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Name _________________________________________ Block ________ Packet #15 Date ___________ Unit 7: Evolution Packet Part 1 (Topics 1-3) Reading: Prologue and Chapters 16, 18, and 19 Objectives: Upon completion of this unit, you should be able to: Topic 1: Natural Selection (Prologue and Chapter 1. Define evolution and theory (Prologue). 2. Explain and evaluate the strengths and weaknesses of Lamarck’s theory of evolution (prologue). 3. Explain the ideas of Hutton, Lyell, farmers and breeders, Malthus, and Alfred Wallace and how they influenced Darwin (prologue, class). 4. List and explain the steps of evolution by natural selection (OCVSRS). 5. Apply the theory of natural selection to the observations of Darwin’s Finches in the Galapagos Islands, antibiotic resistance, and pesticide resistance in insects. 6. Explain the phrases: struggle for existence, survival of the fittest, and descent with modification and relate each of them to "OCVSRS". 7. Explain the origins of variation within a species. 8. Explain how each of the following provides evidence of evolution: (a) the fossil record, (b) the geographic distribution of living things, (c) homologous structures, (d) vestigial organs, (e) similarities in early development (embryology), and (f) biochemical evidence. Topic 2: Population Genetics (Chapter 16) 9. Compare and contrast gene pool and allele frequency (16.1). 10. Define population and species (biological concept and others) (16.1). 11. Describe the three ways that populations change through natural selection (class). 12. Explain why natural selection does not lead to “perfect” organisms (prologue, class). Topic 3: Speciation (Chapter 18 & 19) 13. Differentiate between prezygotic and postzygotic barriers and explain (focus on prezygotic) how they lead to reproductive isolation and speciation (19.4). 14. Define and relate (using examples) convergent evolution and analogous structures (18.2), homologous structures (18.2) and adaptive radiation (19.5). Define coevolution (19.2). 15. Compare the models (gradualism and punctuated equilibrium) that describe the pace of evolution (19.5) 1 Key Terms/Concepts Topic 1: Evolution Theory Adaptations Fossils Jean Baptiste Lamarck Use and disuse Inheritance of acquired characters Hutton Lyell Artificial selection Malthus Natural selection (Overproduction) Overpopulation Competition Variety Selection Differential reproduction Speciation Struggle for existence Topic 1, cont Survival of the fittest Fitness Descent with modification Fossil record Strata Biogeography Continental drift Homology Homologous structures Vestigial organs Embryology Biochemical evidence Topic 2: Gene pool Allele frequency Population Species Reproductive isolation Taxonomy Stabilizing selection Directional selection Disruptive selection Topic 3: Prezygotic barrier Temporal isolation Habitat isolation Behavioral isolation Mechanical isolation Gametic isolation Postzygotic barrier Adaptive radiation Phylogeny Convergent evolution Analogies Coevolution Punctuated equilibrium Gradualism Objective 1: Define evolution, adaptations, hypothesis, and theory (prologue). Hypothesis Theory Adaptations Evolution 2 Objective 2: Explain and evaluate the strengths and weaknesses of Lamarck’s theory of evolution. Objective 3: Explain the ideas of Hutton, Lyell, farmers and breeders, Malthus, and Alfred Wallace and how they influenced Darwin. Strengths Weaknesses Lamarck Hutton and Lyell Farmers/breeders Malthus Wallace Evolution Key Points: 3 Objective 4: List and explain the steps of evolution by natural selection (OCVSRS). One way to summarize and remember Darwin’s Theory of Natural Selection is by using the letters OCVSRS As an example, think about a population of beetles that exist in two varieties: green and brown. The brown beetles are harder to see in the sand, so birds primarily capture and eat the green beetles. Apply this scenario to each of the stages listed below. 1. (Potential for) Overpopulation: Organisms have the capability of reproducing at a great rate and ultimately overpopulating an area. This is overpopulation because the number of organisms will become greater than the resources that are available. Another way to think about it is that the number of organisms produced exceeds the number of organisms that can survive. Example: 2. Competition: This situation creates competition among the members of the population for the resources that are available (food, shelter, water etc.) or to keep from being eaten. There may also be competition to find a mate. Competition may be direct or indirect. Example: 3. Variety: While all members of a population of organisms may (or may not) look the same, they are not the same. Some may be