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Honors Biology Lab ManualUnit 5: History of Earth & Evidence for Evolution of Life

Name: _______________________________________________

Teacher: _________________________

Period: ________

Unit 5 Portfolio: Grading Rubric (100 points)

Category 4 3 2 1 0 Score Weight Total Points

Lab 1*

All data, calculations, and pre/post lab questions are complete and accurate.

1-2 data, calculations, or

pre/post lab questions are incomplete or

incorrect.



incorrect.

5 data, calculations, or


incorrect.

> 5 data, calculations, or


incorrect.

3.75 /15

Lab 2*




incorrect.



incorrect.



incorrect.



incorrect.

3.75 /15

Lab 3*




incorrect.



incorrect.



incorrect.



incorrect.

3.75 /15

ReflectionA

Labs are thoroughly

connected back to specific, restated learning targets

Labs are connected back

to specific, restated learning

targets

Labs are listed or stated with little

to no explanation of connections

Not included

1.0 /3

ReflectionB

Learning from labs is thoroughly

explained with specific content

included

Learning from labs is explained

with some general content

included

Learning from labs is sated with

little to no content included

Not included

1.0 /3

ReflectionC

Labs are thoroughly

compared and contrasted using a graphic organizer (Venn, T-Chart…)

Labs are compared and

contrasted using a graphic

organizer (Venn, T-Chart…)

Labs are compared and

contrasted

Not included

1.0 /3

ReflectionD

Specific example of issues with any

labs or content thoroughly

explained and how issues were

corrected/learned from

Specific example of issues with any

labs or content stated and how

issues were corrected/learned

from

Specific example of issues with

any labs or content stated,

but doesn’t include what was

learned

Not included

1.0 /3

ReflectionE

Any labs or whole unit are

thoroughly connected to the real world with

specific examples.


connected to the real world with

specific examples.


stated to the real world with some

examples.

Not included 1.0 /3

2

Article ^

Article chosen relates to the

unit, is summarized, a

copy is included in the portfolio, and

3 or more strong

connections to the unit are

made.


unit, is summarized, a

copy is included in the portfolio, 2

strong connections to the

unit are made


unit, is summarized, a copy is included in the portfolio, 1 strong connection

to the unit is made


unit, is summarized, and

a copy is included in the

portfolio. No connection or

very weak connections to

the unit are made

No article is included,

summarized, and connected

back to unit.

3.75 /15

Personal Choice

Item is original and complete

with a rationale that connects 3

or more concepts to the

unit. A thorough and

accurate explanation of the concepts is

included.

Item is original and complete with

a rationale that connects 2

concepts to the unit. An accurate explanation of the

concepts is included.

Item is original and complete

with a rationale that connects 1

concept. An accurate

explanation of the concept is included.

Item is original and sloppy or

incomplete. No rationale of the

concepts is included or

item/explanation of concepts is

inaccurate.

No personal choice included

or item is not original (copied

from Google, labs, handouts,

etc). 3.75 /15

Lab Completion (not ** labs)

All labs from the unit are complete.

1 lab from the unit is incomplete.

2 labs from the unit are

incomplete.

3 labs from the unit are

incomplete.

More than 4 labs from the

unit are incomplete.

1.5 /6

Grammar & Spelling

1 or fewer errors in complete

sentences, spelling,

grammar, & punctuation.

2 errors in complete

sentences, spelling, grammar,

& punctuation.







5 or more errors in complete



1.0 /4

Total Score /100

* If you do not mark (*) the 3 labs you wish to be graded, the first 3 labs in your binder will be graded!*

^If you do not include a copy of your article, your score will be dropped by 1 point in the rubric (ex: you meet the criteria for a “3” but have no copy of the article so you will earn a “2”)^

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Unit 5: History of Earth & Evidence for Evolution of Life

1. Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces (such as atmosphere) to construct an account of Earth’s formation and early history.

2. Identify key points along the geological history of Earth relative to each other on a timeline.a. Origin of earthb. Origin of prokaryotesc. Origin of eukaryotesd. Origin of multicellularitye. Origin of animalsf. Origin of humans

3. Determine early Earth history and important life eventsa. Abiogenesis (life from non-life)b. Prokaryote → eukaryote (endosymbiotic theory)c. Unicellular → multicellular (colonial flagellate hypothesis)d. Autotroph → heterotrophe. Asexual → sexual reproduction f. Mass extinctionsg. Human impact on biodiversity

4. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence, such as:

a. Fossilsb. Comparative anatomy:

i. Embryology ii. Homologous structuresiii. Analogous structuresiv. Vestigial structures

c. Genetics and molecular biology

5. Use dichotomous keys, cladograms, tables and other visual information to classify living organisms based on their physical and/or genetic characteristics.

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Earth’s Geological Timescale Poster Walk

Planet Earth formed about 4.5 billion years ago - that’s a really, really long time ago! To describe Earth’s vast history, scientists use a geologic timescale. They divide it into long segments of time called eras. Each era is further divided into periods. Earth events and organisms characterize each era and period. For example, the Mesozoic Era starts after an extinction event that wiped out almost 90% of species on Earth. Dinosaurs then flourished until the end of the Mesozoic Era, which is marked by another major extinction event. Most dinosaurs went extinct but one group of dinosaurs - birds - survived.

Working as a small team, you will create a poster presentation about one of the periods. You can use classroom and LRC resources, as well as the internet (see provided websites ) to research the following information. When you are done researching, you will need to construct your poster. Remember that others will be using your poster for their notes. Be sure to pay attention to the scoring rubric!

