Evolution


 * Option D: Evolution:** **Chapters 22 through 26**

** Unit Review Materials **









10/24 ||=  || review Bread Mold Lab Chapter 22.1 & 22.3 ||  || 10/26 ||=  || http://www.slideKhan - Hardy Weinbergshare.net/jasondenys/ib-option-d1-origin-of-life || View "The Origin of Life - Scientific Evidence" http://www.youtube.com/watch?v=SWY3FKbtEz8&feature=youtu.be || 10/30 ||= The Evolution of Populations || - Read "The Discovery & Nature of Evolution by Natural Selection" and answer associated questions - Read Section 23.1 & 23.2 ||  || 11/1 ||=  || Write responses to the following:
 * **Date** ||= **Daily Topic** || **Materials** || **Homework** ||
 * 10/23
 * 10/25
 * 10/29
 * 10/31

5.4.1 Define //evolution//.

5.4.2 Outline the evidence for evolution provided by the fossil record, selective breeding of domesticated animals and homologous structures.

5.4.4 Explain that the consequence of the potential overproduction of offspring is a struggle for survival.

5.4.7 Explain how natural selection leads to evolution.

5.4.8 Explain two examples of evolution in response to environmental change; one must be antibiotic resistance in bacteria. ||  || 11/5 ||= Origin of Life on Earth || - Examine - Write complete answers to Assessment Questions D.1.1 through D.1.8 (see below) || - Read pages 475 through 484 - Answer questions 1 through 8 on page 486 || 11/7 ||= Hardy Weinberg || - View video - ||   || 11/9 ||= Review Hardy Wienberg || Go over H-W problem set || - Read Sections 1 & 2 of Chapter 24 - Be ready to discuss in class || 11/13 || Review for Exam on Ch 22 & 23 ||  ||   || 11/15 || Exam on Ch 22 & 23 || - Exam - Class discussion on "origins of Species" || - Read Sections 3 & 4 of Chapter 24 || 1126 ||  ||   ||   || 11/20 || Group 4 presentations || Group 4 presentations ||   || 11/28 || Lab || Populations and Genetics Lab || Complete Lab || 11/30 ||  || - Review Ch 22 & 23 Exam - Review Population and Genetics Lab - Complete the review of Chapter 24, sections 3 & 4 || Complete individual journals for Group 4 Project || 12/4 || Speciation || - Research and develop responses to D-2 Assessment Statements ||  || 12/6 || Intro to Phylogeny & Systematics || - Using a dichotimous key ||  || 12/10 || Human Evolution || - discuss components of human evolution || - Complete D3 Questions || 12/12 || Lab || Phenetic Classification ||  || 12/14 || Chapter 26 || D5 Assessment Statement Questions ||  || 12/18 || Lab || Phylogenetic Classifications ||  ||
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 * ||  || Go to Chemistry of Life to begin Semester 2 ||   ||

