AP Bio Directed Study Summer Assignment Evolution: Chapters 22-26

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1 1. AP Bio Summer Assignment MANDATORY FOR ALL AP BIOLOGY STUDENTS Students should purchase a copy of the McGraw Hill 5 Steps to a 5 AP Biology ( version preferred) available at any book store or online. 9 th graders only - stop by MVHS after May 14 th to check out a copy of our AP Biology Test Prep Series booklet. Information and Powerpoint Presentations for the AP Biology summer assignment can be found at (click on Summer AP Bio Study) in the upper right-hand corner of the web screen. The Powerpoint Presentations can be accessed by clicking on the appropriate page at the right side of the screen. Textbooks WILL NOT be provided to students please use the web page and internet sources to complete the summer assignment. 2. Summer Evolution Institute at Mountain View MANDATORY FOR 9 TH GRADERS; ADVISED FOR ALL AP BIOLOGY STUDENTS Two Weeks scheduled for June 18 th June 21 st (Mon-Thurs) and June 25 th June 28 th (Mon-Thurs) from 8:00am until 11:30am daily. Students will participate in a comprehensive study of our AP Evolution unit textbook chapters Students will complete ONE of the required THIRTEEN AP Biology labs during the summer evolution institute (AP Lab #8 Population Genetics). Students must provide their own transportation to and from MVHS. A selected response and written assessment will be given at the end of the institute to evaluate student performance. Students will be recommended for continuation into the AP Biology Program or will be recommended for another alternative such as Gifted/Honors Biology. 3. Mountain View s Tuesday/Thursday 9 th Grade AP Bio Prep Classes: Beginning in early August 2011 (continuing for four to six weeks), candidates should plan to attend BOTH Tuesday and Thursday evening prep classes from 2:20 until 3:30. MANDATORY FOR 9 TH GRADERS; ADVISED FOR ALL AP BIOLOGY STUDENTS Students will learn about and practice the process for timed reading and writing free response essays as required on the AP Bio examination. Students will conduct several pre-ap Biology inquiry-based labs, with a focus on lab design, data collection, and synthesis and analysis of data. Students will be exposed to organizational and study skills, as well as time-management skills.

2 1. VISIT OUR CLASS WEBSITE BECOME FAMILIAR WITH THE DESIGN OF THE CLASS SITE: 2. SUMMER AP BIO STUDY: Powerpoints needed to complete this independent study on Evolution can be found on my class website ( THESE CAN BE FOUND UNDER THE Summer AP Bio Study tab on the class page. IF YOU CANNOT FIND ALL OF THE INFORMATION YOU NEED IN THE POWERPOINT PRESENTATIONS USE THE INTERNET TO FIND ACCURATE MATERIAL TO COMPLETE YOUR SUMMER ASSIGNMENT. Our summer assignment is designed to provide students with an opportunity to participate in an independent study on one of our most essential units: Evolution. This study incorporates material from our Campbell/Reece textbook (chapters 22-26) as well as an online comprehensive evolution lab review. Past AP Bio essay questions covering this unit are also available on my class website. 3. GENERAL INSTRUCTIONS FOR COMPLETION OF SUMMER STUDY: I advise that students concentrate on one chapter a week. Move slowly through the required material using either your textbook or my Powerpoints to guide your responses to the questions asked (see the schedule provided below). Responses to all questions should be written in COMPLETE THOUGHTS using COMPLETE SENTENCES. Complete the lab simulation ONLY AFTER you have completed the required material for Ch. 23. If you are asked to draw a diagram the appropriate response is to DRAW IT, LABEL IT, AND DESCRIBE IT USING COLOR! THE PURPOSE OF THIS INDEPENDENT STUDY IS TO LEARN THE MATERIAL NOT JUST ANSWER THE QUESTIONS. Week #1 (May 28 th June 1 st ) focus on Chapter 22 Descent with Modification: A Darwinian View of Life Week #2 (June 4 th June 8 th ) focus on Chapter 23 The Evolution of Populations AND complete the online version of AP Lab #8 Population Genetics at Week #3 (June 11 th June 15 th ) focus on Chapter 24 The Origin of Species Week #4 & 5 (June 18 th June 28 th )...participate in AP Biology Summer Institute at MVHS Week #6 (July 2 nd July 6 th ) focus on Chapter 25 The History of Life on Earth Week #7 (July 9 th July 13 th ) focus on Chapter 26 Phylogeny and the Tree of Life Week #8 (July 16 th July 20 th ) review Ch. 22 & 23 (including AP Lab #8) Week #9 (July 23 rd July 27 th )...review Ch. 24 Week #10 (July 20 th August 3 rd )...review Ch. 25 & DUE DATES FOR SUMMER STUDY: Students will be tested over this material during week two following the beginning of our school year. Your evolution independent study packet responses (including the lab simulation) will be due during the FIRST WEEK OF SCHOOL. If you have any questions regarding this assignment during your summer break, please do not hesitate to or call me for help! lisa_carnes@gwinnett.k12.ga.us Phone: please me if my phone number is needed STUDENTS MAY ALSO BLOG ON MY WEB PAGE.ASK ME OR THEIR PEERS QUESTIONS IF NEEDED!

