Evolution Webquest Theory of Evolution Basic Processes & Terminology Worksheet Assignment Help
Question Description
I don’t understand this Science question and need help to study.
BIOLOGY- EVOLUTION
Assignment 1:
Now that we have discussed the theory of evolution, basic processes, terminology, etc. we will be looking at evidence to support the theory of evolution. Using either the word document or the PDF file, text mark the article and answer each of the guided reading questions. As you read text mark for the following:
- Vocabulary and definitions
- Highlight strengths of each piece of evidence
- Highlight weaknesses of each piece of evidence
- You will use the text marks on strengths and weaknesses to answer our Ticket Out the Door question later on
Assignment 2:
Watch the short videos and answer the questions. The links to the videos are on the worksheet.
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-The rest is self explanatory. There is one assignment (Murder Mystery) that falls under chemistry
Name: ________________________________________ Period:________ Evolution Webquest ● So far we’ve learned about Ecology and the different plant and animal species that make up our world, but where did all these different species come from? https://www.yourgenome.org/facts/what-is-evolution 1. What is the definition of evolution? _____________________________________ _____________________________________ _____________________________________ _____________________________________ 2. The theory of evolution is based on the idea that all ____________________ are related and gradually change over time. 3. Evolution relies on there being ____________________ ____________________ in a population which affects the ____________________ characteristics (____________________) of an organism. 4. Some of these _________________ may give the individual an ___________________ over other individuals which they can then pass on to their offspring. https://evolution.berkeley.edu/evolibrary/article/0_0_0/evo_03 5. The central ideas of evolution are that life has a _________________ — it has changed over time — and that different species share common ____________________. 6. According to this website, evolutionary change and evolutionary relationships are represented by what? ______________________________________ https://www.thoughtco.com/mutations-affect-evolution-1224607 7. Give the definition of mutation: ______________________________________________________________________ ______________________________________________________________________ 8. These changes may happen in what two ways? a. _________________________________ b. _________________________________ 9. Give two examples of mutagens a. _________________________________ b. _________________________________ 10. What types of change can mutations have? a. _________________________________ b. _________________________________ c. _________________________________ 11. Speculate (Not on the website, but take a guess) how mutations cause changes that can then be seen over many generations. ______________________________________________________________________ ______________________________________________________________________ https://indiana.pbslearningmedia.org/resource/tdc02.sci.life.evo.dar/evolving-ideas-whowas-charles-darwin/ 12. Watch the video and answer the following questions: a. How old was Darwin in 1831 when he set sail on the HMS Beagle? ___________ Charles Darwin → b. How many years was Darwin on his expedition to explore, observe, and study the natural world? _____________ c. What was Darwin’s simple, yet clear, idea? ______________________________ d. Before Darwin published his ideas, all thoughts and theories on the design of species came from which book? __________________________________ e. How many years did it take for Darwin to present his ideas to the world? _______ f. What was the title of Darwin’s book? ___________________________________ g. Where is Charles Darwin buried? _____________________________________ https://www.khanacademy.org/science/biology/her/evolution-and-natural-selection/a/dar win-evolution-natural-selection (Scroll down to Darwin and the voyage of the Beagle) 13. What islands did Darwin visit during his exploration? ____________________________ 14. On these islands, Darwin took special notice of what type of bird? __________________ 15. Darwin found that these birds were similar, but had different types of _______________. 16. Darwin noticed the differences in the birds’ beaks made them well-suited for what two things? a. Their _________________________________ b. Their _________________________________ 17. We call these features that make organisms well-suited to their environment ______________________________. https://www.nhm.ac.uk/discover/what-is-natural-selection.html 18. Natural selection is a _________________ of evolution. Organisms that are more _________________ to their environment are more likely to _________________ and pass on the genes that aided their success. This process causes species to _________________ and _________________ over time. 19. Natural selection is one of the ways to _________________ for the millions of species that have lived on Earth. 