1. Landmassesa. What was the surface of the earth like? (mountains, rivers, oceans, swamps). Draw it.

b. What did the continents look like? Draw or find a map.

2. Climatea. Was the climate steady (the same at the beginning and the end) or did it change during this

time?

b. What was the climate? Was it dry? Wet? Cold? Hot? Cloudy? Ice Age?

3. Earth events

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a. What major events occurred at the beginning or end of this period? Extinctions? Volcanic eruptions? Meteors/Asteroids? Winds? Storms?

b. Was there an atmosphere? What was earth’s air like (composition of gases)?

4. Living thingsa. What type(s) of life was present? Draw or include pictures. Be sure to label the pictures.

b. What new life developed? Draw or include pictures. Be sure to label the pictures.

5. Othersa. Was there anything else important or noteworthy about this time that has not already been

mentioned?

Website to Use:

http://www.pbs.org/wgbh/nova/evolution/brief-history-life.html (launch interactive and find your period)

http://www.enchantedlearning.com/subjects/Geologictime.html

http://www.cotf.edu/ete/modules/msese/earthsysflr/cambrian.html (for precambrian only)

http://www.ucmp.berkeley.edu/help/timeform.php (click on your time)

http://www.fossils-facts-and-finds.com/geologic-time.html (click on your time)

Rubric for Geological Time Scale Poster

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name of your period (here in large clear letters)

The rest of the poster should include large photos or drawings and bullet points of categories 1, 2, 3, 4, and 5 you researched.

(put group names on the back of your poster)

_____(2)Poster is organized in a clear fashion and is legible from a distance

_____(2)Geological time range is completed correctly and is viewable from a distance

_____(1)Title of period is clearly written and large enough to read from a distance

_____(2)Landmasses are shown, including a map of the continents

_____(2)The climate is easily determined through pictures or writing

_____(2)Major events are visible through pictures or writing

_____(4)Living things are shown in pictures including both plants and animals (when present)

____________15 points

Earth’s Timeline Poster Walk Notes

Time Period Surface of the Earth/Atmosphere

Climate (include ice

Organisms Present

Firsts? Newly evolved

Extinctions? yes or no

Other

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(gases) ages here) (plants/animals)

Precambrian570-4600 MYA

Cambrian505-570 MYA

Ordovician438-505 MYA

Time PeriodSurface of the

Earth/Atmosphere (gases)

Climate (include ice ages here)

Organisms Present

(plants/animals)


Extinctions? yes or no Other

Silurian408-438 MYA

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Devonian360-408 MYA

Carboniferous286-360 MYA




Organisms Present

(plants/animals)



Permian245-286 MYA

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Triassic208-245 MYA

Jurassic144-208 MYA




Organisms Present

(plants/animals)



Cretaceous65.5-144 MYA

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Tertiary1.6-65.5 MYA

Quaternary1.6 MYA - present

Geological Time Scale Summary Notes

Climate:How many ice ages did you see throughout the time scale? __________How many heat waves? __________Finish the following statement:

Throughout the history of the Earth, the climate of the Earth has…

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Extinctions:How many extinctions did you see throughout the time scale? __________Was there ever a time when every living thing went extinct? ___________Finish the following statement based on your two answers above:

LifeWhere do scientists believe that the first organisms on earth appeared? _______________Put the following in order from the beginning of life _____Plants_____Single celled eukaryotes_____Multicellular animals_____Prokaryotes (bacteria)_____Amino acids_____Proteins

During what time period did the first humans appear?_______________________

Compared to the overall timescale, life on Earth has been around…

A Timeline of Life’s Evolution Webquest

Go to the site: http://exploringorigins.org/timeline.html

Part I: A Timeline of Life’s EvolutionBegin at the far left side of the timeline and drag the red marker to learn about important events in the history of life on Earth.

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Photosynthesis was extremely important to the development of life because…

Extinctions occur…

4.5 BYA (billion years ago)1.Summarize the 2 major events that occurred at 4.57-4.53 BYA.

4.0 BYA2. Summarize the 2 major events that occurred on Earth at 4.1-3.8 BYA.

3. Why are the formation of the crust, oceans and atmospheric composition so important to the formation of life on Earth?

3.5 BYA4. What is a stromatolite and how is it formed? What do stromatolites tell scientists about the formation of life on Earth?

3.0 BYA5. Proliferation (a rapid increase in number) of cyanobacteria occurred 3.0-2.5 BYA. What process evolved in these organisms? How did this process ultimately transform Earth’s atmosphere and lead to biodiversity of life?

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2.0 BYA6. Prior to this time, what type of cells (prokaryotic or eukaryotic) existed on Earth? How do scientists theorize that eukaryotic cells came to be?

1.2 BYA7. How do scientists hypothesize that multicellular life came to be?

600-500 MYA (million years ago)8. What evidence do scientists use to support the Cambrian Explosion? What do they think caused the Cambrian Explosion?

230-65 MYA9. How long did dinosaurs populate the planet? What is the leading theory for their extinction?

200,000 years ago10. From what species did modern humans evolve?

Part II: Understanding the RNA WorldClick on the Understanding the RNA World tab and use the information provided to answer the questions below.

What is RNA?1. What is the role of protein in cells?

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2. How do DNA and RNA carry out the genetic code?

