Download Teacher`s guide

SUBJECT
GRADE
LEARNING UNIT
SCIENCE
1OTH
HOW ARE THE WORLD COMPONENTS RELATED?
LEARNING OBJECT
CURRICULAR AXIS
STANDARD
COMPETENCIES
LEARNING
OBJECTIVES
Does evolution by natural selection occur currently?
Living environment
Compare cases of current species that illustrate different actions of natural selection.
Establish relationships among mutation, natural selection and heredity.
To establish relationships among variability, heredity, natural selection and time.
To identify examples of the law of natural selection that can be found in nearby
areas, taking into account the important aspects of this law.
To recognize the importance of natural selection for the evolution process of the
living organisms.
To ask and answer questions related to evolution in a conversation.
SKILLS/ KNOWLEDGE
Skill 1. Explain how controlled reproduction changes organisms.
Skill 2. Explain how fortuitous mutations help the process of change in organisms
through natural selection.
Skill 3. Give examples of evidence of evolutionary change from comparative
anatomy.
Skill 4. Research biochemical and genetic studies that reveal the molecular
similarities among different organisms.
Skill 5. Argue how natural selection can lead to pesticides resistance.
Skill 6. Consult studies showing natural selection today.
Skill 7 To practice the use of nouns, adjectives and adverbs as a tool to review
studied topics.
LEARNING FLOW
Activity 1
•
•
•
•
•
•
•
Skill
Introduction
Evolution
Important
Genetic variability and mutations
Mutations: raw material of evolutionary change
Learning activity
Activity 2
•
•
•
•
•
•
•
Skill
Introduction
Retaking the evolution process
Natural selection
Important
Examples of natural selection
Learning activity
Activity 3
•
•
Skills
Introduction
•
•
•
Controlled reproduction or artificial selection
Did You know that…?
Natural selection and pesticides
Learning activity
Activity 4
•
•
•
•
•
•
•
Skill
Introduction
Compared anatomy: evidence of evolutionary change
Important
Evidences coming from Homology.
Similar characteristics: convergent evolution
Learning activity
Activity 5
•
•
•
•
•
•
•
•
Skill
Introduction
Did you know that…?
DNA Milestones
Central dogma of molecular Biology
Molecular biology techniques
Genomic biology
Learning activity
Summary
Homework
Bibliography
Glossary
Vocabulary Box
English Review Topic
ASSESSMENT
GUIDELINE
The student will be able to understand the role of natural selection and mutations in
evolution, show current examples of natural selection, its similarity to artificial
selection and understand how sciences like compared anatomy provided evidence for
evolutionary theory. Likewise, the student is expected to know the main current
techniques for the study of genetics.
Stage
Learning Activities
Learning flow
The teacher will read the introduction to his/her students, then he/she will listen
to the answers and ideas of students on the topic, and a brief explanation of the
topic will be given.
Introduction
The Aedes aegypti (mosquito that transmits Zika), as well as many other
insects, lays a lot of eggs throughout its life (between 150-200 eggs each time).
Have you ever asked yourself?
Why despite this fact, they do not have overly large population sizes, or at least
do not correspond to the number of eggs laid?
157 years ago, scientist Charles Darwin (1819-1882) postulated the evolution
theory, which will allow you to understand many questions like the above.
Development
The teacher
presents the
theme
Activity 1
Skill 2. Explain how fortuitous mutations help the process of change in
organisms through natural selection. .
Evolution
Dear teacher, you will start the class with the introduction, making a brief
review of the structure of DNA, and population genetics to contextualize the
student about the importance of genetics in the process of evolution.
Introduction
Figure 2. Example of natural selection in beetles.
Figure 2. The colors of litter beetles are similar to dry leaves;
this
facilitates
camouflage.
(Retrieved
from:
www.gimnasiomodernocastilla.edu.co)
Teacher, it is essential to make the students understand that natural conditions
play an important role in the evolution of living beings.
