Transcript Evolution

Journal Week 22- Wed 2/10
• J: 30 Facts from “What Darwin Never Knew” Video
• TI: Unit 4 Genetics Folder (50 pts)
• CW: “What Darwin Never Knew” Video, Genetics Test
Remediation 
• HW: Interactive Reader pgs 172-182 DUE Th 2/19
Journal Week 22- Thurs 2/12
• J: none
• TI: none
• CW: Set up Unit 5 Evolution Folder, Course
Selection
• HW: Evolution Unit Cover Page & Vocab DUE T
2/17 (20 pts), Interactive Reader pgs 172-
182 DUE Th 2/19
Update Table of Contents &
Title AND Number EACH page!
Left Side, pg #
Right Side, pg #
(1) Table of Contents
(2) Essential Questions
(3) Review & Reflection
(4) Unit Concept Map
(5) Vocab
(6) Vocab
(7) Early Ideas About Evolution
(8) Fathers of Evolution Guided Notes
(9) Evidence Debate Paragraph
(10) Evidence for Evolution Notes
(11) Draw the 5 fingers of Evolution
(12) Mechanisms of Evolution Notes
(13) Selection graphs & Practice
(14) Types of Selection Notes
(15) Speciation through isolation Notes
(16) Patterns in Evolution Notes
(17) Natural Selection Simulation
(18) Hardy-Weinburg Equilibrium Notes
(19) Origins of Life Video Questions
(20) Fossil Record & Origins Guided Notes
(21) Hominid Concept Map
(22) Hominid Evolution Notes
Journal Week 22- Fri 2/13
• J: none
• TI: Journal Weeks 21 & 22 (50 pts)
• CW: Fathers of Evolution Guided Notes, Early Ideas about
Evolution Power Notes
• HW: Evolution Unit Cover Page & Vocab DUE T 2/17 (20
pts), Interactive reader pgs 172-182 DUE Th 2/19,
Genetics Test Remediation DUE T 2/17 (30 pts)
Left Side
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Right Side
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Early Ideas about Evolution
7
Fathers of Evolution Guided Notes
8
Evolution
Biology
Mrs. Narubin
Theory of Evolution
• Evolution: is the change of a species over time
• Modern organisms descended from ancient
organisms.
Charles Darwin
• Father of Evolution
• Born in England 1809
• 1831 set sail from
England around the world
on H.M.S. Beagle
• Published the
“Origin of Species”
which proposed that
natural selection
caused evolution
Galapagos Islands
• Group of islands off the coast of South America
• Islands are close together, but have different climates
• Turtles on each island had different shells
• Finch’s had different beaks
Darwin’s Observations
• Collected fossils around the world and compared them to
modern species.
• Some were similar to species alive now and some were
completely different.
• He questioned why so many species had become extinct and if
they were related to living species.
Darwin’s Theories: Evolution
by Natural Selection
• 1) Survival of the Fittest- organisms with
the best adaptations survive (strength,
speed, camouflage, armor, ect.)
• 2) Natural Selection- those individuals that
are best suited for their environment get
to live and reproduce.
• 3) Struggle for existence- all members of
an ecosystem are in constant competition
for food and survival.
Natural Selection Cont’d.
• Natural selection changes a population over
many successive generations-NOT AN
INDIVIDUAL
• Changes that increase a species fitness
• Fitness- ability to reproduce and survive in
environment
• Adaptation- inherited characteristics that
increase chance of survival
• Beaks on finches, porcupine quills
Not Natural…Artificial
Selection
• Artificial Selection: nature provides a variety of off spring and
humans select the variations they like.
Summary of Darwin’s Theory
• Individual organisms differ, some is due
to genetics variation- variations in genes
from parent to offspring (ex: Some cows
produce more milk than others, Some horses
faster than others)
• Organisms produce more offspring than
can survive, and many do not survive.
• The survivors are in constant competition
over resources. (ex: food)
Summary of Darwin’s Theory,
Cont’d.
• Organisms have unique advantages and
disadvantages.
• Best suited individuals for the environment
survive and reproduce, passing on the best
traits for survival to the new generation.
• Descent with Modification- Todays living
species descended with changes from other
species over time
• Common descent- all species come from a
common ancestor
Origin of Species
• Darwin published “On the Origin of
Species” in 1859
• Origin of Species- Proposed natural
selection caused evolution
• He was reluctant to publish his
controversial theory of Evolution.
