UNIT: Evidence and Mechanisms of Evolution

BIOLOGY 211 MARY SHAW FALL 2012 CLASS Week 9-11 UNIT: Evidence and Mechanisms of Evolution

CLASS 9 Wed. Oct. 16 OBJECTIVES:

1. Distinguish between the scientific and everyday usage of the word Theory Analyze, Foundational knowledge, Application

2. Identify and correct misconceptions on natural selection processes Comprehend & evaluate, Integrate, Learning how to learn

3. Describe how the process of natural selection leads to adaption and evolution Comprehend, Foundational knowledge, Application

4. Discuss the types of evidence for evolution

5. Differentiate between the results of natural selection and genetic drift on a population Analyze, Integrate

6. Work in diverse groups Human Dimension

7. Communicate in biology Application, Application

Before class: D2L quiz on • reading sections of text 1.1,1.4, 15.1

HOMEWORK: BIOLOGY 211 MARY SHAW FALL 2012 •Reading assignment 15.2, 15.3 (p. 300 only)

Evidence for evolution http://evolution.berkeley.edu/evolibrary/article/0_0_0/lines_01

ACTIVITIES PowerPoint CH 15 & 1 with clicker questions and Active Learning slides from text

1. Introduce class with learning goals, sections of text to be discussed and announcements 2. Questions missed by >50% of D2L students, get individual answers then discuss w/in group and answer again 3. Think-Share Pair difference between everyday usages of word Evolution and scientific usage. Group report outs 4. Misconceptions about natural selections. Groups turn in answers to Lamark question 5. Active learning natural selection of bacterial Clicker questions 6. Closing/start for next class Clearest point, Muddiest point

Learning Goal Assessment Activities Resources W Distinguish between Report out of think Think/pair/share the scientific and everyday pair share usage of the word Theory W Identify and correct Turn in group Brainstorm what some people think about natural misconceptions on natural answer to Lamark selection? Sort into misconceptions and what selection processes question. true. Why do some people have these misconceptions? Give your own example of how something goes against this misconception What is wrong with Lamarck’s explanation of evolution? W Describe how the Clicker questions PowerPoint CH 15 & 1 with clicker questions and BIOLOGY 211 MARY SHAW FALL 2012 process of natural and Active Active Learning slides from text selection leads to Learning slides adaption and evolution from text Clearest and muddiest point from today’s class

M Discuss the other Or compare and Jigsaw Cards with forces that lead to contrast mutation, genetic evolution of populations Beginning of next drift, non-random class clicker mating, migration question  M Discuss the types of evidence for evolution

R Differentiate between Lab report – Oyster catcher lab the results of natural Discussions and selection and genetic drift results on a population

 Work in diverse groups Observe lab groups BIOLOGY 211 MARY SHAW FALL 2012 CLASS 10 M

OBJECTIVES:

 Discuss the other forces (in addition to natural selection) that lead to evolution of populations Comprehend, Foundational knowledge, Application

 Discuss the types of evidence for evolution Comprehend, Foundational knowledge, Application

 Use an example from something that we have studied (text or other source) to show that all structures come from existing structures and don’t arise because organisms “need” them.

HOMEWORK:

Reading assignment for Wed 15.4, 315-321

 Watch one of the videos on evolution posted on D2L and write a short (1 paragraph) description and evidence for type of natural selection illustrated in video.

ACTIVITIES PowerPoint CH 15 & 1 with clicker questions and Active Learning slides from text plus evolution misconceptions from Berkeley evolution site

Learning Goal Assessment Activities Resources Discuss the forces other than natural selection Listen to groups Jigsaw Different BIOLOGY 211 MARY SHAW FALL 2012 that lead to evolution of populations Products of second group compare colored cards and contrast drift and natural Mini lecture on selection, define roles of mutation Hardy Weinberg and gene flow Discuss the types of evidence that support Questions on Chickens Watch evolution Understanding Homologies evolution on D2L Biogeography Read article on Cellular & molecular biology chickens Developmental biology Comparative anatomy Transitional forms Fossil record Dating Artificial selection Ecology Experiments Use examples, from text or other source, to show PowerPoint that all structures come from existing structures and don’t arise because organisms “need” them.