Ribozymes & the RNA World1. What is a ribozyme? (hint: catalyze means to cause or accelerate a reaction)

2. Summarize the RNA World Hypothesis. What does it tell us about early life forms?

Part III: Building a ProtocellClick on the Building a Protocell tab and use the information provided to answer the questions below.

Nucleic Acids1. The earliest life forms on Earth used what key molecule?

2. What is the Murchison meteorite? What components did it bring to Earth in RNA and/or protein formation?

3. Where do scientists hypothesize that RNA was formed (2 locations)?

4. What is the significance of RNA being able to replicate (copy) itself?

Fatty Acids1. What is the role of lipid membranes in modern cells?

2. Why would earlier forms of life needed a membrane (2 reasons)?

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3. Where on Earth do scientists propose that fatty acids formed (watch the first animation)?

4. What is a micelle? How is this related to vesicles? (watch the second animation)

5. How do fatty acid vesicles grow? (watch the last animation)

Protocells1. What is a protocell? What is it made of?

2. Summarize the life cycle of a protocell (watch the first animation).

3. How can a mutation benefit a protocell? How is this significant to the development of more advanced life?

Virtual Miller-Urey ExperimentGo to: http://www.wiley.com/college/trefil/0470118547/vdl/lab_miller_experiment/ and click to enter the lab

IntroductionThe evolution of Earth’s atmosphere corresponded with the creation of new molecules that facilitated the formation of life. A process called molecular evolution directed the synthesis of stable molecules make up the building blocks of life. The carbon-based molecules that comprise living organisms are called organic molecules.

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These molecules formed on Earth as a result of lightning storms that fueled chemical reactions between atmospheric gases. A variety of simple molecules formed that then became building blocks for complex molecules.

In this activity, you will investigate how scientists can model the creation of these molecules in the laboratory using an instrument called the Miller-Urey apparatus.

Objectives● Collect and record accurate and clear scientific data using synthetic chemistry reactions● Analyze scientific data by using, interpreting, and comparing numbers about the interactions of

molecules with environmental conditions● Explain how molecular evolution can be used as an analytical tool● Explain how molecular evolution is measured using instrumentation

Lab OverviewRead the information on page 1 (yellow tab) and answer the questions below.

1. What was the the composition of Earth’s atmosphere 4 billion years ago?

2. What role did lightning strikes play in the formation of organic molecules?

3. What process added oxygen to Earth’s atmosphere? How long ago did this occur?

Read the information on page 2 (pink tab) and answer the questions below.1. What was the purpose of Miller and Urey’s experiment?

2. Summarize the parts of the Miller-Urey apparatus in the table below.

Part of Miller-Urey Apparatus Part of Earth/Process Represented

Methane (CH4), ammonia (NH3), hydrogen (H2), water vapor (H2O)

Water bath

Tungsten electrodes/electric sparks

3. What was the outcome of the experiment? How is this important to the formation of life?17

Click Go To and select Lab Background

Activity 11. What is the goal of this experiment?

2. Record your data from Activity 1 in the boxes below. Enter the atmospheric gas added to the apparatus (ammonia, hydrogen, methane, oxygen, carbon dioxide) and the organic molecules that were produced in the appropriate columns for each trial.

Trial Atmospheric Gas Added to Apparatus Organic Molecules Formed12

3. Explain the results from Trial 1 in which all of the conditions proposed by Oparin and Haldane were met in the Miller-Urey apparatus.

4. Describe the results for Trial 2. Explain how the lack of methane affected the formation of the organic molecules.


2. Record your data from Activity 2 in the boxes below. Enter the atmospheric gas added to the apparatus (ammonia, hydrogen, methane, oxygen, carbon dioxide) and the organic molecules formed in the appropriate columns for each trial.


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3. Describe the results for Trial 3. Explain how oxygen affected the formation of the organic molecules.

4. From the results of Trial 3, explain the probability of organic molecules forming in modern Earth’s atmosphere.


2. Record your data from Activity 3 in the boxes below. Enter the atmospheric gas added to the apparatus (ammonia, hydrogen, methane, oxygen, carbon dioxide) and the organic molecules formed in the appropriate columns for each trial.


3. Compare the composition of the original atmosphere used in the Miller-Urey experiment with the atmosphere used in this activity.

4. Explain the role of carbon dioxide in producing the results of this trial.

Introduction to Fossils & Law of Superposition

Paleontologists, scientists who study fossils, are inquisitive by nature, and they gather evidence of all kinds to test their hypotheses. Evidence about the lifestyle of an ancient plant or animal may come from the enclosing rocks, associated fossil remains, associated trace fossils, and particular features of the body fossils themselves. The rocks can give clear evidence about ancient climates, and associated fossils indicate possible prey and predator relationships. Today, you will use fossil cards to analyze records of past life and explain how the law of superposition helps scientists determine when these organisms existed on Earth.

Part I (Card Set A – page 8):

1. Spread the cards with the nonsense syllables on the table and determine the correct sequence of the eight cards by comparing letters that are common to individual cards and, therefore, overlap.

a. The first card in the sequence has "Card 1, Set A" in the lower left-hand corner and represents the bottom of the sequence.

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b. If the letters "T" and "C" represent fossils in the oldest rock layer, they are the oldest fossils, or the first fossils formed in the past for this sequence of rock layers.