20. What two men are both credited with coming up with the theory of evolution by natural selection? a. ___________________________________ b. ___________________________________ 21. In natural selection, genetic _________________ that are _________________ to an individual’s _________________ are passed on through _________________. This results in a new _________________ of organisms that are _________________ likely to _________________ to _________________. 22. What is the definition of an adaptation? ________________________________ ________________________________ ________________________________ _________________________________ 23. What is the phrase that is most closely associated with natural selection? _______________________________________ 24. Is the phrase from #23 an accurate description of natural selection? _______________ www.sciencelearn.org.nz/resources/1438-classification-system 25. In the 18th Century, who published a system for classifying living things? ___________________________________ 26. What are the seven levels of this classification system? a. ___________________________________ b. ___________________________________ c. ___________________________________ d. ___________________________________ e. ___________________________________ f. ___________________________________ g. ___________________________________ 27. Which level is the most broad? ___________________________________ 28. Which level is the most specific?___________________________________ Carolus Linnaeus Name: ________________________________________ Evolution and Population Genetics How is evolution defined in genetic terms? Genetic variation is studied in populations of organisms. Populations are groups of individuals of the same species that live in the same geographic location and interbreed. Due to interbreeding, populations share a common group of genes called a gene pool. A gene pool consists of all genes, including all the different alleles, that are present in a population. The relative frequency of an allele is expressed as a percentage and is the number of times that allele occurs in a gene pool, compared to the number of times other alleles for the same gene occur (number of alleles divided by the total alleles). Relative frequency in a population has nothing to do with whether the allele is dominant or recessive. Scientists recognize that gene pools are important to evolutionary theory because evolution involves changes in populations over time. In genetic terms, evolution is any change in the relative frequency of alleles in a population. 1. What is a gene pool? 2. How might scientists use relative frequency to support evolutionary theory? What causes a populations’ gene pool to change? There are two main sources of change in a populations’ gene pool: mutations and genetic recombination. Mutations Mutations are the raw material of evolutionary change because they introduce new variation into a population. In organisms that reproduce asexually and clone themselves rapidly, such as bacteria, mutations are an important source of variation that can become adaptive if it helps members of the population adjust to specific environmental conditions. Mutations can affect organisms in many different ways. One type of mutation can cause changes in morphological traits, meaning that the phenotype (physical characteristic) of the organism can change. For example, the bird shown on the right has a mutation making it lighter in coloring rather than dark. The second change can be to an organism’s behavior. For example, in Drosophilia (fruit fly) mating behavior was found to be affected by mutation. Mutant male flies were no longer able to distinguish between males and females and tried to mate with every fly available. Lastly, some mutations are lethal such as the Tay Sachs allele or the Huntington’s allele in humans. If a mutation is lethal, the allele is not usually passed on since the organism generally dies before reproducing. 3. What three ways can mutations effect populations? 4. How can mutations help a population become adapted? Be specific. Genetic Recombination In sexual reproduction, alleles can be shuffled around into new combinations due to genetic recombination, a process that occurs during gamete formation called meiosis. Due to meiosis, four genetically unique gametes (egg or sperm cells) are produced. In organisms that reproduce sexually, recombination of alleles is more important than mutation in producing genetic differences that make adaption possible. If interbreeding between two different populations of the same species occurs, both gene pools change due to this genetic recombination. It is important to remember though, variations in genotypes will lead to variations in phenotypes, but not all phenotypic variation is heritable. For example, if you scraped your knees after a fall and had a scar, your offspring would not be born with that same scar. Natural selection can only act on phenotypic variations that have a genetic component. 5. Why is genetic recombination important for organisms that reproduce sexually? 