Important
Genetic
variability
and
mutations
Very Important…
We must take into account that natural conditions are not always the same;
that is why a favorable combination of alleles is not always favorable in the
environment. In this context, natural selection makes the favorable combination
change, and then, evolution occurs.
DEVELOPMENT
Teacher, the importance of genetic variability and mutations for the evolutionary
process will be explained next. Rely on the image to clarify the students’ doubts.
Genetic variability and mutations
Figure 3. Genetic variability of Heliconius numata specie
in the Colombian Amazon. Retrieved from: Rueda, N. (pp.
80) 2016.
Teacher, next we will go in detail about the role of mutations of the species.
Please, rely on the text and image to expand the topic to students.
Mutations: raw material of evolutionary change
Figure 4. Mutation generated in an apple.
Mutations
Figure 4. Example of a mutation. Retrieved from:
http://evolution.berkeley.edu/evolibrary/article/0_0_0/evo_18_sp
Learning Activity
Teacher, to complete the learning activity, it is necessary to have understood
how fortuitous mutations help the process of change in organisms through
natural selection. A matching exercise has been proposed to this end. Please
support the students by answering their questions.
Instruction:
There are two columns, A and B. Column A contains 9 words and Column B 9
definitions. Drag the words from Column A to match the definitions of Column B,
as appropriate. Be careful, you can drag only one word per term.
Column A
Evolution
Population genotype
Learning
Activity
Mutation
Genetic variability
Somatic mutation
Germinal mutation
Natural selection
Column B
Intergenerational change of allele frequencies in populations.
Differential reproduction of genotypes of a biological population.
Change in the organization of DNA.
Change in the DNA of germinal cells.
Set of genes within a population.
Change in the DNA of a somatic cell.
Range of allelic variants of a genotype.
Answer Key:
Evolution: intergenerational change of allele frequencies in populations.
Population genotype: set of genes within a population.
Mutation: change in the organization of DNA.
Genetic Variability: range of allelic variants of a genotype.
Somatic mutation: change in the DNA of a somatic cell.
Germinal mutation: change in the DNA of germinal cells.
Natural selection: differential reproduction of genotypes of a biological
population..
Compare your answers with a classmate. Practice asking and answering
questions, for example:
Student A: What is the intergenerational change of allele frequencies in
populations?
Student B: That intergenerational change corresponds to…
Activity 2
The teacher
presents the
theme
Skill
Introduction
Skill 6: Consult studies showing natural selection today.
Teacher, the objective of this activity is that students understand the process of
natural selection and find examples today. The following example in butterflies
and moths from Colombia seeks to introduce students to the subject. Please,
expand in the example.
Introduction
One of the following images is not a butterfly. Which is the false butterfly? Why
does a living being seek to resemble another?
Figure 6. Example of mimicry in Colombia.
Figure 6. Butterfly species of the genus Heliconius
and its mimetic Moth in the Colombian Amazon.
Retrieved from: Rueda, N., (pp. 112). 2016
Taking
up
the evolution Answer key: b
process
Development
Dear teacher, the subject begins to develop, taking up important aspects of the
process of evolution. Use the image as support to explain the topic.
Resuming the evolution process
Figure 7: processes that explain the dynamics of evolutionary change.
Natural
selection
Figure 7: Changes in allele frequencies over time, occurring as a result of
different evolutionary processes. The example of natural selection represents
a case of directional selection in which allele A is benefited. The mutation case
shows the appearance of two new alleles. In the case of migration, individuals
carrying the allele A are introduced into the population. In the case of genetic
drift, in the new population, resulting in a drastic reduction of the population
size, the allelic frequencies are changed to the detriment of the allele A.
Retrieved from: http://curtisbiologia.com/files/images/23-04.jpg
Teacher, we will talk about the process of natural selection next. Please, rely on
the text and image, give an additional explanation.