• Originally told his wife to publish
book after he died, but another
scientist was trying to take credit
for the theory.
Jean-Baptiste Lamarck
• French Naturalist
• One of the 1st scientists to
recognize things changed over time
& species descended from other
species
• Before Darwin-- believed
organisms change over time
• Believed organisms lost or gained
certain traits over time– pass
favorable traits to offspring
Lamarck’s Theories
• Tendency Towards Perfection:
• Organisms tend to develop towards
complexity and perfection…so they
continually change to make them live
more successfully.
• EX: Birds urge to fly and over
time…their wings grew in size to be
used for flying
Lamarck’s Theories
• Use & Disuse:
• organisms can change the
size/shape of organs by using
their bodies a different way
• EX: Birds use front limbs more so
they could use it them for flying
Lamarck’s Theories
• Inheritance of Acquired Traits:
• acquired traits could be inherited by
the next generations
• EX: Bigger front limbs on birds to
use for flying…passed down to
offspring
• EX: If you workout and have big
muscles…so will your children
Famous Example: Giraffe Necks
Disproven Theories
• Lamarck’s theories have been
disproven…but at the time these
scientists developed these
theories they knew very little
about genetics and how traits are
passed on from generation to
generation.
Journal Week 23- Mon 2/16
• No School for students
Journal Week 23- Tues 2/17
• J: Fathers of Evolution Concept Check (10 pts)
• Get a clicker and get logged in
• Take Fathers of Evolution Concept Check, you need to re-write
the question and CORRECT answer for the one you got wrong. If
you got them all right write “I’m so smart!”
• TI: Genetics Test Remediation (30 pts), Cover pg and Vocab
check (20 pts)
• CW: Evidence for Evolution Notes , 5 sentence Evidence
Debate
Left Side
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Right Side
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Evidence Debate Paragraph
9
Evidence for Evolution
10
• HW: Evidence for Evolution Review wkst DUE W 2/18
Fathers of Evolution
Concept Check
Question 1
Charles Darwin’s observation that finches of
different species on the Galapagos Island
have many similar characteristics supports
the hypothesis that these finches
a.) have the ability to interbreed
b.) acquired traits through use and disuse
c.) all eat the same type of food
d.) descended from a common ancestor
Question 2
Which scientist proposed that if an organism
used a structure so much that it grew, the
trait of that larger structure could be passed
to its offspring?
(a) Erasmus Darwin
(b) Jean-Baptiste Lamark
(c) Georges de Buffon
(d) Charles Lyell
Question 3
When lions prey on a herd of antelopes,
some antelopes are killed and some escape.
Which part of Darwin’s concept of natural
selection might be used to describe this
situation?
a.) acquired characteristics
b.) reproductive isolation
c.) survival of the fittest
d.) descent with modification
Question 4
According to Darwin’s theory of natural
selection, the individuals that tend to survive
are those that have
a.) characteristics their parents acquired
through use and disuse
b.) characteristics that plant and animal
breeders value
c.) the greatest number of offspring
d.) variations best suited to the environment
Question 5
The theory that landforms on Earth’s
surface, such as mountains, waterfalls, and
canyons, were created as the result of
sudden spectacular events is called the
theory of
(a) uniformitarianism
(b) catastrophism
(c) gradualism
(d) evolution
Evidence for Evolution Notes
The Evidence of Evolution
• 1) The Fossil Record
• 2) Geographic Distribution of Living Species
• 3) Molecular Biology
• 4) Homologous Body Structures
• 5) Similarities in Embryology (Embryos)
1) The Fossil Record
• Fossils: the remains of ancient life
• Fossils in different layers of rock that formed at different times
in Earth’s history show a change in organisms over time.
• Layers of rocks have the youngest on top and oldest
underneath
• Darwin asked “ If the Earth could change over time, is it possible
for life on Earth to change with it?”
• Proposed Earth was millions of years old, many species came
into being, lived, the vanished.
2) Geographic Distribution of
Living Species
• Remember Darwin’s finches?
• How were they so similar, but so different?
• Similar species living in different parts of the world adapt to
different traits for survival, particular to their environment,
but descend from a common mainland ancestor.
• Ex. Thick fur for bears in cold climates and thin fur in warm
climates.