6. Can asexual organisms undergo genetic recombination? Why or why not? 7. Explain in 3-4 sentences: How can a population’s gene pool can change? Darwin’s Natural Selection Worksheet Name: _______________________________ Read the following situations below and identify the 5 points of Darwin ‘s natural selection. 1) There are 2 types of worms: worms that eat at night (nocturnal) and worms that eat during the day (diurnal). The birds eat during the day and seem to be eating ONLY the diurnal worms. The nocturnal worms are in their burrows during this time. Each spring when the worms reproduce, they have about 500 babies but only 100 of these 500 ever become old enough to reproduce. a. What worm has natural selection selected AGANST? FOR? b. Darwin’s 5 points: Identify the 5 points in the scenario above. Population has variations: Some variations are favorable: More offspring are produced than survive: Those that survive have favorable traits: A population will change over time: 2) There are 3 types of polar bears: ones with thick coats, ones with thin coats, and ones with medium coats. It is fall, soon to be winter. The temperatures are dropping rapidly and the bears must be kept warm, or they will freeze to death. Many of the bears have had —2 cubs each but due to the extreme temperatures, many mothers only have one cub left. a. What bear will natural selection select AGAINST? FOR? b. Darwin’s 5 points: Identify the 5 points in the scenario above. Population has variations: Some variations are favorable: More offspring are produced than survive: Those that survive have favorable traits: A population will change over time: 3) In ostriches, there are 2 types: ones that run fast and those that run slowly. The fast birds can reach up to 40 miles an hour. Jackals love to eat ostrich, and they can reach speeds of up to 35-40 miles per hour. A flock of ostrich will lay — 10 eggs (each mother only lays l), but many rodents break into the eggs and eat the fetus before they hatch. a. What ostrich will natural selection select AGAINST? FOR? b. Darwin’s 5 points: Identify the 5 points in the scenario above. Population has variations: Some variations are favorable: More offspring are produced than survive: Those that survive have favorable traits: A population will change over time: 4) There are two types of rabbits: those that strictly eat grass and those that strictly eat berries and flowers. A drought occurs one year, and the plants have difficulty producing any extras (flowers, berries, etc.). The plants can only try and keep themselves green. The rabbits have had babies all year long but many are eaten by foxes or hawks. Due to the drought, many have starved to death. a. What rabbit will natural selection select AGAINST? FOR? b. Darwin’s 5 points: Identify the 5 points in the scenario above. Population has variations: Some variations are favorable: More offspring are produced than survive: Those that survive have favorable traits: A population will change over time: 5) Bob believes that giraffes have long necks because they have stretched their necks to try and reach food that is high in trees. Since the parent had stretched its neck, it passed the long neck on to its offspring. Ryan believes that giraffes have long necks because the ones with long necks were able to reach the food, and those with short necks could not and died. The long-necked giraffes reproduced, and soon all of the giraffes had long necks. a. b. Who thinks like Lamarck? Who thinks like Darwin? Name Period Stoichiometry Murder Mystery The wealthy businessman Bruce Rockefeller walked into his home last night to find his butler dead on the floor. Before Bruce could check the body, police stormed through the door and tackled him to the ground. Bruce was arrested immediately, but he insisted that he was innocent. The police also arrested four suspicious men just outside of the mansion. Information about each suspect is listed below. Use your stoichiometry skills to identify the true murderer(s) to the police. Suspect #1: Suave Steve Suspect #1 was arrested just outside of the mansion. He has already been imprisoned previously for nearly drowning somebody. When police entered the bathroom upstairs, they found a bathtub halfway full of water. The police think that the butler may have died in the bathtub by electrocution. Police found loose electrical wires in the water. Electricity can be used to split water (H2O) into hydrogen and oxygen. Police believe that some of the water in the bathtub was broken down into hydrogen and oxygen using electricity. When they tested the amount of hydrogen gas in the bathroom, they found an unusual amount – 5,000 extra grams of hydrogen in the air. In order to murder somebody in the bathtub, police say that the suspect would need at least 30,000 moles of water. Was there enough water? Can Steve be the murderer? 