Natural selection
1. There is diversity of characters
2. There is differential reproduction
3. There is heredity
4. Final result
Very important…
Whenever there is variation, differential reproduction and heredity, the result is evolution b
selection. It is just that simple.
All examples retrieved from: http://evolution.berkeley.edu/evolibrary/article/0_0_0/evo_25
Teacher, there are three examples of natural selection in Colombia. Please, help
the students to understand the process through examples, and if necessary,
give other examples about the process to make it as clear as possible.
Examples of natural selection
1. Orchids:
they have varied striking shapes to
attract their pollinators. Individuals that manage to attract
more pollinators will leave more offspring, leading to
evolution by natural selection.
Variety of orchids of Colombia. Retrieved
http://www.sabedoriaglobal.com.br/orquideas-especies-imagens/
from:
2. Birds: they have beaks and wings with different
Examples
natural
selection
of
shapes and sizes. Variability in the peaks is given by
need for different food. So each particular population has
evolved selecting the most favorable type of peak,
which will allow them to find the food that is more
common in their habitat. In this way, they can leave more offspring; in
the case of the colors of their wings, natural selection favors the more
attractive wings of males. This will allow them to mate with more females
and leave more offspring.
Variety of beaks and wings in birds. Retrieved from:
http://rincondelecturas.com/lecturas/20036-aves/20036-aves.php
3. Moor plants: the different populations of the species of these
plants, some individuals had the genetic information for production, for
example, white hair on their leaves. This feature allowed them to survive
longer, since they did not burn excessively; therefore, these individuals left
more offspring and thus, the populations evolved adapting to the habitat.
Frailejon
plants
(Espeletia
sp.).
Retrieved
http://www.imeditores.com/banocc/paramos/fotos.php?id=149
from:
Teacher, before starting the learning activity, make a summary of the topics
covered so that the students understand how natural selection occurs; in this
way, they can consult studies demonstrating selection today.
Learning activity
To do this learning activity, it is necessary to understand how natural selection
works, in order to consult studies showing natural selection today. A matching
exercise has been proposed to this end.
Instructions: Fill in the blanks with the words below; this exercise will help you
review what you have learned. Each word must be used only one time.
Words: orchids, inherit, birds, butterflies, differential reproduction, offspring,
moor, plants, variation, heredity, variability.
Colombia is the first country in biodiversity of _____ (1) and __________ (2),
the second in biodiversity of ______ (3) and _____ (4), and one of the few
countries with the ___________ (5) ecosystem.
Flowers have __________ (6) in their shapes and colors, which are striking to
attract their pollinators. Individuals that attract more pollinators will leave more
___________ (7), and therefore, ___________ (8) their genes.
Natural selection is defined as the ____________________ (9) of individuals
carrying different genotypes of a population. If there is ___________ (10),
differential reproduction and _________(11), the result will be evolution by
natural selection. It is just that simple.
Answer key:
Learning
activity
1. Birds
2. Orchids
3. Plants
4. Butterflies
5. Moor
6. Variability
7. Offspring
8. Will inherit
9. differential reproduction
10. Variation
11. Heredity
Activity 3
Skills
Skill 1. Explain how controlled reproduction changes organisms.
Skill 5. Argue how natural selection can lead to resistance to pesticides
Introduction
Dear teacher, the aim of this activity is that students understand the role of
artificial selection and pesticides in agriculture, and animal husbandry. Rely on
the text and image to complement the explanation.
Introduction
Figure N.8 Corn varieties of the Caribbean and Santander Regions in Colombia.
Figure N.8 These varieties have emerged from the artificial
selection
of
farmers.
Retrieved
from:
http://maicesdelnansa.blogspot.com.co/2013/10/organizacio
nes-colombianas-intentan.html
Dear teacher, the subject of artificial selection is extended in this section. Rely
on the example given to clarify the doubts of students. If necessary, give other
examples.