 Work in diverse groups

CLASS 9 L THURSDAY OCTOBER 24 2012 BIOLOGY 211 MARY SHAW FALL 2012 Oyster catchers (Lab Report)

OBJECTIVES: 1. Differentiate between the results of natural selection and genetic drift on a population Analyze 2. Work in groups 3. Communicate in biology 4. Construct graphs

Have students use rubric to evaluate lab reports for each other REFLECTIVE FEEDBACK Students are interested in evo-devo but I’m not sure that they get the point that all structures come from existing structures and don’t arise because organisms “need” them. (F 2012)

CLASS 10 M MONDAY

OBJECTIVES:

•Differentiate among the 3 types of natural selection. HOMEWORK: BIOLOGY 211 MARY SHAW FALL 2012 • ACTIVITIES

 ACTIVITIES PowerPoint CH 15 & 1 with clicker questions and Active Learning slides from text. Analyze graph to say what type of selection is being shown. REFLECTIVE FEEDBACK  When there is an example of natural selection on an exam and I ask the question as to which type of natural selection is being illustrated most students do not get it. They do not even think of these. Even when given these 3 many have a difficult time, yet most students got the video examples. Learning Goal Assessment Activities Resources Differentiate among the Clicker questions Mini 3 types of natural Home work Watch one of the videos on evolution posted on D2L and lecture selection write a short (1 paragraph) description and evidence for type of natural selection illustrated in video. Illustrate with a graph. Analyze graph in class  Work in diverse groups

Possible exam assessment (formative assessment) questions for learning objectives

Describe how the process of natural selection leads to adaption and evolution [Fink: Application/Integration] [Bloom: Understand/Apply]

Darwin referred to the differential reproductive success of individuals with particular variations as a. evolution. BIOLOGY 211 MARY SHAW FALL 2012 b. artificial selection. c. the cell theory. d. natural selection. e. inheritance of acquired characteristics. Answer: d Textbook Reference: Concept 1.4 Evolution Explains Both the Unity and Diversity of Life Page: 9 Bloom’s Category: 1. Remembering

A key point in Darwin’s explanation of evolution is that a. the biological structures most likely to be inherited are those that have become best suited to the environment through constant use. b. all mutations that occur are those that will help future generations fit more successfully into their environments. c. any trait that confers even a small increase in the probability that its possessor will survive and reproduce will be strongly favored and will spread through the population. d. genes change in order to help organisms cope with problems encountered within their environments. e. extinction is nature’s way of weeding out undeserving organisms. Answer: c Textbook Reference: Concept 1.4 Evolution Explains Both the Unity and Diversity of Life Page: 9 Bloom’s Category: 1. Remembering

The toe pads of tree frogs and the spines of cacti are examples of a. genetic drift. b. structural adaptations. c. sexual selection. d. artificial selection. e. cooperation. Answer: b Textbook Reference: Concept 1.4 Evolution Explains Both the Unity and Diversity of Life BIOLOGY 211 MARY SHAW FALL 2012 Page: 9 Bloom’s Category: 2. Understanding

Which of the following statements is true? a. The diversity of life has depended on similar environments and ecological communities throughout the globe. b. Sexual selection and genetic drift contribute to the diversity of life. c. Earth has existed and changed over a few thousand years, at most. d. All ancestral forms of life were very similar to organisms that currently exist. e. All organisms are genetically closely related. Answer: b Textbook Reference: Concept 1.4 Evolution Explains Both the Unity and Diversity of Life Page: 9-10 Bloom’s Category: 4. Analyzing

Structural, physiological, or behavioral traits that enhance an organism’s chance of survival and reproduction in its environment are called ______. Answer: adaptations Textbook Reference: Concept 1.4 Evolution Explains Both the Unity and Diversity of Life Page: 9 Bloom’s Category: 1. Remembering

What is required for natural selection to occur? a. Organisms must display variation. b. A trait must be able to be passed on to future generations. c. A trait must increase survival. d. A trait must increase reproduction. e. All of the above Answer: e Textbook Reference: Concept 1.4 Evolution Explains Both the Unity and Diversity of Life BIOLOGY 211 MARY SHAW FALL 2012 Page: 9 Bloom’s Category: 4. Analyzing

These two images show the evolutionary diversity of leaf structure in a tree. Which of the following terms describes the traits that enhance an organism’s chance of survival and reproduction in a given environment?

