Tuesday, January 31, 2012

HW - 1/31/12

Tonight's homework is to complete the analysis questions for Classwork 60B. The questions and reading are below if necessary.

Answer ALL of the following questions in COMPLETE SENTENCES below the table and questions from Classwork 60A. Explain yourself and be specific. This assignment is being collected.

1. What stresses from the external environment did Josh’s body (his internal environment) have to balance?

2. Describe how the choices that Josh made put stress on his body.

3. What signs did Maggie show that were evidence that her body (her internal environment) was under stress from the conditions outdoors (her external environment)?

4. Write a summary paragraph about what you learned about homeostasis today.

Thursday, January 26, 2012

HW - 1/26/12

Tonight's HW is to study for tomorrow's quiz and to complete CW 59 (if it was not completed previously).

Tuesday, January 24, 2012

HW - 1/24/12

Tonight's homework is to complete Notes 17 and answer the analysis questions found below.

Answer all of the following questions to the best of your ability and in complete sentences beneath your completed table.

1. After looking at your compiled notes, what inferences can you make about human evolution?
2. Compare and contrast H. neanderthalensis and H. sapiens fossils.
3. Why do you think that only one genus and species remains in the hominin/hominid group.
4. How would you classify a fossil that was found in France and dated to about 150,000 years if the skull had a thick browridge, but in most other ways appeared human?

NOTE: To help you with question #3, hominins include humans and their extinct relatives while hominids are fully bipedal primates. Additionally, remember that a genus is a grouping that is only slightly less exclusive than a species. When we use the term Homo sapiens, the "Homo" refers to the genus.

Notes 17 - Human Origins

The image below shows the notes from class today. Click on this link (and then click on "Launch Interactive" or "Printable Version" to access information to help you complete them.

Monday, January 23, 2012

Notes 16

Where did life on Earth come from?

- Life emerged as a result of natural selection choosing for complex organic molecules (such as sugars and amino acids)

- If amino acids were stuck to clay, then they could have bonded to form chains of amino acids called proteins

- Organisms would also need a way to store information for making proteins. It is thought that RNA was able to store information and then build proteins.
- Another necessary component of life was a membrane that would surround and protect the molecules inside

What were the first forms of life on Earth?

- The first organisms on Earth were prokaryotic that used photosynthesis to produce food to be used for energy

- These primitive bacteria (known as cyanobacteria) have been found in rocks as old as 3.5 billion years

What is the endosymbiont theory? Why do many scientists accept it?

- The mitochondria and chloroplasts found inside of eukaryotic plant and animal cells were originally prokaryotic organisms that shared a mutually beneficial relationship with the ancestors of eukaryotic cells.

- The “mitochondria” and “chloroplasts” got protection in exchange for giving up some of the energy/food that was produced

- The evidence for the endosymbiont theory is that chloroplasts and mitochondria contain unique DNA of their own that is arranged in the same way as that in a prokaryotic cell. Also, chloroplasts and mitochondria are smaller like prokaryotes and divide in the same way as prokaryotes.

How do we know what we know about the origins of life on Earth? Describe the evidence that supports the theories that scientists currently accept.

- Miller and Urey did an experiment that recreated the conditions of early Earth and were able to produce many organic compounds including amino acids.

- The video clip from class today showed how scientists were able to recreate the conditions of early Earth and produce RNA nucleotides.

HW - 1/23/12

Your essay is due tomorrow when you come to class. Use the resources found in previous posts. Good luck.

Also, your completion of CW 56 will be checked tomorrow.

Click this link to access the video from today's class.

Evolution in Action Essay Rubric

Click on the link to access the rubric for the essay due tomorrow.

Sunday, January 22, 2012

The eyes have it!

I guess almost everyone who designs fictive alien life forms want them to look truly 'alien': you want your animal to have something that tells the viewer that this is an original; it should look unearthly and yet as if it ought to look that way. The word 'alienness' is perhaps grammatically correct, but lacks punch; something like 'alienosity' might do the trick...

