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YEAR 12 BIOLOGY 1. LESSON 1: EVOLUTION History of Evolution Students learn to: Analyse information from secondary sources on the historical development of theories of evolution and use available evidence to assess social and political influences on these developments. Quick Review of Evolution In a very broad sense, evolution simply means ‘change over time’. However, this is not a very good working definition for purposes of Biology. This is because many processes in nature involve ‘change over time’, yet we would not classify them as ‘evolution’. Can you think of any examples?1 _________________________________________________________ _________________________________________________________ _________________________________________________________ A better, but still very simple, definition of biological evolution is descent with modification. This involves heritable changes to the gene pool that are passed on when an organism reproduces. Over time, these changes accumulate and can quite drastically alter the morphology, physiology, and behaviour of an entire species. This brings us to modern evolutionary theory which holds that all organisms descended from a single common ancestor. This means that all organisms are related, if very distantly in some cases. This concept is often referred to as the ‘Tree of Life’. Copyright © MATRIX EDUCATION 2014 Page 12 of 306 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 12 BIOLOGY LESSON 1: EVOLUTION Source: http://tbi.montana.edu/outreach/hotscience/materials/ Recall that the three main branches above are the three ‘Domains’ of life. All three of them can then be categorised as consisting of one of two types of cells: prokaryotic cells or eukaryotic cells. Can you remember the difference between these types of cells?2 ________________________________________________________ ________________________________________________________ In the diagram above, where would the common ancestor be? Label it in the appropriate place on the tree.3 Watch a VIDEO (Length 6:29) about the Tree of Life (David Attenborough). When is life first thought to have begun? What kind of cell would it likely have been?4 _________________________________________________________ _________________________________________________________ Copyright © MATRIX EDUCATION 2014 Page 13 of 306 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 12 BIOLOGY LESSON 1: EVOLUTION 16th Century Andreas Vesalius Vesalius was an anatomist born in the Netherlands who sought to understand the world through careful observation. He noticed and documented many similarities between various organisms, and made special note of the extensive list of physical features that humans have in common with many other animals. Source: http://warforscience.wordpress.com/2009/12/20/answering-creationist-claims-part-2awe-dont-jumble-fossils-together/ Copyright © MATRIX EDUCATION 2014 Page 14 of 306 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 12 BIOLOGY LESSON 1: EVOLUTION 17th Century Nicolas Steno Steno was an anatomist from Denmark. He was the first scientist to realise and document the importance of fossils. He believed that fossils were the preserved remains of ancient organisms, and could actually tell us something significant about the evolution of past life on earth. Source: http://science.nationalgeographic.com/wallpaper/science/photos/permian-period/trilobite-fossil/ Copyright © MATRIX EDUCATION 2014 Page 15 of 306 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 12 BIOLOGY LESSON 1: EVOLUTION 18th Century Karl von Linné Swedish botanist Karl von Linné (also known as Linnaeus) noted that plant hybrids could be created by cross pollination. Although such pollination produced varieties that had not existed before, he distinguished this process from the process of evolution. What is Linnaeus famous for? (Hint: think back to Year 11)5 _________________________________________________________ Source: http://www.nma.gov.au/collections/collection_interactives/european_voyages/ Erasmus Darwin Erasmus Darwin was the Grandfather of Charles Darwin. He was a well-respected English scientist who wrote poems suggesting that evolution had occurred in living organisms, including humans. However, he did not propose any mechanism for how evolution could occur. Why do you think Erasmus Darwin did not publish his ideas openly?6 _________________________________________________________ _________________________________________________________ _________________________________________________________ Copyright © MATRIX EDUCATION 2014 Page 16 of 306 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 12 BIOLOGY LESSON 1: EVOLUTION 19th Century Jean Baptiste Lamarck Lamarck was a French naturalist who made important early contributions to evolutionary theory. He believed that adaptations