Download IB Biology Unit 2: Evolution – Change Over Time Essential

IB Biology Unit 2: Evolution – Change Over Time
Essential Questions:
 How does the process of evolution drive the diversity and unity of life?
 What effect does variation within biological systems have on their interactions with the environment?
 How are all organisms linked by lines of descent from common ancestry?
 How is the origin of living systems explained by natural processes?
 How does life continue to evolve within a changing environment?
 How does the change in the genetic makeup of a population over time relate to evolution?
Unit Overview
Unit Components
Evidence for Evolution
Concepts/Topics
Descent with Modification
Continuity & Change
Essential Vocabulary
adaptation, homologies, convergent
evolution, co-evolution, biogeography,
fossil record, artificial selection, adaptive
radiation, speciation, endosymbiotic
theory,
Natural Selection
Concepts/Topics
Continuity & Change
Variation
Evolution
Essential Vocabulary
evolution, adaptations, natural
selection
Cladistics
Concepts/Topics
Evolution
Continuity & Change
Ancestry
Essential Vocabulary
clade, cladogram
Classification & Biodiversity
Concepts/Topics
Organization
Continuity & Change
Essential Vocabulary
taxonomy, taxa, dichotomous key, domain
At the end of this Unit, I Can…












Describe how evolution occurs when heritable characteristics of a species change.
Use the examples from the fossil record to provide evidence for evolution.
Use evidence to show how selective breeding of domesticated animals demonstrates how artificial selection can cause evolution.
Explain how the evolution of homologous structures by adaptive radiation demonstrates similarities in structure when there are differences in function.
Describe and use evidence to show how populations of a species can gradually diverge into separate species by evolution.
Explain how continuous variation across the geographical range of related populations matches the concept of gradual divergence.
Use evidence to explain the development of melanistic insects in polluted areas.
Compare the pentadactyl imb of mammals, birds, amphibians and reptiles with different methods of locomotion.
Use patterns, trends and discrepancies to determine common features in the bone structure of vertebrate limbs despite their varied use.
Explain why cells can only be formed by division of pre-existing cells.
Discuss how the first cells must have arisen from non-living material.
Explain the origin of eukaryotic cells by the endosymbiotic theory.






























Discuss evidence from Pasteur’s experiments that spontaneous generation of cells and organisms does not now occur on Earth.
Discuss how the principle that cells only come from pre-existing cells needs to be verified.
Explain how natural selection occurs only if there is variation among members of the same species.
Explain how mutation, meiosis and sexual reproduction cause variation between individuals in a species.
Predict how adaptations are characteristics that make an individual suited to its environment and way of life.
Explain how species tend to produce more offspring than the environment can support.
Describe how individuals that are better adapted tend to survive and produce more offspring while the less well adapted tend to die or produce fewer
offspring.
Explain how individuals that reproduce pass on characteristics to their offspring.
Predict how natural selection increases the frequency of characteristics that make individuals better adapted and decreases the frequency of other
characteristics leading to changes within the species.
Explain the changes in beaks of finches on Daphne Major.
Explain the evolution of antibiotic resistance in bacteria.
Discuss how the theory of evolution by natural selection can explain the development of antibiotic resistance in bacteria.
Convert a data set from a table of numbers reflecting change in the genetic makeup of a population over time and apply mathematical methods to
investigate the cause(s) and effect(s) of this change.
Evaluate evidence provided by data/sets to qualitatively and quantitatively investigate the role of natural selection in evolution.
Use data from a real or simulated population, based on graphs or models of types of selection and apply mathematical methods to predict what will
happen to the population in the future.
Evaluate data-based evidence that describe evolutionary change in the genetic makeup of a population over time.
Explain how a clade is a group of organisms that have evolved from a common ancestor.
Use evidence to explain which species are part of a clade that can be obtained from the base sequences of a gene or the corresponding amino acid
sequence of a protein.
Use evidence to demonstrate how sequence differences accumulate gradually so there is a positive correlation between the number of differences
between two species and the time since they diverged from a common ancestor.
Distinguish between traits that are analogous or homologous.
Demonstrate that cladograms are tree diagrams that show the most probable sequence of divergence in clades.
Use evidence from cladistics to show that classifications of some groups based on structure did not correspond with the evolutionary origins of a group
or species.
Use cladograms including humans and other primates.
Reclassify the figwort family using evidence from cladistics.
Analyze cladograms to deduce evolutionary relationships.
Explain how the binomial system of names for species is universal among biologists and has been agreed and developed at a series of congresses.
Explain how when species are discovered they are given scientific names using the binomial system.
Demonstrate how taxonomists classify species using a hierarchy of taxa.
Explain how all organisms are classified into three domains.
Discuss how the principal taxa for classifying eukaryotes are kingdom, phylum, class, order, family, genus and species.








Describe how in a natural classification, the genus and accompanying higher taxa consist of all the species that have evolved from one common ancestral
species.
Explain how taxonomists sometimes reclassify groups of species when new evidence shows that a previous taxon contains species that have evolved
from different ancestral species.
Describe how natural classifications help in identification of species and allow the prediction of characteristics shared by species within a group.
Be able to classify one plant and one animal species from domain to species level.
Be able to recognize features of bryophyte, filicinophyta, coniferophyta and angiospermophyta.
Be able to recognize features of porifera, cnidaria, platyhelmintha, annelida, mollusca, arthropoda, and chordata.
Be able to recognize features of birds, mammals, amphibians, reptiles and fish.
Construct a dichotomous keys for use in identifying structures.