the spontaneous origin of life on Earth. || 2 || Include: • the non-living synthesis of simple organic molecules • the assembly of these molecules into polymers • the origin of self-replicating molecules that made inheritance possible • the packaging of these molecules into membranes with an internal chemistry different from their surroundings. TOK: We could question whether any investigation of the history of evolution of life on Earth can be scientific. The concept of falsifiability could be raised here. || and Urey into the origin of organic compounds. || 2 || TOK: Scientific progress often depends upon model building, a working hypothesis and possible falsification. In this case, we may be able to show that organic compounds could arise under certain conditions, but we should consider whether we can show that they did at some time in the past, or  whether they certainly did not. || organic compounds to Earth. || 1 || Comets contain a variety of organic compounds. Heavy bombardment about 4,000 million years ago may have delivered both organic compounds and water to the early Earth. || conditions would have allowed the synthesis of organic compounds. || 3 || Examples should include communities around deep-sea hydrothermal vents, volcanoes and extraterrestrial locations. || would have allowed it to play a role in the origin of life. || 2 || Include the self-replicating and catalytic activities of RNA. || preceded by protobionts, with an internal chemical environment different from their surroundings. || 1 || Examples include coacervates and microspheres. || prokaryotes to the creation of an oxygen-rich atmosphere. || 2 ||  || the origin of eukaryotes. || 3 || TOK: As with other theories that aim to explain the evolution of life on Earth, we can obtain evidence for a theory and we can assess the strength of the evidence. However, can we ever be sure that the theory explains what actually happened in the past? For something to be a scientific theory, we must also be able to test whether it is false. Can we do this if the theory relates to a past event? Is a special standard required for claims about events in  the past to be scientific? If they cannot be falsified, is it enough if they allow us to make predictions? ||
 * D1 Origin of life on Earth: Chapter 25**
 * ~  ||~ Assessment statement ||~ Obj ||~ Teacher’s notes ||
 * D.1.1 || Describe four processes needed for
 * D.1.2 || Outline the experiments of Miller
 * D.1.3 || State that comets may have delivered
 * D.1.4 || Discuss possible locations where
 * D.1.5 || Outline two properties of RNA that
 * D.1.6 || State that living cells may have been
 * D.1.7 || Outline the contribution of
 * D.1.8 || Discuss the endosymbiotic theory for


 * D2 Species and speciation: Chapter 24 **

in allele frequency in a population’s gene pool over a number of generations. || 1 ||  || species. || 3 ||  || between gene pools. || 2 || Examples include geographical isolation, hybrid infertility, temporal isolation and behavioural isolation. || contribute to speciation. || 3 || Avoid examples involving hybridization as well as polyploidy, such as the evolution of wheat. || speciation. || 3 || Speciation: the formation of a new species by splitting of an existing species. Sympatric: in the same geographical area. Allopatric: in different geographical areas. || radiation. || 2 ||  || evolution. || 3 ||  || evolution, including gradualism and punctuated equilibrium. || 3 || Gradualism is the slow change from one form to another. Punctuated equilibrium implies long periods without appreciable change and short periods of rapid evolution. Volcanic eruptions and meteor impacts affecting evolution on Earth could also be mentioned. || polymorphism. || 2 || An example of transient polymorphism is industrial melanism. ||
 * ~  ||~ Assessment statement ||~ Obj ||~ Teacher’s notes ||
 * D.2.1 || Define allele frequency and gene pool. || 1 ||  ||
 * D.2.2 || State that evolution involves a change
 * D.2.3 || Discuss the definition of the term
 * D.2.4 || Describe three examples of barriers
 * D.2.5 || Explain how polyploidy can
 * D.2.6 || Compare allopatric and sympatric
 * D.2.7 || Outline the process of adaptive
 * D.2.8 || Compare convergent and divergent
 * D.2.9 || Discuss ideas on the pace of
 * D.2.10 || Describe one example of transient
 * D.2.11 || Describe sickle-cell anemia as an

example of balanced polymorphism. || 2 || Sickle-cell anemia is an example of balanced polymorphism where heterozygotes (sickle-cell trait) have an advantage in malarial regions because they are fitter than either homozygote. ||