Frivolity aside, striking a balance between oddity and plausibility is difficult. Darwinian evolution tends towards optimisation, which in reality means the optimal balance between function and cost; economy of design pervades everything in biological evolution. As evolution on Earth has been following that path for quite some time, it is not easy to come up with strikingly different designs that work at least as well as familiar ones.

Doing away with eyes is such a major departure from 'earth standard', increasing alienosity significantly. Imagine sightless animals with otherwordly senses, pinging your innards with sonar or recognising you by the thermal pattern of your warm throat, your cold nose and old hair. Yes, sightlessness fits the bill nicely. But can you do away with eyes? I think not, except under very special circumstances. I will try to discuss why 'the eyes have it', and this will probably need more than one post. The present one will deal with probably the most famous sightless speculative world: Darwin IV by Wayne Douglas Barlowe.

Pronghead from 'Expedition';click to enlarge
Copyright 1990 Wayne Douglas Barlowe


Let me start by stating my admiration for Mr Barlowe's painting skills. The pronghead, show above, works great against the background, and the fact that is half lit works compositionally and also highlights the luminescent spots nicely. I have said it before: I wish I could paint as well. Darwin IV is presented in his book 'Expedition', available from Amazon. A television documentary with computer generated graphics is available as well.

'Eosapien' (fragment from larger painting).
Copyright 1990 Wayne Douglas Barlowe

The picture here shows some ballooning animals floating away in the darkness (they are called 'eosapien', but I suspect that that is a mistake caused by the idea that the 's' in 'sapiens' denotes a plural, but it does not -the plural would be 'sapientes'-). The luminescent spots are well visible on these animals as well as on animals in the distance. Perhaps the latter ought to be less conspicuous, seeing that the eosapiens are predators.

There is an explanation in the beginning of the book 'expedition' explaining why animals there have no eyes. The idea is that the planet was covered in thick fog for very long periods, so that vision as we know it was pretty useless during that time. Animals accordingly developed other senses: apparently there is a pressure-sensitive lateral line system, but not much is known about it. Also stated are the ability to use sonar and infrared, and the latter one is the subject of this post. The infrared sense is apparently located in 'tiny infrared receptor pits'. When the atmosphere cleared up later, these alternate senses were so well developed and entrenched that vision did not have much chance: the first stages of eyes would be poor, and would not convey an appreciable advantage to their owners, so their evolution never got under way. As defences go, this is an ingenious one. I doubt eye evolution would really be held back by superior senses, already present, but that line of thought deserves further thought.

First, let's discuss the heat sense, one of Darwin IV's ways of making sense of the environment. Many of Barlowe's animals have intriguing dots and stripes in glorious colours, glowing in the dark. Now bioluminescence was a brilliant idea with a high alienosity index ( I wish I had thought of that in time). However, it is rather odd for animals to have organs that produce light when there is nothing around to see that light. At first sense offering light to the blind seems a serious mistake, but the text again shows that this critique has been foreseen. It states that these 'biolights' are 'heat-radiating bioluminous spots that appear quite vivid to infrared sensors'. In effect, this means that the production of light is a side effect of the production of heat.

Electromagnetic spectrum from Wikipedia

Here we need to call attention to the electromagnetic spectrum. You may remember that the part humans can see is flanked by ultraviolet on the high frequency side and by infrared on the low frequency side. Now infrared is divided into near infrared and far infrared. Near infrared is in effect another colour, one humans simply cannot see, but which does not represent heat as such (here is a nice photography site explaining it well).



Left, visible light, right near infrared; Click to enlarge
Images from http://dpfwiw.com/ir.htm

There are many images on the internet taken in the near infrared range, 'translated' to activity in the part of the spectrum we can see (a true infrared image is useless, as we wouldn't even see that there was an image!). Many images of woods and trees show that leaves are very bright in the near infrared range, but that does not mean they are warm. They are not; they simply reflect a lot of the near infrared radiation falling on them, coming from the sun (the sun shines brightly in the near infrared range). Remember that a green leaf looks green because it reflects more green light than it does light of other colours. By the way, the images above show that near infrared travels better through haze and fog than visible light does, so having fog as part of the 'anti-eye argument' has its merits.