2. Now, look for a card that has either a "T" or "C" written on it. Since this card has a common letter with the first card, it must go on top of the "TC" card.

a. The fossils represented by the letters on this card are "younger" than the "T" or "C" fossils on the "TC" card which represents fossils in the oldest rock layer.

b. Sequence the remaining cards by using the same process. When you finish, you should have a vertical stack of cards with the top card representing the youngest fossils of this rock sequence and the "TC" card at the bottom of the stack representing the oldest fossils.

3. After you have arranged the cards in order, write your sequence of letters (using each letter only once) in the space below. Starting with the top card, the letters should be in order from youngest to oldest.

a. Please note that none of the letters in this sequence may be reversed and still be correct. The sequence must be exactly in the order as written.

b. Remember that these letters represent fossils in a rock layer and that one fossil next to another within a rock layer implies no particular sequencing; they both are approximately the same age as that particular rock layer. The following question may help clarify this point.

1. Paste down your sequence of cards (from youngest to oldest): Youngest

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Oldest

2. How do you know that "X" is older than "M"? 3. Explain why "D" in the rock layer represented by DM is the same age as "M." 4. Explain why "D" in the rock layer represented by OXD is older than "D" in the rock layer represented by DM.

Part II (Card Set B – page 10):

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1. Carefully examine the second set of cards which have sketches of fossils on them. Each card represents a particular rock layer with a collection of fossils that are found in that particular rock stratum. All of the fossils represented would be found in sedimentary rocks of marine origin. Figure 2-A

below gives some background information

on the individual fossils.

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2. The oldest rock layer is marked with the letter "M" in the lower left-hand corner. The letters on the other cards have no significance to the sequencing procedure and should be ignored at this time.

a. Find a rock layer that has at least one of the fossils you found in the oldest rock layer. This rock layer would be younger as indicated by the appearance of new fossils in the rock stratum.

b. Keep in mind that extinction is forever. Once an organism disappears from the sequence it cannot reappear later. Use this information to sequence the cards in a vertical stack of fossils in rock strata.

c. Arrange them from oldest to youngest with the oldest layer on the bottom and the youngest on top.

1. Paste the sequence of cards from the youngest layer to the oldest layer (i.e., from the top of the vertical stack to the bottom). Youngest

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Oldest

2. Which fossil organisms could possibly be used as index fossils (Index fossils are used to define periods of geologic time. A good index fossil is one with four characteristics: it is distinctive, widespread, abundant and limited in geologic time.)

3. Name three organisms represented that probably could not be used as index fossils and explain why.

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4. In what kinds of rocks might you find the fossils from this activity (circle)?a. Igneous – formed when magma (molten rock deep within the earth) cools and hardensb. Sedimentary – formed from particles of sand, shells, pebbles, and other fragments of materialc. Metamorphic – formed under the surface of the earth from the metamorphosis (change) that occurs due to intense heat and pressure (squeezing)

5. State the Law of Superposition and explain how this activity illustrates this law.

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Introduction to Fossils – Set A

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Introduction to Fossils – Set B

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Fossil Identification Lab – DAY 1

Fossils are used by scientists to determine the evolutionary history life on Earth. Once fossils are identified, relationships between species can be established. Today you will group and identify 21 unidentified fossil molds.

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Procedure Part 1:1. Obtain the fossils and make observations about general morphologies.2. Sort the fossils into two kingdoms (plantae or animalia).

Fossil #s Rationale

Kingdom Plantae Fossils

Kingdom Animalia Fossils

Procedure Part 2:3. Using only the fossils presented, establish a claim to identify the phylum of each fossil (there are 7 phyla

represented: Tracheophyta, Cnidaria, Brachiopoda, Mollusca, Arthropoda, Echinodermata, and Chordata). Claim: A statement that answers the original focus question or problem. What conclusion can you make about your original focus question or problem?

4. Provide evidence for your claim.Evidence: Scientific data that supports the claim. The data needs to be appropriate and sufficient to support the claim. What data and observations do you have to support your claim?

5. Articulate the reasoning of you evidence.Reasoning: A justification that links the claim and evidence and includes appropriate and sufficient scientific principles to defend the claim and evidence. How do the data and observations you used for evidence support your claim?

6. When instructed, present your claim, reasoning, and evidence to another group.

Claim Evidence Reasoning

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Group 1:Tracheophyta

Group 2:Cnidaria

Group 3:Braciopoda

Group 4:Mollusca

Group 5:Arthropoda

Group 6:Echinodermata

Group 7:Chordata

Questions:1. Did the other group come up with the same claim, evidence, or reason as you? How was their claim, evidence

and reasoning the same? How was their claim, evidence, and reasoning different?

2. Do you want to revise your claim, evidence, or reason?

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Fossil Identification Lab – DAY 2

Fossils are used by scientists to determine the evolutionary history life on Earth. Once fossils are identified, relationships between species can be established. Today you will research the ages of the 21 fossils you previously grouped and arrange them on a geologic timeline.

Procedure Part 3:

7. Use the following information about the fossils to research the age of each fossil and the time period in which it was mainly found.

