Download 16-3 - Brookings School District

Darwin’s Theory of Evolution
Darwin Presents his Case
Chapter 16-3
Image from: Biology by Miller and Levine; Prentice Hall Publishing©2006
http://groups.wfu.edu/ModelUN/images/Cover/Oranges.jpg
http://www.fx.clemson.edu/~ablank/126436919.Broccoli.jpg
http://www.butterball.com/en/images/plan_n_prep/preparing/carving1.jpg
THINK ABOUT IT
What do oranges, broccoli and
Butterball turkeys have to do
with EVOLUTION?
(Answers to come in this slide show!)
After Darwin returned to England in 1836
he filled notebooks with his ideas
species diversity and the process
about _____________
evolution
that he would later call _______.
He did not rush to publish his ideas
disagreed with the
because they ________
beliefs of his
fundamental scientific ______
day.
He asked his wife to publish
his ideas when he died
___.
http://www.elsie.brandeis.edu/images/journals.gif
In 1858 another naturalist,
Alfred
Russel Wallace wrote an
_________________,
Malaysia that
essay describing his work in _______
summarized the same ideas Darwin
_____ had
been thinking about for 25 years!
http://www.thesecondevolution.com/wallace&darwin.jpg
Suddenly Darwin had incentive to publish
the results of his work!
In 1859
On
the Origin of Species
____________________
evidence
presented _______
and proposed a
mechanism
________ for evolution
that he called
NATURAL
SELECTION
__________________
http://www.loc.gov/exhibits/world/images/s125.jpg
Isn’t evolution just a theory?
A theory is a well-supported
____________, _______,
testable
explanation of phenomena that have
occurred in the natural world, like the
theory of __________________,
gravitational attraction
cell
________,
theory and _____________.
atomic theory
http://www.avgoe.de/StarChild/DOCS/STARCH00/questions/apple_falling.gif
http://sixthsense.osfc.ac.uk/chemistry/atomic_structure2/atom.gif
WHAT IS DARWIN’S THEORY?
OVERPRODUCTION of OFFSPRING
More offspring are produced than can
survive.
http://www.biospheres.com/photogallery2ag/images/ladybugs_jpg.jpg
http://atthecreation.com/DEER/too.many.deer.jpg
WHAT IS DARWIN’S THEORY?
GENETIC VARIATION is found
_________________
naturally in all populations
http://www3.nationalgeographic.com/animals/images/primary/zebra-herd.jpg
WHAT IS DARWIN’S THEORY?
______________________
STRUGGLE
FOR EXISTANCE
means that members of each species
must COMPETE
________ for food, space, and
other RESOURCES
__________.
http://www.wasatchcomputers.net/gallery/elk_fight.jpg
WHAT IS DARWIN’S THEORY?
Some organisms in a ________
population
less likely to survive.
are ________
http://www.cartoonstock.com/newscartoons/cartoonists/rrs/lowres/rrsn69l.jpg
WHAT IS DARWIN’S THEORY?
SURVIVAL OF THE FITTEST
_____________________
organisms which are better adapted
survive and
to the environment will ______
reproduce passing on their _____.
genes
________,
http://www.poster.net/bedard/bed202.jpg
VOCAB
http://www.cartoonstock.com/newscartoons/cartoonists/cga/lowres/cgan170l.jpg
Ability of an individual to survive
______
and
reproduce in its specific
____________
environment
= fitness
______
VOCAB
inherited characteristic that
Any ___________________
of survival
increases an organism’s chance
______________
ADAPTATION
= _____________
http://www.wildlife-traps.com/skunks.html
http://www.atomtigerzoo.com/photos/images/20060421233733_duckfeet.jpg
http://www.3kitty.org/travelrama/Photos/123-21-4x6.jpg
ADAPTATIONS CAN BE
PHYSICAL
___________
Beak shapes
BEHAVIORAL
_____________
Spider web building
Bird mating dances
http://ez002.k12.sd.us/060%20Bird%20beak.jpg
WHAT IS DARWIN’S THEORY?
Over time, natural selection
CHANGES in the
results in ________
inherited characteristics of a
POPULATION
__________.
increase a
These changes ______
species’ fitness
_____ in its environment.
How Does Evolution Really Work?
IMPORTANT TO REMEMBER !
•POPULATIONS evolve
NOT INDIVIDUALS.
•NATURAL SELECTION only
works on heritable traits.
•A trait that is favorable in one
environment may be useless or
detrimental in another.