• Ex. Short or long beaks, pointed or round beaks
3) Molecular Biology
• Species from different time periods…and initial simpler organisms
vs. more complex organisms had similar biochemicals and cell
parts.
• What do you think they shared?
DNA (Nucleic Acids)
Membranes
Cytoplasm
Fats, Proteins, Carbs
4) Homologous Structures
• “Homo” means same
• Body parts in living species with the same structure and
embryonic tissue, but used for different purposes to help with
survival
Ex.
Phalanges
…or as we
know
them
“fingers”
Homologous Structures Cont.
• Ex. 1: If we compare front limbs…we see that bird wings are more
similar to one another than any of them to bat wings.
• The bones that support the wings of bats are more similar to the
front limbs of humans, whales, and other mammals, than
birds…which helps scientists determine how recently they shared an
ancestor.
Ex. 2: Dolphins look something like fish, but the
homologies show they are mammals…they have
lungs and use air to breath, rather than gills and
water…How do you breath? You may share a more
recent ancestor with Dolphins than fish do?!
More Homologous Structures!
• Do all Homologous structures serve an important
purpose?
NOPE!!
Vestigial Organs: organs of animals are so
reduced in size that they are just vestiges, or
traces, of homologous structures.
Why keep them with no purpose?
One possibility is that the presence of these organs
doesn’t affect the organism’s ability to survive and
reproduce...so natural selection doesn’t “eliminate”
that organ
Pics of Vestiges!
Tailbones!
Femur and
Pelvis in a
Whale!
5) Embryology
• During the early stages of development, or embryos, many
animals with backbones are very similar.
• So what does this tell us?
• Same groups of embryonic cells develop in the same order and
similar patterns to make the tissues and organs of all vertebrates.
• These help create the homologous structures! (It all connects!)
Here you are!
How Cute?!
Evidence Debate Paragraph
• On pg 9
• Write 1 paragraph (5 sentence
MINIMUM) explaining which
piece of evidence (pick one) you
feel is the most effective in
explaining evolution.
Journal Week 23- Wed 2/18
• J: None
• TI: Evidence for Evolution Review wkst
• CW: Five fingers of Evolution, Mechanisms of
Evolution Notes
Left Side
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Right Side
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Draw the 5 Fingers of Evolution
11
Mechanisms of Evolution Notes
12
• HW: Interactive Reader pgs 172-182 DUE Thurs
Five Fingers of Evolution
• http://www.youtube.com/watch?v=5NdMnlt2keE
Natural Selection in
Populations
• Natural selection acts on different phenotypes in a population.
• In order for natural selection to occur, a population must have
different phenotypes to be selected for or against.
• In this way, a variety of phenotypes makes it more likely that
certain individuals will survive different environmental pressures.
Categories of Evolution
• Microevolution- evolution at the species/ population
level
• Species- group of interbreeding organisms that can produce
fertile offspring
• Population- all the individuals of a species that live in the same
area at the same time
• Macroevolution- evolution within a population over a
very long time period
Macroevolution vs. Microevolution
• These two ideas attempt to
explain the difference
between small changes
(micro) versus large
changes (macro). There is
really no difference, other
than macroevolution takes
a very long time and results
in profound changes in the
species.
• Microevolution refers to
minor changes that can
occur within a species in a
relatively short period of
time, like a change in
coloration within a fish
population.
Genetic Variation in Populations
• Genetic variation is stored in a population’s gene poolthe combined alleles of all the individuals in a
population
• Examples: Humans have alleles for• blue eyes / brown eyes /green eyes
• curly/straight hair
• blood type A / B / O / AB
• Different combinations of alleles in a gene pool can be
formed with organisms mate and have offspring
• Each allele exists at a certain rate or frequency
• Allele frequency- the measure of how common a
certain allele is in the population
Sources of Genetic Variation
• Genetic variation comes from two main
sources:
• Mutation- A random change in the DNA of a
gene
• Because there are many genes in each
individual and many individuals in a
population, new mutations form frequently in
gene pools
• Recombination- parental gametes are
rearranged during meiosis
Movement of Alleles
• When an organism joins a new population and reproduces, its
alleles become part of that populations gene pool.
