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Unit 8: Evolution
Chapters 14-17
Date
Classwork
Evolution Notes (Key points to Endosymbiont
Theory)
Homework
Read and answer questions to 14.1
Camouflage Animal PPT
Fossil Activity
You are a Paleontologist
A Timeline Activity
Read and answer questions to 14.2
A Timeline Activity
Finish Timeline questions
Start/Finish “Dating the Ice Man”
Read and answer questions to 15.1
Evolution Illustrated Activity
Read and answer questions to 15.2
Evolution Notes (Darwin to Non Random Mating)
Go over Dating the Iceman Activity
Reading and answering questions to 15.3
Molecular Analysis Activity
Molecular Analysis activity
Go over instructions for Natural Selection Activity
Natural Selection Color Blanket Activity
Natural selection activity
Evolution Notes (human evolution)
Evolution worksheets
Darwin’s Dangerous Idea Video
Review Day
Test
Grades
Evolution Notes
Fossil Activity
You are a Palentologist
Timeline Lab
Radiometric Dating
Natural Selection Activity
Molecular Analysis
Flow chart and crossword
puzzle
Darwin Video
Total
Out of
20
10
20
20
20
20
20
20
Reading and answering questions to Ch. 16.1
Complete natural selection activity
Complete worksheets
Reading and answering questions to 16.2
Reading and answering questions to Ch. 16.3
Study for Test
Your Score
20
--1
Chapter 14.1 Fossil Evidence of Change
Before you read
1.
Explain…:
2.
Identify…:
3.
Describe..:
4.
Identify…:
5.
Identify…:
6.
Estimate…?
14.2 The Origin of Life
Before you Read
Homework
7.
Describe..?
8.
Sequence…?
9.
Identify…?
10. Name…:
11. Label…?
12. Calculate…:
13. Label…?
5.
Explain…:
1.
Explain…:
6.
State…:
2.
Describe…:
7.
Sequence…:
3.
Determine…:
8.
Highlight…:
4.
Identify…:
15.1 Darwin’s Theory of Natural Selection
Before you Read
1.
Name…:
4.
Identify…:
2.
Identify…?.
5.
Contrast…:
3.
Explain….:
15.2 Evidence of Evolution
Before you Read
1.
Identify…:
4.
Define…:
2.
Define….?
5.
Explain…:
3.
Name…:
6.
Name…”
2
15.3 Shaping Evolutionary Theory
Before you Read
1.
Explain…:
8.
Evaluate…:
2.
Explain.
9.
Identify…:
3.
Draw Conclusions…:
10. Apply…:
4.
Define…:
11. Explain…:
5.
Evaluate…:
12. Define:…
6.
Highlight…:
13. Compare…:
7.
Highlight…:
16.1 Primates
Before you Read
1.
Label…:
6.
Name…?
2.
Identify.
7.
Identify…?
3.
Drew Conclusions…:
8.
Study…?
4.
Apply…:
9.
Name…?
5.
Explain…?
10. Explain…:
16.2 Hoinoids to Hominins
Before you Read
1.
Identify…:
5.
Summarize…
2.
Identify…
6.
Draw Conclusions…?
3.
Highlight…:
7.
Explain…
4.
Explain the difference…:
16.3 Human Ancestry
Before you Read
1.
Describe…:
5.
Describe…
2.
Explain…
6.
Highlight…?
3.
Describe…:
7.
Draw Conclusions…:
4.
Generalize…:
3
PowerPoint Notes
Key Points








Heritable characteristics increase or decrease an organisms chance
of survival
Evolution is the change of the genetic makeup of a population over
time
More closely related organisms have more closely related DNA and
proteins
Many organisms have similar structures, and many organisms
develop similarly
Mutations that lead to evolution occur randomly
All species on earth are related by a common ancestor
The fossil record shows organisms that are no longer alive
Environmental pressures, genetic drift, mutation and competition for
resources lead to evolution
How did life on earth begin?




There are many theories
Information about early earth comes from
_______________________
The earth is _____________________ years old
The oldest clues about life on earth are ~3.5 billion
years old
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
4
___________________________________
Fossils




___________________________________
Fossils are ______________________
__________________of organisms
_________________ of all organisms are extinct
Very __________________ organisms become
fossilized
Many fossils are ________________________
 Minerals
fill in the areas where the organism was
Dating Methods
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________


A technique where items
(rocks or fossils) are dated
by comparing the soil
layers
The Law of ___________




Sedimentary rock is
deposited in layers
Older layers are deeper
Newer layers are on top
___________________________________
___________________________________
___________________________________
___________________________________
Explain the picture?
Dating Methods
___________________________________
___________________________________
___________________________________
Radiometric Dating