were developed by individual organisms based on inner ‘need’, becoming acquired characteristics which were passed on to offspring directly. For example, Lamarck thought that giraffes’ necks became longer between generations if parent giraffes had to stretch their neck further to reach higher leaves on trees. Source: http://sabrinafair2.tripod.com/evolutionproject/id9.html Based on Lamarckian theory, describe what your offspring would look like if you went to the gym every day and became a bodybuilder.7 _________________________________________________________ _________________________________________________________ Copyright © MATRIX EDUCATION 2014 Page 17 of 306 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 12 BIOLOGY LESSON 1: EVOLUTION Generally speaking, Lamarck’s theory has been proven to be incorrect and has been largely replaced by Darwin’s theory. However, scientists have recently found a few examples of evolutionary processes that seem to somewhat support Lamarck’s theory. An example of this is the new field called ‘Epigenetics’. If interested, you can watch this brief VIDEO (Length 1:47). Charles Robert Darwin Darwin was an English naturalist with an intense passion for studying the natural world. Darwin developed his ideas and gathered evidence while aboard the H.M.S. Beagle on a British science expedition around the world. In South America, Darwin found fossils of extinct animals that were similar to modern species. On the Galapagos Islands he noticed many variations among plants and animals of the same general type as those in South America. His real legacy was not proposing the idea of evolution; that was old news. Darwin’s real breakthrough came in proposing a mechanism for evolution: the process of natural selection. Source: http://beforeitsnews.com/science-and-technology/2012/03/darwins-h-index-1847177.html Copyright © MATRIX EDUCATION 2014 Page 18 of 306 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 12 BIOLOGY LESSON 1: EVOLUTION Upon his return to London, Darwin theorised that: a) gradual change over time did occur b) evolutionary change was very slow, requiring thousands to millions of years c) variation in a species occurs randomly d) the survival of each organism is due to its ability to cope in a changing environment i.e. the primary mechanism for evolution was natural selection e) the millions of species alive today all arose from a single original life form through a branching process called speciation In 1859, Darwin wrote his famous book called On the Origin of Species. Watch a short VIDEO (Length 3:37) on Darwin. How do you think society and politics affected the development of the theory of evolution over time?8 _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ Watch this VIDEO (Length 4:25) of the Huxley-Wilberforce debate in 1860 which highlights the social and political reactions to Darwin’s theory of evolution in the 19th Century. Source: http://www.mun.ca/biology/scarr/Mans_Place_in_Nature.html Copyright © MATRIX EDUCATION 2014 Page 19 of 306 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 12 BIOLOGY LESSON 1: EVOLUTION Alfred Russel Wallace Wallace was a British naturalist who postulated, independently from Darwin, the theory of evolution by natural selection. In 1858, Wallace actually sent Darwin a draft of his ideas, and Darwin was quite shocked to see that they were virtually identical to his own. Darwin and Wallace then arranged to present a joint paper together to the Linnaean Society later that year outlining their ideas. Wallace went on to later focus on biogeography, while Darwin published a much larger version of their joint paper: On the Origin of Species. Source: http://www.theguardian.com/science/2013/aug/09/charles-darwin-alfred-russel-wallace Copyright © MATRIX EDUCATION 2014 Page 20 of 306 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 12 BIOLOGY LESSON 1: EVOLUTION Summarise in the following table the ideas of various scientists regarding evolution.9 Date Theorist/Scientist 16th Century Andreas Vesalius 17th Century Nicolas Steno 18th Century Karl von Linné 18th Century Erasmus Darwin 19th Century Jean Baptiste Lamarck 19th Century Charles Darwin 19th Century Alfred Wallace Copyright © MATRIX EDUCATION 2014 Theory/Observation Page 21 of 306 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 12 BIOLOGY LESSON 1: EVOLUTION 2. Wallace-Darwinian Evolution Darwinian Theory of Evolution The Darwinian Theory of Evolution proposes that evolution occurs as a function of “survival of the fittest”. How do you think we measure fitness though? What would be the single most important factor for scientists in determining if an organism is ‘fit’?10 _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ This theory states that: More offspring are produced than can survive in a population, and, as population size tends to remain relatively constant, many