faster or slower, stronger or weaker, more resistant to a disease or they may vary in many other ways. Example: 4. Selection: By competing to survive in the face of challenges like finding food, predators, or the weather, some members of the population may survive while others may not. Example: 5. (Differential) Reproduction: Those members of the population that have favorable traits will survive and be able to produce more young than those with less favorable traits. Those favorable traits will be passed on to some of their offspring. Eventually, the frequency of favorable traits will increase among members of the population as those that are more fit pass on the traits. Example: 6. Speciation: After many generations, the population may be different enough from other populations of the same species that mating between members of these populations will no longer be possible. The populations will now be considered different species. (More on this later in the packet.) Example: 4 EvoDot Natural Selection Simulation (in class) In this computer-based simulation, you will have the chance to apply what you have been learning about variation and natural selection. You will monitor the "dot" population over several generations. **Tips: Check all 3 boxes in settings; click on the triangle to show the numbers; the 1st column is the generation number 1. My group's variable = _____________________ 2. Hypothesis: As the generations pass, I expect that _________________________________________ _________________________________________________________________________________ 3. You will now progress through 4 generations of dots. One of you should be the "hunter." This person tries to eat 25 dots as quickly as possible. The other person should be the "monitor." This person should warn the hunter when he/she has already eaten 20 dots, and then say "STOP!" when the hunter has eaten 25 dots. 4. After one season of hunting, the population should reproduce, so that there are once again 50 dots. 5. Repeat for 4 generations, and trade roles halfway through. 6. Data collected: Generation number Phenotype (fill in the phenotypes based on your variable) 0 1 2 3 4 Results: Sketch of line graph (label each axis, include a key, and include a title) – there should be 1 graph with 7 lines! 1-2 Sentence summary of observations: 5 Discussion Questions 1. What phenotype was favored in your simulation? _______________ Describe a different environmental situation that would favor the opposite phenotype and explain why this environment would favor the opposite phenotype. 2. What is the source of new variations in a population? 3. Does "survival of the fittest" really fully describe natural selection or is there another component that is just as important. Explain. 4. Explain the sentence, "Variation is the raw material for natural selection." 5. Explain the sentence, "Populations evolve, individuals do not." 6. Looking at the graph below and drawing on your knowledge from this simulation, identify and explain an evolutionary reason regarding why beak length rises and falls over the course of several years in this bird species. This requires original and specific though. Propose your own hypothetical and specific scenario to explain this trend. There are many possible answers to this question. 6 Objective 5: Apply the theory of natural selection to the observations of Darwin’s Finches in the Galapagos Islands, antibiotic resistance, and pesticide resistance in insects. Pesticide resistance in insects:____________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Antibiotic resistance in bacteria:__________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Darwin's Finches (Galapagos):__(El niño video)______________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ____________________________________________________________________________________ 7 Figure 1: Antibiotics and a population with some resistant bacteria. The test tube contains bacterial growth media and antibiotics to which some of the bacteria are resistant. Figure 2: Antibiotics and a susceptible bacteria. The test tube contains bacterial growth media and antibiotics known to kill the bacteria in the test. Figure 3: No antibiotics The test tube contains bacterial growth media, which allows the bacteria used in testing to undergo unlimited growth. Please match the caption to the appropriate graph. In the space provided, please explain why the caption you chose matches the graph. Bacterial Antibiotic Resistance (in class!) 8 Darwin's Finches Data Analysis (in class) Use the graphs supplied in class to answer the questions below. 1. Which figure(s) supports the idea that individuals within a population vary in their traits? 