• At the same time, those alleles are removed from the gene
pool of its former population
• Gene Flow- movement of alleles among populations, by
migration
• Increases variation
• Continued gene flow decreases diversity, gene pools become
more similar
• Can prevent speciation from occurring
Example of GENE FLOW
• Each rat snake represents a
separate population of snakes
• These snake remain similar and can
interbreed
• This keeps their gene pools
somewhat similar
• They are considered subspecies
Changing Allele Frequencies
• Imagine you have a patch of 100 flowers
growing in a field. 50 are white and 50 are
purple.
• If you randomly pick flowers from the patch
to create a bouquet, you would expect to pick
half white and half purple.
• The more you pick, the more likely you are to
get these numbers
• The fewer flowers you pick, the more likely you
are to have a bouquet that is NOT
representative of the patch.
• It might even be all one color
Changing Allele Frequencies
• A similar situation can occur in
small populations as they are
more likely to be affected by
chance
• Due to chance:
• Some alleles will likely
decrease and become
eliminated while others
increase and become fixed
• Genetic drift- changes in allele
frequency due to chance which
causes a loss of genetic diversity
in a population
Results of Genetic Drift
• Bottleneck effect- genetic drift that occurs after
a destructive event that leaves only a few
survivors, greatly reduces genetic diversity
Results of Genetic Drift
• Founder Effect- genetic drift occurring after a
small number of individuals colonize a new area
Founder Effect
• The founder effect is an
example of genetic drift
where rare alleles or
combinations occur in
higher frequency in a
population isolated from
the general population.
• Dwarfism in Amish
communities
• Due to few German founders
Journal Week 23- Thurs 2/19
• J: Bozeman- Selection- 10 facts
• TI: Interactive Reader pgs 172-182
• CW: Types of Selection Notes
Left Side
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Selection Graphs & Practice 13
Right Side
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Types of Selection Notes
14
• HW: Types of Selection Practice wkst DUE F 2/20
Types of Selection
• Natural Selection
• Directional selection
• Stabilizing selection
• Disruptive selection
• Sexual selection
• Artificial selection
Natural Selection
• Not Random
• Based on 3 conditions:
• Variation- differences must exist
between individuals, even if slight
• Heritability- parents must be able to
pass on traits to children
• Differential reproductive success- how
many offspring successfully produced
Natural Selection
• Natural selection can only utilize
variations that are randomly
provided; therefore there is no
directedness or anticipation of future
needs.
• Extinction occurs when previous
adaptations are no longer suitable to
a changed environment.
Directional selection
• When individuals at one end of the curve have
higher fitness than individuals in the middle or
other end
• Example: Darwin’s finches—seed size increases
beak size increases
• Color your diagram
Stabilizing selection
• When individuals near the center of the curve
have higher fitness than individuals at either
end
• Example: Human babies----small babies less
healthy, large babies difficulty being born,
medium better chance
Disruptive selection
• When individuals at the upper and lower ends
of the curve have higher fitness than individuals
near the middle.
• Example: Birds live in area with large and small seeds
but not many medium seeds----develop large and
small beaks
Sexual selection
• Within-sex competition and choice
• Intrasexual selection- competition among
males (ex bighorn sheep)
• Intersexual selection- males display certain
traits to attract females (ex peacocks)
• Not caused by natural selection
• Differ in mating success
• Males compete, woman choose
• Males sperm endless, woman eggs limited
• Female choose traits that show healthy
male- Honest indicators
Artificial Selection
• Humans determine what
organisms will breed or not
breed
• Pedigrees
• Certain flower colors
• Larger more colorful vegetables
• Purebred dogs
Practice Selection
• A population of fish has a normal distribution curve of
genotype frequencies where a solid pale tan color is
homozygous dominant, a striped pattern of light and tan is
heterozygous, and a solid dark tan is homozygous recessive.
The fish normally live in a mangrove forest where there are
dark tree roots in the water growing out of pale sand. Over
time, a disease strikes the mangroves and they begin to die, so
there are no more roots in the water, just sand.
• Which fish would now have an advantage in the environment and
reproduce more offspring than the other types?
• What type of selection is this? Explain.
• Draw a graph that shows the type of selection this demonstrates.
• How have the genotype frequencies changed?
• How is this natural selection?
Journal Week 23- Fri 2/20
• J: How is natural selection different from artificial selection?
Give an example of each.
