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Transcript
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