AP Biology Assignment Sheet For

Unit 3 Syllabus: Evolution 2015 Chapters 22 – 26

Assignment Class Discussion (Unless otherwise noted Date Learning Targets Topic/Activity assignments are due the next day class meets) Friday SIP Day – End of 1st Quarter  Actively read, take October 16 notes chapter 25 AP Lab 10 – data collection  Watch Videos: Intro to Evolution o The origin of Life o Abiogenesis Monday Begin AP Lab 1 – plant Fast Chapter 4: Carbon & the Molecular Diversity of Life (section 4.1 only)  Chapter 25 one-pager October 19 Plants Chapter 25: The History of Life on Earth (sections 25.1-25.5) due tomorrow 1. I can explain how scientific evidence of biological evolution  Watch video: History of Life Webquest uses information from geographical, geological, physical, chemical and mathematical applications. o Crash course: a. I can explain how geological evidence provides Evolutionary support for models of the origin of life on Earth. Development i. Earth formed approximately 4.6 billion years ago (bya), and the environment was too hostile for life until 3.9 bya, while the earliest fossil evidence for life dates to 3.5 bya. Taken together, this evidence provides a plausible range of dates when the origin of life could have occurred. b. I can explain how chemical experiments have shown that it is possible to form complex organic molecules from inorganic molecules in the absence of life. 2. I can explain that there are several hypotheses about the natural origin of life on Earth, each with supporting scientific evidence. a. Primitive Earth provided inorganic precursors from which organic molecules could have been synthesized due to the presence of available free energy and the absence of a significant quantity of oxygen. b. In turn, these molecules served as monomers or building blocks for the formation of more complex molecules, including amino acids and nucleotides. c. The joining of these monomers produced polymers with the ability to replicate, store and transfer information. d. These complex reaction sets could have occurred in solution (organic soup model) or as reactions on solid reactive surfaces. e. The RNA World hypothesis proposes that RNA could have been the earliest genetic material. 3. I can explain how structural evidence supports the relatedness of all eukaryotes. a. Membrane-bound organelles (mitochondria and/or chloroplasts) 4. I can explain how molecular, morphological and genetic information of existing and extinct organisms add to our understanding of evolution. a. Fossils can be dated by a variety of methods that provide evidence for evolution. These include the age of the rocks where a fossil is found, the rate of decay of isotopes including carbon-14, the relationships within phylogenetic trees, and the mathematical calculations that take into account information from chemical properties and/or geographical data. 5. I can explain speciation and extinction have occurred throughout Earth’s history and that species extinction rates are rapid at times of ecological stress, such as the five major extinctions. Tuesday Artificial Selection Chapter 22: Descent with Modification (sections 22.2-22.3 only)  Watch videos: October 20 1. I can explain how, according to Darwin’s theory of natural o Natural selection, competition for limited resources results in selection 1 differential survival. Individuals with more favorable Natural phenotypes are more likely to survive and produce more o offspring, thus passing traits to subsequent generations. selection 2 2. I can explain how morphological homologies represent o Crash Course features shared by common ancestry. Vestigial structures are Natural remnants of functional structures, which can be compared to Selection fossils and provide evidence for evolution. 3. I can explain how evolutionary fitness is measured by reproductive success. 4. I can explain how phenotypic variations are not directed by the environment but occur through random changes in the DNA and through new gene combinations. 5. I can explain that an adaptation is a genetic variation that is favored by selection and is manifested as a trait that provides an advantage to an organism in a particular environment. 6. I can explain how environments change and act as selective mechanism on populations, such as: a. Peppered moths b. Rock pocket mice 7. I can explain how changes in genotype may affect phenotypes that are subject to natural selection. Genetic changes that enhance survival and reproduction can be selected by environmental conditions, such as: a. Antibiotic resistance mutations b. Pesticide resistance mutations c. Sickle cell disorder and heterozygous advantage 8. I can explain how selection results in evolutionary change. 9. I can explain how humans impact variation in other species, such as: a. Artificial selection b. Drug-resistant bacteria Wednesday Darwin & Natural Selection  Watch Videos: October 21 o Crash course Natural Selection – HHMI evolution Rock Pocket Mouse o Evidence for evolution Thursday (Fast Plants Data)  Chapter 22 one-pager October 22 due tomorrow Natural Selection Simulation  Mastering Biology quiz – chapter 22