offspring must die. Source: http://evolution.berkeley.edu/evolibrary/article/evo_25 Thus, there is a struggle for existence where the better-adapted individuals will survive so that they have the opportunity to reproduce and pass on their genes to their offspring. Source: http://evolution.berkeley.edu/evolibrary/article/evo_25 Copyright © MATRIX EDUCATION 2014 Page 22 of 306 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 12 BIOLOGY LESSON 1: EVOLUTION Over long periods of time (remember, life is thought to be 3.5 billion years old!), the more suited adaptations or favourable traits of individuals will become prevalent in the population. Source: http://evolution.berkeley.edu/evolibrary/article/evo_25 Gradually, as new adaptations accumulate, the population will become very different – maybe even with new species. How would you be able to tell if the changed population was a new species?11 _________________________________________________________ _________________________________________________________ Note to Students Be very careful when answering evolution questions. Your answer can NEVER sound Lamarckian, or you won’t gain the marks. Things which may sound Lamarckian include saying that an organism changes over time (instead of a population of organisms changes over time) and that organisms ‘adapt’ to their environment (species can change over generations to possess adaptations which help to ensure survival, but individual organisms do not ‘adapt’ as adaptations have a genetic basis). An alternative way to convey these ideas is stating that organisms possess ‘favourable traits’ or ‘favourable characteristics’ that help to ensure survival. Copyright © MATRIX EDUCATION 2014 Page 23 of 306 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 12 BIOLOGY LESSON 1: EVOLUTION The following flow-chart should be used when answering questions on evolution. VARIATION in population SELECTION PRESSURE DEATH of poorly adapted organisms (with unfavourable characteristics) SURVIVAL of well-adapted organisms (with favourabe characteristics) REPRODUCTION - passing on the favourable characteristics to offspring DOMINANCE - majority of the population contains the favourable characteristics Copyright © MATRIX EDUCATION 2014 Page 24 of 306 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 12 BIOLOGY LESSON 1: EVOLUTION [CSSA 2008 Q21] Whales have an external covering that contains a thick layer of fat called blubber. Scientists have noted that whales living in colder waters have thicker blubber than those in the warmer tropical waters. Explain how an increase in the water temperature due to global warming may affect the evolution of whales in the long term.12 3 Criteria Identifies there is variation in a population and that an environment selection pressure exists. Describes the process of natural selection whereby organisms with suitable characteristics survive and pass on their traits. Describes the increase in prevalence of this characteristic over time. Any TWO of the above. Only ONE of the above. Marks 3 2 1 _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Copyright © MATRIX EDUCATION 2014 Page 25 of 306 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 12 BIOLOGY LESSON 1: EVOLUTION 3. Origin of Life VS Origin of Species Evolution versus Abiogenesis Evolution is the theory which explains how species evolve over time. It is not a theory which explains the origins of life. This is a common misconception both among scientist and theologians in the ongoing debate of creation versus evolution. Recall that abiogenesis is the idea that life could have originated from inorganic molecules. The origin of life remains a very problematic field of research, and is far from being a settled theory. Source: http://evolution.berkeley.edu/evosite/evo101/IIE2bStudyorigins.shtml Copyright © MATRIX EDUCATION 2014 Page 26 of 306 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 12 BIOLOGY 4. LESSON 1: EVOLUTION First-Hand Investigation: Modelling Evolution Students learn to: Plan, choose equipment or resources and perform a first-hand investigation to model natural selection Introduction What is the basis on which natural selection works?13 ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ How can environments change?14 ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ What happens to some organisms when there is a change in the environment?15 ____________________________________________________________ ____________________________________________________________ What do all organisms do to continue their species?16 ____________________________________________________________ How do the organisms which reproduce affect their offspring?17 ____________________________________________________________ ____________________________________________________________ Copyright © MATRIX EDUCATION 2014 Page 27 of 306 