept and other definitions of species
14.3 Describe five types of prezygotic barriers and three types of postzygotic barriers that prevent
populations belonging to closely related species from interbreeding.
14.4
14.10
14.11
Explain how geologic processes can fragment populations and lead to speciation.
Describe the circumstances that led to the adaptive radiation of the Galápagos finches.
Compare the gradualism model and the punctuated equilibrium model of evolution.
Chapter 15
15.1
Describe the conditions thought to be found on early Earth.
15.2-15.3 Describe the 4 stages that are hypothesized to have led to the earliest cells
15.2 describe Stanely Miller’s experiment
15.14 Distinguish between homologous and analogous structures and provide examples of each. Describe
the process of convergent evolution.
15.15 Explain the goals of systematics. List the progressively broader categories of classification used in
systematics in order, from most specific to most general.
15.16 Be able to build or interpred a phylogenetic tree including shared derived characters, shared
primitive characters, ingroup, outgroup
Notes Only
1. Characteristics of the 3 Domains
2. Characteristics of Kingdom Animalia, Plantae, Fungi
3. Characteristics of the groups: protists and monera
Activities: Natural Selection and Allele Frequencies, Phylogeny of the Beasties
Tentative Agenda and Reading assignments
Date
Friday 3/15
Mon 3/18
Tues 3/19
Wed 3/20
Thurs 3/21
Fri 3/22
Monday 3/25
Tues 3/26
Wed 3/27
Thurs 3/28
Class
Intro to Darwin
Evidence for evolution
video
Video
Microevolution
Reading quiz 13.1-13.6
Allele frequency Activity
Allele frequency activity
Speciation
Speciation
Origin of life
Phylogenetic trees
Phylogeny of the beasties
Phylogeny of the beasties
Reading assignment
Read 13.1-13.6
Read 13.1-13.6
Reading quiz 15.1-15.3
TBA
TBA
Read 15.14-15.16
Read 13.1-13.6
Read 14.1-14.4 and 14.1014.11
Read 14.1-14.4 and 14.1014.11
Read 14.1-14.4 and 14.1014.11
Read 15.1-15.3
Read 15.1-15.3
Read 15.14-15.16