2. Which figure(s) support the idea that some of these variable traits are heritable - passed on to offspring? 3. Which figure(s) support the idea that more offspring are produced than can survive and reproduce? 4. Which figure(s) support the idea that individuals with advantageous traits will survive and reproduce? 5. How do you know that the finches beak depth is heritable? 6. How did the finch population change from before the drought to after? 7. Why do you think the average beak depth of the bird increased? (Was is conscious or deliberate on the part of the birds?) 9 Objective 6: Explain the phrases: struggle for existence, survival of the fittest, and descent with modification and relate each of them to "OCVSRS". _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Objective 7: Explain the origins of variation within a species. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 10 Objective 8: Explain how each of the following provides evidence of evolution: (a) the fossil record (b) the geographic distribution of living things, (c) homologous structures, (d) vestigial organs, (e) similarities in early development (embryology) and (f) biochemical evidence Fossil Record (13.4, 15.5) Geographic distribution (13.5, 15.7) Homologous structures (13.5) Vestigial organs (13.5) Embryology (13.5) Biochemistry (13.5) 11 Objective #8, cont. – Using Evidence to Support Inferences Evidence/Observation 1. Fish fossils are found in lower layers of sedimentary rock than amphibian fossils. Inference Which of the following inferences is/are directly supported by the evidence? a.) Amphibians evolved from fish. b.) Amphibians evolved after fish. 2. Species on the eastern-coast of modern South America bear close resemblance to species on the western-coast of modern Africa. 3. Animal species such as whales, humans, horse, bat, and bird share the same basic bone structure in their forelimbs. 4. The whale has a small femur and pelvic bone. 5. Both water and land-dwelling animals have gills (or gill-like structures) during embryonic development. 6. Species from all kingdoms (animal, plant, fungus, protist, bacteria, and archaebacteria) use an A, T, G, C genetic code. 7. In terms of amino acid sequence, the cytochrome c human protein is nearly identical to the cytochrome c rhesus monkey protein. 12 Evidence for Evolution: BIOCHEMISTRY1 (IN CLASS!!) The cladogram below proposes evolutionary relationships between several different species, based upon anatomical data. 1. According to the cladogram above, to what species are humans most closely related? __________ 2. The following questions ask you to compare snapping turtles and kangaroos. a.) Name at least three characteristics that both snapping turtles and kangaroos have. ___________________, _______________________, and _________________ b.) Name a characteristic that kangaroos have, but snapping turtles do not have. _______________________ c.) Name two characteristics that neither snapping turtles nor kangaroos have. ___________________ and _____________________ 3. According to the cladogram above, do bullfrogs and humans share a common ancestor? _____ Do snapping turtles and humans share a common ancestor? _____ Which common ancestor lived more recently? ___________ Now, using the biochemical data on the separate sheet, your job is to see whether or not you can independently confirm the evolutionary relationships presented above. Independent confirmation means that multiple sources of information (that are not dependent upon one another) each lead the researcher to the same conclusion. Thus, the conclusion becomes more powerful. The biochemical data compares the amino acid sequence of a specific protein called cytochrome-c. Cytochrome-c is an enzyme that is an important catalyst for cellular respiration. To make analysis easier, amino acids in blue do not differ from species to species, so you can ignore these as you compare the species to one another. On the biochemical data chart, a "-" means that the amino acid is absent in a particular species. When comparing species' amino acid sequences to one another, record a "-" as an amino acid difference if one species has an amino acid in the same position where another species has a "-." On the other hand, if both species have a "-" in the same position, then it should be recorded as the same. 4. Find the human, rhesus monkey, kangaroo, snapping turtle, bullfrog, and tuna on the chart comparing cytochrome-c. Compare the human amino acid sequence to each of the other species, by completing the table below. Species name In comparison to human animo acid sequence, # of differences in amino acid sequence Rhesus monkey Kangaroo Snapping turtle Bullfrog Tuna 1 This activity is based upon a Beth Kramer ENSI lesson, as found on the pbs.org.evolution website Teacher’s Guide Web Resources section 13 5. Using the hexagons below, record the total number of amino acid differences between humans and each animal shown below. 