Unit 4: Evolution. Name: Period: Test Date:

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1 Unit 4: Evolution Name: Period: Test Date: 1

2 Table of Contents Title of Page Page Number Due Date Unit 4 KUDS 3 Unit 4 Warm-Ups 4-5 Adaptations Stations 6 Evolution Notes part Biogeographic Evolution 9 Evolution Notes part Utensil Lab Evidence of Evolution Stations Unit Review Unit 4 Vocabulary

3 Unit 4: Evolution KUDs What should I understand, know and be able to do? Got it By the end of the unit I will UNDERSTAND that Successful change drives evolution and biodiversity. By the end of the unit I will KNOW that Various scientists contributed to modern evolutionary thought (Miller and Urey, Margulis, Darwin, Lamarck, Malthus, Lyell and Hutton, Wallace). The fossil record, biogeography, and homologies (DNA, embryology, anatomy) provide evidence of evolution. Populations change over time in an orderly progression, as they adapt to changing environments. Biological fitness is an organism s ability to reproduce and pass their genes on to their next generation. The factors that drive natural selection: variation is inherited, a population produces more offspring than can survive, organisms compete for environmental resources and organisms differ in their biological fitness. Natural selection results in a change in the frequency of a trait in a population and is the driving force for evolution. An adaptation is an alteration to a species to become more suitable to its environment and survive. Speciation is the formation of new species. A mutation is any change to the genetic code of a cell. Gene flow is the change in the frequency of a trait within a gene pool and increases genetic diversity. Genetic drift is a random change in the frequency of a trait that occurs in small populations. Bottleneck effect reduces the population and results in a loss of diversity/genetic variation. Founder s effect is when a new population is established from a small group of individuals from a larger population and results in a decrease in genetic diversity. By the end of the unit I will BE ABLE TO Research and describe the contributions of scientists that led to modern evolutionary thought. (Miller and Urey, Margulis, Darwin, Lamarck, Malthus, Lyell and Hutton, Wallace). Analyze DNA sequences, phylogenetic trees, and cladograms to determine evolutionary relationships among species. Use examples of the fossil record, biogeography/ zoogeography, and homologies to determine the evolutionary relationships among species. Model how natural selection selects for or against a certain phenotype using the factors that drive natural selection (variation is inherited, a population produces more offspring than can survive, organisms compete for environmental resources and organisms differ in their biological fitness). Model the various mechanisms for evolutionary change (gene flow/migration, genetic drift, and mutations) to show how they affect a population. Tutoring: Mondays and Wednesdays 4:15 PM 5:00 PM (late bus available these days, be in classroom by 4:20) 3

4 Question: UNIT 4 WARM-UPS Date: Answer: Question: Date: Answer: Question: Date: Answer: Question: Date: Answer: Question: Date: Answer: 4

5 Question: Date: Answer: Question: Date: Answer: Question: Date: Answer: Question: Date: Answer: Question: Date: Answer: 5

6 Biology Unit 4 Evolution Adaptations Station Organism Adaptation Directions: Identify the given organism, its adaptation, and how that adaptation helps it survive and reproduce. Describe how the adaptation helps the organism survive and reproduce. A B C D E F G H 6

7 EVOLUTION Notes Part 1 Evolution is a in a over time. How long did it take to CHANGE? What are the two models for how this change occurs? 1) Gradualism - The model of evolution in which over a leads to species formation. 2) Punctuated Equilibrium - The model in which of change in species are. Who was Charles Darwin? How did Darwin come up with the theory of selection? He collected evidence in the that pointed of. natural towards his What is natural selection? 7

8 Biological Fitness - an organism s ability to and pass their on to their next generation Survival of the Fittest Those who are more Fit will be more likely to survive. = Natural Selection is the process by which individuals that have favorable traits and are to their environment and more successfully than less well adapted individuals. Natural Selection is a process that occurs when four principles are true. Principles of Natural Selection 1. Genetic variation exists in a population and is inherited. Genes = Genetic = Variation in Traits 2. Populations tend to produce more than can survive. - More is better! Why? 3. The environment presents challenges to (resources are, for food; mate, and territory). 4. Individuals that are better able to cope or have over another will leave offspring. *All of this leads to survival of the FITTEST!!* Successful reproduction of the fittest members of a population eventually leads to an adaptation within that population. Adaptation - A produced by that has become common in a population because it provides a. Organisms adapt to their environment 6 ways 1) 2) 3) 4) 5) 6) 8