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 12 BIOLOGY LESSON 1: EVOLUTION Over time and many generations, what happens to the population of organisms?18 ____________________________________________________________ ____________________________________________________________ If one part of the population is cut off from the rest, they may evolve in different directions until they can no longer reproduce and produce fertile offspring. What is this called?19 ____________________________________________________________ You may use this SIMULATION to model natural selection and help clarify the process a bit more. Alternatively, you may proceed to the jellybean model on the following pages. Copyright © MATRIX EDUCATION 2014 Page 28 of 306 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 12 BIOLOGY LESSON 1: EVOLUTION The Jellybean Model of Evolution Source: http://beckyandthebeanstock.com/wp-content/uploads/2008/03/jellybeans4.jpg Introduction: The jellybean model uses the idea of predators (humans) and prey (jellybeans). Aim: To model evolution by natural selection. Method Each student in a group is given a different implement, e.g. a fork, a spoon, a knife, a single chopstick, or a skewer. A bag of jellybeans is spilled onto the floor. Each student has 30 seconds to use their implement to obtain as many jellybeans as possible. At the end of the 30 seconds, each student counts the number of jellybeans they collected. At the end of each round, the student who collected the least number of jellybeans is removed from the game. After many rounds, only the person with the most effectively-shaped implement for collecting jellybeans should be left. Copyright © MATRIX EDUCATION 2014 Page 29 of 306 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 12 BIOLOGY LESSON 1: EVOLUTION Results and Discussion What do the different implements represent in the model?20 _________________________________________________________ What do the jelly beans model?21 _________________________________________________________ What does removing one player/implement from the game each round model?22 _________________________________________________________ What do the rounds model?23 _________________________________________________________ What does the final result model?24 _________________________________________________________ _________________________________________________________ _________________________________________________________ What important part of evolution is NOT shown in this model?25 _________________________________________________________ _________________________________________________________ Copyright © MATRIX EDUCATION 2014 Page 30 of 306 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 12 BIOLOGY LESSON 1: EVOLUTION [HSC 2003 Q25] You have carried out first-hand investigations that have attempted to model biological concepts. Discuss the use and limitations of models when illustrating biological concepts.26 Criteria Identifies at least TWO limitations in using model(s). Provides TWO reasons for the use of model(s). 4 Marks 4 Identifies TWO limitations and provides one reason for using model(s). OR Provides TWO reasons for using models and one against. Identifies ONE limitation but has made one point for use of model(s). OR Identifies TWO limitations in using model(s). OR Provides TWOpoints for using model(s). Identifies ONE limitation. OR ONE point for use. 3 2 1 _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Copyright © MATRIX EDUCATION 2014 Page 31 of 306 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 12 BIOLOGY 5. LESSON 1: EVOLUTION Divergent and Convergent Evolution Students learn to: Explain how Darwin/Wallace’s theory of evolution by natural selection and isolation accounts for divergent evolution and convergent evolution. What is a ‘Species’? The word ‘species’ gets thrown around quite a lot, but surprisingly it is often misunderstood. See if you can write a definition for species below:27 _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ Determination of a species strictly on something like appearance can be quite problematic. The butterflies below undergo drastic seasonal changes that could be easily mistaken for separate species. Source: http://www.nature.com/scitable/content/variation-within-species-4308521 Within the same species, individual organisms can look quite different. For these three species of butterflies, wing colour and pattern varies depending on the season during which they were born. The butterflies at the top were born under different temperature and light conditions than the ones at the bottom. Copyright © MATRIX EDUCATION 2014 Page 32 of 306 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 12 BIOLOGY LESSON 1: EVOLUTION Alternatively, distinct species can look quite similar or even almost identical, yet they are classified as separate species such as the