Fossil # Kingdom Phylum Common Name(Scientific Name) Age Geologic Period

1 Animalia Mollusca Ammonite (Meekoceras)

2 Plantae Tracheophyta Fern Frond (Neuropteris)

3 Animalia Chordata Dinosaur Toe Claw(Allosaurus)

4 Animalia Arthropoda Trilobite(Phacops)

5 Animalia Arthropoda Trilobite(Elrathia)

6 Animalia Chordata Dinosaur Tooth(Carcharodontosaurus)

7 Animalia Mollusca Snail Shell(Turritella)

8 Animalia Mollusca Scallop Shell(Pecten)

9 Animalia Chordata Shark Tooth(Otodus)

10 Animalia Chordata Horse Tooth(Merychippus)

11 Animalia Brachiopoda Brachiopod Shell(Neospirifer)

12 Animalia Mollusca Clam Shell(Venericardia)

13 Animalia Mollusca Ammonite (Acanthoscaphites)

14 Animalia Brachiopoda Brachiopod Shell (Mucrospirifer)

15 Animalia Arthropoda Trilobite(Flexicalymene)

16 Animalia Echinodermata Blastoid(Pentremites)

17 Animalia Cnidaria Horn Coral (Crantaniophyllum)

18 Plantae Tracheophyta Dawn Redwood Cone(Metasequoia)

19 Animalia Mollusca Nautiloid(Orthoceras)

20 Animalia Chordata Human Tooth(Homo sapiens)

21 Animalia Brachiopoda Brachiopod Shell(Obolela)

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8. Complete the timeline that shows the appearance of the 21 fossils in the fossil record by labeling with the fossil’s name, kingdom and phylum.

Timeline of Life on Earth

Questions:

1. Describe the relationship between the amount of evidence provided and the strength of a claim.

2. Which type of evidence was most valuable in identifying each fossil phylum?

3. How would your reasoning change if you were given the location where each fossil was discovered?

4. How does the fossilized shark tooth explain the evolutionary history of modern sharks?

5. What happened to the trilobite animals?

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Evidence of Evolution: Comparative Anatomy

Shown below are images of the skeletal structure of the front limbs of 6 animals: human, crocodile, whale, cat, bird, and bat. Each animal has a similar set of bones. Color code each of the bones according to this key:

1. For each animal, indicate what type of movement each limb is responsible for.36

Animal Primary Functions

Human Using tools, picking up and holding objects

Whale

Cat

Bat

Bird

Crocodile

2. Compare the skeletal structure of each limb to the human arm. Relate the differences you see in form to the differences in function.

Animal Comparison to Human Arm in Form Comparison to Human Arm in Function

Whale Whale has a much shorter and thicker humerus, radius, and ulna. Much longer metacarpals. Thumb has been shortened to a stub.

The whale fin needs to be longer to help in movement through water. Thumbs are not necessary as the fins are not used for grasping.

Cat

Bat

Bird

Crocodile

3. Compare the anatomy of the butterfly and bird wing below.

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a. What is the function of these structures?

b. How are they different in form? Give specific differences.

4. Compare the overall body structure of the cave fish and the minnow below.

a. What is the biggest, most obvious difference between the body structure of these two fish?

b. Assume the two fish came from the same original ancestor. Why might the cave fish have evolved without eyesight?

c. What kind of sensory adaptation would you hypothesize the cave fish as to allow it to navigate in a cave, including catching and eating food?

You have now studied three different types of anatomical structures.

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● Homologous structures show individual variations on a common anatomical theme. These are seen in organisms that are closely related.

● Analogous structures have very different anatomies but similar functions. These are seen in organisms that are not necessarily closely related, but live in similar environments and have similar adaptations.

● Vestigial structures are anatomical remnants that were very important in the organism’s ancestors, but are not longer used in the same way.

5. Give an example of a homologous structure from this activity.

6. Give an example of an analogous structure from this activity.

7. Give an example of a vestigial structure from this activity.

8. Below are some vestigial structures found in humans. For each, hypothesize what its function may have been.

Structure Possible function?

Wisdom teeth

Appendix

Muscles for moving the ear

Body hair

Little toe

Tailbone

9. How are vestigial structures an example of evidence of evolution?

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Evidence of Evolution: Comparative EmbryologyOrganisms that are closely related may have physical similarities before they are even born. Take a look at the six different embryos below:

1. Hypothesize which embryo is from each of the following organisms:

Species Embryo

Human

Chicken

Rabbit

Tortoise

Salamander

Fish

These are older, more developed embryos from the same organisms.

2. Hypothesize which embryo is from each of the following organisms:Species EmbryoHumanChickenRabbit

TortoiseSalamander

Fish

These embryos are at their most advanced stage, shortly before birth.

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3. Describe how the embryos changed for each of these organisms from their earliest to latest stages.

Species Anatomical Changes From Early to Late StagesHumanChickenRabbit

TortoiseSalamander

Fish

4. Look again at the six embryos in their earliest stages. Describe the patterns you see. What physical similarities exist between each of the embryos?

5. Does this suggest an evolutionary relationship? Explain how these embryos can be used as evidence of a common ancestor between each of these six organisms.

Embryological Development: http://www.pbs.org/wgbh/nova/evolution/guess-embryo.html

Make a prediction: Do you think other organisms will have a similar embryologic development as humans? Explain your reasoning.

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For each of the embryos shown, try to guess which organism it will become.

1. Embryo 1 –a. What was your first prediction? ___________________ were you correct? __________

b. Watch the development of the embryo. On which day does the embryo begin to look different from other embryos? _______

2. Embryo 2a. What was your first prediction? ___________________ were you correct? __________






5. Was your prediction at the beginning of this activity correct? Explain your answer. Use at least one observation that you made during this activity to support your answer.

Evidence of Evolution: Molecular BiologyCytochrome c is a protein found in mitochondria. It is used in the study of evolutionary relationships because most animals have this protein. Cytochrome c is made of 104 amino acids joined together.