6. When comparing the cytochrome-c amino acid sequences of the human vs. the rhesus monkey, the amino acid in position #_____ is different, whereas the other amino acids are all the same. Do you think that this is caused by a missense mutation, or a frame-shift mutation? Explain. 7. Refer back to #6 to fill in the table below. Human Rhesus monkey Amino acid at the position described in #6 Possible RNA Codon(s) Possible DNA sequence 8. Does the biochemical data independently confirm the original cladogram, which used anatomical data? Briefly explain. 9. Based upon the biochemical data, how does the human-monkey relationship compare to the chicken-duck relationship? Use evidence to support your conclusion. 10. Chickens and turkeys have the same amino acid sequence, when you compare their cytochrome-c proteins. How is this possible, given that chickens and turkeys are two different species? 11. Neurospora and Saccharomycetes (baker’s yeast) are both fungi. Chickens and turkeys are both birds. Using biochemical data as evidence, what can you infer about the evolutionary relationship between these two birds, as compared to the evolutionary relationship between these two fungi? In other words, which pair of species do you think shares a more recent common ancestor? Explain your reasoning, being clear about what specific data you are using to make your inferences and conclusions. 14 Objective 9: Compare and contrast gene pool and allele frequency. Gene Pool Allele frequency Relationship of these two to evolution Objective 10: Define population and species (biological concept and others). Population Biological species concept Morphological species concept Ecological species concept Phylogenetic species concept 15 Objective 11: Describe the three ways that populations change through natural selection. Definition Example Graph Stabilizing Selection Directional Selection Disruptive Selection Objective 12: Explain why natural selection does not lead to “perfect” organisms. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Question: ____________________________________________________________________________ _____________________________________________________________________________________ Objective 13: Differentiate between prezygotic and postzygotic barriers and explain (focus on prezygotic) how they lead to reproductive isolation and speciation. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 16 _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Question: ____________________________________________________________________________ _____________________________________________________________________________________ Objective 14: Define and relate (using examples) convergent evolution and analogous structures, homologous structures and adaptive radiation. Define coevolution. Objective 15: Define the term homologies and explain why they are important in classification. Convergent Evolution Analagous Structures Adaptive radiation (type of divergent evolution) Homologous Structures (Homologies) Coevolution Independent Confirmation (earlier in packet – p13) 17 Objective 16: Compare the models (gradualism and punctuated equilibrium) that describe the pace of evolution. Gradualism Punctuated Equilibrium 18 "Skin Deep" (10 pt) Read the entire article and answer the following questions. It will be obvious if you do not read the entire article and instead search for answers. You should type your answers to these questions and make the question obvious in the answer. Number 4 and 8 should be your longest answers. Use care about your choice of words. Jablonski, Nina, and George Chaplin. "Skin Deep." Scientific American October 2002: 72-79. 1. High concentrations of melanin protect people from skin cancer. However, this observation does NOT explain the evolution of darker skin pigmentation. Explain why protection against skin cancer is not a sufficient explanation for evolution of darker skin. (I'm not asking what else could explain it, I'm asking why skin cancer protection does not.) 2. In terms of human health, what is folate’s importance? 3. What is the relationship between folate and exposure to UV (ultraviolet) light? 4. Explain the evolutionary process that led to darker skin (think about OCVSRS). 5. In terms of human health, what is vitamin D’s importance? 6. What are two different ways whereby a person can obtain vitamin D? 7. What is the relationship between vitamin D and exposure to UV light? 8. Explain the evolutionary process that led to lighter skin pigmentation in some regions of the world (again - think about OCVSRS). 19