• TI: Types of Selection Practice
• CW: Speciation through Isolation & Patterns in Evolution
• HW: Bozeman- Origin of Life Video Walk through- DUE M
2/23, Interactive Reader pgs 189-196 DUE Th 2/26
Left Side
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Speciation Through Isolation Notes
15
16
Patterns in Evolution Notes
The Isolation of Populations
can Lead to Speciation (pg 15)
• If gene flow between two populations stops for any
reason, the populations are said to be isolated.
• As these populations adapt to their environments, their
gene pools may change
• All of these changes add up over many generations and
with time, isolated populations become more and more
genetically different
• Species- a group of interbreeding
organisms
• Speciation- formation of a new species
Forms of Speciation
• Two forms of speciation:
• Allopatric speciation-interbreeding
stops due to a physical barrier
(mountain, river)
• Sympatric speciation- interbreeding
stops even though theres no physical
barrier
Types of Isolation
1. Reproductive Isolation
A. Mechanical Isolation
B. Gametic Isolation
1. Prezyotic
2. Postzygotic
2. Behavioral Isolation
3. Geographic Isolation
4. Temporal Isolation
1. Reproductive IsolationMechanical
• A. Mechanical- Morphological
differences can prevent successful
mating
• Differences in flower shape and appearance
can attract different pollinators (bees,
butterflies etc.).
1. Reproductive IsolationGametic
• B. Gametic- Sperm of one species
may not be able to fertilize the eggs
of another species.
1. Prezygotic- before creating a
zygote (fertilized egg)
2. Postzygotic- creates infertile
offspring
2. Behavioral Isolation
• Two populations capable of breeding
but have different courtship rituals
• Example: birds with different mating songs
3. Geographic Isolation
• Two populations separated by
geographic barriers, rivers,
mountains, bodies of water
• May keep certain organisms separate but not others
• Example: River keeps squirrels and rabbit populations separate but
not birds—who fly over river
4. Temporal Isolation
• Two or more species reproduce
during different times of the year
• Example: Different trees pollinate on different days
Patterns in Evolution (pg16)
•
•
•
•
Evolution through natural selection is NOT random
Species can shape each other over time
Species can become extinct
Speciation often occurs in patterns
Evolution is NOT random
• Convergent Evolution
• Two unrelated species evolve in a way that
make them more similar
• Ex: Birds and Bees both have wings
• Convergent characters- traits that are similar between two unrelated
species
• Divergent Evolution
• Two related species evolve in a way that
makes them less similar
Divergent vs. Convergent
Species can shape each other over time
• Species interact with each other in many different ways.
They may compete for the same food source or be
involved in a predator- prey relationship.
• Sometimes the evolutionary paths of two species
become connected. These can become competitive
• Coevolution
• Predator vs. Prey—2 species evolve together
• Parallel evolution
• Similar evolutionary changes occurring in two species that are related or unrelated
Species can become extinct
• Just as birth and death are natural events in the life of an
individual, the rise and fall of a species are natural processes
of evolution.
• Extinction- the elimination of a species from Earth.
• Often occurs when a species is unable to adapt to a change in
the environment
• There are two categories of extinctions:
• Background extinction- occur continuously but at a very low rate
• Mass extinction- destroy many species due to a catastrophic
event
Patterns of Speciation
• Disagreements in pattern of macroevolution
(evolution of group of species over a very long
period of time)
• Gradualism- evolutionary progress is slow and
steady
• Punctuated equilibrium- rapid burst of change
with long periods of no change
• Adaptive radiation- rapid evolution of one
ancestral species into many descendent
species
• Ex: Darwin’s finches- each occupied a different niche
on the galapagoes islands
Gradualism vs. Punctuated
Journal Week 24- Mon 2/23
• J: Bozeman- Evidence for Evolution II10 facts
• TI: Bozeman- Origin of Life Video Walk
through
• CW: Wooly Booger Lab
• HW: Wooly Booger Lab Analysis
Questions DUE W 2/25, Interactive
Reader pgs 189-196 DUE Th 2/26
Journal Week 24- Tues 2/24
• J: Evolution of Populations Concept Check (20 pts)
• TI: None
• CW: Hardy-Weinburg Equilibrium Guided Notes and Natural
Selection Simulation
• HW: Interactive Reader pgs 189-196 DUE Th 2/26
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Natural Selection Simulation
17
Hardy- Weinburg Equilibrium Guided Notes
18
Journal Week 24- Wed 2/25
• J: none
• TI: Wooley Booger Lab Analysis Questions
• CW: Origin of Life Video, Fossil Record & Origin of Life Guided
Notes
Left Side
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Origin of Life Video Questions
19
Fossil Record & Origin Guided Notes
20
• HW: Interactive Reader pgs 189-196 DUE Th 2/26, Finish Origin of
Life video Questions DUE Th 2/26
Fossils & Who Studies Them!