Uses radioactive isotopes to date rocks or
organic material


Carbon-14




Uses the ___________________________
of the isotope
Decays to Nitrogen-14
Half life is 5730 years
Can date organisms up to 50,000 years
___________________________________
___________________________________
___________________________________
___________________________________
Potassium-40



Used to date older items
Can only be used to date
____________________________
Half life is 1.3 Billion years
5
___________________________________
Geologic Time
___________________________________
___________________________________

___________________________________
Represents major
geologic events
___________________________________
___________________________________
___________________________________
___________________________________
Spontaneous GenerationA Hypothesis
 __________________________________________
life arises from no life
 Francisco
Redi’s experiment
 Redi’s experiment opposes the hypothesis
___________________________________
-
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Biogenesis- a theory


_____________________________ - life arises
from life
Louis Pasteur – biogenesis is ____________ for
microorganisms
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
6
Origins of Life



__________________________ organic molecule
formation
Organic molecules could be ___________________
by simple reactions
UV light from the Sun and lightning may have been
the primary _______________________ source
Miller and Urey


Simple organic
molecules are made
from ______________
__________________
Conditions were like
that of
______________
______________
Cell Evolution

___________________________ evolved first
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
______________________________ prokaryotes
evolved next
___________________________________
 Oxygen

___________________________________
most closely resemble earth’s first life
 They are autotrophs, energy does not come from the
sun, they do not need oxygen
 Archea

___________________________________
was just a byproduct
___________________________________
___________________________________
Eukaryotes evolved by prokaryotes developing
_____________________________ relationships
7
Endosymbiont Theory
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Darwin & Natural Selection

Darwin was a ___________________
on the HMS Beagle
 He
was also a companion to the captain
 He collected biological samples

Darwin collected many birds,
mockingbirds and finches on the
_________________________ Islands
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
 Each
island had similar birds, but they
were slightly ______________________
Artificial Selection and
Natural Selection


Humans could changes species such as dogs by
___________________________ selection
Darwin’s Hypothesis

___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
 Support:
___________________________________
8
___________________________________
Natural Selection




___________________________________
Individuals in a population show
______________________________
Variations are _____________________________
Organisms have more offspring than can survive on
the available resources
Variations that _________________________
reproductive success will have a greater chance of
being passed on
Support for Evolution

___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Fossils
 Fossils
show species that lived ____________________
 Ancient species share ___________________________
with living species
___________________________________
___________________________________
___________________________________
___________________________________
Glyptodont
Armadill
o
Support for Evolution

_________________________________ : newly
evolved features that do not appear in common
ancestors
 Ie:

_______________________________
Ancestral traits
 More
_________________________ features that do
appear in ancestral forms
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
9
Homologous Structures

Anatomically ________________________
structures inherited from a common ancestor
 Structures
are used for _________________________
purposes
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Vestigial Structures

Structures that are
_____________________ in
form


They are useful in related
organisms
Features of ancestors that
are _____________
___________________
useful will become smaller or
_______________over time
Analogous Structures

Structures used for the same
_____________________________ but are not
from a common ancestor
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
10
Comparative Embryology


Vertebrate embryos
look very similar as
________________
Develop
________________
as they get older
Comparative Biochemistry

___________________________ ancestry can be
seen in metabolic molecules
 DNA
 Amino

acid sequences
More closely related organisms have
____________________ sequences
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
11
How Organisms Evolve
Genetic Drift

Change in ______________
______________________
 Caused
by ______________
 Seen in small populations
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
12
___________________________________
Founder Effect
Population Bottleneck
___________________________________
___________________________________


A small sample of a
population
__________________
to a new area
Alleles that were
__________________
in the parent population
become popular


The population almost
goes ______________
A few surviving
members survive and
reproduce
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Gene Flow
Nonrandom Mating
___________________________________
___________________________________


__________________
and emigration
__________________
variation within a
population




Types of Selection


The _____________
suited individuals
survive
Derive a situation that
could cause each
graph.
Promotes ___________
Can cause alleles
frequency to ________
Female is usually
choosey
Male usually displays
traits
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
13
Human Evolution

What is a primate (Ape)
 Manual
dexterity
 Flexible bodies
 Limber shoulders and hips
 Large Brain
 Can solve problems
 Social
 Newborns dependent on mother
 Have fewer offspring

___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Are you an ape?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Humans
___________________________________
___________________________________
___________________________________


