Transcript Unit 4 Evolution Days 5 and 6 2016-2017

1. Turn in your 5 flash cards NOW.
2. Pick up a copy of the Genotype/Phenotype/Mutation notes
3. Science starter Read this - Arctic foxes live on the tundra along
the edges of the taiga forests. The foxes have short legs and ears
and dense fur that changes color from brown or gray in the spring
and summer to white in the late fall and winter. Some foxes go
through a dark blue-gray color phase in late summer.
Copy this -Which foxes are least likely to survive when snow falls
early in autumn?
Foxes with the densest fur
Foxes with the longest legs
Foxes that change color slowly
Foxes that change color quickly
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3.
Notes – Genotype/Phenotype/Mutation
Lab – “Battling Beaks”
a. Perform tasks
b. Record and graph data
c. Draw conclusions and answer analysis
questions
Wrap-up
We will finish the “Whale of a Tale” activity in
Mav Time tomorrow. BE sure to bring your
science binder with you to Mav Time
tomorrow. If you ask to go back to your
locker to get it, there will be a fee of one hall
pass.
1. Make flash cards for terms:
-genotype/phenotype
-mutation
Due Thursday. ***But the analysis questions
(which you will get tomorrow) will be due
Wednesday, so you may want to get a head start
on the flash cards.
Copy on page 7.
Why is variation, or diversity of traits, within a
species critical to the survival of that species?
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5. Genotype / Phenotype – Def. – Genotype: the
genes that determine an organism’s physical traits.
Phenotype: the physical traits of an organism.
A.D. 1 – Genotype (genes) determines phenotype
(traits)
A.D. 2 – In every population (species), variations
(differences) exist in the phenotypes (physical
traits)
A.D. 3 – An organism’s phenotype may influence its
ability to obtain and or utilize its resources, and,
possibly, its ability to reproduce.
5. Genotype / Phenotype – Def. – ___________: the
_________that determine an organism’s physical
________.
 ____________: the ___________ traits of an organism.
 A.D. 1 – ____________ (genes) determines phenotype
(________)
 A.D. 2 – In every ____________ (species), ___________
(differences) exist in the ___________ (physical traits)
 A.D. 3 – An organism’s ____________ may influence its
ability to obtain (find) and or utilize (use) its
________________, and, possibly, its ability to
_________________.
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5. Genotype / Phenotype (cont.)
A.D. 4 – Organisms with traits (behaviors, physical
characteristics, functions) that help them withstand
environmental changes (food, water, shelter, space,
climate) will survive and reproduce at higher rates
than those with less favorable traits.
A.D. 5 - Genes causing favorable phenotypes (traits)
will increase in frequency and become more common,
increasing the chances of survival of a species.
A.D. 6 – The greater the diversity (variation) of traits in
a species, the greater its chances for survival.
5. Genotype / Phenotype (cont.)
A.D. 4 – Organisms with ____________ (behaviors,
__________ characteristics, functions) that help them
withstand environmental __________ (__________,
water, shelter, ___________, ___________) will
____________ and reproduce at _____________ rates
than those with less favorable traits.
 A.D. 5 - __________causing favorable ______________
(traits) will increase in frequency and become _______
__________, increasing the chances of _____________
of a species.
 A.D. 6 – The ___________ the _________(variation) of
_________ in a species, the _________ its ___________
for survival.
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6. Mutation – Def. – traits resulting from “random
changes” to a gene while DNA is copied during cell
division.
A.D. 1 – Rare! (much rarer than the lab you are about to do)
A.D. 2 – Introduce new variation into a species.
A.D. 3 – If harmful, they are eliminated from a population
quickly.
A.D. 4 – If neither helpful nor harmful, they may increase
over the generations.
A.D. 5 – Most are NOT helpful. Whether they are helpful
depends on the environment. Ex. A mutation in a gene
causes sickle cell anemia BUT it also provides resistance to
malaria. Thus, sickle cell trait may increase in a population if
fewer people die from malaria.
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6. Mutation – Def. – ________ resulting from “__________ ___________” to
a gene while DNA is copied during cell division.
A.D. 1 – ______!
A.D. 2 – Introduce new ___________ into a species.
A.D. 3 – If __________, they are ___________ from a
population quickly.
 A.D. 4 – If __________ helpful nor harmful, they may
_____________ over the generations.
 A.D. 5 – Most are _____ helpful. Whether they are
__________ depends on the ______________. Ex. A
mutation in a _______ causes sickle cell anemia BUT it also
provides ____________ to malaria. Thus, sickle cell trait may
___________ in a population if __________ people die from
malaria.
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 What kinds of evidence do
scientists have for natural
selection? (that nature “chooses”
which organisms survive)
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In this lab, you will conduct a simulation
using forks and cereal to represent a
population of wild birds feeding. These
birds are called forkbirds.