Controlled reproduction or artificial selection
Figure 9: Potato Varieties in Colombia.
Figure 9: There are 5,000 varieties of potatoes in the world, and there are 100
varieties in Colombia. That is evolution through artificial selection. Retrieved
from:
http://contextoganadero.com/agricultura/colombia-tiene-5-nuevasvariedades-de-papa
Did you know that…? Native potatoes began to become extinct. "Producers
began working with commercial materials and made monocultures, which
harmed the conservation of potatoes, base of food security for communities for
a long time."
Dear teacher, expand the information and give an example to show the
relationship between natural selection and pesticides.
Natural selection and pesticides
Dear teacher, the goal of the learning activity is that the students understand
how we can make changes to organisms through controlled reproduction.
Please, support the students solving their questions.
Learning activity
To do this learning activity, it is necessary to understand how controlled
reproduction modifies the organisms. To this end, an activity called “find the
sentence” has been proposed.
Instruction: Organize each sentence in correct and logical order. The message
will help you review the studied topics.
1. Artificial selection, of organisms, the controlled reproduction, is basically.
2. are selection pressures, regarding what characteristics, The decisions
made, in the population, by a breeder, he wants to select. .
3. must be allowed, in larger size, only the reproduction, for several
generations, of large individuals, To obtain cattle
Answer key:
1. Artificial selection is basically the controlled reproduction of organisms.
2. The decisions made by a breeder regarding what characteristics he
wants to select in the population are selection pressures.
3. To obtain cattle in larger size, only the reproduction of large individuals must
be allowed for serveral generations.
Activity 4
Skill 3: give examples of evidence of evolutionary change from
comparative anatomy.
Dear teacher, in this activity the student is expected to understand how
scientists found the evidence supporting the evolutionary process in human
beings from sciences such as comparative anatomy. Rely on the image, the
question posed and the text to introduce the subject.
Introduction: one of the embryos is human, which one?
Figure 6: The photos show that homologies
among vertebrates are clearly evident at the
beginning of development. Retrieved from :
https://www.google.com.co/search?q=anatomia+c
omparada&biw=1138&bih=505&source=lnms&tbm=isch&sa=X&sqi=2&ved=0ah
UKEwjdjbD4haHMAhXFJh4KHYXvCoQQ_AUIBigB#tbm=isch&q=embrion+pez&im
gdii=DuNw9PwliMcL9M%3A%3BDuNw9PwliMcL9M%3A%3BNJqaXtrlvfmmM%3A&imgrc=DuNw9PwliMcL9M%3A. Answer: F
Comparative
anatomy
Comparative anatomy: evidence of evolutionary change
Very important… if two structures have the same function through similar
means, and also the same origin, they are analogous and homologous
structures simultaneously.
DEVELOPMENT
Teacher, the purpose of this section is that the students understand what
homologous structures are, and why they are evidence of the evolutionary
process that some organisms have experienced through the years, as well as,
the fact that they had the same common ancestor. There are some examples
below. Rely on the image to resolve the doubts of the students.
Evidence coming from Homology
Figure 11. Vertebrate homologies.
Homologies
Figure 11: The various bones of the image structures are displayed in color to
indicate the fundamental similarities in their structure and organization.
Retrieved from: http://curtisbiologia.com/files/images/23-04.jpg
Traducción:
Tretrápodo (antecesor): tetrapod (antecessor)
Cocodrilo: Crocodile
Cuervo: Crow
Ballena: Whale
Murcielago: Bat
Caballo: Horse
Humano: Human
Dear teacher, the aim of this activity is to give the students examples of similar
structures and how they demonstrate convergent evolution. Support the
avatar’s explanation and solve any student doubts about the examples.
Similar features: convergent evolution
Teacher, start explaining the activities and objectives to be obtained with the
development of the activity. Students are expected to associate the main
concepts to their meanings.