Bipedalism- changing environment
Large Brain- evolved after bipedalism
___________________________________
___________________________________
___________________________________
___________________________________
14
Primate/Human Tree
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
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15
Fossil Fun
There are various fossils around the room. Visit each station and make a basic sketch of the specimen. Then
answer the following Qs in the table below:
1.
Is the specimen segmented (sections/chambers)?
(NOTE: Homo sapiens are segmented! head-thorax-abdomen)
2.
What does the specimen have for support? (Internal skeleton? External calcium carbonate shell?
External chitin?)
3.
Is there a living representative of this specimen today? If so, name it.
4.
What geologic era does this specimen belong to?
(PreCambrian: soft-bodied life, Paleozoic: life flourished in the seas, Mesozoic: giant reptiles and life
moved on to land and Cenozoic: all ice ages, mammals to present)
Specimen/
Lab #
Drawing
Q1
Segmentation
Q2
Support
Q3
Living?
Q4
Era
2
3
4
5
6
7
16
You are a Paleontologist
How can fossilized bones suggest information about the evolutionary history of a species?
Overview: You are going to take on the role of a paleontologist researching the history of birds, as you
examine and piece together part of a skeleton from duplicate fossilized bones. Then you will compare the
partial skeleton to skeletons of a modern-day alligator and bird.
Introduction: Paleontologists observe skeletal features and make inferences about an animal’s behavior,
such as how it moved and how it obtained food. Paleontologists compare similar skeletal structures of
organisms to hypothesize the evolutionary relationships of species. In this lab, you will examine a partial
skeleton of a dinosaur that shows several bird-like characteristics.
Background: In 1964 scientist John Ostrom discovered the fossil skeleton that you will study in an area
called the Cloverly Formation in Bridger, Montana. The area that Ostrom and his team prospected that
field season had not yielded as many fossils as they had hoped. However, on the last day of the season,
Ostrom discovered some bones he could not identify. The next year he returned to search for more of the
skeleton. Eventually this newly discovered, extinct animal was named Deinonychus.
Deinonychus lived during the early Cretaceous period, approximately 100 million years ago. It
belonged to a group of dinosaur species called theropods, relatively small meat-eating dinosaurs that
walked on 2 legs. The animal received its name, which means “terrible claw”, because the second toe on
each of its hind feet had a large, sharp claw that probably was used to tear the flesh from prey. The claws
were held up off the ground as the animal moved about, possibly preventing the claws from wearing down.
As you will observe, Deinonychus’s skeleton shares many features of the skeletons of both modern
alligators and birds. Many researchers hypothesize that the ancestor of birds was a feathered theropod.
However, other researchers hypothesize that theropods and birds share common features because they
had a common ancestor from which both lineages evolved separately. Much further research is needed to
evaluate these 2 hypotheses. In this lab, you will model the work performed by paleontologists as you
examine Deinonychus and identify the reptilian characteristics its skeleton retains as well as the bird like
features it displays.
In the prelab activity, read about how fossils are removed from the ground and how they are
transported. Then answer the prelab questions.
Prelab Activity:
Removing fossils from rock is a long process that requires both skill and a lot of patience. First, the rock
surrounding the top and bottom of the fossils is removed with large earth-moving equipment. Scientists
use smaller equipment such as shovels, picks, and brushes when working close to a fossil. Before removing
a fossil from the ground, workers must encase it in a plaster “jacket” to prevent it from crumbling during
transport to the lab. After treating a fossil with glue to harden it, paleontologists cover the top of the fossil
with tissue paper or foil to protect it from the plaster. The plaster is allowed to harden on the top and sides
of the fossil. Then the paleontologist climbs under the fossil and frees it from the ground. The fossil is
removed from the rock and flipped over so that plaster can be applied to the bottom side.
In the lab, a person called a “preparatory” begins that long process of removing the plaster jacket
and the small bits of rock still surrounding the fossil. The preparatory may use a microscope and tools as
fine as needles to clean the fossils literally one grain of sand at a time. Once the bones are free from the
rock, paleontologists may make casts of the bones to send to other paleontologists so they can collaborate
in studying them.
17
Prelab Questions:
1. Describe the process by which paleontologists and their team remove fossils from rock.
2. Fossil skeletons are rarely complete. How do you think casts and collaboration help
paleontologists create more complex skeletal models?
3. What role do you think inferences play in the work of a paleontologist?