• Fossils: traces/remains of ancient life
• What do we discover?
• Structures of Organisms
• Their Diet
• Who are their predators
• Environment they lived in
• Paleontologists: scientists who study fossils
• Fossil Record: all the info adapted from fossil
about past life
What does the Fossil Record DO?
• Extinct: species die out
• >99% of all species that lived on
Earth
• The fossil record provides evidence
about the history of life on Earth. It
shows how different groups of
organisms, and species, have evolved.
Formation of Fossils
• Can be large and complete like a perfect sized animal or small
life a fragment of a jawbone.
• Examples: eggs, footprints, animal droppings
• Most fossils form in sedimentary rock.
• Sedimentary Rock: formed when rain, wind, heat, and cold
break down rock into small particles of sand, silt, and clay.
• Streams carry these until they settle at the bottom and build
layers. Organisms sink & become buried. Weight & chemical
reactions turn them to rocks.
• Quality Varies…why we have gaps!
Finding Evidence
• -Natural forces that made sedimentary rock also can reveal
fossils formed millions of years prior, hidden in layers.
• What are paleontologists looking for?
• Anatomical Similarities & Differences
• Age by using 2 techniques
• Relative Dating
• Radioactive Dating
Relative Dating
• Relative Dating: age of a fossil is determined by
comparing its placement with that of fossils in other
layers of rock.
• Index Fossils: used to compare relative ages of other
fossils
• Index Fossils Criteria:
• Easy to Recognize
• Existed for short time
• Wide geographic range
• (Found in only a few layers but in different geographic layers)
• Downfall? No absolute age in years for rocks.
Radioactive Dating
• Scientists use radioactive decay to assign
absolute age to rocks
• Radioactive -> decay or breakdown into nonradioactive at a steady rate -> measured in halflifes
• Half-Life: time required for ½ of Radioactive
atoms in a sample to decay
• Radioactive Dating: use of half-lifes to determine
the age of the sample
Radioactive Dating
• In radioactive dating, we calculate the age
of a sample based on the amount of
remaining radioactive isotopes it contains
• Ex. C-14 ~ 5730 years -> C-12 (Non-RA)
• More C-12, the older the fossil (up to
60,000years)
• Ex. K-40 -> Ar-40 ~1.26 billion years
The Origin of Life!
Biology 1
Earth’s Early History
• Key points to learn:
• What substances made up Earth’s early atmosphere?
• What did Miller & Urey’s experiments show?
• What occurred when oxygen was added to the Earth’s
atmosphere?
The Formation of Earth
• Earth was not born from a single event…Cosmic debris were
attracted to one another over time (~100 mil years).
• While the planet was young, it was struck by objects possibly as
large as Mars. These collisions made enough heat to melt the
entire globe.
• Once Earth melted, the elements rearranged according to density,
forming Earth’s core. Radioactive decay made enough heat to
convert the core to molten rock..
• The less dense elements moved towards the top to form the
surface, the solid crust. The least dense elements (hydrogen &
nitrogen) formed the atmosphere.
The Formation of Earth
• Earth’s early atmosphere
probably contained: hydrogen
cyanide, carbon dioxide, carbon
monoxide, nitrogen, hydrogen
sulfide, and water.
• A few breaths of this would kill
you!
• It has been inferred that ~4
billion years ago the world cooled
enough to allow rocks to form on
Earth. Volcanoes ruled the Earth
for millions of years.
• ~3.8 billion years ago the Earth
cooled enough for water to stay a
liquid…and thunderstorms ruled
forming the current day oceans.
The First Organic Molecules
• In the 1950’s, Miller & Urey
designed an experiment
that attempted to recreate
Earth’s early environment.
• Step 1: Filled a flask with
Hydrogen, Methane,
Ammonia, and H2O
• Step 2: Passed electric sparks
through mixture to represent
lightning.
• Results: After a few days ->
Amino Acids began to
accumulate
Spectacular Results!
• Miller & Urey’s experiment showed us that the
compounds/elements of life existed in Early Earth.
• What do we know now?