Learning activity
convergent
evolution
To do this learning activity, it is necessary to understand how comparative
anatomy found evidence of evolutionary change that allowed scientists to have
a more robust theory of evolution.
Instruction:
Matching activity. Drag the words from column A to the definitions and/or
examples from column B, as appropriate. There are 5 words closely related to
the definitions and/or example of B column. Be careful: only one word can be
dragged per definition.
Column A
Comparative anatomy, analogy, homology, convergent evolution, similar
selective pressures.
Column B
Learning
activity
1. The acquisition of equivalent characteristics through independent
evolutionary histories is ___________________.
2. The same type and arrangement of the bones in vertebrates is an
example of ______________structures.
3. The comparative study of body structures of different species of
animals
belonging
to
the
same
group
is
called____________________________.
4. The acquisition of equivalent characteristics occurs through
independent evolutionary histories, because these organisms are
subject to ___________________________________.
5. The wings of butterflies, birds and bats are examples of
_______________.structures
Answer key:
Activity5
Skill
1. Convergent evolution, 2. Homologous, 3. Compared anatomy 4. Similar
selective pressures, 5. Analogous
Skill 4. Research biochemical and genetic studies that reveal the molecular
similarities among different organisms.
Skill 7 To practice the use of nouns, adjectives and adverbs as a tool to review
studied topics.
Introduction
Introduction
Dear teacher, address the issue from "did you know that…?” Please, help the
students to understand the arguments presented in the avatar, check their
answers and if necessary, complement them so that the students understand
what the activity is about.
Did you know that…?
The genome comprises the entire genetic material of an organism, and consists
of deoxyribonucleic acid or DNA. The genome is the instructions manual for
life where we can find the genes that form proteins, which in turn perform the
functions of an organism. Its size is variable and generally depends on the total
number of base pairs.
For example, the human genome (Homo sapiens) and the mouse’s (Mus
musculus) contain 3 billion base pairs, while the fruit fly (Drosophila
melanogaster) contains 180 million base pairs, and the Escherichia coli
bacterium contains 4.7 million base pairs.
Did you know that scientists managed to sequence (to know the order) the
entire human genome? What year did you think it happened?
Answer key: 2004
History of
DNA
DEVELOPMENT
Dear teacher, the objective of this activity is that students understand how
genetics science has been developing over time, and know the most relevant
scientists who contributed to it. Rely on computer graphics and go in detail
where necessary.
DNA Milestones
Teacher, the objective of this activity is to extend the important discovery of the
double structure of DNA. Rely on the text and the hyperlink that will allow the
student to see this structure interactively.
Central Dogma of molecular Biology
Watch
a
simulation
of
DNA
structure
in
http://biomodel.uah.es/model4/dna/dnapairs.htm
this
link
:
Teacher, the aim of this activity is that students know the main techniques used
to study the DNA of organisms, considering that the most common is the PCR. A
hyperlink will show the students a video that allows them to better understand
this technique. Please, help the student to understand the topic.
Molecular Biology techniques
Molecular
1. Restriction enzymes (Cut
biology
2. DNA Cloning (Copy and paste
3. PCR: Cloning without bacteria
4. Sanger Model: Genome sequencing
The following video has been proposed to deepen in the subject of molecular
biology:
PCR:
Polymerase
chain
Reaction
(IQOG-CSIC)
(2014).
https://www.youtube.com/watch?v=TalHTjA5gKU
Teacher, the objective is that the students know the most modern techniques to
solve questions about genetics, DNA, evolution, among others. Rely on the text
to help the students understand these techniques.
Genomic Technology
1. DNA automated sequencing
2. Subcloning "Shotgun"
Figure 12. Genomics discovery of a new species.
Techniques
Figure 12. The figure shows the parent species of the new species and H.
heurippa.
Retrieved from: www.butterfliesofamerica.com
Teacher, the aim of the activity is that by answering true or false, the students
review the contents studied. Help the students during activity resolving their
questions.