3 Concept 22.1 The Darwinian revolution challenged traditional views of a young Earth inhabited by unchanging species. While Darwin is accredited with being the father of evolutionary thought, many scientists discoveries and ideas helped shape Darwin s thinking. 1. What was the contribution of Carolus Linnaeus to the evolutionary theories? 2. How did Charles Lyell s principle of uniformitarianism help guide Darwin s thinking? 3. Identify the principles of Lamarck s theory of evolution. Concept 22.2 Descent with modification by natural selection explains the adaptations of organisms and the unity and diversity of life. 4. Define descent with modification: 5. How did Darwin s experience with artificial selection influence his theories of evolution? 6. Carefully define the following terms: a. allele: b. genotype: c. phenotype: d. fitness: e. adaptation:

4 7. How do genetic variation and mutation play roles in natural selection? 8. How does an ever-changing environment play a role in natural selection? 9. Summarize the observations and inferences recognized as the backbone of evolution by natural selection as presented by Darwin. You should use the following terms in your description: natural variation, overproduction of offspring, limited resources & competition, favorable phenotypes, heritable traits, fitness, adaptation, evolution by natural selection. Concept 22.3 Evolution is supported by an overwhelming amount of scientific evidence. 10. For each of the following, indicate how it is used as evidence of evolution by natural selection: a. direct observation (antibiotic-resistant bacteria) b. the fossil record/paleontology: c. biogeography:

5 d. continental drift: - e. endemic species: f. homology: g. homologous structures: h. vestigial organs: i. embryonic homologies: j. molecular homologies: k. convergent evolution/analogous structures: Ch. 22 Essential Knowledge bringing it all together. 11. Define evolution: 12. Homologous structures show evidence of relatedness while analogous structures show solutions to similar problems but DO NOT indicate close relatedness. Give relevant biological examples that support this statement.

6 13. Individuals do not evolve, populations evolve. Explain what is meant by this statement and give relevant biological examples that support it. 14. Environments change and act as selective mechanisms on populations. Describe how the phenomenon of the peppered moth can be used as an illustrative example to support this statement. 15. Some phenotypic variations significantly increase or decrease fitness of the organism and the population. Describe how sickle-cell anemia can be used as an illustrative example to support this statement. 16. Humans impact variation in other species. Describe how overuse of antibiotics can be used as an illustrative example to support this statement.

7 Concept 23.1 Mutation and sexual reproduction produce the genetic variation that makes evolution possible. 1. Define microevolution and explain how it is different from macroevolution. 2. Mutations are the only source of new genes and new alleles, and only mutations in the cell lines that produce gametes can be passed to offspring. Describe the following types of mutations and give an example of each: a. point mutations: b. chromosomal mutations: 3. Most of the genetic variation within a population is the result of sexual recombination. Describe the following three mechanisms for shuffling of alleles: a. crossing over: b. independent assortment: c. fertilization: Concept 23.2 The Hardy-Weinberg equation can be used to test whether a population is evolving. 4. What is meant by the statement the population is at Hardy-Weinberg equilibrium? 5. What are the five conditions for Hardy-Weinberg equilibrium?

