BIOLOGY - EVOLUTION STUDY GUIDE

Transcription

1 BIOLOGY - EVOLUTION STUDY GUIDE 1. Artificial Selection 2. Natural Selection 3. Survival of the Fittest 4. Fitness 5. Gene Pool 6. Struggle for Existence 7. Adaptation 8. Structural Adaptation 9. Behavioral Adaptation 10. Physiological Adaptation a. An organism s ability to survive and reproduce b. A physical structure or part of an organism s anatomy that helps it survive c. A behavior that an organism does that helps it survive d. Individuals best suited to the environment are the ones that survive and reproduce e. Consists of all genes, including all the different alleles, present in a population f. A response of internal body chemistry that helps an organism survive g. Humans select and breed for the most desirable traits h. Any inherited characteristic that increases an organism s chance of survival i. Another phrase for natural selection j. Members of each species compete for resources 11. Species 12. Speciation 13. Reproductive Isolation 14. Geographic Isolation 15. Behavioral Isolation 16. Temporal Isolation 17. Genetic Drift 18. Directional Selection 19. Disruptive Selection 20. Stabilizing Selection a. Two populations cannot interbreed due to separation by mountains or rivers b. Change in allele frequency in a population, usually quickly in a small population c. Two populations cannot interbreed because they breed at different times d. Formation of a new species e. Individuals at ONE END of a range of phenotypes curve have a higher fitness f. Individuals in the CENTER of a range of phenotypes curve have a higher fitness g. A group of organisms that can breed with one another and produce fertile offspring h. Individuals at BOTH ENDS of a range of phenotypes curve have a higher fitness i. Two populations cannot interbreed because they have different courtship rituals j. When members of two populations cannot interbreed and produce fertile offspring 21. Fossil 22. Radiometric Dating 23. Relative Dating 24. Comparative Embryology 25. Comparative Biochemistry 26. Vestigial Organs 27. Descent with Modification 28. Divergent Evolution 29. Convergent Evolution 30. Coevolution a. Determining the age of a fossil by comparing its placement in rock to other fossils b. Structures that are no longer used by organisms and are usually reduced in size c. Comparing DNA or amino acid sequences of organisms to determine relationships d. A process where unrelated organisms come to resemble each other over time e. A process where related organisms become more and more dissimilar over time f. Preserved remains or evidence of an organism from long ago g. A process where two species change in response to each other changing over time h. The idea that each living species has descended, with changes, from other species i. Comparing early developmental stages of organisms to determine relationships j. Determining the age of a fossil by using half-lives of radioactive isotopes

2 Part A. Natural Selection Read the scenario below and write how each of the tenets of natural selection applies to the scenario: The peppered moths of northern England have two main phenotypes in their gene pool: dark colored and light/pepper colored. Both variations had to compete to survive the bird predators. Prior to England s Industrial Revolution, the trees in northern England towns were lighter in color. The nocturnal moths rest on the trees during the day; however, bird predators feasted on these dark moths because they were easy to spot, and the frequency of the dark moth in the population was very low. However, after the Industrial Revolution, black smoke from smokestacks polluted the air and darkened the surrounding trees. Over time, the frequency of the dark moths dramatically increased due to being able hide from bird predators more effectively. After the Industrial Revolution the light/peppered colored moths stood out on the trees more and were eaten by predators. Over time, the frequency of the light/peppered colored moths decreased in the area. 1. How does each of the tenets of natural selection apply to the above scenario of the peppered moths? a. Variation in the Gene Pool: b. Organisms over-reproduce: c. Struggle for Existence: d. Survival of the Fittest: 2. Classify each of the following adaptations as structural, behavioral or physiological. a. Thick fur coating in polar bears b. Lizards moving onto a rock in the sun when they are cold c. When the elephant is overheated, blood vessels in the ear dilate so heat can be released d. Animals moving around in herds for protection e. Hooked beak for meat-eating birds, useful for tearing flesh f. Poison venom of a snake g. The flippers of a penguin h. The sticky tongue of a frog i. Saliva that digests carbohydrates j. The woodpecker using a cactus spine to remove insects from a tree 3. Classify each of the following types of reproductive isolation as geographical, behavioral, or temporal. a. The blue-footed booby shares its habitat with several other similar species but never mates with them because the male blue-footed booby has an elaborate courtship dance that the female blue-footed booby will watch for. Only after this special dance is completed will the female mate with the male. b. The northern spotted owl and the western spotted owl are two closely related species that both live along the western coast of the United States. The two are prevented from reproducing from one another, however, due to the barrier of mountain ranges. c. Closely related American toads and Fowler s toads do not interbreed, despite living in the same area, because American toads mate in early summer and Fowler s toads mate in late summer. d. It is difficult to distinguish between the eastern meadowlark bird and the western meadowlark based on their appearance. However, each has a distinct mating call that each type of species will only recognize. e. Two closely related firefly species have a special pattern of light pulses to signal to the females of their species. The females will only choose males with their specific light pattern, preventing the two species from mating with each other. f. The pygmy three-toed sloth is closely related to the brown-throated sloth of Ecuador. However the pygmy three-toed sloth is isolated to an island off the coast and is prevented from reproducing with the brown-throated sloth due being separated from the mainland of Panama by the Caribbean Sea. g. Canada lettuce and grassleaf lettuce are both closely related species of lettuce plants found in the southeastern United States. They do not interbreed, however, because Canada lettuce flowers in early summer and grassleaf lettuce flowers in early spring. h. There are two species of fruit flies that are closely related but do not interbreed with one another because one species breeds in the morning hours and the other species breeds in the evening hours.