Materials:
• Replica fossilized bone “casts”
• Scissors
•
•
Paper
Tape or glue
Procedure:
Part A:
1. Cut out the “casts” and spread them out on a flat surface. Note that this is only a partial skeleton.
Very seldom does a fossil dig produce a complete skeleton. In this fossil dig, for example,
paleontologists were only able to obtain the limbs from the left side of the animal’s body. Try to
fit the bones together. First, locate recognizable bones such as the skull and backbone.
2. Use the reference skeletons in Part B below to guide you in the placement of the other bones.
Collaborate with other groups if you cannot decide where to place a bone.
3. Once you have decided how the bones should be connected, tape or glue them in place on a piece
of paper.
Part B:
Look closely at the scapula, sternum, tail, and feet of all 3 skeletons. Note that both Deinonychus
and the bird have an extra toe that points backward. Fill in the data table on the next page by checking off
which features you observe in each skeleton.
18
Data Table
Characteristic
Alligator
Bird
Deinonychus
Narrow scapula (shoulder blade)
Wide scapula (shoulder blade)
Prominent sternum (breastbone)
3 primary toes on hind feet
4 primary toes on hind feet
Extra toe that points backward
Hind legs underneath the body
rather than to the sides
Long tail
Short tail
Claws on front feet
Claws only on hind feet
Bipedal (walks on 2 legs)
Quadrupedal (walks on 4 legs)
Teeth
19
Analysis and Conclusions:
1. Which part of the Deinonychus skeleton did you find most difficult to identify and put in place?
Explain.
2. Describe the features you observed that the Deinonychus skeleton has in common with that of a
modern day alligator.
3. Describe the features you observed that the Deinonychus skeleton has in common with that of a
modern day bird.
4. Scientists ask the following 2 questions when inferring whether some dinosaurs may have been the
link between ancestral reptiles and modern day birds:
• Are there any fossil birds that retain more reptilian features than birds that are now living?
• Are there any fossil reptiles that show more bird like features than any reptiles now living?
• Does Deinonychus provide an answer to either of these questions? Explain?
5. Below, sketch an example of what you think the earliest bird may have looked like. Write a short
paragraph explaining the features of the bird in your sketch.
20
A Time Line
Overview: The Earth has changed dramatically and repeatedly over a history that spans nearly 5 billion years. Such
immense spans of time are difficult for most of us to comprehend. They fall outside our range of human experience.
We normally deal with much shorter time intervals, like the time of our next class or the number of days until the
next test, or even the number of years until graduation!
It is important for students of geology to expand their sense of time. Extremely slow geologic processes, considered
only in terms of human experience, have little meaning. To appreciate the magnitude of geologic time and the
history of our incredible planet, you will be creating a timeline of important geologic events scaled to a size more
tangible and familiar.
Prelab. Read through the lab and answer the following questions. Always remember to show math work, if
appropriate and always, always, always include units with your final answer.
1.
How many millions are there in a billion?
2.
In lab, you will make a timeline 4.56 meters long to represent the 4.56 billion years of Earth’s history:
a) How long would 1 billion years be on the timeline?
b) How many years would 100 cm represent?
c) How many years would 1 cm represent?
3.
Draw a line that is 1 cm long.
Instructions to make a scaled timeline.
You will be making a timeline of Earth’s history on a long strip of adding machine tape. The timeline should be done
to scale. Use the scale in which 1 meter equals 1 billion years. Therefore, each millimeter represents 1 million years.
To do this you will:
a) Measure out a strip of adding machine tape 5 meters long. A meter stick will be provided in lab.
b) Select one end of the tape to represent the Present. Beginning at that end, mark off each billion years (1
billion, 2 billion, etc.)
c) Starting with the oldest event and mark off all of the important events in Earth’s history shown in Figure 1. In
each case you should write the date and event directly on the timeline. Add pictures to your timeline
corresponding to the events.
d) Turn your timeline into your instructor on the date due.
21
Figure 1.
Some Important Events in Earth’s History
Date in years before
present
4.56 billion
4.1 billion
3.9 billion
3.4 billion
543 million
460 million
443 million
410 million
250 million
248 million
247 million
240 million
206 million
150 million
144 million
65 million
65 million
30 million
200,000
13,000
8,000
500
~40
Event
Earth forms
Oldest piece of rock ever found
Oldest evidence of a continent
First fossils (algae and bacteria) – Earliest evidence of life
Paleozoic Era begins
First fish
First land plants
First land animals
Largest mass extinction occurs
Mesozoic Era begins; Triassic Period begins
First dinosaurs
First mammals
Jurassic Period begins
First birds
Cretaceous Period begins
