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Evolutionary Forces LT 3: Evolutionary Forces I can analyze the factors that drive evolution divergently or convergently within a population over a period of time. Proficiency Levels Exceeds Proficiency Students can apply, analyze and evaluate the concepts and skills related to the learning target. The application of concepts and skills will be weighted 25% on assessments. Meets Proficiency Students can identify and recall foundation knowledge that relates to the learning target. The application of concepts and skills will be weighted at 75% on assessments. Description Learning Target 3.1 I can calculate the allelic frequencies of a population over time to determine if they are in Hardy-Weinberg Equilibrium to determine if evolutionary forces are occurring--trying to predict which evolutionary force is the likely culprit. For the following scenario's, I can determine the factor driving evolution: Bottleneck, Founder Effect, Adaptive Radiation, Biogeography, Speciation Learning Target 3.2 I can determine a convergent or divergent evolutionary relationship when analyzing a cladogram--citing specific adaptations to support my conclusion. Learning Target 3.3 I can analyze a cladogram for areas of gradualism and punctuated equilibruim--citing specific evidence to support my answer. Learning Target 3.1 I can describe why the following allelic frequencies within a population, genetic diversity, evolutionary fitness and/or how they either promote or prevent evolution from occurring: o Sexual Selection, Inbreeding o Small Populations, Large Populations o Migration o Mutation o Natural Selection Learning Target 3.2 I can determine if a scenario or diagram demonstrates convergent or divergent evolutionary relationships using my knowledge of adaptations within the animal kingdom. Learning Target 3.3 I can identify examples of punctuated equilibrium and gradual evolution. I can identify the environmental causes of punctuated equilibrium and gradualism; and the likely evolutionary pathways that resulted. Developing Proficiency Refer to the vocabulary and “I Can Statements” Proficiency Grade Conversion Students will be assessed on their holistic understanding of the learning target. The meets and exceeds levels are weighted to emphasize the relative importance of foundational vs. application knowledge and skills. Each assessment will be given a raw score out of 10, which will be converted to reflect the ATHS proficiency Scale. Raw Score ATHS Proficiency >7 2.0 >7.5 2.5 >8 3.0 >8.5 3.5 >9 4.0 Learning Target 3: Evolutionary Forces VOCABULARY Bottleneck Hardy Weinberg Migration Founder Effect Sexual Selection Convergent Homologous Structures Adaptive Radiation Mutation Divergent Analogous Structures Gradualism Allelic Frequencies Cladogram Vestigial Structures Punctuated Equilibrium Random Mating Biogeography Speciation Learning Target 3.1 I can explain how migration affects a population. I can explain how population size affects a population. I can explain how mating choice affects a population. I can explain how mutation affects a population. I can explain how Natural Selection affects a population. I can explain how allelic frequencies change over generations. I can explain the five requirements of Hardy Weinberg and how they can determine if a population is evolving. I can explain what a bottleneck effect is and how it affects a population. I can explain that a founder effect is and how it affects a population. I can explain what adaptive radiation is and how it affects a population. I can explain what speciation and biogeography are. Learning Target 3.2 I can identify convergent evolution. I can identify divergent evolution. I can analyze a cladogram to determine divergent or convergent evolution. Learning Target 3.3 I can define the following types of natural selection: disruptive, directional and stabilizing. I can identify the graphs for the following types of natural selection: disruptive, directional and stabilizing. I can identify examples of the following types of natural selection: disruptive, directional and stabilizing from a scenario and/or example. I can identify the influence (abiotic or biotic) and effect (adaptation) from a given scenario of Natural Selection.