A. Natural selection B. Adaptation C. Species D. Evolution E. Ecology Answer: B Textbook Reference: Concept 1.4 Evolution Explains Both the Unity and Diversity of Life Page: 9-10 Bloom’s Category: 2. Understanding

Feedback A: Recall that natural selection describes the process by which traits that enhance survival spread in a population. Feedback B: Adaptation is the process whereby structural, physiological, or behavioral traits enhance a species’ BIOLOGY 211 MARY SHAW FALL 2012 survival and reproduction in an environment. Feedback C: Recall that species are loosely defined as a group of organisms that “look alike” and breed together. Feedback D: Recall that evolution is central to the diversity of life as it works through natural selection. Feedback E: Recall that ecology studies how organisms interact with one another and their environment.

11. Which of the following is not explained by Darwin’s theory of evolution by natural selection?

A. Where and how the first cells developed B. Why there are so many different types of organisms C. Why variation in a population allows evolution to occur BIOLOGY 211 MARY SHAW FALL 2012 D. How species change over time E. Why all living things have the same nucleotides in their genetic code Answer: A Textbook Reference: Concept 1.4 Evolution Explains Both the Unity and Diversity of Life Page: 9-10 Bloom’s Category: 2. Understanding Feedback A: Evolution addresses what happened after the first cell existed. Feedback B: As organisms moved into new and different environments (or their environment changed), they were subjected to new and different selective pressures, leading to development of new adaptations. Feedback C: Darwin postulated that different variants would have different probabilities of successfully surviving and reproducing and that the most successful would leave more offspring, leading to change in the frequency of traits in the population over time. Feedback D: As selective pressures work on a species, the species is subjected to natural selection, and its genetic makeup changes over time. Feedback E: The original genetic material was passed on to daughter cells, preserving the nature of the chemicals in use. This is an example of evolution explaining the unity of life.

In order for natural selection to occur, a. certain traits must provide greater chances for survival and reproduction than other traits. b. random survival of all organisms must occur. c. sexual selection must occur. d. All of the above e. None of the above Answer: a Textbook Reference: Concept 1.4 Evolution Explains Both the Unity and Diversity of Life Page: 9 Bloom’s Category: 2. Understanding Feedback: Natural selection relies on the fact that living organisms vary in their traits and that this variability provides some individuals with an advantage in terms of survival and reproduction. BIOLOGY 211 MARY SHAW FALL 2012 Which of the following scenarios correctly describe examples of the process we attribute to having been first described by Charles Darwin - evolution by “natural selection”: a. The development of a curved back over the period of your lifetime b. Giraffes’ necks lengthening during their lifetime as they reach up to high branches to eat the leaves of trees c. A drought affects an island where a population of a particular finch species lives. The species naturally has a small amount of variability in bill (beak) size. The drought results in finches with larger bills surviving at a greater rate than those with smaller bills, since the larger billed birds can crack open and eat very tough seeds that the small billed individuals cannot. d. A mutation in an insect results in increased digestive efficiency that allows females to obtain more energy from their food, and convert that energy into larger eggs that are more likely to survive, resulting in these females producing more surviving offspring e. Both c and d Answer: e (Answers A and B refer to development, not evolution. Evolution acts on populations, not individuals. See page 290 in the textbook: “The mechanism that produces changes in species is natural selection: the differential survival and reproduction of individuals in a population based on variation in their traits.”)

Discuss the truth of one of the following statements given what you have learned about evolution: •Pesticide resistance exhibited by insects in agricultural settings provides direct evidence that evolution is occurring. •Antibiotic resistance is an example of evolution that helps to keep pharmaceutical companies in business.

Answer: In both pesticide and antibiotic resistance, even if most of the population is wiped out by the pesticide/antibiotic drug, a population’s natural genetic variability means that some insects/bacteria survive, and those resistant individuals pass on their genes to their progeny, soon leading to an entire population that is resistant to the pesticide/drug, making it virtually ineffective.)

Using the concepts discussed in class of evolution by natural selection, describe why tigers have stripes.