8 6. How does each of the following break H-W assumptions? a. small population size: b. natural selection: c. gene flow: d. mutation: e. selective mating: 7. Describe the following variables as they relate to the Hardy-Weinberg equation: a. p = b. q = c. p 2 = d. 2pq = e. q 2 = f. p 2 + 2pq + q 2 = 1 g. p + q = 1 8. Using the variables described above, evaluate the following: Suppose in a plant population that red flowers (R) are dominant to white flowers (r). In a population of 750 individuals, 40% show the recessive phenotype. How many individuals would you expect to be homozygous dominant and heterozygous for this trait? Hint: solve for p 2 and 2pq! Show your work below:

9 Concept 23.3 Natural selection, genetic drift, and gene flow can alter allele frequencies in a population. 9. Mutations can alter gene frequency but are rare. The three major factors that alter allelic frequencies and bring about most evolutionary change are natural selection, genetic drift, and gene flow. Describe how each of the following alter allele frequencies AND whether the ultimate outcome is an increase or decrease in genetic variation within a population: a. Natural Selection: b. Genetic Drift: c. Gene Flow: 10. How does genetic drift apply to each of the following? Give an example of each. a. Founder Effect: b. Bottleneck Effect: Concept 23.4 Natural selection is the only mechanism that consistently causes adaptive evolution. 11. What is meant by the term relative fitness? How is it measured?

10 12. Natural selection acts more directly on the phenotype and indirectly on the genotype and can alter allele frequency in three major ways. Describe AND give an example of each of the following modes of natural selection: a. Directional Selection: b. Disruptive Selection: c. Stabilizing Selection: 13. Label the following graphs of variation in color with the type of selection. Provide a description of each type of selection under the graph.

11 14. Genetic variation may be preserved in a population. Define the following and describe how each preserves genetic variation. a. Diploidy: b. Heterozygous Advantage: 15. Using the example of sickle-cell anemia and malaria, discuss how nature can preserve a deleterious (harmful) trait in a population. 16. Natural selection cannot fashion perfect organisms. For each of the following, give an example or describe what is meant by the statement: a. Evolution is limited by historical constraints. b. Adaptations are often compromises. c. Not all evolution is adaptive. d. Selection can only edit existing variations. Ch. 23 Essential Knowledge bringing it all together. 17. Now that you have completed Ch. 23, use your virtual lab packet to complete the online simulation of AP Lab #8 Population Genetics. a. Log onto and select AP Lab 8 - Population Genetics. b. All lab responses should be written into your virtual lab packet and submitted with your summer assignment.

12 Concept 24.1 The biological species concept emphasizes reproductive isolation. 1. Define species in terms of the biological species concept: 2. What is reproductive isolation? Why is it thought to be essential for the formation of distinct species rather than a continuum from one form of life to another? 3. What is the difference between a prezygotic and postzygotic barrier to mating? 4. Define AND give an example for each of the following barriers that cause isolation: a. prezygotic barriers: i. habitat isolation: ii. behavioral isolation: iii. temporal isolation: iv. mechanical isolation: v. gamete isolation:

13 b. postzygotic barriers: i. reduced hybrid viability: ii. reduced hybrid fertility: iii. hybrid breakdown: Concept 24.2 Speciation can take place with or without geographic isolation. 5. Define the following modes of speciation: a. Allopatric Speciation: b. Sympatric Speciation: 6. One mechanism that can lead to sympatric speciation in plants is the formation of autopolyploid plants. What is an autopolyploid plant? How does this occur? How might it lead to speciation? 7. What is adaptive radiation? What events normally lead to adaptive radiation? How are Darwin s finches an example of a species undergoing adaptive radiation?

14 Concept 24.3 Speciation can occur rapidly or slowly, and it can result from changes in few or many genes. 8. Compare gradualism and punctuated equilibrium. 9. Define each of the following evolutionary trends: a. convergent evolution: b. analogous traits: c. parallel evolution: d. co-evolution: Ch. 24 Essential Knowledge bringing it all together. 10. Life continues to evolve within a changing environment, and new species arise when two populations diverge from a common ancestor and become reproductively isolated. Describe how studies on the plant and animal inhabitants of island chains can be used as an illustrative example to support this statement.