Meadowlarks below. Source: http://www.nature.com/scitable/content/western-meadowlark-and-easternmeadowlark-two-distinct-4257520 Even though they look similar and have overlapping ranges, the western meadowlark (left), and the eastern meadowlark (right), have distinctly different songs. As a result, they do not interbreed and are classified as separate species. So why does all this detailed information about a ‘species’ matter? Recall that Darwin’s 1859 publication was called On the Origin of Species.28 _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ You need understand two important processes that are often discussed when mentioning species: (i) Divergent evolution and; (ii) Convergent evolution. Copyright © MATRIX EDUCATION 2014 Page 33 of 306 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 12 BIOLOGY LESSON 1: EVOLUTION Divergent Evolution Divergent evolution is the process where two or more related species become less similar – that is, they diverge. It can develop to the point where one species slowly evolves over time into two (or more) different species. The process of forming a new species is known as speciation. Speciation can occur by two basic mechanisms: (i) Allopatric speciation and; (ii) Sympatric speciation. Source: http://science.kennesaw.edu/~jdirnber/Bio2108/Lecture/LecEvolution/Evol4MacroEvol.html From the diagram, what appears to be the main difference between allopatric and sympatric speciation?29 _________________________________________________________ _________________________________________________________ Copyright © MATRIX EDUCATION 2014 Page 34 of 306 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 12 BIOLOGY LESSON 1: EVOLUTION Allopatric Speciation: an ancestral species becomes physically or geographically separated and each group evolves independently of the other, leading to separate species. Example: Californian salamanders have been separated and reproductively isolated in different rivers resulting in separate species. Source: http://www.mhhe.com/biosci/esp/2001_gbio/folder_structure/ev/m3/s2/evm3s2_4.htm What environmental changes or factors (other than those in the picture above) can isolate a small group or divide a population?30 _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ Copyright © MATRIX EDUCATION 2014 Page 35 of 306 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 12 BIOLOGY LESSON 1: EVOLUTION Sympatric Speciation: an ancestral species evolves into two separate species within the same physical or geographical location due to slight behavioural modifications (e.g. selection of a new food source by a group of individuals). Example: Cichlids in Lake Victoria, East Africa have evolved into separate species within the same lake by specialising on different foods. Source: http://faculty.southwest.tn.edu/rburkett/GB%20Properties%20of%20Life.htm What other factors could drive sympatric speciation other than specialised on certain food sources?31 ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Copyright © MATRIX EDUCATION 2014 Page 36 of 306 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 12 BIOLOGY LESSON 1: EVOLUTION If this process of divergent evolution continues to the extent of creating a number of distinct species from a single common ancestor, the process is referred to as adaptive radiation. The ancestral species have been subjected to divergent evolutionary mechanisms a number of times and each new species has ‘adapted’ and ‘radiated’ out to fill specific ecological niches (e.g. eating from specific food sources). Darwin’s Galapagos finches are the prime example. Source: http://mayhewbiology.com/Biology%20notes/speciation%20notes.htm Watch a VIDEO (Length 2:09) on Darwin’s finches. What do you suppose was the primary mechanism (allopatric or sympatric speciation) in the formation of so many different finch species?32 _________________________________________________________ _________________________________________________________ _________________________________________________________ Copyright © MATRIX EDUCATION 2014 Page 37 of 306 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 12 BIOLOGY LESSON 1: EVOLUTION Explain how the different finch species evolved.33 3 Note to Students Recall that when answering questions on evolution, you MUST always include: 1. Variation within the population 2. Selection pressure causes the survival of some with the beneficial characteristics, death of others without replacing it 3. Reproducing 4. Passing on the characteristics to the next generation 5. Over long periods of time/many generations 6. Population develops to mostly contain the beneficial characteristic Most students forget to talk about variation within the population or that evolution occurs over long periods of time. Criteria Clearly relates cause and effect of evolution by natural selection of Darwin’s finches using all SIX key points above. Marks 3 Relates cause and effect of evolution by natural selection of Darwin’s finches including THREE to FOUR key points above. 