3 4. Identify the following scenarios (types of natural selection) as directional selection, disruptive selection, or stabilizing selection: a. b. c. d. Within a certain species of butterfly, there are the following variations in the gene pool: light colored, medium colored, and dark colored. The spruce forests, where the butterflies live, contain light and dark trees. The light and dark butterflies are able to survive because they blend in with the light and dark trees when hiding from predators, but the medium colored butterflies are dying out because they cannot hide from predators- they are too dark to hide on the light colored trees and too light to hide on the dark colored trees. e. There are three variations of thickness of a clam shell in a certain species of clam: thin, medium, thick. The thin and medium thickness clams have shells that are easily broken open by their predators. The thick shelled clams are better able to survive and reproduce. f. Infants with average birth weight are more likely to survive than those who are too small or too large. 5. Genetic Drift Explain how the founder effect leads to genetic drift in this case with the ladybugs.

4 Part B. History of the Development of the Theory of Evolution 1. Before Charles Darwin Matching: 1. Fransisco Redi 2. Spontaneous Generation 3. Louis Pasteur 4. Biogenesis 5. Jean Baptiste Lamarck 6. Thomas Malthus 7. Charles Lyell 8. Alfred Wallace a. Experimented with broth and found that living things do not come from air b. Principle of Acquired Traits and Principle of Use and Disuse c. Wrote Principles in Geology stating that the Earth s landscape changes over time d. Studied plants and animals changing over time and worked with Darwin e. Experimented with meat and maggots and disproved spontaneous generation f. Theory that living things come from other living things g. Wrote a book that human population will have to compete one day for survival h. Theory that life comes from non-living things 2. Charles Darwin Matching: 1. Where Darwin studied 2. Name of his ship 3. Name of his book 4. Organisms he studied 5. Theory of Evolution a. Tortoises, finches, iguanas b. On the Origin of Species c. Galapagos Islands d. H.M.S. Beagle e. Organisms change over time AND descended from ancient organisms 3. After Charles Darwin Matching: 1. Aleksandr Oparin 2. Sidney Fox 3. Miller and Urey 4. Lynn Margulis 5. Endosymbiont Theory a. Hot, volcanoes, little oxygen, toxic gases b. Said Earth s early atmosphere was a primordial soup with right conditions for life c. Prokaryotes engulfed other prokaryotes later forming eukaryotes d. Said short chains of amino acids could form protocells (pre-cells) e. Credited with developing the Endosymbiont Theory 6. Proposed Components of Early Earth f. 4.6 billion years old 7. Proposed Age of the Earth g. Simulated Earth s early atmosphere with electric sparks and formed organic compounds 4. According to evolutionists, put the following organisms in order by numbering 1-5 as to their development. a. Chemosynthetic anaerobic bacteria b. Unicellular eukaryotes c. Heterotrophic anaerobic bacteria d. Multicellular eukaryotes e. Photosynthetic bacteria releasing oxygen into the air