9 Color Pink Initial (F0) Blank First Migration (F1) Biogeography Activity Data First Initial Migration(F2) (F2) Second Migration (F4) Second Migration (F5) Green Yellow Orange Blank Green Yellow Yellow Blank Green Yellow Discussion Questions 1. Landing where caused all organisms to perish? 2. White Paper represent what? 3. What did the colored paper areas represent? 4. Why would some organisms survive and reproduce in some area and not others? 5. Which organism type had the largest population in the end? Why do you think so? 6. Which organism type had the least? Why do you think so? 7. What environment caused the most casualties? 8. What environment did more organisms survive in? 9. How did the traits of the population change as the population moved further away from the start? 9

10 EVOLUTION Notes Part 2 Yesterday, we talked about adaptations. So how do adaptations occur? What are other mechanisms of Evolution that lead to adaptations? 1) 2) 3) Mutations A mutation is any of a cell. DNA codes for, which are responsible for the we see. Mutations may produce a trait that may be an for a. Gene Flow (Migration) Example: Some individuals from a population of brown beetles might have joined a population of green beetles. would make the genes for brown beetles more frequent in the green beetle population. That The within a population. Very mobile organisms have a higher rate of gene flow than organisms that are immobile. Effects of Gene Flow on Evolution Genetic Drift Within a population - Can introduce traits and therefore the genes that encode them into a population genetic variation Across populations - Can make distant populations genetically to one another Example: Several green beetles were killed when someone stepped on them and had no offspring. The next generation would have a few more brown beetles than the previous generation but just by chance. Therefore the frequency of the green beetle trait would decrease. Genetic Drift (continued) 10

11 Speciation A in that occur in small populations. Can genetic variation, especially in small populations! effect for at least one generation Reduced variation may to natural selection pressures- climate change, shift in resources. Founder s A by a few members of the original populations. Colony will have. How do these changes lead to the formation of new species? Eventually the of the populations become too different. The populations can no longer. This is called. Why does evolution matter now? If it happens as a long, slow process, how does it affect me? How does Artificial Selection tamper with Evolution? Artificial Selection - Humans organisms for traits Interbreeding animals that would not normally interbreed in nature to is an example of evolution where which plants/animals reproduce make cuter pets or better crops. We like to call it breeding. to 11

12 Name Eating Utensil Evolution I. Purpose: To model the process of natural selection and describe how particular traits increase the success of an organism in its environment. II. Safety: None Materials: spoon, fork, or knife, rice, dry split peas, navy beans, cups, reproduction area III. Background and Prelab Questions Populations change due to natural selection. Various environmental pressures favor some individuals that have physical advantage over other individuals within a population. These individuals survive and subsequently reproduce resulting in the favorable alleles being found more frequently in the population. The environment is not static therefore constant pressure is on the individuals that make up the population. The individuals that are genetically better able to handle the environmental pressures pass their alleles along, while individuals that are not able to handle the environmental pressures do not pass along their alleles to the next generation. Questions: 1. Explain the following features of natural selection: a. Struggle for existence b. Survival of the fittest c. Descent with modification 2. If given 1 eating utensil (fork, spoon or knife) to survive in an environment, what eating utensil do you believe would be most favorable? Explain your reasoning. IV. Procedure: 1. In this investigation, you will be using eating utensils to determine survival and reproduction. You will be given an eating utensil (a fork, spoon, or knife) and a stomach (plastic cup). You will be using the eating utensil to obtain the nutrition you will need to survive and reproduce the next generation. The food you will be eating will be green peas, white beans, and rice grains. 2. You will randomly choose the eating utensil you will begin with; record your selection in the individual data table. In each season, you must obtain the survival requirements in order to reproduce offspring and live to the next season. Utensils of surviving members of the population reproduce by tossing their utensils into a breeding ground. Touching utensils successfully reproduce, while utensils that are not touching do not reproduce. The rules for reproduction are as follows. Parents Spoon and Spoon Spoon and Fork Spoon and Knife Fork and Fork Fork and Knife Knife and Knife Offspring Spoon Spoon Knife Fork Fork Knife 3. If you do not meet the minimum requirements for each season (below), you will not survive to the next generation. If you do not survive, you become an offspring of a successful reproduction and reenter the population. Season 1-5 green peas, 5 white beans, 2 rice grains Season 2-6 green peas, 4 white beans, 3 rice grains Season 3-2 green peas, 2 white beans, 10 rice grains 12