Dinosaurs and other animals go extinct; Cenozoic Era begins
Primates appear
Mammals/flowering plants become abundant
First humans
Humans first inhabit North America
Founding of Jericho, the first known city
European rediscovery of the Americas
Humans first explore the moon
Analysis.
1. Which era is the longest? The shortest? _______________________________________________________
2. In which eras did dinosaurs and mammals appear on Earth? _______________________________________
3. What major group first appeared after dinosaurs became extinct? __________________________________
22
Real World Biology: Dating the
Iceman
Radiometric dating techniques make use of unstable radioactive isotopes to measure the ages of objects from the
geologic past. Isotopes are atoms of an element that have different numbers of neutrons in their nuclei. The
neutrons and protons in the nucleus of an atom are usually held together by strong forces. In some isotopes,
however, the forces are not strong enough to hold the nucleus together, and it breaks apart, or decays. This process
is called radioactivity. When an atom of an element decays, an atom of a different element is often formed.
For example, an unstable uranium atom decays to form a stable lead atom. The uranium atom is called the parent,
and the lead atom is called the daughter. Every radioactive isotope decays at a constant rate that is characteristic of
that isotope. Suppose a rock contains atoms of radioactive uranium (U-238). The parent uranium atoms have been
decaying and daughter lead atoms have been accumulating at a constant rate since the rock was formed. The time
required for one-half of the nuclei in a sample to decay is called the half-life of the isotope. It takes 4.5 billion years
for half the U-238 atoms in a rock to decay into lead atoms. After one half-life, the numbers of U-238 atoms and lead
atoms in the rock are equal. After two half-lives, there is one U-238 atom for every three lead atoms.
Part A: Radiocarbon Dating
High-energy radiation from the Sun causes atoms of a radioactive isotope of carbon, carbon-14 (C-14), to form in the
atmosphere. These atoms combine with oxygen to form radioactive carbon dioxide, which is taken in by plants and
incorporated into plant tissue. Thus, C-14 enters the food chain and carbon cycle along with common C-12 atoms.
There is little radioactive carbon in living things—about one atom of C-14 to one trillion atoms of stable C-12. When
an organism dies, carbon no longer is taken into its body, and any C-14 present continues to decay, forming a
nonradioactive isotope, nitrogen- 14 (N-14). Because the half-life of C-14 is relatively short, it can be used only to
date material that is less than 100,000 years old.
Suppose that an ancient human once lit a campfire in a cave dwelling and that you analyze some charcoal from that
fire. The charcoal contained 100 g of C-14 when the fire was lit. The half-life of C-14 is 5730 y.
1. Complete Table 1. Note that C-14 and N-14 have the same atomic mass.
2. On the grid to the right, graph the data in your table to
show the relationship between the passage of time and
the amount of C-14 in the charcoal sample. Time 0 is
the point at which radioactive decay begins. The
28,650-year point is the present time.
23
Analyze and Conclude. Respond to each question or statement.
1. Explain whether carbon-14 can be used to find the ages of rocks.
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
2. Evaluate Why is radiometric dating more accurate than relative dating, which uses the law of superposition?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Part B: Dating Ötzi, the Iceman
On September 19, 1991, an amazing discovery was made in the mountains between
Austria and Italy. Two hikers found an ancient mummified body that was partially
embedded in melting glacial ice. The Iceman, as he was called first, was later
nicknamed Ötzi after the mountain range in which he died. At first, Ötzi was believed
to be about 500 years old, but when scientists saw the tools that were found near the
body, they realized that he was older. Radiometric analysis of Ötzi’s bones and hair and
the grass in his shoes showed that their carbon-14 content was 53 percent of what it
would have been before death.
Analyze and Conclude. Use Table 2 to respond to each question or statement.
1. Identify the geologic era in which Ötzi lived. ___________________________________
2. Calculate If a sample of wood from one of Ötzi’s tools is found to contain only one-fourth as much carbon-14
as a sample from a living tree, what is the estimated age of the wood in the tool?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
3. Infer Why did scientists use carbon-14 to establish Ötzi’s age instead of using the other isotopes listed in
Table 2?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
24
How is camouflage an adaptive advantage?
Natural selection can be described as the process by which those organisms best adapted to the
environment are more likely to survive and reproduce than are those organisms that are poorly
adapted. Organisms have developed many different kinds of adaptations that help them survive in their
environments. These include adaptations for finding food, such as keen night vision in nocturnal