Below is a list of the amino acids in part of a cytochrome protein molecule for 9 different animals. Any sequences exactly the same for all animals have been skipped.

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For each non-human animal, take a highlighter and mark any amino acids that are different than the human sequence. When you finish, record how many differences you found in the table below.

Animal Number of Amino Acid Differences Compared to Human Cytochrome c Animal Number of Amino Acid Differences

Compared to Human Cytochrome c

Horse Shark

Chicken Turtle

Tuna Monkey

Frog Rabbit

1. Based on the cytochrome c data, which organism is the most closely related to humans? Use data to support your response.

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2. Base on the cytochrome c data, which organism is the least closely related to humans? Use data to support your response.

3. Do any of the organisms have the same number of differences from human cytochrome c? In situations like this, how would you decide which is more closely related to humans?

Taxonomy and the 6 Kingdoms Webquest

Part I.Directions: Open the PowerPoint: “Taxonomy,” and answer the questions that come from the slides. Make sure you read the slides carefully!

1. What is taxonomy?

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2. Why do we need to classify organisms?

3. Who is Carolus Linnaeus?

4. What are the 7 Levels of the classification system?

1. 5.

2. 6.

3. 7.

4.

5. What two words is the scientific name made from? _______________________ and __________________

6. What is the Genus?

7. What is the Species?

8. What are your 7 levels of Taxonomy?

1. 5.

2. 6.

3. 7.

4.

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Part II.Directions: Open the website: http://www.ric.edu/faculty/ptiskus/Six_Kingdoms/Index.htm

Answer the following questions:

1. How many kingdoms are there? List them.

2. How are organisms placed in their Kingdoms: (There are 3 reasons listed)

a.

b.

c.

Plant Kingdom: List 3 Facts about this Kingdom: Draw Example

1.

2.

3.

What are autotrophs? ______________________________________________________

Animal Kingdom: Draw ExampleList 3 Facts about this Kingdom:

1.

2.

3.

What is the scientific name of the Tiger shown? _________________Archaebacteria: Draw Example1. How did scientists find these bacteria?

2. Where do they like to live?

Eubacteria: Draw ExampleList 3 Facts about this Kingdom:

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1.

2.

3.

How many cells big are Eubacteria? _______________

Fungi: Draw ExampleList 3 Facts about this Kingdom:

1.

2.

3.

How are Fungi different from Plants? ________________________________________

Protists: Draw ExampleList 3 Facts about this Kingdom:

1.

2.

3.

Do you think Protists have a nucleus? _______________

Part III.

Make sure you have answered all the previous questions before completing Part III

Play this matching game here:http://www.cstephenmurray.com/onlinequizes/biology/Taxonomy/sixkingdoms1.htm

Check your facts about each kingdom with this matching game!

Dichotomous Key Activity

Part I: Using Dichotomous KeysLook at all of the wacky people below! Use the dichotomous key to figure out their identity. For each wacky person, list the “steps” that you take (ex: 1a, 2a, 4a, leads to Mosk Cara) to reach each wack person’s identity. You will also need to write the wacky person’s name under their picture. DO NOT simply look at the description next to each name and try to guess which picture it matches as that is not the purpose of this assignment.

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Wacky Person 1 Steps Taken Wacky Person 2 Steps Taken Wacky Person 3 Steps Taken

Name of person: Name of person: Name of person:






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Wacky People Dichotomous Key

1a Two feet Go to 21b Some other number of feet Go to 3

2a Does not look at all human Go to 42b Looks a lot like a human Go to 5

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3a One leg Go to 63b Three or four legs Go to 7

4a Fly-like Mosk Cara4b Not fly-like Go to 8

5a Seems to be a girl Rita Nita5b Not a girl Go to 9

6a Leg is curled , two feet Ru-ela.Brella6b Leg is straight, one foot Giggles

7a Three legs Go to 107b Four legs Go to 11

8a Has webbed feet Hex Oculate8b Clawed feet Go to 12

9a Curly hair, no toes Lugio Wirum9b Wiggly looking mouth, three toes on feet C. Nile

10a Very long nose, open mouth Elle E. Funk10b Some other appearance Go to 13

11a Has duck bill, two pinchers Tri D. Duckt11b No arms or pinchers Go to 14

12a Has ears, tail, and beak Grif Leon12b Four eyes on stalks Eggur Ondy

13a One eye, webbed feet Cue Kide13b Four stalked eyes, four pinchers Quadrumenox

14a Three toed feet, nose like a flower Tunia petalos14b Spider-like, has spots Patterned mulywumpus

Part II: Constructing a Dichotomous KeyCongratulations! You are part of a collaborative scientific team that has just discovered numerous new species in the Fox Valley. You must now decide, within your collaborative group, how you are going to classify and name your organisms. You will need to create your own dichotomous key.

1. Closely examine the new species. What characteristics do you think will be important in classifying these critters?

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_____number of eyes_______________ _________________________________

_________________________________ _________________________________

_________________________________ _________________________________

_________________________________ _________________________________

_________________________________ _________________________________

2. Use the characteristics of your choice to create your own dichotomous key. Remember: dichotomous keys always provide two options at each branch.

3. Replace the critter’s number with a Latin name. Many Latin words (for body parts, etc.) have been provided on page _____. Write the Latin names below the pictures of the critters.

