Download Name Block ______ Date ______ Packet #15 Unit 7: Evolution

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)
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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
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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:
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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:
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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:
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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.
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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:____________________________________________________________
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Antibiotic resistance in bacteria:__________________________________________________________
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Darwin's Finches (Galapagos):__(El niño video)______________________________________________
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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!)
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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?)
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Objective 6: Explain the phrases: struggle for existence, survival of the fittest, and descent with
modification and relate each of them to "OCVSRS".
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Objective 7: Explain the origins of variation within a species.
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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)
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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.
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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
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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.
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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
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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.
_____________________________________________________________________________________
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Question: ____________________________________________________________________________
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Objective 13: Differentiate between prezygotic and postzygotic barriers and explain (focus on
prezygotic) how they lead to reproductive isolation and speciation.
_____________________________________________________________________________________
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Question: ____________________________________________________________________________
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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)
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Objective 16: Compare the models (gradualism and punctuated equilibrium) that describe the pace of
evolution.
Gradualism
Punctuated Equilibrium
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"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).
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