WHAT IS DARWIN’S THEORY?
DESCENT WITH MODIFICATION
____________________________
suggests that each species has
DESCENDED with CHANGES
___________,
________,
from other species over time.
This idea suggests that all living
TO EACH OTHER
species are RELATED
____________________,
and that all species, living and extinct,
COMMON ANCESTOR
share a _________________.
EVIDENCE OF EVOLUTION:
Artificial selection
1. ________________
2. ________________
Fossil record
Geographic Distribution
3. _______________
Homologous structures
4. _______________
5. _______________
Embryology
DNA
6. _______________
7. _______________
See Natural selection happen
NATURE
variation
__________provides
the _________
mutation
through _________
and _________________________
sexual reproduction
HUMANS select traits that they find
________________
______.
useful
EX: cows that produce
more milk,
turkeys with more
breast meat, etc.
http://www.pp3moo.com/hm2cow.jpg
http://lazerbrody.typepad.com/photos/uncategorized/turkey.gif
WE’VE DONE IT WITH PLANTS
BIOLOGY by Campbell and Reece Prentice Hall Publishing©2005
WE’VE DONE IT WITH ANIMALS
If humans can
select for
beneficial traits,
why can’t nature?
If artificial selection
can achieve so much
change in relatively
short time, why can’t
major changes happen
over thousands of
generations?
http://www.windows.ucar.edu/earth/geology/images/dogs_sm.jpg
http://groups.wfu.edu/ModelUN/images/Cover/Oranges.jpg
http://www.fx.clemson.edu/~ablank/126436919.Broccoli.jpg
http://www.butterball.com/en/images/plan_n_prep/preparing/carving1.jpg
THINK ABOUT IT
Now you know what broccoli and
Butterball turkeys have to do with
evolution!
(Answers about oranges to come in this slide show!)
How Do We Know Evolution Happens?
2. Fossil Record –
Fossils are the _______
remains
______
_________________
of ancient organisms
found in layers of rock
in the Earth.
How Do We Know Evolution Happens?
The layers of rock tell the history of the
Earth while the fossils
_____,
_____ found within
life
the rock tell a history of ___.
age as
The fossils are same
________
the rock they are found in.
Movement of Earth’s Crust
Section 16-2
Earthquakes and volcanoes
cause uplifting of the layers of the
Earth, taking the fossils along
Sea
level
Fish die in
the ocean
and are
covered in
sediment.
Over time
and under
increasing
pressure,
the remains
becomes
fossilized
Go to
Section:
Sedimentary
rocks form in
horizontal
layers.
When part of
Earth’s crust is
compressed, a
bend in a rock
forms, tilting the
rock layers.
As the surface
erodes due to
water, wind, waves,
or glaciers, the
older rock surface
is exposed.
Fossils of
marine
fish found
on the
mountainsides of
southwest
Wyoming,
which at
one time
was
covered
by an
inland sea
If Darwin’s theory is correct you would
expect to find fossils that show
change
over
time
sequential __________________ and
_____________
transitional fossils that show
relatedness between organisms
That’s EXACTLY what we do see!
If evolution has happened, we should be able to find
evidence of evolution in the fossil record AND
WE HAVE !
http://en.wikipedia.org/wiki/Image:Tiktaalik_BW.jpg
Tiktaalik video
http://evolution.berkeley.edu/evosite/lines/IAtransitional.shtml
Fossil record
shows change
over time
SD dinosaur fossils
http://media-2.web.britannica.com/eb-media/98/398-004-411B88E5.gif
TRANSITIONAL FOSSILS HAVE BEEN FOUND
Scientific American; Dec 2005; Vol 293; p100-107
TIK-TAALIK
TIK-TAALIK
http://evolution.berkeley.edu/evolibrary/images/news/tiktaalik_reconstruction.jpg
Intermediate between fish and early tetrapods
Fins have basic wrist bones and simple fingers
Earliest fish with a neck
Discovered by Neil Shubin and Ted Daeschler in 2004
If Darwin’s theory is correct you would
expect to find closely
____________
related yet
_______________
different species living in a
_________
geographic region as they spread into
nearby habitats and evolve.
That’s EXACTLY what we do see!
http://www.newtonswindow.com/problem-solving.htm
REMEMBER THE GALAPAGOS TORTOISES
Intermediate vegetation
Intermediate necks
Little vegetation
Long necks
Image from: BIOLOGY by Miller and Levine; Prentice Hall Publisher©2006
Lots of vegetation
Short necks
Tortoises adapted to different habitats as they
spread from the mainland to the different islands.