1a

1b

2a

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2b

3a

3b

4a

4b

5a

5b

6a

6b

7a

7b

8a

8b

9a

9b

10a

10b

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ANALYSIS QUESTIONS 1. What is the purpose of a dichotomous key (not just this key, but any key)?

2. Why is a dichotomous key called a dichotomous key?

3. Is it possible to create more than one dichotomous key for classifying and identifying the same group of objects?

4. When two people use the same dichotomous key to identify the same object, is it possible (should it be possible) for them to have different final answers?

5. Why are classification and identification important?

6. Throughout this activity, what was the most difficult to do and why?

7. Do you think this would also be difficult for real-world scientists? Why or why not?

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F. Application (continued): Choose a topic that you know and understand, for example Baseball, Football or food. Think about the connections you can make in the topic, the similarities/differences then

● generate a table that shows ‘traits’ vs ‘species’● generate a Venn diagram● show these relationships through a Cladogram

Investigating Common Descent: Formulating Explanations and Models60

Part I Background Information:One of the most common misconceptions about evolution is seen in the statement that “humans came from apes.” This statement assumes that organisms evolve through a step-by-step progression from “lower” forms to “higher” forms of life and the direct transformation of one living species into another. Evolution, however, is not a progressive ladder. Furthermore, modern species are derived from, but are not the same as, organisms that lived in the past. The theory of common descent, proposed by Charles Darwin, was revolutionary because it introduced the concept of gradual evolution based on natural mechanisms. The theory of common descent also replaced a model of straight-line evolution with that of a branching model based on a single origin of life and subsequent series of changes – branching – into different species. Look at the image below, and find the part of the morphological tree that shows the relationships between gorillas, chimpanzees, and humans.

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1. Develop three hypotheses to explain how these organisms are related.

1. _______________________________________________________________________________

2. _______________________________________________________________________________

3. _______________________________________________________________________________

2. Make a diagram below of your hypotheses by drawing lines from Point A to each of the three organisms (G = gorilla, C = chimpanzee, H = human, A = common ancestor).

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Part IIModern research techniques allow biologists to compare the DNA the codes for certain proteins and to make predictions about the relatedness of the organisms from which they took the DNA. You will use models of these techniques to test your hypotheses and determine which one is best supported by the data you develop. Procedure:Step 1. Working in groups of four, “synthesize” strands of DNA according to the following specifications. Each different color of paper clip represents one of the four bases of DNA: Black = adenine (A) Green = guanine (G) White = Thymine (T) Red = cytosine (C) Students will synthesize DNA strands by connecting paper clips in the proper sequence according to specifications listed for each group member. When you have completed the synthesis, attach a label to Position 1 and lay your strands on the table with position 1 on the left. Group Member 1Synthesize a strand of DNA that has the following sequence:

Position 1 Position 20A-G-G-C-A-T-A-A-A-C-C-A-A-C-C-G-A-T-T-A

Label this strand “human DNA.” This strand represents a small section of the gene that codes for human hemoglobin protein. Group Member 2Synthesize a strand of DNA that has the following sequence:

Position 1 Position 20A-G-G-C-C-C-C-T-T-C-C-A-A-C-C-G-A-T-T-A

Label this strand “chimpanzee DNA.” This strand represents a small section of the gene that codes for chimpanzee hemoglobin protein.

Group Member 3Synthesize a strand of DNA that has the following sequence:

Position 1 Position 20A-G-G-C-C-C-C-T-T-C-C-A-A-C-C-A-G-G-C-C

Label this strand “gorilla DNA.” This strand represents a small section of the gene that codes for gorilla hemoglobin protein. Group Member 4Synthesize a strand of DNA that has the following sequence:

Position 1 Position 20A-G-G-C-C-G-G-C-T-C-C-A-A-C-C-A-G-G-C-C

Label this strand “common ancestor DNA.” This strand represents a small section of the gene that codes for hemoglobin protein of a common ancestor of the gorilla, chimpanzee, and human. Set this strand aside, you will use this strand in Part III of the laboratory. This model was constructed from hypothetical data, since no such DNA yet, exists for the common ancestor, but the other three sequences are real.

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Step 2. Compare the human DNA to the chimpanzee DNA by matching the strands base by base (paper clip by paper clip). Step 3. Count the number of bases that are not the same. Record the data in the table. Repeat these steps with the human DNA and the gorilla DNA.

Hybridization data for human DNA

Human DNA compared to:Number of matches Unmatched bases

Chimpanzee DNA

Gorilla DNA

Based on your collected data, answer the following 4 questions: 1. How do the gorilla DNA and the chimpanzee DNA compare with the human DNA? 2. What do these data suggest about the relationship between humans, gorillas, and chimpanzees? 3. Does the data support any of your hypotheses? Why or why not? 4. What kinds of data might provide additional support for your hypotheses?

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Part IIIBiologists have determined that some mutations in DNA occur at a regular rate. They can use this rate as a “molecular clock” to predict when two organisms begin to separate from a common ancestor. Most evolutionary biologists agree that humans, gorillas, and chimpanzees shared a common ancestor at one point in their evolutionary history. They disagree however, on the specific relationships among these three species. In this part of the activity, you will use data from your paper-clip model to evaluate different hypotheses about the relationship between humans, gorillas, and chimpanzees. Evolutionary biologists often disagree about the tempo of evolutionary change sand about the exact nature of speciation and divergence. Models can be useful tools for testing hypotheses. ProcedureStep 1. Assume that the common ancestor DNA synthesized in Part II represents a section of the hemoglobin gene of a hypothetical common ancestor. Compare this common ancestor DNA to all three samples of DNA (gorilla, human, and chimpanzee), one sample at a time. Record the data in the following table.

