Download Week 21 - stephen fleenor

Warm-Ups, Closures, and CTQs
Week 21
Vocabulary
Vestigial structures
carbon dating
natural selection
adaptation
genetic variation
reproductive fitness
wild-type
gene duplications
Monday, February 1st
Warm-Up:
A fossil was newly discovered with three intact DNA which was aligned using BLAST all
translated genomes in the NCBI database. The results of the alignment is shown below.
Sequence Similarity
Sequence:
1
2
3
Snake
84%
82%
70%
Parrot
95%
92%
90%
Species
Shark
71%
60%
72%
Monkey
98%
74%
95%
Fly
65%
45%
38%
Construct a cladogram which most accurately places the evolutionary relationship to the
other five species.
CTQ #1:
Radioactive carbon-14 dating conducted on rock samples at the fossil excavation site
determined that the species became fossilized 165 million years ago. Furthermore, minor
indentations in the fossil were analysed under a high-resolution computer topography scanner
to very greatly resemble feathers. Re-create your cladogram considering this information as
well as the table of data below showing the point of speciation for each of the five species.
(LO 1.10) (LO 1.09)
Species
Snake
Parrot
Shark
Monkey
Fruit fly
Point of Speciation from common human ancestor
(million years ago)
200
150
400
10
495
CTQ #2:
Which came first: the chicken, or the lizard egg? Design a plan using three scientific
methods to determine modern lizards speciated from primitive birds or whether modern birds
speciated from primitive lizards. Justify how the methods you used contribute to answering
your driving question. (LO 1.11)
Closure:
Explain three scientific methods which provide evidence for biological evolution. (LO 1.12)
Tuesday, February 2nd
Warm-Up:
Describe how primitive Fleenitians, a hairless, slimy population of minions, evolved into
modern Fleenzaurs, which are furry mammals. (LO 1.25)
CTQ #1:
Explain two pieces of evidence scientists could analyze to determine that your description
for Fleenzaurian evolution is correct. (LO 1.12)
CTQ #2:
The peppered moth is naturally preyed upon by the Magpie, a type of bird native to England.
The Magpie contains a type photoreceptor neuron in its eye called a contra cell which detects
differences in low contrast: for example, the difference between two dark-colored objects.
The average number of contra cells per eye was determined over the course of 50 years
following the start of the Industrial Revolution in England. The results of this experiment are
listed in the table below.
Year
Avg. No. contra
cells (x103)
1800
0.052
1810
0.072
1820
0.090
1830
0.113
1840
0.139
Explain the natural selection of high numbers of contra cells among Magpies following the
start of the Industrial Revolution. (LO 1.2)
Closure:
Explain natural selection and provide an example of natural selection has resulted in
evolution.
Wednesday, February 3rd
Warm-Up:
Explain how a retrovirus can acquire genetic variation.
CTQ’s #1&2: The Zika virus is a retrovirus which, historically, has been endemic to Brazil and has almost
exclusively infected monkey populations (infection of human populations has been rare; see
table below). In the past ten years, Brazil has experienced significant deforestation and
expansion of its cities. State the point in time at which a mutation formed that causes easier
infection in humans, and predict how the virus carrying this mutation had a selective
advantage in a changing environment. (LO 1.26) (LO 4.16) (LO 1.5)
Human, Monkey, and Zika Population Levels in a Deforested Region of Brazil, (1985–)*
1985- 1995- 2005- 2015- 2015- 2015- 2016Time
Jan
Jan
Jan
Jan
May Aug
Jan
Human Population 3.6
4.0
4.6
5.4
5.4
5.5
5.5
(millions)
Monkey
12.5
11.9
11.0
6.2
6.0
5.9
5.8
Population
(thousands)
Human Zika
0.003 0.004 0.002 0.005 0.150 12.0
20.0
Infections
(thousands)
*Note: Fleenor just made up these data. But he did see the 20,000 somewhere.
Closure:
Explain the importance of genetic variation in a changing environment. (LO 1.5)
Thursday, February 4th
Warm-Up:
Describe an example of a mutation which is beneficial for the individual but deleterious for
the individual’s offspring.
CTQ #1:
In a 2012 study published in the journal American Journal of Epidemiology, 171 newborn
children not affected by malaria were tested every month for malaria. The proportion that
continued to stay malaria-negative is plotted on the graph below over time. The solid line
represents children heterozygous for the HBA allele, and the dashed line represents children
homozygous for the wild-type allele. Assuming that all children affected by malaria died as a
result, explain how the genetic makeup of this population changed over time.
CTQ #2:
The ligand Dll1 promotes formation of vertebrae in the spine: species with high levels of Dll1
activity during development, such as snakes, develop more vertebrae and longer spines.
Predict the effects of a duplication of the Dll1 gene on a population of giraffids, an extinct
deer-like animal which depended on fruit hanging from trees for survival. (LO 3.24)
Closure:
How did duplication of the SAS gene result in molecular variation of cellular function in
eelpout fish? (LO 4.22)
Friday, February 5th
Warm-Up:
Why do you predict the promoters of genes which have duplications evolve very rapidly?
CTQ #1:
It has been proposed (by Fleenor, five seconds ago) that fruit flies with red-pigmented eyes
are better capable of finding food because they only absorb light at the blue end of the
spectrum. Flies without red pigment have a mutation in the white gene (w--); thus, a reverted
mutation back to wild-type (w+) would be a beneficial mutation in the population. Design an
experiment that would determine whether a fly carrying red-eye mutation (w+) has a selective
advantage in a white-eyed population over the course of five generations. State your
independent variable, dependent variable, and hypothesis, and describe the experimental
setup.
CTQ #2:
Male peacocks have large and extensive plumage (feathers) that often interfere with their
ability to fly. However, the extensive plumage is correlated with greater ability to find a
mate; thus, males with extensive plumage are sexier. Describe how males with extensive
plumage have greater evolutionary fitness than males with short plumage.
Closure:
State three scientific methods used to create a cladogram.
Learning Objectives This Week
LO 1.9 evaluate evidence provided by data from many scientific discipline support biological evolution.
(SP5.3)
LO 1.10 refine evidence based on data from many scientific disciplines that support biological evolution.
(SP5.2)
LO 1.11 design a plan to answer scientific questions regarding how organisms have changed over time
using information from morphology, biochemistry and geology.
LO 1.12 connect scientific evidence from many scientific disciplines to support the modern concept of
evolution.
LO 1.13 construct and/or justify mathematical models, diagrams or simulations that represent processes of
biological evolution.
LO 1.25 describe a model that represents evolution within a population.
LO 1.26 evaluate given data sets that illustrate evolution as an ongoing process.
LO 1.2 evaluate evidence provided by data to qualitatively and/or quantitatively investigate the role of
natural selection in evolution.
LO 1.4 evaluate data-based evidence that describes evolutionary changes in the genetic makeup of a
population over time.
LO 1.5 connect evolutionary changes in a population over time to a change in the environment.
LO 3.24 predict how a change in genotype, when expressed as a phenotype, provides a variation that can be
subject to natural selection.
LO 4.16 predict the effects of a change of matter or energy availability on communities.
LO 4.22 construct explanations based on evidence of how variation in molecular units provides cells with a
wider range of functions.