 * D3 Human evolution: ****Pages 723- 735**

reference to 14C and 40K. || 2 || Knowledge of the degree of accuracy and the choice of isotope to use is expected. Details of the apparatus used are not required. || A. afarensis and A.africanus, and Homo including H. habilis, H. erectus, H. neanderthalensis and H. sapiens. || 2 || Knowledge of approximate dates and distribution of the named species is expected. Details of subspecies or particular groups (Cro-Magnon,  Peking, and so on) are not required. || may have coexisted. || 1 || An example of this is H. neanderthalensis and H. sapiens. || the fossil record and the resulting uncertainties about human evolution. || 3 || Reasons for the incompleteness of the fossil record should be included. TOK: Paleoanthropology is an example of the diverse aspects of science, in that it is a data-poor science with largely uncontrollable subject matter. Paradigm shifts are more common in a data-poor science. The discovery of small numbers of fossils has caused huge changes in theories of human evolution, perhaps indicating that too much has been constructed on too little. Conversely, discoveries such as those made in Dmanisi, Georgia provide examples of falsification of earlier held positions, indicating why paleoanthropology can be considered a science. || change in diet and increase in brain size during hominid evolution. || 3 ||  || cultural evolution. || 2 ||  || genetic and cultural evolution in the recent evolution of humans. || 3 || TOK: This is an opportunity to enter into the nature/nurture debate. There is clear causation when a genetic factor controls a characteristic. Cultural factors are much more complex, and correlation and cause are more easily confused. ||
 * ~  ||~ Assessment statement ||~ Obj ||~ Teacher’s notes ||
 * D.3.1 || Outline the method for dating rocks and fossils using radioisotopes, with
 * D.3.2 || Define half-life. || 1 ||  ||
 * D.3.3 || Deduce the approximate age of materials based on a simple decay curve for a radioisotope. || 3 ||  ||
 * D.3.4 || Describe the major anatomical features that define humans as primates. || 2 ||  ||
 * D.3.5 || Outline the trends illustrated by the fossils of Ardipithecus ramidus, Australopithecus including
 * D.3.6 || State that, at various stages in hominid evolution, several species
 * D.3.7 || Discuss the incompleteness of
 * D.3.8 || Discuss the correlation between the
 * D.3.9 || Distinguish between genetic and
 * D.3.10 || Discuss the relative importance of


 * D4 The Hardy–Weinberg principle ** (HL): Pages472-479

equation is derived. || 3 ||  || phenotype frequencies for two alleles of a gene, using the Hardy–Weinberg equation. || 2 ||  || Hardy–Weinberg equation is used. || 1 || It must be assumed that a population is large, with random mating and a constant allele frequency over time. This implies no allele-specific mortality, no mutation, no emigration and no immigration. Aim 7: Electronically sharing phenotypic frequency data between classes to calculate allele frequency would be useful. Spreadsheet functions could be used to convert phenotypic frequency into allele frequency. ||
 * ~  ||~ Assessment statement ||~ Obj ||~ Teacher’s notes ||
 * D.4.1 || Explain how the Hardy–Weinberg
 * D.4.2 || Calculate allele, genotype and
 * D.4.3 || State the assumptions made when the


 * D5 Phylogeny and systematics ** (HL) Chapter 26

organisms. || 2 || This refers to natural classification. Include how the organization of data assists in identifying organisms, suggests evolutionary links, and allows prediction of characteristics shared by members of a group. || common ancestry of living organisms. || 3 || TOK: The universality of DNA and the genetic code had a profound effect on Marshall Nirenberg and other pioneering biochemists, as it showed that humans were part of the overall tree of life and were not set apart genetically. This must affect the way in which we view ourselves and the rest of the living world. || between analogous and homologous characteristics. || 2 ||  || cladograms and the classification of  living organisms. || 3 ||  ||
 * ~  ||~ Assessment statement ||~ Obj ||~ Teacher’s notes ||
 * D.5.1 || Outline the value of classifying
 * D.5.2 || Explain the biochemical evidence provided by the universality of DNA and protein structures for the
 * D.5.3 || Explain how variations in specific molecules can indicate phylogeny. || 3 || TOK: Variations are partly due to mutations, which are unpredictable and chance events, so there must be caution in interpreting them. ||
 * D.5.4 || Discuss how biochemical variations can be used as an evolutionary clock. || 3 || TOK: We must be careful not to suggest that this clock moves on at a constant and invariable rate, so interpretation of data here must be very carefully done, with the uncertainties made clear. ||
 * D.5.5 || Define clade and cladistics. || 1 ||  ||
 * D.5.6 || Distinguish, with examples,
 * D.5.7 || Outline the methods used to construct cladograms and the conclusions that can be drawn from them. || 2 ||  ||
 * D.5.8 || Construct a simple cladogram. || 3 || Morphological or biochemical data can be used. ||
 * D.5.9 || Analyse cladograms in terms of phylogenetic relationships. || 3 ||  ||
 * D.5.10 || Discuss the relationship between