5 Part C. Darwinian Evolution 1. Darwin s Theory of Evolution rests on two principles: That the Earth must be billions of years old. What is the age that evolutionary scientists have given the Earth? That the sources of genetic variation between organisms must have been beneficial. Name the two sources of genetic variations among organisms: and (during meiosis). 2. Evolutionary Scientist s Evidence for the Theory of Evolution: a. Fossil Record i. The preserved remains of an organism that lived long ago are called a. ii. Determining the age of a fossil by comparing its placement in rock with that of other fossils in other layers of rock is known as dating. This gives an (estimated/more exact) age of the fossil. Circle the correct answer choice. iii. By looking at the diagram below, draw a red arrow to the fossil that would be the oldest and a green arrow to the fossil that would be the youngest. iv. Determining the age of a fossil by using half-lives of isotopes of radioactive elements such as carbon-14 or potassium-40 is known as dating. This gives an (estimated/more exact) age of the fossil. Circle one. b. Comparative Embryology i. Comparing the stages of development of organisms to show relationships. c. Comparative Biochemistry i. Comparing or sequences of different organisms to show relationships. ii. Use the following chart to circle the differences of the partial amino acid sequences of the protein hemoglobin between four different organisms. iii. Which organisms have the most number of differences? iv. Which organisms have the least number of differences?

6 d. Vestigial Organs i. Organs that are longer used by an organism and are usually in size. ii. Name 3 examples of Vestigial Organs: e. Homologous Structures and Analogous Structures i. Picture of Homologous Structures: ii. Homologous Structures Circle which one applies Structure: Function: Common Ancestor: Yes or No Associated with which Type of Evolution: Convergent or Divergent iii. Picture of Analogous Structures: iv. Analogous Structures Circle which one applies Structure: Function: Common Ancestor: Yes or No Associated with which Type of Evolution: Convergent or Divergent 3. Types of Evolution a. The type of evolution that occurs when two closely related organisms become more and more dissimilar is called evolution. b. The type of evolution that occurs when two unrelated organisms develop similar structures and appearances is called evolution. c. The type of evolution that occurs when two or more species in close interaction change in response to each other changing over time is called.

7 d. Identify the following examples as either divergent evolution, convergent evolution or coevolution: i. Grizzly bears and polar bears are very similar, genetically speaking. They share a common ancestor, but have evolved different characteristics as adaptations in their different habitats. ii. Giraffes have evolved a long neck through the process of natural selection. Those that had the longest necks survived better to pass on their traits. However, trees have also grown taller along with the neck of the giraffe. Trees that were tallest were less affected by giraffes, and survive better to pass on their traits. iii. On the Galapagos Islands, Darwin studied the beaks of finches found on each island. Although fossil evidence suggests there was a single ancestral species of finch, the modern-day finches consist of a wide variety of species, each with a distinct beak shape adapted for the food present on each island. iv. Dolphins, whales, and sharks all have similar body shapes and characteristics, adapted for life in an aquatic environment. However, dolphins and whales are mammals, and sharks are fish. v. Monarch butterflies can mimic other organisms. There is another species of butterfly that looks very similar to the Monarch, but does not belong to the same species. The bold colors of the Monarch are an adaptation to avoid predators. Although the other butterfly did not always (in history) look like the Monarch, it was an adaptation to have warning coloration similar to that of the Monarch. Natural selection caused the mimic species to shift its characteristics to become more similar to the Monarch. _ 4. Gradualism vs. Punctuated Equilibrium a. The idea that organisms change slowly and steadily over time is known as. b. The idea that for most of the time, species are stable. But every now and then there is a disruptive event that promotes rapid change is known as. c. In the box below, label which change in the bird organisms is represented by gradualism and which change is represented by punctuated equilibrium.