animals, as well as adaptations for avoiding predators. Some organisms use camouflage as a way to
escape predation from other organisms. Camouflage allows them to blend in with the background.
Objective:
In this investigation, you will
•
•
•
•
use an artificial environment to model the concept of natural selection.
hypothesize what will happen if natural selection acts over time on organisms exhibiting camouflage
construct bar graphs to show the results of the investigation.
compare the model of natural selection in the investigation to real examples of natural selection.
Materials:
• hole punch
• colored paper (1 sheet each of purple, brown, blue, green, tan, black, orange, red, yellow, and
white)
• plastic film canisters or petri dishes (10)
• piece of brightly colored, floral fabric (80 cm X 80 cm) – each fabric represents a different biome.
• graph paper (2 sheets)
Procedure
1. Work in a group of four students.
2. Use the colored dots provided in the paper bag or plastic cup. You should have at least 20 dots of
each color.
3. Spread out the floral cloth on a flat surface. Identify your biome: _______________________.
4. Spread 2 dots of each color randomly over the cloth. See Figure 1.
5. Select a student to choose dots. That student must look away from the cloth, turn back to it,
and then immediately pick up the first dot he or she sees.
6. Repeat step 5 until 10 dots have been picked up. Be sure the student looks away before a
selection is made and the rotate the fabric each time.
7. Record the results in Table 1. Return the 10 collected dots to the
cloth in a random manner. Assume that the dots represent
individual organisms that, if allowed, will reproduce more of
their own type (color). Also assume that the selection of dots
represents predation.
8. Write a hypothesis to predict what will happen over time if
selected dots are not returned to the cloth and the remaining
dots “reproduce.” Write your hypothesis in the space provided
Figure 1. Spread 10 dots of each color
under Data and Analysis.
25
Start Over… 2 Dots of each colors on fabric.
9. Each student in the group must, in turn, pick up 10 dots following the
method in steps 5 and 6. Place the dots in their original containers.
Remember to look away each time before making a selection and
rotate the fabric.
10. After the first student has removed 10 dots shake the remaining 10
dots off the cloth onto the table. See Figure 2.
11. Count and record in Table 2 the number of dots of each color that
Surviving
remains.
Dots
12. Give each of the “surviving” dots one “offspring” of the same color by
adding dots from the containers. You may need to punch out more of
Figure 2.
certain colors. Return all of the dots to the cloth in a random manner.
13. Repeat steps 9–12 three more times (1 person each time). Each repetition represents the survival
and reproduction of a single generation. Continue to record the results of each repetition in Table
2.
14. Make a bar graph in the space below to show the number of dots of each color that were on the
cloth at the beginning of the Investigation. Label the horizontal axis with the names of the 10
colors and the vertical axis with the number of dots.
Data:
Table 1.
Table 2.
Number of Dots Remaining
After Each Generation
Selection of Dots
Color
Number of
dots selected
Color
1
Number remaining after generation
2
3
4
Purple
Purple
Brown
Brown
Blue
Blue
Green
Green
Tan
Tan
Black
Black
Orange
Orange
Red
Red
Yellow
Yellow
White
White
26
Data and Analysis
1. Make a bar graph of the data in Table 1.
2. Make a second bar graph in the space to the right to show the number of dots of each color that were
on the cloth at the end of the fourth generation. Label the axes as on the first graph.
3. Hypothesis:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
4. Which colors were picked up from the floral background?
_____________________________________________________________________________________
____________________________________________________________________________________
5. Which colors, if any, were not picked up? Why not?
_____________________________________________________________________________________
_____________________________________________________________________________________
27
6. If the dots represent food to a predator, what is the advantage of being a color that blend in with the
background?
_____________________________________________________________________________________
_____________________________________________________________________________________
7. Give two examples of real organisms that use camouflage to avoid predation.
_____________________________________________________________________________________
_____________________________________________________________________________________
8.
As the dots on the cloth passed through several generations, what trends in frequency of colors
did you observe?
_____________________________________________________________________________________
_____________________________________________________________________________________
9. How would the outcome of this Investigation have differed if the “predator” was color-blind?
Explain.