2 H2 + O2 → 2H2O Clue: Police said that there were 5,000 grams of H2 in the room. Convert grams of hydrogen into moles of water and see if there was enough. Conclusion: Police say that 3,000 moles of H2O must have existed to murder somebody. Was there enough? Is this man the murderer? Suspect #2: Acid Albert The second suspect arrested outside of the mansion was a large man with a stained shirt. Albert was arrested eight years ago when he tried to murder his brother by burning him to death with acid. After looking at his record, police immediately thought that he may have murdered the butler with acid. The police mentioned that they found a few suspicious items on the floor: salt (NaCl), lye (NaOH) and water (H2O). Lye is used to neutralize acid and turn it into salt (NaCl). When an acid is neutralized, it produces salt and water. It is possible that the murderer used acid to kill the butler, and then used lye (NaOH) to turn the acid into salt (NaCl). The police found 70 grams of NaCl (salt) in the room. To kill somebody with acid, you would need at least 1.8 moles of HCl (acid). Is there enough salt to prove that Albert killed the butler with acid? HCl + NaOH → NaCl + H2O Clue: Police found 70 grams of NaCl in the room. Convert grams of NaCl (salt) into moles of HCl (acid) to see if there was enough acid to murder the butler. Conclusion: Police say that 1.8 grams of HCl acid must have existed to burn the butler to death. Was there enough? Is this man the murderer? Suspect #3: Grizzly Greg The third suspect arrested outside of the house was a large man named Greg. He was arrested in previous years for setting his pets (a dog and three cats) on fire in his backyard. Police think that he might be the murderer. When police investigated the house, they found a suspicious chemical called Ethanol (C2H6). Ethanol is a flammable liquid often used to set things on fire. In the room, the police also found a suspicious amount of CO2 in the air, which is produced when methanol is burned. They said that there was an extra 7,000 grams of carbon dioxide in the room. The police say that Greg would have needed at least 44 moles of Ethanol to burn a person to death. Was there enough carbon dioxide (CO2) in the room to prove that Greg is the murderer? 2 C2H6+ 7O2 → 7 CO2 + 6 H2O Clue: Police found 7,000 grams of CO2 in the room. Convert grams of carbon dioxide (CO2) into grams of ethanol (C2H6) to see if there was enough ethanol for a murder. Conclusion: Police say that 44 moles of ethanol must have existed to murder somebody. Was there enough? Is this man the murderer? Suspect #4: One-Eyed Edward The fourth suspect was a man with one eye that was found with a knife. The police noticed that the knife had 10 grams of rust on it. The formula for rust is Fe3OH4. The police say that an iron (Fe) knife big enough to murder somebody should contain at least 0.4 moles of iron for it to be deadly. We don’t know how much iron is in the knife, but we do know that it produced 10 grams of rust (Fe3OH4). Is there enough rust on the knife to prove that Edward is the murderer? 3 Fe + 6 H2O 4H2 + Fe3OH4 Clue: Police found 10 grams of Fe3OH4 on the knife. Convert grams of rust (Fe3OH4.) into moles of iron (Fe) to see if the knife contained enough to murder the butler. Conclusion: Police say that a knife made of at least 0.4 moles of iron (Fe) was needed if the butler was stabbed to death. Was there enough? Is this man the murderer? Name Period Conclusion Report Who was the murderer? How did you know? What evidence do you have? How do you think he did it (make something up Name: __________________________________________ Evidence for Evolution Worksheet Scientists and crime solvers have something in common. They can both figure out what happened, even if no one was there to see it. They look for clues. The more clues that were left behind, the more likely they are to figure it out. If all of the clues point to the same conclusion, then they know what happened. Scientists have been gathering evidence for evolution for many years by looking at many different areas of science. Below are five areas of science that area discussed. Paleontology shows us that organisms have changed gradually over time as reflected in the fossil record. Biogeography shows us how new species arise near the location of very similar species. Similar species share a common time and place. Developmental biology shows us that an organism builds on ancestral features as it develops from a single cell or embryo. Morphology shows us how organisms adapt ancestral features to new uses, even when there are more efficient solutions elsewhere in nature. Genetics shows us that we can group related species by the similarity of genes present in their genomes. 1. What are the five areas of science mentioned that have evidence for evolution? Paleontology – The Fossil Record Scientists use the age of fossils as evidence for evolution. There are two ways of dating fossils: Relative dating and absolute dating. Relative dating uses a fossil’s location in rock layers to determine that fossil’s approximate age. Fossils found deeper in the ground are usually the oldest. Using the chart to the right, a paleontologist can therefore know that a fossil found in layer 1 at the dig site is older than a fossil found at layer 6, for example, by relative dating. Absolute dating determines the fossil’s actual age by measuring amount of an element called carbon14 in the fossil. There is a mathematical formula that will calculate the rate of decay of this element. By measuring the carbon-14 levels and plugging it into the math formula, th …
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