Chapter 15: Darwin and Evolution
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1 Chapter 15: Darwin and Evolution AP Curriculum Alignment Big Idea 1 is about evolution. Charles Darwin is called the father of evolution because his theory of natural selection explains how evolution occurs. Chapter 15 explains Darwin s theory of natural selection. While not part of the AP curriculum, the history of evolution shows how scientists are stimulated by the work of other scientists and is important background information for students. Biogeography helps support evolutionary theory because the distribution of organisms often tracks with major geological events such as the movement of continents. Evidence supporting evolution includes biogeographic, fossil, anatomical, biochemical, and developmental evidence. Big Idea 3 is represented in the knowledge that changes in DNA can reduce or increase the fitness of an organism and the survival of that organism. ALIGNMENT OF CONTENT TO THE CURRICULUM FRAMEWORK Big Idea 1: The process of evolution drives the diversity and unity of life. Enduring understanding (EU) 1.A: Change in the genetic makeup of a population over time is evolution. Essential knowledge (EK) 1.A.1: Natural selection is a major mechanism of evolution. a. According to Darwins theory of natural selection, competition for limited resources results in differential survival. Individuals with more favorable phenotypes are more likely to survive and produce more offspring, thus passing traits to subsequent generations. b. Evolutionary fitness is measured by reproductive success. c. Genetic variation and mutation play roles in natural selection. A diverse gene pool is important for the survival of a species in a changing environment. d. Environments can be more or less stable or fluctuating, and this affects evolutionary rate and direction; different genetic variations can be selected in each generation. e. An adaptation is a genetic variation that is favored by selection and is manifested as a trait that provides an advantage to an organism in a particular environment. Essential knowledge (EK) 1.A.2: Natural selection acts on phenotypic variations in populations. b. Phenotypic variations are not directed by the environment but occur through random changes in the DNA and through new gene combinations. Essential knowledge (EK) 1.A.4: Biological evolution is supported by scientific evidence from many disciplines, including mathematics. a. Scientific evidence of biological evolution uses information from geographical, geological, physical, chemical and mathematical applications. b. Molecular, morphological and genetic information of existing and extinct organisms add to our understanding of evolution. Evidence of student learning is a demonstrated understanding of each of the 232
2 following: 1. Fossils can be dated by a variety of methods that provide evidence for evolution. These include the age of the rocks where a fossil is found, the rate of decay of isotopes including carbon-14, the relationships within phylogenetic trees, and the mathematical calculations that take into account information from chemical properties and/or geographical data. The details of these methods are beyond the scope of this course and the AP Exam. 2. Morphological homologies represent features shared by common ancestry. Vestigial structures are remnants of functional structures, which can be compared to fossils and provide evidence for evolution. 3. Biochemical and genetic similarities, in particular DNA nucleotide and protein sequences, provide evidence for evolution and ancestry. Big Idea 3: Living systems store, retrieve, transmit and respond to information essential to life processes. Enduring understanding (EU) 3.B: Expression of genetic information involves cellular and molecular mechanisms. Essential knowledge (EK) 3.C.1: Changes in genotype can result in changes in phenotype. a. Alterations in a DNA sequence can lead to changes in the type or amount of the protein produced and the consequent phenotype. Evidence of student learning is a demonstrated understanding of the following: 1. DNA mutations can be positive, negative or neutral based on the effect or the lack of effect they have on the resulting nucleic acid or protein and the phenotypes that are conferred by the protein. Concepts covered in Chapter 15 also align to the learning objectives that provide a foundation for the course, an inquiry-based laboratory experience, class activities, and AP exam questions. Each learning objective (LO) merges required content with one or more of the seven science practices (SP), and one activity or lab can encompass several learning objectives. The learning objectives and science practices from the Curriculum Framework that pertain to Darwin and evolution are shown in the table below. Note that other learning objectives may apply as well. LO 1.4 The student is able to evaluate data-based evidence that describes evolutionary changes in the genetic makeup of a population over time. LO 1.9 The student is able to evaluate evidence provided by data from many scientific disciplines that support biological evolution. LO 1.10 The student is able to refine evidence based on data from many scientific disciplines that support biological evolution. LO 1.11 The student is able to design a plan to answer scientific questions regarding how organisms have changed over time using information from morphology, biochemistry and geology. Mader, Biology, 12 th Edition Chapter