15 Concept 25.1 Conditions on early Earth made the origin of life possible. 1. Current theory about how life arose consists of four main stages. Describe these stages in the appropriate order below: a. #1: b. #2: c. #3: d. #4: 2. What is the age of the Earth? 3. How long ago did life emerge on Earth? 4. Describe the hypothesized conditions on Earth when life arose. 5. As a result of photosynthesis by the earliest life forms, oxygen began to accumulate in the atmosphere about 2.7 billion years ago. How did this accumulation of oxygen allow for more complex life forms to evolve? 6. Hypothetical early conditions of Earth have been simulated in laboratories, and organic molecules have been produced. Describe the hypothesis tested by and the results of the following simulations: a. Oparin & Haldane: b. Miller & Urey: 7. What molecule is hypothesized to be the first genetic material?

16 Concept 25.2 The fossil record documents the history of life on Earth. 8. What are some methods by which fossils can be dated to provide evidence for evolution? Concept 25.3 Key events in life s history include the origins of single-celled and multicelled organisms and the colonization of land. 9. Eukaryotes appeared on Earth about 2.1 billion years ago. Describe the theory of endosymbiosis include evidence for this hypothesis: 10. Scientific Hypothesis for the origin of life (study tool only): a. The first cells may have originated by chemical evolution on a young Earth b. Abiotic synthesis of organic monomers is a testable hypothesis c. Laboratory simulations of early-earth conditions have produced organic polymers d. RNA may have been the first genetic material e. Protobionts can form by self-assembly f. Natural selection could refine protobionts containing hereditary information g. Debate about the origin of life abounds 11. Place the following metabolic processes in an order that fits the hypothesis for the origin of life: photosynthesis, aerobic respiration, fermentation, nucleic acid replication (RNA or DNA), membrane transport: i. ii. iii. iv. v.

17 Concept 25.4 The rise and fall of dominant groups reflect continental drift, mass extinctions, and adaptive radiations. 12. What is continental drift? What are the evolutionary consequences of continental drift? 13. What are mass extinctions? What are the evolutionary consequences of mass extinctions? 14. What is adaptive radiation? What are the evolutionary consequences of adaptive radiations? Concept 25.5 Major changes in body forms can result from changes in the sequence and regulation of developmental genes. 15. What is heterochrony? What are the evolutionary consequences of heterochrony? 16. What are homeotic genes? What are the evolutionary consequences of changes in Hox genes?

18 Concept 26.1 Phylogenies show evolutionary relationships. 1. What is phylogeny? 2. What is systematics? 3. What is taxonomy? 4. Describe the TWO main characteristics of the Linnaean system of classification (binomial nomenclature): 5. What are the levels included in the hierarchical classification of organisms, from most general to most inclusive? 6. What does a phylogenetic tree show? Concept 26.2 Phylogenies are inferred from morphological and molecular data. 7. What are homologous structures? What does a phylogenetic tree show? 8. What is convergent evolution? Why must scientists be careful when using analogous structures to build phylogenetic trees?

19 9. What is molecular systematics? Concept 26.3 Shared derived characters are used to construct phylogentic trees. 10. What modern techniques are used as the basis for grouping creatures using phylogenetic systematics? 11. What is a cladogram? 12. What is a clade? 13. When classifying organisms in a cladistic diagram, identify THREE pitfalls scientists might encounter while classifying creatures. a. b. c. 14. What is the difference between a monophyletic, polyphyletic, and paraphyletic tree? Which one is the best to use in cladistics? 15. What is the concept of parsimony and how is it used in cladistics? 16. What are shared derived and shared primitive characteristics? How are outgroup comparisons used to differentiate between these?

20 Concept 26.5 Molecular clocks help track evolutionary time. 17. What are molecular clocks and how are they used by systematists? 18. Using the space below, draw, label, and describe the anatomy of a cladogram. Concept 26.6 New information continues to revise our understanding of the tree of life. 19. What are two problems with the old five kingdom system of classification? 20. How has the Domain System altered our view of taxonomy? 21. Which prokaryote is closer to the eukaryotes? List several reasons for your answer: