Evolution
Study Guide for End of Unit Test: https://docs.google.com/document/d/1ckAwMbpq_Ql7PxqJSmukM6JT5TgLzm07Bvw4vTe0O10/pub
Study Guide AP Biology Evolution Test Define all the conditions that need to be met for Natural Selection (variation, success..) What did Darwin stumble upon at the Galapagos? The Grants are seeing evolution amonst finches in real time http://www.pbs.org/wgbh/evolution/educators/course/session4/elaborate_b_pop1.html is this what Darwin saw? How the evolution of pesticide resistance occurs Know your vocabulary terms How can natural selection account for a loss of a trait? What piece of evidence most strongly supports the common origin of life on Earth? What is the best technique for determining the evolutionary relationships among closely related species? Hardy-Weinberg - remember to find q. Always. q. Let’s make a t-shirt that says just “q”. Be able to do many H-W problems. If struggling google Hardy Weinberg practice. Do some. What conditions need to be met for H-W equillibrium? What factor is most impt in producing variability in humans? What is genetic drift and why is it important to evolution? Remind yourself of disruptive, directional and stabilizing selection graphs and examples. Remind yourself of prezygotic and postzygotic barriers, reproductive isolation, temporal isolation and ecological isolation (in particular). Monophyletic vs polyphyletic How to make a cladogram LABSLabs
One: Armadillidium vulgare (Pill Bug Lab)
TODAY Investigation 3: BLAST LAB - Use this website follow each step. https://lhsapbiologyclass.wordpress.com/lab-info-resources/blast-lab/
OUR SCHOOL has blocked this...so you have to go to http://media.collegeboard.com/digitalServices/pdf/ap/bio-manual/Bio_Lab3-ComparingDNA.pdf and go to the second part that is the student manual. The key is that the gene sequences will not be viewable unless downloaded to computer then uploaded on their saved strategy part. Try http://blogging4biology.edublogs.org/2010/08/28/college-board-lab-files/ if the genes of interest are being finicky. Evolution of Life Timeline: _Seven theories on beginning
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chapter_23_gra_-_the_evolution_of_populations.doc | |
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chapter_24_gra_-_the_origin_of_species.doc | |
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chapter_25_gra_-_history_of_life_on_earth.doc | |
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I can't get this to embed - it is an amazing talk by Jack Horner on devolving.. https://www.ted.com/talks/jack_horner_building_a_dinosaur_from_a_chicken?language=en
Evidence for Evolution: Comparative Anatomy
Pick a system, pick at least 2 different species (and it needs to make sense)
-Cardiovascular: heart chambers - fish to reptile to human
-Nerves: pick one and compare
-Muscular: fish, dogs, humans, cows...
-Skeletal structures:
upper appendages: humerus, radius & ulna - human to ? bat, bird
lower appendages: leg bones - human, penguin, birds, whales
hips - human - snake, whale
-Reproductive - be creative - humans to sea sponges or mammals vs reptiles vs fish
-Digestive: Compare vertebrates to one another
-Urogenital: human to bird (kidneys)
key words: comparative anatomy & (system)
Rubric:
Pick a system, pick at least 2 different species (and it needs to make sense)
-Cardiovascular: heart chambers - fish to reptile to human
-Nerves: pick one and compare
-Muscular: fish, dogs, humans, cows...
-Skeletal structures:
upper appendages: humerus, radius & ulna - human to ? bat, bird
lower appendages: leg bones - human, penguin, birds, whales
hips - human - snake, whale
-Reproductive - be creative - humans to sea sponges or mammals vs reptiles vs fish
-Digestive: Compare vertebrates to one another
-Urogenital: human to bird (kidneys)
key words: comparative anatomy & (system)
Rubric:
- photo from Essential Anatomy (send it to yourself and print) - HUMAN
- Drawing/photo of other organism anatomy
- Synopsis of similarity or difference
- One cool fact (a wow)
- Discussion of why same or why different - niche, selective pressure, competition...Use big words
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Rizzo’s AP Biologists! Your map of the year - (with thanks to Knuffke)
Big Idea 1: The process of evolution explains the diversity and unity of life.Evolution! No matter what your feelings are about this topic: it is ¼ of your AP Exam. Biological evolution= descent with modification. Small-scale evolution =change of gene frequency in a population from one generation to the next & large-scale evolution =descent of different species from a common ancestor over many generations. This is the foundation of the other 3 ideas.
Must know about Evolution
- What is a common ancestry
- Natural selection occurs due to many different factors what are those?
- Understanding phylogenetic trees and cladograms
- Mutations occur randomly in all populations
- Speciation occurs when organisms become reproductively isolated
- Populations are always evolving including humans
- There are many active hypotheses about origin of life
- Favorable traits stick around when they give an organism a survival advantage
- Hardy-Weinberg Equilibrium is a theoretical state when organisms no longer evolve
- Stabilizing, disruptive, directional graphs for distribution of traits
Vocabulary Words (and definitions) You Should Know About Evolution
- Analogous Structure-similar function, different structure evolving from different species
- Homologous Structure-similar structure, could be slightly different function from same node
- Vestigial Structure-structure that has “no” function, but may have in previous ancestors
- Hardy-Weinberg Equilibrium-when the frequency of alleles in a gene pool are held constant throughout a population
- Gene Flow-migration of individuals and/or the genetic material they carry into or out of a population
- Genetic Drift-change in frequency of an allele in a population due to random sampling
- Natural Selection-when a trait is favored by the environment and passed down to benefit a population
- Gene Pool-all of the alleles in all the individuals that make up a population
- Disruptive Selection-describes the changes in a populations genetics that simultaneously favor individuals at both extremes of the distribution
- Stabilizing Selection-type of natural selection in which genetic diversity decreases as the population stabilizes on a particular trait value
Basic Achievement Training: - Connect evolutionary changes in a population over time to a change(s) in the environment by describing 2–3 examples (e.g., peppered moth, sickle cell anemia, DDT resistance in insects, introduction of nonnative species, introduction of predator, cataclysmic event).
- Describe several sources of evidence from multiple scientific disciplines that support biological evolution (e.g., fossil records, morphological features, DNA and/or protein sequences, radioactive dating, distribution, or extant and extinct species).
- Apply mathematical models (e.g., Hardy-Weinberg formula) to convert a data set from a table of numbers reflecting a change in the genetic makeup of a population over time and explaining the cause(s) and effect(s) of this change, such as natural selection, genetic drift, changes in population size, migration, mutations, and nonrandom mating.
- Describe a limited set of given conserved features and core processes shared within and between domains of life (e.g., DNA as the genetic material, a shared genetic code, common metabolic pathways, number of limbs, etc.) as evidence of common ancestry.
- Explain how a phylogenetic representation reflects ancestral differences and similarities.
- Describe how given data support the concept of a common ancestry within and between phylogenetic domains and for all life.
- Analyze data related to questions of speciation and extinction throughout Earth’s history. Analysis may include (1) identifying patterns of speciation and/or extinction, (2) determining rates of speciation and/or extinction, and (3) connecting changes in gene frequency to speciation.
- Justify the selection of data that address questions related to reproductive isolation and speciation (e.g., pre- and post-zygotic and allopatric and sympatric isolation).
- Describe a model that represents evolution within a population and providing evidence to support the description (e.g., evolution due to genetic variation, such as antibiotic resistance, structure, or process, such as the brain, immune system, or linkage of a given population to common ancestors, through genetic, physiological, and morphological data).
- Evaluate scientific hypotheses about the origin of life on Earth (e.g., organic “soup” model, solid surface, pangenic) and predicting how a hypothesis would be revised in light of new evidence (e.g., “RNA World” hypothesis, new ideas about reducing atmosphere).
- Evaluate scientific questions based on hypotheses about the origin of life on Earth, such as what constitutes a scientific hypothesis versus other hypotheses or beliefs.
High Achievement Training:- Apply mathematical methods to data from a real or simulated population and predict what will happen to the population in the future based on the Hardy-Weinberg equilibrium model (e.g., genetic drift, bottleneck, migration, chi-square statistical analysis) and justify the prediction.
- Evaluate and connect evidence provided by data sets from many scientific disciplines (e.g., morphology, biochemistry, geology, biogeography, physics) and explain how the data support the modern concept of biological evolution.
- Construct, refine, revise, and/or justify mathematical models, diagrams, or simulations that represent processes of biological evolution and use the representations to predict future trends of a population; representations include complex cladograms and phylogenetic trees based on morphological features, amino acid/genetic sequence data, and geological timelines.
- Explain and justify conserved core processes and features that support common ancestry within and across domains of life.
- Construct and/or use phylogenetic representations to pose or answer scientific questions about the relatedness of a group of organisms.
- Explain how the different lines of data (morphological, biochemical, genetic) support the concept of a common ancestry within a phylogenetic domain and for all life.
- Describe speciation in an isolated population and make a prediction about speciation based on changes in gene frequency, change in environment, natural selection, and/or genetic drift. Description may include comparison of environments of the original and isolated populations, speed of reproductive isolation, how new species arise, why Archaea and Bacteria challenge definition of species, and factors that change Hardy-Weinberg frequencies.
- Evaluate data from a real or simulated population to explain how types of selection (e.g., bottleneck effect, hybrid sterility, reproductive isolating mechanisms) might affect the population in the future.
- Evaluate and explain several examples of scientific evidence that support the claim that evolution is an ongoing process (e.g., antibiotic resistance, pesticide resistance, antiviral resistance).
- Pose scientific questions about the origin of life on Earth and describe the scientific evidence that supports the proposed key events in the origin of life, including the abiotic synthesis of small organic molecules; assembly of monomers into complex polymers; formation of protobionts; and the origin of self-replicating, catalytic molecules.
- Describe several models about the origins of life on Earth (e.g., Oparin- Haldane organic “soup” model, solid reactive surface model), explain reasons for revisions of hypotheses based on new scientific evidence from different disciplines (e.g., “RNA World,” early atmosphere neither reducing nor oxidizing, origin of life in deep-sea vents, submerged volcanoes), and explain limitations of the various models, such as laboratory conditions simulating conditions on primitive Earth.
- Evaluate data from a variety of sources (e.g., Internet, government, universities, public interest groups) with respect to objectivity and accuracy with response to questions about the origin of life on Earth.
Powerpoints:
History of life:
https://drive.google.com/a/gilbertschools.net/file/d/0B5mKohFbrKgcZlpXb2RycDBEU0k/view?usp=sharing
Phylogeny:https://drive.google.com/a/gilbertschools.net/file/d/0B5mKohFbrKgcZlpXb2RycDBEU0k/view?usp=sharing
Species: https://drive.google.com/a/gilbertschools.net/file/d/0B5mKohFbrKgcZlpXb2RycDBEU0k/view?usp=sharing
Evolution https://drive.google.com/a/gilbertschools.net/file/d/0B5mKohFbrKgcZlpXb2RycDBEU0k/view?usp=sharing
Notes for PPT 1-3 https://docs.google.com/document/d/1xG_OOb_CKTij64pblj4XIIRAbEYftryKuTuLPOiP-HU/edit