_____________________________________________________________________________________
_____________________________________________________________________________________
10. How would the outcome of this Investigation have been affected if dots that were subject to
predation (those picked up) tasted bad or were able to harm the predator in some way, such as by
stinging it?
_____________________________________________________________________________________
_____________________________________________________________________________________
11. Describe an example of natural selection that is similar to the model of natural selection in this
investigation.
_____________________________________________________________________________________
_____________________________________________________________________________________
12. Was your hypothesis supported by your data? Why or why not?
_____________________________________________________________________________________
_____________________________________________________________________________________
28
Biochemical Evidence for Evolution
If two organisms have similar DNA molecules, they have similar proteins. Similar proteins have similar amino acid
sequences (orders). Thus, if amino acid sequences are similar, DNA of the organisms is similar.
Some scientists believe that similar DNA sequences indicate a common origin. The more similar the DNA of two
living organisms, the more closely related they may be to one another.
Hemoglobin, a protein in red blood cells, has been studied. Scientists know the specific amino acids and their
arrangements in hemoglobin molecules of humans, gorillas, and horses.
Objective:
In this investigation, you will
•
•
•
count and record differences in the sequence of amino acids in similar portions of human, gorilla, and
horse hemoglobin.
count and record the molecules of each amino acid present in similar portions of human, gorilla, and
horse hemoglobin.
use these data to show how biochemical evidence can be used to support evolution.
Procedure:
Part A: Amino Acid Sequence
Figure 2 represents the amino acid sequence of corresponding portions of the hemoglobin molecules of
horses, gorillas, and humans.
1. Read the amino acid sequences from left to right beginning at the upper left-hand comer of Figure 2.
Compare the sequences of humans to the sequences of gorillas and horses. An example of a sequence
difference between humans and gorillas is shown in Figure 1.
2. Record in Table 1 the total number of differences in the sequences of gorilla and human amino acids.
Then repeat this procedure for horse and human, and for gorilla and horse.
Part B: Numbers of Amino Acids
1. Count the number of each kind of amino acid in human hemoglobin. Record the totals in the proper column of
Table 2.
2. Count each amino acid in the hemoglobin of gorillas and horses. Record these in Table 2.
Figure 1
39
Biochemical Evidence for Evolution
Figure 2
Human:
Gorilla:
Horse:
Val
Val
Val
His
His
Glu
Leu
Leu
Leu
Thr
Thr
Ser
Pro
Pro
Gly
Glu
Glu
Glu
Glu
Glu
Glu
Lys
Lys
Lys
Ser
Ser
Ala
Ala
Ala
Ala
Val
Val
Val
Thr
Thr
Leu
Ala
Ala
Ala
Leu
Leu
Leu
Try
Try
Try
Human: Gly
Gorilla: Gly
Horse: Asp
Lys
Lys
Lys
Val
Val
Val
Asp
Asp
Asp
Val
Val
Glu
Asp
Asp
Glu
Glu
Glu
Glu
Val
Val
Val
Gly
Gly
Gly
Gly
Gly
Gly
Glu
Glu
Glu
Ala
Ala
Ala
Leu
Leu
Leu
Gly
Gly
Gly
Arg
Arg
Arg
Human: Leu
Gorilla: Leu
Horse: Leu
Leu
Leu
Leu
Val
Val
Val
Val
Val
Val
Tyr
Tyr
Tyr
Pro
Pro
Pro
Try
Try
Try
Thr
Thr
Thr
Glu
Glu
Glu
Arg
Arg
Arg
Phe
Phe
Phe
Phe
Phe
Phe
Glu
Glu
Asp
Ser
Ser
Ser
Phe
Phe
Phe
Human: Gly
Gorilla: Gly
Horse: Gly
Asp
Asp
Asp
Leu
Leu
Leu
Ser
Ser
Ser
Thr
Thr
Asp
Pro
Pro
Pro
Asp
Asp
Gly
Ala
Ala
Ala
Val
Val
Val
Met
Met
Met
Gly
Gly
Gly
Asp
Asp
Asp
Pro
Pro
Pro
Lys
Lys
Lys
Val
Val
Val
Human: Lys
Gorilla: Lys
Horse: Lys
Ala
Ala
Ala
His
His
His
Gly
Gly
Gly
Lys
Lys
Lys
Lys
Lys
Lys
Val
Val
Val
Leu
Leu
Leu
Gly
Gly
His
Ala
Ala
Ser
Phe
Phe
Phe
Ser
Ser
Gly
Asp
Asp
Glu
Gly
Gly
Gly
Leu
Leu
Val
Human: Ala
Gorilla: Ala
Horse: His
His
His
His
Leu
Leu
Leu
Asp
Asp
Asp
Asp
Asp
Asp
Leu
Leu
Leu
Lys
Lys
Lys
Gly
Gly
Gly
Thr
Thr
Thr
Phe
Phe
Phe
Ala
Ala
Ala
Thr
Thr
Ala
Leu
Leu
Leu
Ser
Ser
Ser
Glu
Glu
Glu
Human: Leu
Gorilla: Leu
Horse: Leu
His
His
His
Cys
Cys
Cys
Asp
Asp
Asp
Lys
Lys
Lys
Leu
Leu
Leu
His
His
His
Val
Val
Val
Asp
Asp
Asp
Pro
Pro
Pro
Glu
Glu
Glu
Asp
Asp
Asp
Phe
Phe
Phe
Arg
Leu
Arg
Leu
Leu
Leu
Human: Leu
Gorilla: Leu
Horse: Leu
Gly
Gly
Gly
Asp
Asp
Asp
Val
Val
Val
Leu
Leu
Leu
Val
Val
Ala
Cys
Cys
Leu
Val
Val
Val
Leu
Leu
Val
Ala
Ala
Ala
His
His
Arg
His
His
His
Phe
Phe
Phe
Gly
Gly
Gly
Lys
Lys
Lys
Human: Glu
Gorilla: Glu
Horse: Asp
Phe
Phe
Phe
Thr
Thr
Thr
Pro
Pro
Pro
Pro
Pro
Glu
Val
Val
Leu
Glu
Glu
Glu
Ala
Ala
Ala
Ala
Ala
Ser
Tyr
Tyr
Tyr
Glu
Glu
Glu
Lys
Lys
Lys
Val
Val
Val
Val
Val
Val
Ala
Ala
Ala
Human: Gly
Gorilla: Gly
Horse: Gly
Val
Val
Val
Ala
Ala
Ala
Asp
Asp
Asp
Ala
Ala
Ala
Leu
Leu
Leu
Ala
Ala
Ala
His
His
His
Lys
Lys
Lys
Tyr
Tyr
Tyr
His
His
His
40
Data and Analysis:
Table 1
Number of Amino Acid
Sequence Differences
Organisms
Number of Differences
Gorilla and human
Horse and human
Gorilla and horse
Table 2
Number of Each Amino Acid
Amino Acid
Abbreviation
Alanine
Ala
Arginine
Arg
Aspartic acid
Asp
Cysteine
Cys
Glutamic acid
Glu
Glycine
Gly
Histidine
His
Leucine
Leu
Lysine
Lys
Methionine
Met
Phenylalanine
Phe
Proline
Pro
Serine
Ser
Threonine
Thr
Tryptophan