• The experiment was not completely accurate
• With more knowledge, experiments have produced organic
compounds
• 1995, Miller produced cytosine and uracil…what are these?
Well…How do we breathe Oxygen
now?
 Microscopic Fossils (microfossils) of prokaryotic bacteria
have been found in rocks 3.5 billion years old and these
lived without oxygen!
• Photosynthetic bacteria were producing oxygen
that mixed with ocean water forming rust
• Rust fell to the floor and is mined today as iron
ore.
• Oxygen formed our atmosphere and turned
sky/ocean from brown to blue.
• Anaerobic (organisms that don’t need oxygen)
organisms struggled but aerobic (organisms that
need oxygen) organisms did well, were “fit”.
• The rise of oxygen in the atmosphere drove some
life forms to extinction, while others evolved new,
more efficient way to use oxygen for breathing.
Endosymbiotic Theory: Simple to Complex
• Endosymbiotic Theory:
eukaryotic cells arose from
living communities formed
by prokaryotic organisms.
The prokaryotes devolved
& formed eukaryotic cells.
• Once these Eukaryotic
cells formed, they
reproduced Sexually,
which allowed for
variation of species…which
started Evolution!
Journal Week 24- Thurs 2/26
• J: Bozeman- Microevolution- 10 facts
• TI: Interactive Reader pgs 189-196, Origin of Life video Questions
• CW: Hominid Evolution Power Notes & Reinforcement, Origin
of Life & Hominid Pencil Book Partner Quiz
• Get a blue pencil book and get logged into a clicker
• Read the Origin of Life information on pg 45 then answer
questions 1-4 (F=A, G=B, H=C, I=D)
• Read the Hominid information on pg 48 then answer questions 15 (F=A, G=B, H=C, I=D)
Left Side
Pg #
Right Side
Pg #
Hominid Concept Map
21
Hominid Evolution Notes
22
• HW: none
Journal Week 24- Fri 2/27
• J: Explain the results found in the Miller Urey experiment.
Draw AND label a picture of their experimental set up.
• TI: Journal Weeks 23 & 24 (50 pts)
• CW: Evolution Notebook Quiz (50 pts)
• Update your Table of Contents for the next section
Left Side
Right Side
(23) Classification Chart
(24) Classification Notes
(25) How to Make a Cladogram
(26) Cladograms & Dichotomous Key Notes
(27) Cladogram Practice
(28) Dichotomous Key Practice
(29) Evolution Unit Review
(30) Evolution Unit Review
• HW: Evolution Notebook Quiz DUE M 2/28
Journal Week 25, Monday 3/2
•
•
•
•
J: Why is classifying organisms or objects helpful/important?
TI: Evolution Notebook Quiz (50 pts)
CW: Classification Notes
HW: Organizing Life’s Diversity Wkst DUE T 3/3
Left Side
Right Side
(23) Classification Chart
(24) Classification Notes
Why Classify?
• Scientist group organisms together so that they are easier to study.
• Ex. What do you know about a mammal?
• Animal, with backbone,
covered in hair,
gets milk from mother,
warm blooded ect.
Taxonomy
Taxonomy: is classifying and assigning
organisms universally accepted names.
Binomial nomenclature: each species is given a
two-part scientific name
• Created by Carolus Linnaeus
• Italics: 1st word ‘Genus’, 2nd word ‘species’
Scientist use a single
name for each species
to reduce confusion.
Binomial nomenclature
• Genus : closely related species (1st word)
• Species: Organisms can produce fertile
offspring (2nd word)
• Genus + species (description of trait)
• Ex. Polar Bear
• Ursus maritimus
• Species name + sea
What animal is this?
Puma, Mountain Lion, Panther
– Science name: Felis concolor
Linnaeus’s Classification
Taxon: each level in classification system
From Largest to Smallest: (Most to Least general)
• Kingdom,
• Phylum,
• Class,
• Order
• Family
• Genus
• Species.
• King Philip came over for great spaghetti.