Introduction to Evolution

D1: Origin of Life on Earth

D2: Species and Speciation

D3: Human Evolution

[|D4: Hardy Weinberg Principle]

D5: Phylogeny and Systematics

Chapter 22 - Descent with Modification: A Darwinian View of Life Chapter 23 - The Evolution of Populations [|Chapter 24 - The Origin of Species] Chapter 24 ALT Chapter 25 - Phylogeny and Systematics Chapter 26 - The Tree of Life

Microevolution - Macroevolution

Curriculum Review Guide (Frasier)


 * [|Curriculum Summary Link]**

Comparison of Human and Chimpanzee Chromosomes

Videos
Kahn: [|Introduction to Evolution and Natural Selection] Kahn: __ [|Intelligent Design and Evolution] __ Kahn: __ [|Evolution Clarification] __ Kahn: [|Natural Selection and the Owl Butterfly] Kahn: [|Variation in a Species]

> >  [|Evolution unit plan] (doc) > [|From atoms to traits reading](pdf) > [|"From Atoms to Traits" article questions] (doc) > Answers to [|"From Atoms to Traits" questions] (doc) > Video: [| Why Sex] (.doc) > [|Variation reading] (.pdf) > [|Variation notes template] (.doc) > [|Variation in our classroom DCP] (pdf) > [|Proposing the theory of biological evolution readings] (doc) > [|Social and Historical context notes] > [|Social context web quest] (doc) > [|Puzzle of evolution] (pdf) > [|Summary notes of natural selection master] (doc) > [|Summary notes of natural selection template] (doc) > [|Evolution of resistance notes] (pdf) and [|note blanks] (doc) > [|Evolutionary arms race video clip] (doc) > [|Antibiotic resistance modeling lab] (doc) > [|Antibiotic resistance modeling lab data] (xls) > [|Evidence for evolution booklets] (doc) > [|Evidence for evolution notes] > [|Natural selection simulation lab] (doc) > [|Fossils notes template] (doc) and [|notes] (pdf) > [|Fossil notes from HHMI] (doc) > [|Determining a fossils age mini lab] (doc) > [|Modeling fossil dating mini-lab class data] (xls) > [|Homology vs. analogy web site] > [|Homology and analogy web quest] (doc) > [|DNA sequence analysis activity] (doc) > [|What Darwin Never Knew] video (doc) > EC video: Darwin's Dangerous Idea > Darwin at 200 reading > Whale evolution case study > [|Whale embryology article summary] (doc) > [|Whale evolution evidence summary article] (pdf) > Great Transformations video (PBS) > [|Whale protein bioinformatics lab] (doc)   Evolution 101 > [|__PBS Evolution: why sex__] > __ __The Complete Work of Charles Darwin Online__ __
 * [[image:http://biologyforlife.com/images/buttons/bullet_3.gif width="10" height="10" caption="bullet"]] || ** Unit Activities List: ** ||
 * [[image:http://biologyforlife.com/images/buttons/bullet_3.gif width="10" height="10" caption="bullet"]] || ** Helpful Links: ** ||

> __ __Darwin, Wallace and the Linnean Society__ __

> __ __Natural History Museum: Darwin200__ __

> __ __Evolution: Darwin's Dangerous Idea: PBS program__ __

> __ __The Darwin Correspondence Project__ __

> __ __Darwinians and Evolution__ __

> __ __BBC: Historic Figures__ __

> __ __Wilberforce and Huxley - A Legendary Encounter__ __

> __ __The Beagle Project__ __ > [|Radiocarbon Dating] > [|Evolution Lab] > [|Movies from "evolution"] > [|Prehistoric Life] > [|Genetic Drift]