2 Identifies some link between cause and effects of evolution by natural selection of Darwin’s finches using only ONE to TWO key points above. 1 _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Copyright © MATRIX EDUCATION 2014 Page 38 of 306 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 12 BIOLOGY LESSON 1: EVOLUTION Convergent Evolution Convergent evolution is the process by which unrelated (or only distantly related) organisms evolve to become more similar in some regard (e.g. body form, colour, behaviour, organs, etc.). This is caused by the unrelated organisms being subjected to similar environmental conditions or ecological niches. A classic example of convergent evolution is the presence of wings in bats, birds, and insects. Source: http://archive.peabody.yale.edu/exhibits/treeoflife/convergent.html These organisms are only very distantly related as their last ‘common ancestor’ would have been a very simple multicellular organism from many hundreds of millions of years ago WITHOUT any wings. This means the wings have arisen independently in each group of organisms (bats, birds, and insects) due to environmental conditions, allowing them to exhibit similar behaviours (flying). Copyright © MATRIX EDUCATION 2014 Page 39 of 306 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 12 BIOLOGY LESSON 1: EVOLUTION PLEASE NOTE: Convergent evolution does NOT state that the organisms are evolving into one another – bats are not slowly becoming birds or even more ‘bird-like’. Convergent evolution simply states that birds and bats have developed a similar trait (wings) and behaviour (flying) as a response to similar environmental conditions and to fill specific ecological niches. Another good example of convergent evolution is the long list of similarities between various marsupial and placental mammals. See the table below. These mammals are similar in body form as well as habitat requirements. Source: http://home.comcast.net/~mjmayhew42/Biology%20notes/patterns%20notes.htm Copyright © MATRIX EDUCATION 2014 Page 40 of 306 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 12 BIOLOGY LESSON 1: EVOLUTION Watch VIDEO 1 (Length 3:05) and VIDEO 2 (Length 2:26) about convergent evolution and answer the following questions. What factors were driving the process of evolution in the various organisms discussed in the first video?34 _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ What about the Mako Shark in the second video?35 _________________________________________________________ _________________________________________________________ _________________________________________________________ Copyright © MATRIX EDUCATION 2014 Page 41 of 306 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 12 BIOLOGY LESSON 1: EVOLUTION Complete the following table:36 Type of Examples Description Evolution Divergent Convergent Copyright © MATRIX EDUCATION 2014 Page 42 of 306 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 12 BIOLOGY LESSON 1: EVOLUTION [HSC 2004 Q18] A plant species found in the area immediately around Sydney has also been found in a small area in the Gibraltar Range in the far north of NSW. Predict what might happen to the TWO populations over the next 5 million years, in terms of Darwin/Wallace’s theory of evolution.37 3 Criteria • Makes a valid prediction for BOTH populations in terms of Darwin/Wallace Theory of Evolution Marks 3 • Makes a valid prediction for ONE population in terms of Darwin/Wallace Theory of Evolution 2 • Makes one valid prediction without making reference to Darwin/Wallace Theory of Evolution OR • Provides correct information about Darwin/Wallace Theory of Evolution without making a prediction 1 _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Copyright © MATRIX EDUCATION 2014 Page 43 of 306 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 12 BIOLOGY Copyright © MATRIX EDUCATION 2014 LESSON 1: EVOLUTION Page 44 of 306 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 12 BIOLOGY LESSON 1: EVOLUTION ANSWERS Generally speaking, all organisms change over time… from an embryotic state to a full adult state. More specifically, you might change quite significantly by added more muscle mass from working out or a tree might change seasonally by losing its leaves. However, neither of these processes represents evolution in the biological sense. 2 Prokaryotic cells lack any membrane bound organelles whereas eukaryotic cells contain membrane bound organelles such as the nucleus. 1 3 4 Life is thought to have begun 3-3.5 billion years ago. The first cell was likely to have been prokaryotic. 5 Linnaeus is famous for developing the binomial system of classification. 