But do the animals of Darwin IV make use of near infrared? The text states that we are dealing with detection of heat, and that means 'far infrared'. Then again, most objects radiating heat also radiate near infrared radiation, so you could use one for the other. But I will assume true heat detection.

The heat organs on the bodies of Darwin IV's animal also produce visible light. That is not surprising: any fire produces heat as well as light, and often both effects are welcome (come to think of it, a fire that produced heat but not visible light would be pretty dangerous). Light bulbs are only meant to produce light, but are spectacularly inefficient in this respect: most of the power they consume goes into the generation of heat rather than of light. Nature, however, has managed to produce light without heat in the form of bioluminescence. That separation holds on Earth, though. On Darwin IV, you would expect evolution to be faced with the challenge of producing heat as efficiently as possible, meaning without squandering resources such as producing visible light as a side effect. Apparently evolution failed in this respect. This seems rather unlikely, as there must be metabolic ways to produce just heat but not light in a controlled manner. Our own bodies radiate heat but not light, so I do not think that bioluminescence as a by-product of heat production is very convincing.

But the production side of heat signals is not my major concern; that resolves around the reception side: how do Barlowe's animals make sense of the heat signattre of other animals? As usual, there are animals on Earth making use of heat detection; the pit viper is probably the most famous one***. This involves making sense of radiation in the far infrared range, something called 'thermography', or writing with heat. I have copied some images from Wikipedia below. There is a good discussion here as well.

Thermography of a cat from Wikipedia

The main point of these images is what they are: images! An image shows you what is where in space. The more pixels you have, the more information the image can carry. An image is made by a camera, and digital cameras have a receptive surface, and the image is focused on that surface by a lens. A cheap camera might have a poor lens, with an unsharp picture, and with a low number of pixels. When better quality is asked for, lenses get better and the number of pixels increases. The above, in a nutshell, is the evolution of the eye (well, not every eye resembles a camera, but many do). Man-made thermographic images show that the radiation of the far infrared basically follows the same principles as visible light does. You can bend rays with a lens, and you can detect them with dedicated sensors. That does not hold for all parts of the electromagnetic spectrum: it would be hard to detect X-rays as they easily pass through tissues, and it is extraordinarily hard to focus them. I would not be surprised at all to find that biological chemicals are better at bending radiation in the visible part of the spectrum than in the far infrared: water bends light. But the premise of Darwin IV was that animals there are able to detect heat, like the pit viper. In such snakes, heat detection still has poor spatial resolution, probably because their heat detecting organs have no lens in them. Suppose the animals of Darwin IV started out a long time in their past with some molecule that responded when subjected to far infrared radiation. Wouldn't evolution drive that organ to become ever better at telling where the radiation was coming from? That development would run exactly parallel to the evolution of the eye. 'Normal' eyes started out that way, and recent evolutionary theory holds that eyes developed many times, in many forms, and extremely quickly too. The ability to detect heat would probably also be subject to the same optimisation process that affected normal vision, so its product would be an eye. Sensitive to other parts of the spectrum than our eyes, but an eye nevertheless...

Friday, January 20, 2012

Counterclaim Ideas

Student Submissions

Opponents of evolution being taught in public schools argue that:

- there is a lack of evidence
- there are gaps in the fossil record (for example, transitional fossils)
- humans are not currently evolving
- the evolution of other organisms is no match for human ingenuity
- some traits are too complex to have developed through natural selection

Sentence Starters for Counterclaims

“They might want _______________ because . . .”

“They might think _______________ because . . .”

“They might want other to think _______________ because . . .”

“They might worry about _______________ because . . .”

“They might be angered by _______________ because . . .”

“They might benefit by _______________ because . . .”