Try
Tyrosine
Tyr
Valine
Val
Human
Gorilla
Horse
41
1. Where is hemoglobin normally found? ______________________________________________________
2. How many different kinds of amino acids are present in these three animals’ hemoglobin?
____
3. (a) Which amino acid is most common in all three animals? _____________________________________
(b) Which amino acid is the least common in all three animals? __________________________________
4. Use your data from Table 1 to answer these questions.
a. How similar are the ammo acid sequences of human and gorilla hemoglobin?
_____________
b. How similar are human and horse hemoglobin? _______________________________________
c. How similar are gorilla and horse hemoglobin? ________________________________________
5. Of the different types of amino acids found in hemoglobin,
a. how many are present in the same exact number in humans and gorillas? ___________________
b. in humans and horses? _____________________________________________________________
c. in gorillas and horses? _____________________________________________________________
6. On the basis of your answer to question 5,
a. how similar are the chemical makeups of human and gorilla hemoglobin? ___________________
b. how similar are human and horse hemoglobin? _________________________________________________________
c. how similar are gorilla and horse hemoglobin? _____________________________________
7. Which two animals seem to have more similar hemoglobin?
8. In numbers, explain how the base sequences (genes) for hemoglobin formation on human chromosomes
differ from those in gorillas. (How many bases are different?)
9. Give reasons for supporting or rejecting the following statement. Upon examination, segments of
human and gorilla DNA responsible for inheritance of hemoglobin should appear almost chemically
alike.
____
_________________________________________________________________________________________
_________________________________________________________________________________________
10. Give reasons for supporting or rejecting the following statement. Evolutionary relationships are stronger
between living organisms which have close biochemical (protein) similarities than between living organisms which do not have close biochemical similarities.
____
_________________________________________________________________________________________
_________________________________________________________________________________________
____
_________________________________________________________________________________________
42
Video: “Darwin’s Dangerous Idea”
Answer the following questions while watching the video.
1. What kind of birds did Darwin study
2.
What cause did Darwin give for the birds being different?
3.
What bird did all of the other birds descend from?
4. Darwin though all plants and animals branched from what structure?
5. What geographical area does Chris Schneider and Tom Smith study for evolutionary information?
6. What was unique about the finches’ beaks?
7. How many degrees can a hummingbird’s temperature drop to survive the mountain temperatures at night?
8. What tool do we have that Darwin didn’t have to compare the ancestry of living things?
9. How long ago did lowland and highland hummingbirds diverge?
10. What blood relation is Emma to Charles?
43
11. How many different drugs has Jeff Gustafsen used in over 10 years of living with AIDS?
12. How many AIDS drugs are there?
13. What process changes HIV?
14. Natural Selection favors ____________ ____________ forms of HIV.
15. Is there any predictability for how or when “accidents” happen?
16. What was Dr. Miller’s new strategy for treatment of HIV patients?
17. What primitive animal shows a less evolved cup eye?
18. What structure in the eye helps us focus better than primitive eyes?
19. What did Darwin’s daughter Annie die of?
20. Did it really have anything to do with Darwin being married to his cousin?
44
Evolution Concept Map
Evolution Crossword
Across:
2. Structures that are similar
5. A characteristic that helps an organism survive
9. When one species evolves into many: adaptive
____________
10. Pattern of evolution where a species is stable for a
long time then rapidly changes: ____________
equilibrium
12. The name of Darwin’s book: The ____________ of
Species
13. Process by which evolution occurs: natural
____________________
17. Had different shaped shells depending on the
island they were from
18. Well-supported testable explanation
20. When two species evolve together
21. Natural selection is also known as the survival of
the ___________
22. Islands that Darwin visited
23. Principle that states that living species are
descended from ancient ones: decent with
____________
24. The name of the ship that Darwin traveled on
Down
1. When two unrelated organisms look alike
(sharks/dolphins)
3. Refers to the variety of living things
4. When organisms disappear from the earth
6. Proposed the theory of evolution by natural
selection
7. Formation of new species
8. Change over time
11. Required for new species to form
14. Preserved remains of ancient organisms
15. Had different shaped beaks depending on the
island they were from
16. The study of the earth
18. Structures that have no current function