= DIVERGENT EVOLUTION = ADAPTIVE RADIATION
DARWIN’S
FINCHES
Darwin collected 14 species of finches and
hypothesized that the Galapagos had be
colonized by organisms from the mainland that
had then diversified on the various
http://images.encarta.msn.com/xrefmedia/aencmed/targets/illus/ilt/T014608A.gif
GALAPAGOS FINCHES
The _____
beaks of Galapagos finches have
adapted
______ to eating a variety
_____ of foods
_____.
If Darwin’s theory is correct you would
species
also expect to find different
_______________
living in far
________
apart geographic regions
but similar habitats becoming more
________
alike
similar ecosystems
as they adapt to ______________.
That’s EXACTLY what we do see!
BOTH LIVE IN FOREST ECOSYSTEMS
Adapted to similar
environments, but
evolved independently
from different ancestors.
SUGAR GLIDER
in Australia is a marsupial
more closely related to
Kangaroos than North
American
FLYING SQUIRRELS
because
its ancestors were
marsupials.
http://www.flmnh.ufl.edu/fish/gallery/descript/TigerShark/scars.JPG
http://news.bbc.co.uk/2/shared/spl/hi/guides/456900/456973/html/nn1page1.stm
Whales and sharks have a _____
similar body design
different organisms
even though they are very _______
(one is a fish; the other, a mammal)
because they have _________________
independently adapted to
living in a _____
similar environment.
= CONVERGENT EVOLUTION
Whales are closely related to wolves, but
don’t look or act much like them
= divergent evolution
Conclusion:
The pressure of
the environment
drives evolution
Whales are distantly related
to sharks, but look and act more
like them =
convergent evolution
HOMOLOGOUS STRUCTURESForelimbs of all mammals share same
arrangement of bones that can be
traced to same embryological origin
BIOLOGY by Campbell and Reece Prentice Hall Publishing©2005
EVOLUTION explains why certain
characteristics
in related species have an
Section 15-3
underlying similarity.
Turtle
Alligator
Ancient lobe-finned fish
Bird
Mammal
amnion /am·ni·on/ (am´ne-on) bag of waters; the
extraembryonic membrane of birds, reptiles, and mammals,
which lines the chorion and contains the fetus and the
amniotic fluid
http://media-2.web.britannica.com/eb-media/27/117227-050-E1C9ABEE.jpg
http://medical-dictionary.thefreedictionary.com/amnions
VESTIGIAL ORGANS
Some homologous structures are vestigial and
have no useful function even though they are
still present.
Examples:
Hipbones and pelvis in whales and boa constrictors
Cecum (appendix) in humans
Skink legs
http://www.txtwriter.com/backgrounders/Evolution/EVpage12.html
Most mammals have a pouch
between their small and large
intestine that contains bacteria
cecum
to digest plants called a _____.
In humans the cecum
is shrunken and unused.
appendix
It is our _________
http://www.medicalgeo.com/images/appendix.gif
Why grow a tail and then lose it?
HUMAN EMBRYO
_________________
has
a tail at 4 weeks
_________________
Tail disappears at
_________________
about 8 weeks
tail
http://www.suite101.com/files/topics/6234/files/tail_HumanTail.gif
Skinks are a type of
lizard. In some
species, legs have
become so small
longer
they no
_______
function
______ in walking.
Why would an organism possess organs with
___
little
or no function
________________?
One explanation:
code is present to make the organ, but
The gene
________
function
has been lost through ______________.
change over time
_________________
If the organ is not vital to survival, then
natural selection would not cause its elimination.
http://www.medicalgeo.com/images/appendix.gif
5. _____________________
Similarities in Embryology
________
Embryos of many animals with backbones are very similar.