6 He did not publish his ideas due to social and political factors such as the prevalence of religion at the time. The theory of evolution conflicted with existing religious beliefs and gave importance to scientific thought which threatened the power of religious institutions which had long held political and social power. 7 According to Lamarck’s theory, your offspring would directly inherit the muscular, built physique that you have acquired. 8 The theory of evolution caused political and social reactions. Religious beliefs stated that each species was created in present form by God and remained unchanged and that humans had a special place in the world. The idea of evolution went against this, stating that organisms have changed over millions of years and implying that humans were descendants of apes which reduced humans to the same level as every other organism. As such, the development and acceptance of the theory of evolution was difficult due to social and political conflicts. 9 Date Theorist/Scientist Theory/Observation Andreas Vesalius Noticed similarities between various organisms. Special note of physical features that humans have with other organisms. Nicolas Steno Realised importance of fossils could tell us something significant about past life on earth. 16th Century 17th Century Copyright © MATRIX EDUCATION 2014 Page 45 of 306 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 12 BIOLOGY 18th Century Karl von Linné 18th Century Erasmus Darwin LESSON 1: EVOLUTION Distinguished hybrids and cross pollination from evolution. Proposed that evolution occurred. But did not come up with any mechanism for its occurrence. Jean Baptiste Lamarck Proposed theory of evolution by acquired characteristics whereby adaptations developed based on inner need. Charles Darwin Proposed theory of evolution by natural selection which is the accepted mechanism today. Alfred Wallace Observed the same mechanism of natural selection as Darwin. 19th Century 19th Century 19th Century An organisms’ ability to reproduce is the best measurement of its ‘fitness’ from an evolutionary perspective. If an organism can successfully reproduce, that means it has survived whatever harsh environmental conditions might be present, it has found sufficient food and water, has mated, etc. 11 A new species would not be able to interbreed and produce fertile offspring with the original population. 12 Variation in blubber thickness exists naturally within the whale population. The increase in water temperature caused by global warming represents an environmental selection pressure. As such, whales with thinner blubber (favourable in warm waters) will be naturally selected to survive at a higher frequency than those with thick blubber. These whales with thinner blubber will survive to pass on their traits to their offspring. Over time, the trait of thin blubber will become more prevalent in the population. Thus, the whale population has evolved to have, on average, thinner blubbers than previously. 13 All populations or groups of organisms have variation within the group (e.g. some giraffes have longer necks than other giraffes). These changes can be caused by mutations in the genes of the organism. 14Physically e.g. a river cuts through a valley and isolates two halves of the population, chemically e.g. a new insecticide or antibiotic, and increased competition for resources e.g. drought, flood, new predators. 15 Some organisms survive while others die out. 16 Reproduce. 17 They pass on their genes i.e. their characteristics. These may help their offspring to survive in the changing environment (it may also cause them to die, depending on the change in the environment!). 18 Population will change to have the characteristics that allow survival to become more common e.g. if a longer neck allows organisms to reach food better, then the population will slowly change to include more long-necked organisms. 19 Speciation. 20 Variation within the species e.g. different beak shapes on predators. 21 The prey. 22 The organisms with the least food do not survive. 23 Generations or periods of time. 24 The predator with the beak shape that is most suited to catching prey will survive and the population, over many generations, will slowly attain this beak shape. 25 The predators do not reproduce and pass on their characteristics to their offspring. 10 Copyright © MATRIX EDUCATION 2014 Page 46 of 306 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 12 BIOLOGY LESSON 1: EVOLUTION 26 Models are advantageous because they are simple demonstrations which assist in the understanding of biological concepts. They also allow for demonstration of concepts which would otherwise be difficult to observe e.g. evolution as this occurs over extended periods of time (millions of years). However, there are limitations in regards to the use of models. Firstly, models can tend to over-simply complex biological concepts which may lead to misunderstandings. Furthermore, they may be unable to account for some important details e.g. models of evolution are unable to demonstrate reproduction and passing on of traits to successive offspring. Despite these limitations, models of biological concepts generally provide a useful means improving understanding. 