There is variation within their population.
The variation is the number of tines on
their beaks. There are 1-tined, 2-tined,
and 4-tined forkbirds. BUT they are all
members of the same species.
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Do you think all 3 forkbird types will be
equally successful at gathering food?
Why or why not?
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This activity is fun, but it is NOT a
competition. You are NOT forkbirds trying
to get more food than other forkbirds. It
is a group activity to simulate (model) the
process of natural selection based on
variation in a species. Enjoy it, but stay
focused on the goal.
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Make sure all forks, cups, and group data
sheet is accounted for.
Make sure tray is clean…wipe it out with a
damp paper towel.
Make sure your name is on the group data
sheet and turn it in to me.
Place trays back on counter where you got
them.
ALL GROUP MEMBERS…CLEAN YOUR
WORK SPACE.
Keep the procedure in front of you. Keep your
group on task and make sure you are following
the procedure correctly. Let me know if you have
a question. Let me know if group members are
not cooperating.
Within each group of 4, the two birds gathering the
highest numbers of loops survive to reproduce a new
generation.
 Each generation has 10 seconds to gather food. I will
tell you when it is feeding time.
 The type of offspring each surviving forkbird will have
(beak like the parent or a randomly-occurring
mutation) will be determined by the toss of a number
cube (read the lab procedure). This info will go on
your data sheet.
 The two surviving forkbirds in each generation keep
the same beak. The two that did not survive take on
the role of the offspring and take part in the next
generation.
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Keep your cup (stomach) on the table at all
times. It must be 1 foot away from the tray.
You can only use one hand. One stays behind
your back. YOU MAY NOT USE THUMBS. NO
PART OF YOUR HAND MAY TOUCH THE FOOD.
Once all groups have completed 10 generations,
class data will be gathered and analyzed.
Turn in any late flash cards NOW. If you get
back incomplete flash cards, you must finish
them and turn them back in to me TODAY!!! No
exceptions.
Continue lab – “Battling Beaks”
a. Perform tasks
b. Record and graph data
c. Draw conclusions and answer analysis
questions
2. Wrap-up
1.
Analysis questions to be answered on page 8. We’ll
take this as we get to it.
Flash cards on genotype/phenotype and mutation
due Thursday.
Why is variation (diversity of traits) within a species
critical to the survival of that species?
 All group members…Do your job.
If other
group members are preventing you from
doing your job, or if they are not
cooperating, let me know. I will be watching.
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“Recorder” – Seat 1 – Record group data on data sheet
“Reporter” – Seat 2 – Report group data later
“Group Leader”-Seat 3 - LEAD-keep group on task
“Materials Manager” Seat 4 – Inventory supplies (list)
All students…clean up your work space when we finish.
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Remember to keep your stomach (cup) 1 foot away from
the feeding arena.
Remember to keep one hand behind your back.
Hands/fingers may not touch the food. IN OTHER WORDS,
watch your group to make sure no one has an advantage
over anyone else (the only variable should be the beak-fork
type).
Stop when I call time.
I will inventory your materials before your group is allowed
to leave the room. Nothing missing!
Enjoy the lab, BUT watch the talking and behavior. I will
end the lab if your behavior warrants it. Stay in control and
don’t goof off.
We will compile class data, graph it, and your group will
work together to answer the analysis questions.
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Practice feeding season for 1 generation.
Then, begin lab. May not finish today. If not,
write down your beak type so you know
which fork to start with tomorrow.
Let’s start.
Example
1st -Use tally marks.
22 Class
1st Period
Use
different
colors for
the 3
lines.
Key
1-tined
2-tined
4-tined
2nd -Use tally marks.
22 Class
4th
Period
Use
different
colors for
the 3
lines.
Key
1-tined
2-tined
4-tined
3rd -Use tally marks.
22 Class
3rd Period
Use
different
colors for
the 3
lines.
Key
1-tined
2-tined
4-tined
4th-Use tally marks.
22 Class
4th
Period
Use
different
colors for
the 3
lines.
Key
1-tined
2-tined
4-tined
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I will grade one lab sheet per group. I will
choose it randomly. Therefore, be sure all
group members are recording the same
answers. Yes…glance at their paper to see
what they are writing. If a group member will
not cooperate, let me know. It is due before
you leave.
Recap:
1._________ is the term for genes that determine our traits.
2._________ is our physical traits.
3._________ determines __________. (from 1 and 2)
4.Random changes in genes can result in ___________.
5.Most mutations are not _______.
6.Harmful mutations will be __________ over time.
7.Mutations that are neither helpful nor harmful may _________ over
time in a species.
8.Organisms best suited to their environment survive and reproduce.
This is known as ____________ ______________.
9.The more diversity, or ___________ within a species, the
__________ its chances for survival.