3 LO 1.12 The student is able to connect scientific evidence from many scientific disciplines to support the modern concept of evolution. LO 3.24 The student is able to predict how a change in genotype when expressed as a phenotype, provides a variation that can be subject to natural selection. Key Concepts Summary Darwin s theory of natural selection Darwin s theory of natural selection has five basic parts: o There is variation within a population o Populations produce more offspring than can survive o Competition between members of a population causes some individuals to live and some individuals to die o Those individuals that live are better suited to the environment because they have a particular trait, known as an adaptation o The su4rvivors pass their adaptation to members of the population and it can spread through the species Evidence for the theory of evolution Many scientists influenced Charles Darwin s conception of evolution, including geologists and chemists. Evidence for evolution includes biogeographic, fossil, anatomical, biochemical, and developmental evidence. Key Terms acquired characteristics adaptation analogous structures artificial selection biogeography catastrophism evolution extant fitness fossils homeobox homologous structures natural selection paleontology strata transitional fossils uniformitarianism vestigial structures 234
4 Teaching Strategies Class time: Two 45-minute class periods Day 1: Lecture on the history of evolutionary theory, Charles Darwin, and the theory of natural selection 25 minutes Activity 1: tracing Darwin s journey 20 minutes Day 2: Lecture on the evidence for evolution 25 minutes Activity 2: evolution game 20 minutes Suggested Approaches There are so many misconceptions about evolution that a good introduction would be to have students answer the question of How does evolution work? You can then start explaining how evolution really proceeds. Student Misconceptions and Pitfalls Some students believe that DNA mutates in order to accommodate the environment. We know that DNA mutations can be positive, negative or neutral based on the effect or the lack of effect they have on the resulting nucleic acid or protein and the phenotypes that are conferred by the protein. It is important for students to understand that organisms cannot will useful mutations into being, and that mutations are random. Beneficial mutations become more prevalent in a population due to the postulates of natural selection. Fitness is often a confusing topic for students. Emphasize that fitness is measured within members of the same population, not between organisms of different species. Fitness refers to reproductive success and not general wellbeing. Students generally believe that an organism can change to be better suited for the environment that has changes. This is not the case, rather the organism that already is better suited for the environment will live. We would have perfect humans if we could change to suit our environment. Mader, Biology, 12 th Edition Chapter
5 Suggested Activities Activity 1: Following Darwin s Journey You can trace the movements of Darwin s voyage and discoveries at the website below. Activity 2: Who Want to Live a Million Years? Have students play Charles Darwin s Game of Survival, hosted on the Science Channel. This game reinforces the idea that there is variation in a population and that some variations are better suited to survive in an environment that changes. After playing the game, have students provide evidence that the game simulates natural selection. 236
6 Student Edition Chapter Review Answers Answers to Assess Questions 1. d; 2. d; 3. d; 4. b; 5. a; 6. d; 7. d; 8. a; 9. d; 10. a; 11. b, c, d, e; 12. b, d, e; 13. c; 14. e, e; 15. b Answers to Applying the Big Ideas Questions 1. Biological evolution driven by natural selection is supported by evidence from many scientific disciplines. Describe THREE of these examples of scientific evidence and how they connect to support the modern concept of evolution. Essential Knowledge Science Practice Learning Objective 1.A.4: Biological evolution is supported by scientific evidence from many disciplines, including mathematics. 7.1: The student can connect phenomena and models across spatial and temporal scales. 1.12: The student is able to connect scientific evidence from many scientific disciplines to support the modern concept of evolution. 3 points maximum. Description of the scientific evidence for evolution driven by natural selection may include (1 point each): Fossils can be dated by a variety of methods that provide evidence for evolution. These include the age of the rocks where a fossil is found, the rate of decay isotopes including carbon-14, the relationships within phylogenetic trees, and the mathematical calculations that take into account information from chemical properties and/or geographical data. Morphological homologies represent features shared by common ancestry. Vestigial structures are remnants of functional structures, which can be compared to fossils and provide evidence for evolution. Biochemical and genetic similarities, in particular DNA nucleotide and protein sequences, provide evidence for evolution and ancestry. Mathematical models and simulations can be used to illustrate and support evolutionary concepts (graphical analyses of allele frequencies in a population, analysis of sequence data sets, analysis of phylogenetic trees, construction of phylogenetic trees based on sequence data). Mader, Biology, 12 th Edition Chapter
