Download Assignment Sheet #10 ---3/21-25/16 B-A-C-E

Assignment Sheet #10 ---3/21-25/16
B-A-C-E-D
[email protected]
Evolution
Monday- Return and discussion of Cell Cycle Test. Makeups and Intro to Evolution and project. Assignment:
Study vocabulary and notes.
Tuesday- Presentation by Nurse Nancy... HIV and AIDS Assignment: Study evolution vocabulary/notes.
Wednesday- Project Research. Kettlewell’s Moths. Assignment: Study evolution vocabulary/notes. Complete
the questions concerning Kettlewell’s moths if not done in class. Continue work on project.
Thursday- Project Research Assignment: Study evolution vocabulary/notes. Continue work on project.
Friday - Daphnia and Butterflies! Assignment: Study evolution vocabulary/notes... quiz Tuesday. Continue
work on project.
-----------------------------------------------------------------------------------------------------------------------------------Shifting to Evolution
Quizlet set:Adams-Evolution: http://quizlet.com/22595456/adams-evolution-flash-cards/ (many of these term are review)
Darwin, natural selection, adaptation, evolution, species, selective breeding (Speciation, Geographic isolation
Read the information on back of this page then Match the key words and definitions concerning evolution:
_________________-Studied the finches on the Galapagos Islands, wrote Origin of Species and developed the theory of evolution
about changes in organisms over time.
_________________ -This is a feature that allows an organism a greater chance for survival in its environment.
_________________ - A group of similar organisms that can mate to produce fertile offspring
_________________ -The human practice of breeding organisms to gain particular traits.
_________________ -This is a process that produces change over time in organisms so that they are better fit to survive in their
environment. The fossil record provides evidence for this idea.
_________________ -This states that an organism that is better fit for its environment will be more likely to survive and pass its
traits on to offspring.
Darwin’s Main Ideas
•
Many _____________ exist within species. For example, ___________________________________
____________________________________________________________than others.
•
All _________________________________________ they need to survive.
•
Organisms can ______________________________________________________ given the quantity of
resources available.
•
Organisms that are _____________________________________________ in their environment tend to
survive and reproduce, ___________________________________________________________________.
This is known as “natural selection,” or ______________________________________________________
*READ Daphnia’s Change of Appetite ...Daphnia are small invertebrates. They are crustaceans that are
related to crab and shrimp. They are found all over the world in fresh water lakes and ponds.
1. Where were the Daphnia described in this article?
2. What was their usual diet?
3. What happened to this lake?
4. What was the result?
5. What happened to the Daphnia population in the lake?
What did the surviving Daphnia eat?
6. Did these Daphnia do something special or plan to be able to do this? Why were they able to survive?
Some important Terms...
1. Evolution is the process through which populations change over time. An individual cannot evolve since they cannot
change their own DNA.
2. Species - Organisms that are so genetically similar that they may breed and produce fertile offspring (able to reproduce).
3. Population - all the members of the same species of organism, in the same location at the same time.
4. Mutations are random changes that occur an organism’s DNA. Some help individuals survive in their environment and
reproduce and some do not. Other mutations have no effect. If a mutation (change) occurs in the DNA of sex cells (gametes)
then changes can be inherited by the offspring.
5. Adaptation a specific characteristic/trait within a population that helps the species better survive in their environment.
6. Competition occurs because there is an overproduction in a species’ population. Resources are limited so not every
individual will be able to survive and reproduce.
Vertebrate Project: Adaptations and Habitat....
Individual or with a partner
Specialized Adaptations of the Vertebrate
A. Include information on at least 5 specific adaptations... describe both the structure and function and how they
help the organism “fit” their environment.
Habitat of the Vertebrate
A. Include in your research those factors caused or produced by living beings (biotic) and those factors not caused
or produced by living beings (abiotic). Examples of biotic factors include the following: *predators, or lack of
them
* food preferences and supply *population density * disease *other species with which your
vertebrate interacts in its habitat •
Examples of abiotic factors include the following:
*nesting site and a place to raise young * escape routes from predators *temperature range *precipitation
*topography *wind *shelter
*water
B. Also include information on the impact of your vertebrate and its habitat on humans and vice versa. Include
drawings, photos, or computer-generated images of your vertebrate’s habitat preferably with an image of your
vertebrate included.
**** If doing this as an individual project, you must include information on both Adaptations and Habitat
Presentation Format- select a different form for each partner to use or if an individual... a combination or extension
of 1 format that includes details of adaptations and habitat: Diorama, Powerpoint (maximum of 12 words/slide),
Trifold board, Webpage, other as approved by teacher.