27 The most widely held definition of species is that proposed by the famous biologist Ernst Mayr in the 1940s - a species is an actually or potentially interbreeding population that does not interbreed with other such populations when there is opportunity to do so. 28 Evolutionary biology is all about trying to determine how so many ‘species’ came about, and to do that, you must have a good working definition of ‘species’ to start with. 29 There appears to be physical separation in allopatric speciation unlike sympatric speciation. 30 Isolation of part of a species can occur in a number of ways. Organisms can be cut off from the main group by geological changes such as the drifting of continents, the formation of mountain chains, the formation of canyons and rivers, or the formation of new islands and environments. It can also be caused by climate changes e.g. the formation of deserts or rainforests, or by sudden natural events such as floods, volcanoes or earthquakes. 31 Other behavioral changes, such as a modified bird song, could help drive the formation of a new species within the same range. Genetic alterations and mutations can also give rise to new species within the same range. 32 As each species of finch essentially inhabits a distinct island, the process would probably be best described as allopatric. However, the birds are not necessarily ‘physically separated’ as they could potentially fly from island to island. This does not usually take place though, and as their ranges do not overlap, they are considered geographically distinct. 33 There was natural variation within the ancestral finch population; some had larger beaks, some had smaller beaks. On the islands where many nuts were available, birds with larger beaks that could crack and eat the nuts were able to survive, while others with smaller beaks were less likely to survive. The large-beaked birds reproduced, and bred more large-beaked birds. Over time, the population on these islands developed to mostly have large beaks. On another island, there may have been many insects that hid in crevices, and not many nuts. Here, birds that had small, sharp beaks were able to catch the insects, while others could not. Thus they survived, reproduced, and passed on the small, sharp beak characteristic to their offspring. Over time, the population changed to mostly contain sharp beaked birds. Over many generations, the different finches’ genes became different enough that if they were placed in the same mainland environment again, they could no longer breed and produce fertile offspring. 34 Protection from predators (spiny skin of hedgehog and echidna); running and hunting prey using similar methods (Tasmania tiger and dogs). 35 This is due to the predator-prey relationship whereby Mako needs to be able to swim at least as fast as the tuna, thus the similarity in tail muscles. 36 Type of Evolution Divergent Convergent Description Examples Process where two or more related species become less similar, which may result in two or more species. Process where unrelated organisms evolve to become more similar e.g. physical similarities such as body form, colour as well as behavior. Galapagos Finches, Californian salamanders (allopatric), Cichlids (sympatric). Shark and dolphin, wings in bats and birds. 37 Sydney has a milder climate than far north NSW which is expected to be hotter and drier. As such, under Darwin/Wallace’s theory of evolution by natural selection, divergent evolution may occur. Firstly, these plants have natural variation e.g. in colour, size, roots. Therefore, in Sydney, plants more suited to a mild climate will survive and reproduce to increase the frequency of these types of plants. In far north NSW, those plants with traits that are suitable to a drier hotter, climate e.g. deep Copyright © MATRIX EDUCATION 2014 Page 47 of 306 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education. YEAR 12 BIOLOGY LESSON 1: EVOLUTION roots to reach water sources underground, will survive and reproduce, eventually increasing the prevalence of these traits. Over time, the characteristic differences between the plants in each area can become so pronounced that they may no longer interbreed and as such they would have diverged into two separate species suited to each environment. Copyright © MATRIX EDUCATION 2014 Page 48 of 306 Our Students Come First! All rights reserved. No part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form, or by any means (electronic, mechanical, photocopying, recording, or otherwise), without the prior permission of Matrix Education.