Data for Common Ancestor DNA

Common ancestor DNA compared to:Number of matches Unmatched bases

Human DNA

Chimpanzee DNA

Gorilla DNA

Based on your collected data, answer the following questions: 1. Which DNA is most similar to the common-ancestor DNA? How do you know? 2. Which two DNAs were most similar in the way that they compared to the common-ancestor DNA? How do you know?

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3. Which of the hypotheses developed in Part I does your data best support? 4. Do your findings support this hypothesis? Why or why not? 5. Based on the hypothesis that your data best supported, which of the following statements is most accurate? Explain your answer in a short paragraph. a. Humans and apes have a common ancestor.b. Humans evolved from apes. 6. According to all the data collected, which of the following statements is most accurate? Explain your answer in a short paragraph. a. Chimpanzees and humans have a common ancestor.b. Chimpanzees are the direct ancestors of humans. 7. A comparison of many more DNA sequences indicates that human DNA and chimpanzee DNA are 98.8% identical. What parts of your data support this result?

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Biodiversity Webquest: Everything Counts

Part I: What is Biodiversity?Go to the “Global Issues – Biodiversity” web site http://www.globalissues.org/issue/169/biodiversity

1. What is the definition this website gives for biodiversity?

On this web site, scroll down and click on “Loss of Biodiversity and Extinctions”2. What is the current rate of extinction listed here (compared to the “background rate”)?

3. List the three most interesting statistics related to biodiversity that you find here (watch the What kind of world do we want? video for a more visual take on the stats listed on the site).

4. List the 5 principle pressures on biodiversity. Describe how each one negatively impacts biodiversity.1.2.3.4.5.

Part II: Why does biodiversity matter?Go to the “Center for Biodiversity and Conservation” web site: http://cbc.amnh.org/center/what.html

5. List five of the benefits of biodiversity that are listed here:1.2.3.4.5.

Part II: What can you do?Go to the “American Museum of Natural History” website: http://www.amnh.org/our-research/center-for-biodiversity-conservation/what-you-can-do

6. List and describe five actions listed here that individuals can do to help create and support biodiversity?1.2.3.4.5.

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7. Which of these options are most relevant to you (that you can actually do and make a difference)? Explain.

Part IV: Bill Nye Biodiversity Go to: https://www.schooltube.com/video/8e1097409b914b60be69/Bill%20Nye%20Biodiversity (or Google Bill Nye Biodiversity Video and select a link with a video that works)

While watching, complete this video guide.

1. An ecosystem requires many / only a few different plants and animals to be healthy.

2. Environments always have both living and ______________________ parts.

3. Most of the world’s living things live in _____________________.

4. Most things / only a few things in ecosystems rely on each other.

5. Nail a bird box to the northeast side of a building to keep the birds from getting ______________.

6. A(n) _________________ is made up of all the plants and animals living together in an environment.

7. If you remove one thing from an ecosystem, everything else is changed / the same.

8. Humans have a small / great effect on the environments of which they are a part.

9. The problems of nature are / are not our problems too.

10. Nothing / some things can grow on a dead tree.

11. Most squirrels spend most of their lives in _________________________.

12. The sea is the ________________________ ecosystem in the world .

13. ______________________ glass and paper in your home helps promote biodiversity.

14. A golf course is an ecosystem maintained by __________________________.

15. The ______________________ is full of mold spores

Three things I knew that were confirmed in the video:

A- ________________________________________________________________________________________________

B- ________________________________________________________________________________________________

C- ________________________________________________________________________________________________

Three things I didn’t know but I now know because I watched the video.

A- ________________________________________________________________________________________________

B- ________________________________________________________________________________________________

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C- ________________________________________________________________________________________________

Unit 5 Reflection

A. How does each lab/activity exemplify the learning targets for the unit? Don’t discuss what you learned in this part, but instead be specific about each learning target that was met. Use the dos and don’ts suggestions and previous feedback to help you!

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B. What were you able to learn by completing the labs/activities? Again, be specific about each learning target and how each lab you selected helped you learn that learning target. Use the dos and don’ts suggestions and previous feedback to help you!

C. How did the labs/activities compare and contrast to each other? Use a graphic organizer (Venn diagram, t-chart, etc) to demonstrate your thorough understanding of how the labs compare/contrast. Again, be specific and use the dos and don’ts suggestions!

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D. In which labs during the unit did you experience trouble? This includes ANY lab in the unit, not just the 3 you selected. Again, be specific and use the dos and don’ts suggestions!

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E. How does this unit of work relate to real life situations? Again, be specific and use the dos and don’ts suggestions!

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Article Rationale & Summary

Article Title: ____________________________________________________________________________

Author(s): _____________________________________________________________________________

Source: ________________________________________________________________________________

Summary: Summarize the main points of the article in 4-6 sentences.

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Rationale for inclusion in this unit: How does the material in the article relate to what was learned/studied in this unit? Include a detailed description of at least 3 different specific examples. Again, be specific about each connection and use the dos and don’ts suggestions!

(Copy of Article)

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Personal Choice

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Rationale for Personal Choice

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unit 5: history of earth & evidence for evolution of … · web viewmosk cara) to reach each...

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