Image from:
http://calspace.ucsd.edu/virtualmuseum/litu/03_3.shtml
It is clear that the same groups of
_____________
undifferentiated cells develop in the
same order to produce the same
tissues and organs of all vertebrates,
evolved from
suggesting that they all _______
a _______________.
common ancestor
Image from: http://io.uwinnipeg.ca/~simmons/16cm05/1116/16anim3.htm
Similarities in DNA
6. _______________
Similarities
DNA and
in ____
PROTEIN
________
sequences
suggest
relatedness
Image from: BIOLOGY AP EDITION by Campbell and Reece; Prentice Hall Publishing©2005
Similarities in protein sequences
suggests similarities in DNA
Image from: Modern Biology by Holt, Rinehart, and Winston
MOLECULAR HOMOLOGIES
• All life forms share same genetic
machinery (DNA & RNA)
• Universal genetic code
• Important genes share
highly conserved
sequences
Human- 46 chromosomes
Chimpanzee- 48 chromosomes
karyotypes suggest an
Similar _________
evolutionary
relationship
___________________.
Human: http://www.nationmaster.com/wikimir/images/upload.wikimedia.org/wikipedia/en/thumb/1/18/300px-Human_karyogram.png
Chimpanzee: Middle School Life Science , published by Kendall/Hunt.
Human- 46 chromosomes
Chimpanzee- 48 chromosomes
Even differences show relatedness
Chimpanzees have 2 smaller chromosome pairs we don’t have
Humans have 1 larger chromosome pair (#2) they don’t have.
Human: http://www.nationmaster.com/wikimir/images/upload.wikimedia.org/wikipedia/en/thumb/1/18/300px-Human_karyogram.png
Chimpanzee: Middle School Life Science , published by Kendall/Hunt.
PATTERN MATCHES
1. BANDING
________________________
If you take the two smaller
chromosomes apes have that
we don’t, and place them
banding
end to end, the ______
_______________
pattern
is identical to the
we
#2 human chromosome __
have
that they don’t
________________.
http://www.evolutionpages.com/chromosome_2.htm
IN MIDDLE
2. TELOMERES
____________________
Chromosomes have special sequences
called telomeres
_______ at their ends to
protect the strands during
replication.
http://joannenova.com.au/Speaking/Morslids.html
2. TELOMERES IN MIDDLE
Telomere sequences are
the ends and
found at
__________
ALSO
IN THE MIDDLE
_____________________
of human chromosome #2
suggesting it was made by
fusing
_____ two other
chromosomes together.
→
→
→
http://www.evolutionpages.com/chromosome_2.htm
EXTRA CENTROMERE
3. _________________
Chromosome #2 has a
INACTIVE
second __________
CENTROMERE region
_____________
→
http://www.evolutionpages.com/chromosome_2.htm
http://groups.wfu.edu/ModelUN/images/Cover/Oranges.jpg
http://www.fx.clemson.edu/~ablank/126436919.Broccoli.jpg
http://www.butterball.com/en/images/plan_n_prep/preparing/carving1.jpg
THINK ABOUT IT
What do oranges, broccoli and
Butterball turkeys have to do
with EVOLUTION?
(Answers to come in this slide show!)
Did you ever wonder why dogs and
cats don’t need to eat ________,
fresh fruit but
YOU
_______?
DO
http://www.naturescornermagazine.com/NaturesBlog/images/dog%20care%20in%20summer.jpg
http://www.alpo.com/where.aspx
Fish, amphibians, reptiles, and most
mammals can make their own
VITAMIN C but humans need to eat
_________,
fresh fruit or they end up with
________.
SCURVY
http://www.med.uc.edu/departme/cellbiol/Image7.gif
http://www.rachelleb.com/images/2005_02_22/scurvy.jpg
Human DNA contains the gene that
codes for the enzyme to make
vitamin C, but it is ________________.
NONFUNCTIONAL
Guess what other group of organisms
lack the ability to make their own
Vitamin C?
PRIMATES…
which includes
chimpanzees, orangutans,
gorillas, and other apes.
http://groups.wfu.edu/ModelUN/images/Cover/Oranges.jpg
Humans have many other
nonfunctional vestigial genes called
________________.
PSEUDOGENES
EX: Humans have more than 99
different odor receptor genes, but more
than 70% of them are nonfunctional
___________.
http://www.animationplayhouse.com/new/dogs2.html
http://unraveling.typepad.com/photos/uncategorized/nose_1.jpg
Why does evolution matter now?
7.____________________________
Can see Natural selection happen
EX: Peppered Moths
There is a natural
variation in populations
of peppered moths.