13 V. Data and Observations: Copy this table into the Data and Observations section of your lab report. Individual Data Generation Utensil Survival (Yes/No) Population Data Generation Spoons Forks Knives Total VI. Calculations: none VII. Data Analysis and Questions: 1. Construct a line graph of the population data for the three utensils over four generations. Your graph will have three lines, one for each utensil. Label the x-axis with generation number and the y-axis with number of utensils. 2. Which eating utensil had the selective advantage in the population? Explain using your data. 3. How were the following requirements of natural selection represented in this activity? a. Heredity b. Genetic Variation 4. How would your data change if there were a migration of forks into the population? Explain in terms of genetic variation. 5. How would your data change if a tornado eliminated the spoon population? Explain in terms of genetic variation. VIII. Conclusion: Write a conclusion for your observations. Your conclusion should discuss the purpose of the lab as well as how the data supports natural selection occurring in the population. IX. Error Analysis: What could have led to incorrect or unclear observations? 13

14 Evidence of Evolution Stations Station Using the amino acid differences, which organism is most closely related to humans? Using the amino acid differences, which organism is least closely related to humans? Station 2 Compare and contrast the organisms at each stage of development. At stage 1- At stage 2- At stage 3- What patterns do you see as you go from stage 1 to stage 3? 14

15 Station 3 1. Do homologous structures have the same function in different organisms? 2. What do homologous structures have in common? 3. How does the existence of homologous structures support the theory of evolution? Station 4 1. Which organism most closely resembles modern day turtles? 2. What changes do we see occur over time? 3. What advantages do these changes provide? 15

16 Station 5 1. Look at organisms B, C, and D. These are organisms that can be found in present time. Based on this knowledge, sequence the common ancestors shown from oldest to most current. 2. Look at organisms B and C. They share three common ancestors, X, A, and Z. How many common ancestors do organisms D and B share? 3. Which of the present day organisms are the most closely related? Station 6 1. Wings 2. 6 Legs 3. Segmented Body 4. Double set of wings 5. Jumping Legs 6. Crushing Mouthparts 7. Legs 8. Curly Antennae Draw your cladogram below. 16

17 Station 7 Penguin Distinguishing Characteristics Most similar to: African penguin Galapagos penguin Humboldt penguin Chinstrap penguin Adelie penguin Gentoo penguin Do your observations support biogeography as evidence of evolution? Explain. 17

18 Unit 4 Review Diagram to the right shows how horses, their hooves and teeth have changed over the past several million years. Use the diagram to answer the following questions. 1. Which organism has hooves composed of four fingerlike bones? 2. Why do you think later organisms have less or no finger-like bones in their hoof structure? 3. Which organism do you thing likely had the greatest migratory range of all the species shown? 4. How do you think increasing migratory ranges in these species over time affected the predatory species? 5. Read the following three scenarios. After reading, match each scenario to an individual species from the horse evolutionary time line above. A. Organism lives in mostly wetland environments and does not leave these areas. Feeding primarily on soft plants, roots and fruits. Organism is also thought to have eaten insects and eggs if they were easily obtained. B. Organism lives all across vast grasslands spanning full continents. Feeding primarily on grasses and plant browse of all forms. Organism is known to be an herbivore only, eating no animals of any kind. C. Organism lives in wetlands primarily but can migrate across grasslands for extended periods of time. Feeding primarily on soft plants and fruits, but is thought to have also eaten rigid grasses when food is in short supply. Organism is a true herbivore. 6. Environmental factors are not the only selective pressure to promote change in a species over time, biological fitness is also a key selective pressure. Comparing Mesohippus to Equus, how do you believe variations in tooth structure aided in the fitness of later species survival, based on vegetation and climate changes from the three scenarios above? 18