Learning activity
To do this learning activity, it is necessary to understand how biochemical and
genetic studies may reveal similarities among different organisms. In addition, it
is also important to know well the techniques used to solve research questions
in genetics and molecular Biology.
Instruction:
Choose T (True) or F (False), as appropriate.
a) The genome comprises the entire genetic material of an organism and
consists of deoxyribonucleic acid or DNA ____.
b) The central dogma of molecular biology is the discovery by Watson and
Crick of the double helix structure of DNA ______.
c) More DNA fragments can be analyzed quickly and easily by means of
molecular biology techniques than with genomics techniques____.
d) New species may be discovered through the molecular biology techniques
and genomics _____.
Genomic
Technology
e) The automation of processes has not positively contributed to progress in
the study of DNA _____.
Answers:
a) T. This terms comprises what is known as DNA.
b) T. This discovery opened molecular biology.
c) F. It is on the contrary. Genomics techniques are more modern and have
streamlined the process of DNA analysis.
d) T. Yes. One it is one of the most used applications.
e) F. Automation has been very positive for this science, as it provides fast
and prevents unintentional human error in these processes.
LANGUAGE PRACTICE
Complete the following paragraph using the nouns, adjectives and adverbs from
the box:
frequencies
populations
Learning
activity
evolution individual
favorable partle
The theory of evolution has been explained ____________ by the Darwinian
theories, and Mendelian genetics. Both theories were joined and people began
to think, not only about the ___________ genotypes, but also in the
______________, which must be understood as the set of genes of all the
population. When genes are analyzed over several generations, it can be
observed that the ______________ of some alleles change from one
generation to the next one, at the expense of others whose frequency
decreases. This happens because if an individual has a ____________
combination of alleles in the genotype, and this combination gives an
advantage over other individuals, then the contribution to the gene pool of the
next generation will be higher. Therefore, ___________ is the
intergenerational change of allele frequencies in populations.
Answer key:
The theory of evolution has been explained partly by the Darwinian theories,
and Mendelian genetics. Both theories were joined and people began to think,
not only about the individual genotypes, but also in the populations, which
must be understood as the set of genes of all the population. When genes are
analyzed over several generations, it can be observed that the frequencies of
Summary
homework
some alleles change from one generation to the next one, at the expense of
others whose frequency decreases. This happens because if an individual has a
favorable combination of alleles in the genotype, and this combination
gives an advantage over other individuals, then the contribution to the gene
pool of the next generation will be higher. Therefore, evolution is the
intergenerational change of allele frequencies in populations
Dear teacher, use this information to present the summary of the topics
covered.
Homework
The objective of this activity is, first of all, that the student answers the OA
question: Does evolution by natural selection occur currently? It focuses mainly
on activity N. 2, which deals with the skills: "Consult studies showing natural
selection today" and "argue how natural selection can lead to pesticide
resistance"; for this end, it is important that the student has understood activity
N. 2, developed the learning activity, shared his/her concerns with the teacher,
and likewise, that he/she has participated actively with the examples of the
activity, understood and proposed others, if possible.
When students finish, they must ask you any questions that arose during the
development and hand in their work.
The next test evaluates your understanding of the studied topics. It contains
multiple-choice, true-or-false, and matching questions. To succeed in the
evaluation, you must review, understand and complete all the information
provided in the four learning activities.
1. Moorland plants have white hairs. How can you explain this fact according to
Darwinian theories?
a) The plants developed white hairs to reflect the sun rays and not to die burned
by the cold.
b) In the moor, all the plants are better adapted and leave more offspring than
elsewhere.
c) The mutations cause the moor plants to be white and not another color.
d) None of the above statements is correct.
Answer key: a), within the population of moor plant, there were individuals with
genes encoding for leaves covered by white hairs, allowing them to reflect the
sun rays. This enables them to survive longer and leave more offspring; with
the passage of time, most of the individuals in the population have white hairs.