7 2. A change in genotype, when expressed as a phenotype, provides a variation that can be subject to natural selection. Explain this phenomenon using the resistance of organisms (to pesticides, herbicides, and antibiotics and other medicinal drugs). Essential Knowledge Science Practice Learning Objective 3.C.1: Changes in genotype can result in changes in phenotype. 7.2: The student can connect concepts in and across domain(s) to generalize or extrapolate in and/or across enduring understandings or big ideas. 3.24: The student is able to predict how a change in genotype, when expressed as a phenotype, provides a variation that can be subject to natural selection. 3 points maximum. Explanation of resistance as a phenotype that can be subject to natural selection should include (1 point each): The phenotype expressed by an organism is whether or not it is susceptible to its killing agent. For example, whether or not a bacterium succumbs to antibiotics, or a plant is defeated by herbicides, is the phenotype determined by its genotype. Errors in DNA replication or DNA repair mechanisms, and external factors, including radiation and reactive chemicals, can cause random changes (mutations) in the DNA. Whether or not a mutation is detrimental, beneficial or neutral depends on the environmental context. Mutations are the primary source of genetic variation. In a culture, for example, some bacterial DNA may contain mutations that make it immune to its killing agent, which would be beneficial to that population (but perhaps not to the human applying the killing agent). Genetic changes that enhance survival and reproduction can be selected by environmental conditions. While some will die, those resistant to antibiotic or herbicides because of their mutations may survive to reproduce and pass on their genetic information to their offspring. 238
8 3. Scientists claim that a population s ability to respond to changes in the environment is affected by genetic diversity. Support this claim with THREE pieces of evidence. Essential Knowledge Science Practice Learning Objective 4.C.3: The level of variation in a population affects population dynamics. 6.1: The student can justify claims with evidence. The student is able to use evidence to justify a claim that a variety of phenotypic responses to a single environmental factor can result from different genotypes within the population. 3 points maximum. Description of the scientific evidence may include (1 point each): Changes in the environment often drive natural selection; populations with greater genetic diversity have the best chances of adapting to those changes (notice that populations adapt, not individuals). All animals have genes in common that control the development of the body plan. At the level of the gene, small changes in the DNA sequence of switches that turn genes on and off can produce new features that might play a role in mating rituals or in surviving environmental changes. If some organisms have mutations that allow it to survive and not be susceptible to its killing agent, and they are able to pass that mutation down to their offspring, the population has a chance for survival. Examples: Antibiotic resistance in bacteria If a population has little genetic diversity and there is not a mutation to survive its killing agent present in the population, then the population will suffer and collapse. Examples: Plants that have been sprayed by herbicides Corn rust affecting agricultural crops Potato blight causing the potato famine Answers to Applying the Science Practices Questions Think Critically 1. about 50 percent 2. Virginia might have maintained a low amount of air pollution throughout the study period. Mader, Biology, 12 th Edition Chapter
9 Additional Questions for AP Practice 1. Why are morphological homologies (homologous structures) and vestigial structures evidence that supports evolution? 2. Construct an argument to justify whether or not the noise that a cricket makes is good or bad for cricket fitness. 240
10 Grid-In Questions 1. The protein cytochrome c plays an important role in the mitochondria and is found in almost all organisms. The number of differences in the sequence of the protein has been linked to common ancestry between species. According to the chart below, how many amino acid differences are between turtle and human cytochrome c? 2. Biston betularia, the peppered-moth, evolved melanic populations which carried darker pigments during the Industrial Revolution. As pollution levels dropped over a hundred years later, melanic populations also began to decline. How many years after sulfur dioxide levels dropped below 30 µg/m 3 did it take to see a decline in melanic populations? Mader, Biology, 12 th Edition Chapter
11 Answers to Additional Questions for AP Practice 1. Homologous structures are derived from the same embryonic tissue and therefore show relatedness. Vestigial structures have no function in the organism in which they are found but resemble a still-functioning structure in a related organism. 2. The answer could go either yes or no. What is important is the justification. Fitness is measure bythe production of offspring. Cricket noise is good for cricket fitness because it helps mates find each other and will thus increase offspring and the fitness of those mating crickets. Cricket noise may be bad for cricket fitness because it can help the family dog locate a cricket to destroy it, thus ending the cricket s reproduction. Answers to Grid-In Questions 1. Chapter: 15 Darwin and Evolution Answer: Chapter: 15 Darwin and Evolution Answer: Any answer between 8-10 years- SO 2 levels drop below 30 µg/m 3 around 72, and a decline in melanic populations is seen around
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