An Example of Natural Selection: Kettlewell’s Peppered Moths
The peppered moth (Biston betularia) is a moth that was drastically affected by soot pollution in England in the
1800's and is a classic demonstration of natural selection. In England in the 1880's, soot covered much of the
landscape, following the start of the Industrial Revolution. Previous to the soot problem, the light-colored variety of
the moth was common in England. Its speckled coloration helped camouflage the moth when perched on birch tree
trunks (this nocturnal moth rests on birch tree trunks during the day). This type of camouflage is called cryptic
coloration. After pollution covered many of the trees with a dark layer of soot and killed the light, whitish-gray
colored lichens that lived on the tree trunks, a dark form of the moth was observed (presumably since the lightcolored variety was no longer camouflaged when at rest on trees, and they were caught by birds - the dark-colored
variety were now better camouflaged and more likely to survive and reproduce). The dark form of the peppered
moth was first observed in 1848, and by 1895, 95 percent of the peppered moths were of the darker type. This
phenomenon is called "industrial melanism."
An Unpolluted Birch Forest
The light variety of the peppered moth on a birch The dark variety of the peppered moth on a birch
tree trunk.
tree trunk.
A Polluted Birch Forest
The light variety of the peppered moth on a soot- The dark variety of the peppered moth on a sootblackened tree trunk.
blackened tree trunk.
In the early 1950's, the British doctor H. B. D. Kettlewell studied the peppered moth. He performed mark-andrecapture experiments on the peppered moth, releasing both light and dark moths into either a polluted or an
unpolluted forest. After a time, he recaptured moths from both areas. In the polluted forests, he caught more dark
moths; in non-polluted forests, he captured more light-colored moths. Kettlewell determined that the melanism was
a trait that was inherited as a single, dominant allele.
Recently, as cleaner-burning fuels have been used in England, the light-colored variety has returned to prominence.
*READ Kettlewell’s Peppered Moths ...
1. What is the scientific name of this moth? What are the two variations seen in this moth population(see
pictures with the article)?
2. Before the 1880’s, what was the forest/beech tree population like in which the moths lived? Which color of
moth had the advantage at this time?
3. What occurred in England in the 1880's? How did this affect the moths environment and life?
4. Which color of moth had the advantage at this time?
5. As a result to the change in the environment, what happened to the moth population number between 1848
and by 1895?
*READ Daphnia’s Change of Appetite ...Daphnia are small invertebrates. They are crustaceans that are
related to crab and shrimp. They are found all over the world in fresh water lakes and ponds.
1.
2.
3.
4.
Where were the Daphnia described in this article? In Lake Constance, Germany
What was their usual diet? Daphnia originally ate harmless green algae.
What happened to this lake? Industrial pollution
What was the result?Industrial pollution killed the green algae and only allowed the poisonous Cyanobacteria
to survive.
5. What happened to the Daphnia population in the lake? Most of the daphnia died as they tried to eat the
Cyanobacteria.
What did the surviving Daphnia eat? The entire daphnia population did not die because a few of the population
had the genetic mutation that allowed them to eat the poisonous Cyanobacteria.
The daphnia that could eat the poisonous food, survived and passed this trait on to their offspring so that soon all
the daphnia in the lake had this trait.
6. Did these Daphnia do something special or plan to be able to do this? Why were they able to survive? No.
This trait in their genetic makeup, this adaptation (ability to eat the poisonous Cyanobacteria) allowed the daphnia in
Lake Constance to survive. It was not planned or something they could try to develop.
*An organism’s features will be closely linked to its environment because special features that make it more “fit” for
the environment will allow it to survive. For example, in the arctic, the Polar Bear has thick fur and blubber to keep in
warm. These features would not be helpful in other environments. Another example, the cactus in a desert climate
has a thick waxy covering to prevent water loss. This is important in the desert but would not be helpful in other
situations.
*READ Kettlewell’s Peppered Moths ...
1. What is the scientific name of this moth? Biston betularia What are the two variations seen in this moth
population(see pictures with the article)? Light and dark color
2. Before the 1880’s, what was the forest/beech tree population like in which the moths lived? Which color of
moth had the advantage at this time? Light, whitish-gray colored lichens lived on the Beech tree trunks
which allowed the light colored moths to hide from their predators (camoflauge). Dark moths were very
visible and were rapidly eaten by predators.
3. What occurred in England in the 1880's? Soot covered much of the landscape, following the start of the
Industrial Revolution. After pollution covered many of the trees with a dark layer of soot, the light, whitishgray colored lichens died leaving the tree trunks black. How did this affect the moths environment and life?
The light-colored variety was no longer camouflaged when at rest on trees, and they were caught by birds the dark-colored variety were now better camouflaged and more likely to survive and reproduce.
4. Which color of moth had the advantage at this time? Dark
5.
As a result to the change in the environment, what happened to the moth population number between 1848
and by 1895? The dark form of the peppered moth was first observed in 1848 and by 1895, 95 percent of
the peppered moths were of the darker type. This phenomenon is called "industrial melanism."