• Example: several families make up one order and
several phylum's make up one kingdom
Domains
• Broadest Taxon: Domain (3),
kingdoms fall under these:
• Domain Bacteria
• Domain Archaea
• Domain Eukarya
Early Classification
• Aristotle had 2 kingdoms
• Animalia
• Plantae (fungi included)
• Had to add kingdoms to account
for Bacteria and Fungi
Modern Classification
• Linnaeus started with 5 kingdoms, turned into 7
• Monera (Bacteria)
• Eubacteria & Archaebacteria (kingdoms added
later)
• Protista (not plants, fungi, or animals)
• Fungi (made of chitin, decomposers, mushrooms)
• Plantae (plants, cell walls, photosynthesis)
• Animalia (animals)
Human Classification
• Kingdom . . . .Animalia
Human Classification
• Phylum . . . . .Chordata
Human Classification
• Class . . . . . . Mammalia
Human Classification
• Order . . . . . . Primates
Human Classification
Family…. Hominidae
Human Classification
• Genus . . . . . . Homo
• Species . . . . . sapiens
Classification of Living Things
Domain
Bacteria
Archae
Eukarya
Kingdom Eubactera
Archaebacteria Protista
Fungi
Cell type Prokaryote
Prokaryote
Eukaryote Eukaryote
Cell
Cell walls
Cell walls w/o Cell walls Cell walls
structure with
peptidoglycan of
of chitan
peptidoglycan
cellulose
Number
Unicellular
Unicellular
Most
Most multi
of cells
unicellular some uni
some
multi
Mode of Auto or
Auto or hetero Auto or
Hetero
nutrition hetero
hetero
Examples Ecoli.
Methanogens
Amoeba
Mushrooms
slime
yeast
molds,
giant kelp
Plantae
Eukaryote
Cell walls of
cellulosechloroplast
Multicellular
Animalia
Eukaryote
No cell
walls or
chloroplast
Multicellular
Auto
Hetero
Mosses,
ferns,
flowering
plants
Sponges,
worms,
insects,
fishes,
mammals
Journal Week: 25, Tuesday, 3/3
• J: Bozeman- Cladograms- 5 facts
• TI: Organizing Life’s Diversity wkst
• CW: Notes on Cladograms & Dichotomous Keys & Practice
• HW: Dichotomous Key Wkst DUE Wed 3/4, Evolution Folder
DUE M 3/9, Homework Stamp Portfolio DUE M 3/9 (Last day
to turn in INC  Fri 3/6)
Left Side
Right Side
(25) How to Make a Cladogram
(26) Cladograms & Dichotomous Key Notes
(27) Cladogram Practice
(28) Dichotomous Key Practice
Cladograms
• Cladogram: a diagram that shows the
evolutionary relationship among a
group of organisms.
• Derived characters: Characteristics
that appear in recent parts of a
lineage but not in older members
• Used to make cladograms
Dichotomous Keys
• Dichotomous Key: a tool that
helps determine the identity
of items in the natural world
• Ex. Trees, Animals, Shells
• Lists a series of choices that
lead the user to the correct
scientific name of a given
organism.
• "Dichotomous" means
"divided into two parts".
• Given two choices in each
step
How to Construct a Dichotomous Key
• How many steps will I have?
• Number of organisms -1 = Number of
steps
• How do I know what to say for (a) and
(b)?
• Choose a dividing characteristic and
write (a) and (b) so they do not
match/agree.
• When do I say go to the next step or the
animals name?
• When 1 organism is left, then you
write their name…if there is more
than 1 organism, direct them to the
next step.
• How many Characteristics do I use per
step?
• 1
• Do my starting groups need to be equal?
• No 
Journal Week: 25, Wednesday 3/4
• J: Interpreting Graphics Questions
• TI: Dichotomous Key Wkst
• CW: Beanie Baby Dichotomous Key Practice
• HW: Evolution Unit Test Friday, Evolution Folder DUE M 3/9,
Homework Stamp Portfolio DUE M 3/9 (Last day to turn in INC 
Fri 3/6)
Journal Week: 25, Thursday, 3/5
•
•
•
•
J: Deck of Cards Review Questions
TI: none
CW: Evolution Unit Review
HW: Study for Test, Complete Review, Evolution Folder DUE M
3/9, Homework Stamp Portfolio DUE M 3/9 (Last day to turn
in INC  Fri 3/6)
Journal Week: 25, Friday, 3/6
• J: Test Reflection
• Minimum of 5 Sentences describing your thoughts and feelings in
regards to the test.
• TI: Check Test Review
• CW: Test
• Evolution Folder DUE M 3/9
• Homework Stamp Portfolio DUE M 3/9 (Last day to turn in INC 
TODAY)
• HW: Folder & Stamps DUE M 3/9