This is an example of evolution by natural selection, according to Charles
Darwin.
2. Choose true or false for each sentence:
a) The wing of a bat and a human arm are analogous organs.
b) The genotype of an individual is what can be observed with the naked eye.
c) The natural conditions are not always the same; for that reason, a favorable
combination of alleles may not always be favorable.
d) All mutations are relevant to evolution.
Answers key
a) T: They are analogous organs because they have a similar function in
different mediums.
b) F: The characteristics of an individual that can be seen with the naked eye
are the Phenotype.
c) T: The natural conditions of a habitat are constantly changing; therefore, the
same individuals with the same allele combinations are not always favorable.
d) F: There are mutations that are not inherited as those in somatic cells;
therefore, they do not contribute to evolution.
3. Match the terms (A) to the definitions (B):
Column A
Analogy
Evolution
Homology
Phenotype
Column B
It is the appearance of an individual.
Similar morphological structures without common origin.
Similar morphological structures with common ancestral origin.
Intergenerational change of species.
Answer key:
1. Analogy: similar morphological structures without common origin.
2. Evolution: Intergenerational change of species.
3. Homology: similar morphological structures with common ancestral origin.
4. Phenotype: It is the appearance of an individual.
Choose the correct option:
4. In some cases, human beings have chosen to pair certain farm animals within
a species. For example, by allowing the reproduction of only the larger cattle
over many generations, there have been very large cattle breeds. This process
is known as:
a) Natural Selection.
b) Mutation
c) Artificial selection
d) None of the above
Answer key: C). The humans guide the selection, not nature.
5. The dynamics of evolutionary change that occurs at the level of populations
can be explained by:
a) Natural selection
b) Mutation
c) Genetic drift
d) Gene flow resulting from migration
e) The mating pattern
f) All of the above
g) A and b
Answer key: evolutionary change can occur for any of the processes mentioned
in the answers or a combination of some of them.
Glossary
Dear teacher, the glossary will help your students reinforce important concepts
addressed in the OA.
Genetic population: the set of all alleles of all genes of individuals that
constitute it.
Phenotype: an individual’s appearance and biological function.
Genotype: an individual’s genetic constitution.
Evolution: Intergenerational change in a population.
Mutation: change occurring in genotype.
Natural selection: the process by which the environment exerts pressure on
the gene pool of populations and thus, the evolutionary change is determined.
Analogy: they are structures that have a similar function based on the same
medium, but whose origin is generally different.
Homologies: they are structures that are morphologically similar because they
derive from a common ancestral structure.
Genomics: the science that focuses on the study of genomes and the genes
they contain, their functions and the interactions among themselves and with
the environmental factors.
Vocabulary
box
Offspring: n. New individual organisms that result from the process of sexual
or asexual reproduction
Allele: n. Alternative form of a gene or base pair sequence that occurs on a
chromosome
Somatic mutation: n. A mutation that occurs in a somatic cell.
Germinal mutation: n. Genetic alterations occurring in cells destined to
develop into germ cells
Gene pool: n. All the genes and their different alleles that are present in a
population of a particular species of organism
Habitat: n. The place in which an organism lives, which is characterized by its
physical features or by the dominant plant types
Pesticide: n. A chemical (such as an insecticide, fungicide, rodenticide,
herbicide, or germicide) that is used to kill or control pests, such as insects,
weeds, or micro-­‐organisms.
Selection pressures: n. The extent to which organisms possessing a particular
characteristic are either eliminated or favored by environmental demands. It
indicates the degree of intensity of natural selection.
Retrieved from:
http://www.oxfordreference.com
English
review topic
Nouns, adjectives and adverbs
Bibliography
Teacher, to expand the information, please rely in the following bibliography,
likewise your students will be able to explore it.
Curtis, H., Barnes, N., Schnek, A., Massarini, A. (2008). Biología. 7° Ed. –
Buenos aires: Médica Panamericana.
