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Unit 4: Evolution

Name: _________________________________ Period: __________ Test Date: _______________________

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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 1 7-8

Biogeographic Evolution 9

Evolution Notes part 2 10-11

Utensil Lab 12-13

Evidence of Evolution Stations 14-17

Unit Review 18-20

Unit 4 Vocabulary 21-22

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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)

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UNIT 4 WARM-UPS Question: Answer:

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Biology Unit 4 Evolution

Adaptations Directions: Identify the given organism, its adaptation, and how that adaptation helps it survive and reproduce.

Station Organism Adaptation Describe how the adaptation helps the organism

survive and reproduce.

A

B

C

D

E

F

G

H

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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 natural

selection?

■ He collected evidence in the

______________ ___________ that pointed towards his

___________ of _______________

________________.

What is natural selection?

____________ _____________ _______________ _______________________________

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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) ________________________________________________

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Biogeography Activity Data

Color Initial (F0)

First Migration (F1)

First Migration(F2)

Initial (F2)

Second Migration (F4)

Second Migration (F5)

Pink Blank

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?___________________________________________________________________________________________________________________________________________________________________________

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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. That

would make the genes for brown beetles more frequent in the green beetle population.

■ 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

■ 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

Genetic Drift

■ 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)

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■ 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 ____________________________________.

Speciation

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 to

make cuter pets or better crops. We like to call it “breeding”.

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Eating Utensil Evolution

Name ______________________________________

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.

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

Parents Offspring

Spoon and Spoon Spoon

Spoon and Fork Spoon

Spoon and Knife Knife

Fork and Fork Fork

Fork and Knife Fork

Knife and Knife Knife

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V. Data and Observations: Copy this table into the Data and Observations section of your lab report.

Individual Data

Generation Utensil Survival (Yes/No)

1

2

3

4

Population Data

Generation Spoons Forks Knives Total

1

2

3

4

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?

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Evidence of Evolution Stations

Station 1

1. 2.

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?

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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?

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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.

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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.

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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 finger-like 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?

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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.

________________________________________________________________________________________________

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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 -

22. Homologous Structure – body part that is similar in structure on different organisms but performs different

functions

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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