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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 6

Evolution Notes 7-10

Eating Utensil Evolution Lab 11-13

Evidence of Evolution Stations 14-16

Tree Octopus Island (biogeographic) 17

Horse Morphology and Biogeographic

Evolution 18-19

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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

I

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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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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.

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Genetic Drift (continued)

■ 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

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 & Materials Be careful with utensils Materials: rice, split peas, navy beans, utensils, cups, lab manual, timer, reproduction zone. III. BACKGROUND

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.

OPENING QUESTION

If given 1 eating utensil to survive in an environment, what eating utensil do you believe would be most

favorable?

Hypothesis: ___________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

IV. PROCEDURES

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.

You will randomly choose the eating utensil you will begin with. 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.

If you do not meet the minimum requirement, you will not survive to the next season. Non-surviving utensils are

replaced in the population by offspring of successful reproduction.

Reproduction Rules

Parents Offspring

Spoon & Spoon Spoon

Spoon & Fork Spoon

Spoon & Knife Knife

Fork & Fork Fork

Fork & Knife Fork

Knife & Knife Knife

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Survival Requirements Season 1 - 5 green peas, 5 white beans, 2 rice grains Did you survive season 1? _____________ If no, what type of offspring did you become? _____________________________ Season 2 - 6 green peas, 4 white beans, 3 rice grains Did you survive season 1? _____________ If no, what type of offspring did you become? _____________________________ Season 3 - 2 green peas, 2 white beans, 10 rice grains Did you survive season 1? _____________ If no, what type of offspring did you become? _____________________________

V. DATA & OBSERVATIONS

Individual Data Population Data

VI. CALCULATIONS

VII. DATA ANALYSIS AND QUESTIONS

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.

Which eating utensil had the selective advantage in the population? Why do you think this eating utensil had the

selective advantage?

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________

How does this activity model the following features of Natural Selection?

1) Struggle for existence: _____________________________________________________

_______________________________________________________________________

2) Survival of the fittest: ______________________________________________________

_______________________________________________________________________

3) Descent with modification: __________________________________________________

_______________________________________________________________________

Generation Utensil Survival (Yes/No)

1

2

3

4

Generation Spoons Forks Knives Total

1

2

3

4

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Describe evidence of the following requirements for Natural Selection to occur being present in this activity.

1) Heredity: ________________________________________________________________

_______________________________________________________________________

2) Genetic Variation: _________________________________________________________

_______________________________________________________________________

Predict how the results may have been different if a migration of forks entered the population.

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_______________________________________________________________

Will this increase or decrease genetic variation within the population? ________________

What is the term for this mechanism? _________________________________________

Predict how the results may have been different if a tornado swept away the spoon population.

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_______________________________________________________________

Will this increase or decrease genetic variation within the population? ________________

What is the term for this mechanism? _________________________________________

VIII. CONCLUSIONS

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

Identify any errors that were observed during the lab. Such as people not following the rules and or procedures.

Errors do not have to be known to happen, you are simply trying to identify were problems could have occurred in

data collection or calculations.

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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. What symbol shows when organisms A – C all diverged (became separated) evolutionarily? 2. What is likely one trait that was being selected for or favored as Organism A slowly evolved into Organism C? 3. Why do you think the trait you selected in question 2 is being selected for or favored? Why? (Example: habitat, food source, safety, energy conservation)

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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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Island__________

Habitat Starting Generation 2 Generation 3 Generation 4 Generation 5 Generation 6

Y G Y G Y G Y G Y G Y G

White

Yellow

Green

Island__________

Habitat Starting Generation 2 Generation 3 Generation 4 Generation 5 Generation 6

Y G Y G Y G Y G Y G Y G

White

Yellow

Green

Invasion!!!

Habitat Generation 7 Generation 8 Generation 9 Generation 10 Generation 11 Generation 12

Y G Purp Y G Purp Y G Purp Y G Purp Y G Purp Y G Purp

White

Yellow

Green

Activity Review Questions

1. You started with the same number of each color of tree octopuses. What happened to your color

distribution on Island A? ____________________________ Island B? ______________________________

What do you call this mechanism of evolution? ________________________________________________

2. Which color of tree octopus did best on Island A? ______________ Why? _________________________

______________________________________________________________________________________

3. Why would one type of tree octopus be able to produce more offspring than another on an island?

______________________________________________________________________________________

______________________________________________________________________________________

4. Once the purple tree squid moved onto your island what happened to number of yellow tree octopuses?

______________________________________________________________________________________

5. Green tree octopuses? ___________________________________________________________________

6. Besides the population numbers changing after introduction of the purple tree squid, what else happened

to the populations of tree octopuses? _______________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

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Horse Morphology and Biogeographic Evolution 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.

_____________________________________________________________________________________________