Equipo de Comprendiendo la Evolución. (2016). Evolución 101. Retrieved
from: http://evolution.berkeley.edu
Botánica online – SL- (2016). Selección natural en las aves parásitas.
Retrieved
from:
http://www.botanical-online.com/animales/seleccionnatural-aves-parasitas.htm).
SIB Colombia. (2016). Biodiversidad en
http://www.sibcolombia.net/web/sib/cifras.
Colombia.
Retrieved
from:
IMeditores, Banco de Occidente. (2016) Estrategias adaptativas de la
Vegetación.
Retrieved
from:
http://www.imeditores.com/banocc/paramos/cap5.htm
Evolutionibus. (2016) La resistencia a los
from:http://evolutionibus.eresmas.net/ddt.html
pesticidas.
Retrieved
Bedoya, F., Battilana, C. G. (2006). Genómica y proteómica: Un paso más.
Acta Med Per 23(3).
López-López, Marisol; López Gutiérrez, Antonio Ulises; Sainz Espuñes,
Teresita del Rosario; RosalesTorres, Ana Ma. (2005). ¿Qué sabe usted acerca
de...Genómica?. Revista Mexicana de Ciencias Farmacéuticas, vol. 36, núm.
1, enero-marzo, pp. 42-44.
Universidad
Veracruzana.
(2016)
Biología
molecular.
Retrieved
from:https://www.uv.mx/veracruz/cess/servicios/biologia-molecular/
Universidad Nacional de Río Cuarto.(2016).Aedes aegypti. Retrieved
from::https://www.unrc.edu.ar/unrc/trabajo/docs/dengue-ilustraciones.pdf
Gimnasio moderno castilla. (2016). La evolución – Que es la selección
natural-. Retrieved from:: www.gimnasiomodernocastilla.edu.co.
Rueda, N. (2016). Parámetros poblacionales y aportes para la conservación
de las especies del género Heliconius KLUK, 1780 en hábitats de diferente
grado de conservación de la Amazonia Colombiana. (Tesis de Maestría en
Biología). Universidad Nacional de Colombia.
Understandingevolution.
(2016).
Las
mutaciones.
Retrieved
from::http://evolution.berkeley.edu/evolibrary/article/0_0_0/evo_18_sp
Understandingevolution.
(2016).
La
selección
artificial.
Retrieved
from::http://evolution.berkeley.edu/evolibrary/article/_0_0/evo_30_sp
Curtis, H., Barnes, N., Schnek, A., Massarini, A. (2008). Biología. 7° Ed. –
Buenos
aires:
Médica
Panamericana.
Retrieved
from::
http://curtisbiologia.com/files/images/23-04.jpg
Antes del fin. (2016). La teoría de la recapitulación. Retrieved from::
http://antesdelfin.com/recapitulacion.html
Curtis, H., Barnes, N., Schnek, A., Massarini, A. (2008). Biología. 7° Ed. –
Buenos
aires:
Médica
Panamericana.
Retrieved
from::
http://curtisbiologia.com/files/images/23-04.jpg
Universidad nacional a distancia. (2016). Tecnología del ADN recombinante.
Retrieved from:: http://bitecnologiaunad.blogspot.com.co/2012/05/marcoteorico.html
Butterflies of América. (2016). Mariposas del género Heliconius. Retrieved
from::www.butterfliesofamerica.com
Contexto ganadero. (2016). Variedad de papa Colombiana. Retrieved from::
http://contextoganadero.com/agricultura/colombia-tiene-5-nuevasvariedades-de-papa
Maíces del Nansa. (2016). Variedad de maíces de Colombia. Retrieved from::
http://maicesdelnansa.blogspot.com.co/2013/10/organizacionescolombianas-intentan.html
PCR: Reacción en Cadena de la Polimerasa
https://www.youtube.com/watch?v=TalHTjA5gKU
(IQOG-CSIC)
(2014).