Transcript Study Tasks
Study Tasks Evolution Study Guide: Evolution Test • Mutations Telephone • Geologic Time Scale • Natural Selection – – – – – – Major Events • Evidence, Inference, Sci. Theory • Evidence for Evolution – Scientists (know all 4) – What the evidence tells us • Caminalcules – Divergent, Convergent Evol – Common Ancestor – Rapid vs. Slow evolution • Charles Darwin – History of the Theory – Evolution Theory – His 6 points; The 4 factors required for Evolution Peppered Moth Rock Pocket Mouse Lemurus hypotheticus Environment’s role in it Mutation’s role in it • Summer Reading Connection (honors) – not year 2014-2015 • Radioactive half life problems (honors) Review Task #1 Scenario: A teenage girl is admitted to a hospital for an internal bacterial infection. 1925: Girl begins to have a fever and dies in a few days. 1945: Girl receives doses of an antibiotic, penicillin. She survives and carries on with her life. 1965: Girl receives doses of an antibiotic, penicillin. Her fever continues and in a few days, she dies. Explain why each of the three outcomes for each girl were possible at that time in history. Review Task #1.5 2 organisms, born simultaneously and with mutations from their parents—both possessing aerodynamic body shape, fins, gills, and the ability to regulate salt levels—one of whom was born in the desert (org #1) and the other in the ocean (org #2). – Over the next 100 years, which organisms (1 and/or 2) do you expect to see in the desert? The ocean? – Is organism 1 (born in desert) able to “adapt” to its environment? Why or why not? – What happens to each organism in their given environments? – What changed over the past 100 years? What changed it? – Organisms considered to be “adapted” are those who clearly fit and are successful in their environment (“have found their niche”). How did those organisms get that way? Review Task #2 • List 2-3 things you can learn from a phylogenetic tree. • Identify 2 very closely related organisms based off of these trees and explain how you know. Review Task #2.5 • List four of Darwin’s observations that he deemed necessary in order for a population to change/evolve. • Support each explanation by giving a specific example of the observation. Review Task #2.75 A scientist was studying four different organisms and made the following findings through studying their structures, proteins and genes they had in common. Which two species do you infer are most closely related? Provide evidence. Could we infer that all of these organisms had a distant common ancestor? DNA SEQUENCE FOR CYTOCHROME C PROTEIN TGA AAT AAC CGG GGT ANATOMY AND PHYSICAL CHARACTERISTICS OBSERVED A CYTOCHROME C AMINO ACID SEQUENCE THR-LEU-LEU-ALA-PRO W INGS WITH 10 HOLLOW BONES, 2 LEGS WITH 3 BONES B THR-LEU-VAL-VAL-PRO TGA AAT CAC CAT GGT W INGS WITH 10 HOLLOW BONES, 2 LEGS WITH 3 BONES C THR-LEU-LEU-ALA-PRO TGA AAT AAC CGG GGT W INGS WITH 10 HOLLOW BONES, 2 LEGS WITH 3 BONES D THR-LEU-ALA-ALA-PRO TGA AAT CGG CGG GGT W INGS WITH 10 HOLLOW BONES, 2 LEGS WITH 3 BONES ORGANISM Review Task #5 • List the 4 branches of science studied in the project, Evidence for Change Across Time. • Next to each branch, list the evidence studied (eg homologous structures, DNA, horses) and what they did with that evidence to support the theory of evolution. Review Task #3 The half life of iron-59 is 45.1 days. If you start with a 36g sample, how long will it take until you only have 1.13g left? How many half-lives did that process take? No. of Half Lives Time Amount of Sample Left Review Task #4 A fossil was found to have 581.25g of N14 and 18.75g of the radioactive isotope, C14. How long has this fossil been dead if the half life of C14 is 5,730 years? Observe the following evolutionary tree (also known as a phylogenetic tree). Of those labeled with letters: a. Choose two organisms that you might infer are closely related and explain why. b. Choose two organisms that you might infer a distantly related and explain why. c. Common ancestors are extinct species that “evolutionarily gave rise” to more recent species and have “descended with modification”. Where may these common ancestors be represented on this tree? Re: Your Caminalcule Fossil Record, 1. 2. 3. Find four examples of gaps in the fossil record. Circle and label these positions appropriately on the tree. With a different colored and labeled circle, locate four divergent positions in the tree. For each of these positions explain why you chose to separate the two fossils at this point in time. Justify your separation. Using your Caminalcule phylogenetic tree, address the following to close up the main ideas of this activity. a. b. c. d. e. f. g. Identify the most recent common ancestor of any two species. Label these on the tree. Identify any examples of what might be vestigial structures and explain why. Label these on your tree. Identify any examples of convergent evolution. Explain why they might be convergent. Label these on your tree. Examples of evolutionary stasis (unchanged species for millions of years). Why do you infer some species remained unchanged for such a long period of time? How do vestigial structures provide clues about a species’ evolutionary history? What ecological conditions might result in the rapid diversification of some lineages (branching)? Some Caminalcule species became extinct. What factors might increase or decrease the probability of extinction in the real world?