Typica
Carbonaria
Typica form - lighter
________________
Carbonaria
form - darker
___________________
http://www.hipusa.com/eTools/webmd/A-Z_Encyclopedia/tuberculosis.jpg
http://www.hhmi.org/askascientist/images/hiv.gif
The ___________
light colored form was the predominant form
in England _____________________________.
prior to the Industrial Revolution
Around the middle of the 19th century the ______
darker
form began to appear. It was first reported in
1848. By 1895 98% of the moths in Manchester
were the dark
____ variety.
In recent years, the burning of
cleaner fuels and Clean Air
regulations has reduced the
pollution there and the
lighter
______ colored moths
have increased in numbers.
http://www.hipusa.com/eTools/webmd/A-Z_Encyclopedia/tuberculosis.jpg
BIOLOGY by Campbell and Reece
We can see Natural selection happen
BIOLOGY by Campbell and Reece
We can see Natural selection happen
7.____________________________
Can see Natural selection happen
EX: Changes in disease-causing microbes that
produce new organisms and new
__________.
diseases
Bird flu
_______
HIV
___
http://www.hhmi.org/askascientist/images/hiv.gif
Antibiotic-resistant
tuberculosis
__________________________
http://www.hipusa.com/eTools/webmd/A-Z_Encyclopedia/tuberculosis.jpg
WE CAN SEE NATURAL SELECTION HAPPEN
Mosquitos
Crickets
Slide by Kim Foglia@ http://www.explorebiology.com/
Should the Use of Antibiotics
Be Restricted?
Read the Issues in Biology article on
p. 403 in your text. Then watch the
video Why Does Evolution Matter Now?
and discuss the question: Should the
use of antibiotics be restricted?
Evolution is dumb
Nipples
Slide by Kim [email protected]
PBS EVOLUTION VIDEO CLIPS
Who Was Charles Darwin?
Isn't Evolution just a theory?
How does Evolution really work?
How do we know evolution happens?
Why does evolution matter now?
SOUTH DAKOTA SCIENCE STANDARDS
NATURE OF SCIENCE
Indicator 1: Understand the nature and origin of
scientific knowledge.
9-12.N.1.1. Students are able to evaluate a scientific discovery to
determine and describe how societal, cultural, and personal beliefs
influence scientific investigations and interpretations. (EVALUTION)
• Recognize scientific knowledge is not merely a set of static facts, but is
dynamic and affords the best current explanations.
• Discuss how progress in science can be affected by social issues.
SOUTH DAKOTA SCIENCE STANDARDS
NATURE OF SCIENCE
Indicator 1: Understand the nature and origin of
scientific knowledge.
9-12.N.1.2. Students are able to describe the role of observation and
evidence in the development and modification of hypotheses, theories,
and laws. (SYNTHESIS)
• Recognize and analyze alternative explanations and models.
• Evaluate the scientific accuracy of information relevant to a specific issue
SOUTH DAKOTA SCIENCE STANDARDS
NATURE OF SCIENCE
Indicator 1: Understand the nature and origin of
scientific knowledge.
9-12.N.1.2. Students are able to describe the role of observation and
evidence in the development and modification of hypotheses, theories,
and laws. (SYNTHESIS)
• Recognize and analyze alternative explanations and models.
• Evaluate the scientific accuracy of information relevant to a specific issue
Core High School Nature of Science
Performance Descriptors
High school
students performing
at the ADVANCED
level:
High school
students performing
at the PROFICIENT
level:
 given a scientific discovery, evaluate how different
societal, cultural, and personal beliefs influenced the
investigation and its interpretation
 given a scientific discovery narrative, determine and
describe how societal, cultural, and personal beliefs
influenced the investigation and its interpretation;
 given a scientific discovery narrative, identify the
High school
cultural and personal beliefs that influenced the
students performing investigation.
at the BASIC level:
SOUTH DAKOTA SCIENCE STANDARDS
LIFE SCIENCE
Indicator 2: Analyze various patterns and products of
natural and induced biological change.
9-12.L.2.2. Students are able to describe how genetic recombination,
mutations, and natural selection lead to adaptations, evolution,
extinction, or the emergence of new species. (SYNTHESIS)
Examples: behavioral adaptations, environmental pressures,
allele variations, bio-diversity
• Use comparative anatomy to support evolutionary relationships .
• Recognize and analyze alternative explanations and models.
• Evaluate the scientific accuracy of information relevant to a specific issue
Core High School LIFE Science
Performance Descriptors
High school
students performing
at the ADVANCED
level:
High school
students performing
at the PROFICIENT
level:
High school
students performing
at the BASIC level:
•predict the impact of genetic changes in populations
(mutation, natural selection and artificial selection,
adaptation/extinction);
•predict how life systems respond to changes in the
environment;
• identify DNA as the structure that carries the genetic
code;
• identify that genetic traits can be transmitted from
parents to offspring;