19 Galapagoes Islands The map above shows the Galapagos Island and which food sources for birds are most prevalent on each respective island. To the left you have images of four different Galapagos island finches, and their common names. Use the above materials (map and beak structures) to make logical assumptions to match the bird with its likely food source and island. Bird Name Food Source Island of origin 7. Large ground finch 8. Cactus ground finch 9. Vegetarian finch 10. Woodpecker finch 11. It is believed that the large ground finch and the vegetarian finch are most closely related. Explain in one or two sentences using two or three reasons why this is likely true. 19

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21 Unit 4 - Evolution Vocabulary 1. Acquired Traits Lamark s Theory that states if an organism changes during life in order to adapt to its environment, those changes are passed on to its offspring. He said that change is made by what the organisms want or need. 2. Adaptation inherited trait that is elected for over time because it allows organisms to better survive in their environment 3. Allele Frequency proportion of one allele, compared with all the alleles for that trait, in the gene pool 4. Artificial Selection process by which humans modify a species by breeding it for certain traits 5. Biogeography study of the distribution of organisms around the world 6. Camouflage an adaptation that allows animals to blend in with certain aspects of their environment 7. Developmental Homologies similarities that can be viewed in early embryos of different species. 8. Divergence evolution of one or more closely related species into different species; resulting from adaptations to different environmental conditions 9. Diversity the variability among living organisms. This includes diversity within species, between species and of ecosystems. 10. DNA (deoxyribonucleic acid) biomolecule that stores genetic information in all organisms 11. Embryology a branch of biology dealing with embryos and their development 12. Evolution change in a species over time; process of biological change by which descendents come to differ from their ancestors; change in the allele frequency in a population over time 13. Fitness ability of an organism to survive and reproduce in its environment 14. Fossils trace of an organism from the past 15. Gene Flow physical movement of alleles from one population to another 16. Gene Pool collection of alleles in all of the individuals of a population 17. Genetic Drift change in allele frequencies due to change alone, occurring most commonly in small populations 18. Genetic Variation Variations of genomes between members of species, or between groups of species thriving in different parts of the world as a result of genetic mutation 19. Genotype collection of all of the organisms genetic information that codes for traits 20. Gradualism principle that states that changes in populations result from slow changes over a long period of time 21. Homologies Homologous Structure body part that is similar in structure on different organisms but performs different functions 21

22 23. Inherited Variation - Variation in a characteristic that is a result of genetic inheritance from the parents is called inherited variation. 24. Mimicry similarity of one species to another which protects one or both. This similarity can be in appearance, behavior, sound, scent or location. 25. Mutations change in the DNA sequence 26. Natural Selection mechanism by which individuals that have inherited beneficial adaptations produce more offspring on average than do other individuals 27. Phenotype collection of all of an organism s physical characteristics 28. Punctuated Equilibrium theory that states that speciation occurs suddenly and rapidly followed by long periods of little evolutionary change 29. Recombination-the rearrangement of genetic material, especially by crossing over in chromosomes or by the artificial joining of segments of DNA from different organisms. 30. Reproductive Isolation final stage in speciation, in which members of isolated populations are either no longer able to mate or no longer able to produce viable offspring 31. Reproductive Success-the passing of genes onto the next generation in a way that they too can pass on those genes. 32. Scientific Theory proposed explanation for a wide variety of observations and experimental traits 33. Speciation evolution of two or more species from one ancestral species 34. Vestigial Structures (organ) remnants of an organ or structure that functioned in an earlier ancestor 22