Friday Quiz – chapter 22, 25  Last day for unit 2 test October 23 corrections! AP Lab 10 – data collection  Actively read, take notes chapter 23 Other Evidence for Evolution (homology, analogy, vestigial structures) Monday (Fast Plants Data) Chapter 23: The Evolution of Populations  Watch video: October 26 1. I can explain how genetic variation and mutation play roles in o Solving Hardy Allele Freq./HWE natural selection. A diverse gene pool is important for the Weinberg survival of a species in a changing environment. Problems 2. I can explain that environments can be more or less stable or HWE practice fluctuating, and this affects evolutionary rate and direction; different genetic variations can be selected in each generation. 3. I can explain that in addition to natural selection, chance and random events can influence the evolutionary process, especially for small populations. 4. I can explain how genetic drift is a nonselective process occurring in small populations. 5. I can explain how reduction of genetic variation within a given population can increase the differences between populations of the same species. 6. I can explain how a population’s ability to respond to changes in the environment is affected by genetic diversity. Species and populations with little genetic diversity are at risk for extinction. 7. I can explain how genetic diversity allows individuals in a population to respond differently to the same changes in environmental conditions, such as: a. Not all individuals in a population in a disease outbreak are equally affected; some may not show symptoms, some may have mild symptoms, or some may be naturally immune and resist the disease. 8. I can explain how allelic variation within a population can be modeled by the Hardy-Weinberg equations. 9. I can explain that conditions for a population or an allele to be in Hardy-Weinberg equilibrium are: (1) a large population size, (2) absence of migration, (3) no net mutations, (4) random mating, and (5) absence of selections. These conditions are seldom met. 10. I can explain how some phenotypic variations significantly increase or decrease fitness of the organism and the population. a. Sickle cell anemia 11. I can explain how mathematical approaches are used to calculate change in allele frequency, providing evidence for the occurrence of evolution in a population. a. Graphical analysis of allele frequencies in a population Tuesday Genetic Drift Activity  Watch videos: October 27 o Microevolution AP Lab 2 – PTC testing o Genetic Drift Wednesday AP Lab 2: Mathematical  Chapter 23 one-pager October 28 Modeling: Hardy Weinberg due tomorrow  Watch videos: o Evolution Continues o Crash course: When Darwin met Mendel Thursday (Fast Plants Data)  Mastering Biology quiz – October 29 chapter 23 AP Lab 2: Mathematical  AP Lab 2 report due Modeling: Hardy Weinberg Thursday, November 5

Work on AP Lab 2 report

Friday Quiz – chapter 23 October 30 AP Lab 10 – data collection

Work on AP Lab 10 Report Posters Monday (Fast Plants Data)  Actively read, take November 2 notes chapter 24 Present AP Lab 10 Report Posters

Strawfish Lab Tuesday Speciation – Mechanisms Chapter 24: The Origin of Species  Watch video: November 3 1. I can explain how speciation may occur when two populations o Speciation become reproductively isolated from each other. Ring Species – Salamanders and Extinction a. Speciation results in the diversity of life forms. Species can be separated by a geographic barrier such as an ocean or a mountain range, or various pre-and post-zygotic mechanisms can maintain reproductive isolation and prevent gene flow. b. New species arise from reproductive isolation over time, which can involve scales of hundreds of thousands or even millions of years, or speciation can occur rapidly through mechanisms such as polyploidy in plants. 2. I can explain that speciation rates can vary, especially when adaptive radiation occurs when new habitats become available. 3. I can explain how scientific evidence supports the idea that evolution has occurred in all species. 4. I can explain how scientific evidence supports the idea that evolution continues to occur, such as: a. Chemical resistance (antibiotic resistance) b. Emergent diseases c. Observed directional phenotypic change in a population (Darwin’s finches) Wednesday (Fast Plants Data)  Chapter 24 one-pager November 4 due tomorrow Allopatric vs. Sympatric  Watch videos: Speciation o Speciation o Crash Course Webquest Speciation Thursday (Fast Plants Data)  Mastering Biology quiz November 5 – chapter 24 * 5 Hour Day* Quiz – chapter 24

Speciation – Adaptive Radiation

Pollenpeepers Activity Friday TESTING?? November 6 * 5 Hour Day*

Monday (Fast Plants Data) Chapter 26: Phylogeny & the Tree of Life (sections 26.1-26.3, 26.6)  Actively read, take November 9 1. I can explain how biochemical and genetic similarities, in notes chapter 26 Phylogeny & Systematics particular DNA nucleotide and protein sequences, provide evidence for evolution and ancestry. 2. I can explain how phylogenetic trees and cladograms are Tree of Life graphical representations (models) of evolutionary history that can be tested. a. Phylogenetic trees and cladograms can represent traits that are either derived or lost due to evolution, such as: i. Number of heart chambers in animals ii. Opposable thumbs iii. Absence of legs in some sea mammals b. Phylogenetic trees and cladograms illustrate speciation that has occurred, in that relatedness of any two groups on the tree is shown by how recently two groups had a common ancestor. c. Phylogenetic trees and cladograms can be constructed from morphological similarities of living or fossil species, and from DNA and protein sequence similarities, by employing computer programs that have sophisticated ways of measuring and representing relatedness among organisms. d. Phylogenetic trees and cladograms are dynamic (ie, phylogenetic trees and cladograms are constantly being revised), based on the biological data used, new mathematical and computational ideas, and current and emerging knowledge. 3. I can explain how molecular and genetic evidence from extant and extinct organisms indicates that all organisms on Earth share a common ancestral origin of life, such as: a. Scientific evidence includes molecular building blocks that are common to all life forms. b. Scientific evidence includes a common genetic code. 4. I can explain how mathematical models and simulations can be used to illustrate and support evolutionary concepts. a. Analysis of sequence data sets b. Analysis of phylogenetic trees c. Construction of phylogenetic trees based on sequence data Tuesday Constructing Phylogenies  Watch videos: November 10  Bozeman videos: Cladogram practice o Phylogenetics o Cladograms OR  Crash Course o Taxonomy- Life's Filing System: Biology #19 o Comparative Anatomy in Animals Wednesday (Fast Plants Data) November 11 Cladogram Lab Thursday  Mastering Biology quiz – November 12 AP Lab 3: BLAST chapter 26

Friday November 13 Quiz – chapter 26

AP Lab 3: BLAST

Monday (Fast Plants Data) November 16 Review Tuesday Unit 3 Test  See Unit 4 syllabus for November 17 assignment  AP Lab 1: Artificial Selection continues into Unit 4