HW - 1/20/12

The homework for the weekend is to continue to work on the evolution paper due on Tuesday. Use the resources in previous links for assistance.

Go Giants.

Link for Class on January 20, 2012

Click here to view common misconceptions about evolution. At least one of misconceptions could be used to a counterclaim (that you could then refute in your paper).

Click here for a link to "arguments" (shudder) against evolution through natural selection.

Thursday, January 19, 2012

HW - 1/19/12

Tonight's homework is to finish the Analysis Questions from Classwork 55 and to prepare the introduction and first 2 arguments of your essay to be checked in class tomorrow.

Classwork 55 - "Geologic Time and the History of Life on Earth" Analysis Questions

1. Describe geologic time in your own words.

2. Based on your observations of the timeline, what inferences can you make about the history of life on Earth and the timeline that it followed?

3. How do your observations/inferences connect to what we have been learning about evolution and natural selection? Use examples/details to support your answer.

4. After observing your timeline, describe the role that you think humans have played in the history of the Earth. (Ex. Have they played a major role or a minor role?) Be sure to explain your opinions and support them with evidence.

Wednesday, January 18, 2012

Evolution in Action Essay Samples

Possible Claims to Tackle . . .

Students in public schools should be required to learn about evolution . . .

- it explains the origins of humans and their relationships to other organisms as shown by X, Y, and Z
- it continues to occur presently as exemplified by X, Y, and Z
- it affects humankind by X, Y, and Z


Sample Claim

Students in public schools should be required to learn about evolution as it explains the origins of humans as well as their relationships to other organisms as shown in similarities and changes in the fossil record, imperfect traits inherited from ancestors and genetic similarities.

Sample Argument

Similarities in the DNA of humans have recently become the gold standard for evidence of relation between two people or even if a person was present at a place, such as a crime scene. Each organism, whether it is a person or bacterium, has a unique genetic code that is slightly different from other members of its species. Similarities and differences in DNA, as well as amino acids - its products, can be used to show how related two organisms are. All organisms pass DNA to their offspring cells.
The more similar the DNA sequences of two organisms, then the more common ancestors they share and the more closely they are related. In humans, siblings share more DNA and are more closely related than cousins because they have more recent common ancestors (siblings share parents while cousins only share grandparents). This mode of thinking can be applied to looking at the shared DNA sequences of chimpanzees and humans. As stated by Coyne (2009), “we share 98.5 percent of our DNA sequence with chimps” (p. 195). Sharing so much of their DNA sequences means that chimpanzees and humans have many common ancestors and diverged only relatively recently.
Humans can determine their relationships to other organisms by examining DNA or other molecules related to DNA, such as protein. One such protein is cytochrome c, an enzyme responsible for releasing energy in animals. The amino acid sequence for cytochrome c in pigs and monkeys contains more similarities to humans than the sequence of cytochrome c in birds compared to humans (Biggs et al, 2009, p. 427). Amino acid sequences that are very similar are the result of more similar DNA sequences which in turn are the result of greater shared common ancestry. So humans are more closely related to pigs and monkeys than they are to birds.
This is further evidence that humans can learn and understand a great deal about their relationships to other organisms through an understanding of evolution and the evidence that supports it.

HW - 1/18/12

Tonight's homework is to continue to work on your arguments. On Friday, I will be checking for an introduction (with a hook, background info, and a claim) as well as two arguments.

Tuesday, January 17, 2012

HW - 1/17/12

Tonight's homework is to finish the questions associated with Classwork 54 as well as to continue to work on the paper due next Tuesday.

1. How are homologous and analogous structures or features different? How does each of them provide evidence for evolution?

2. Describe how the outcomes of evolution provide evidence for evolution through natural selection. Use details and include at least 2 examples of outcomes.

3. CHALLENGE - Apply what you read today to humans. What adaptations or imperfect traits exist in humans?

Click on the following link to access "This Old Body" - an article by Dr. Neil Shubin from Scientific American. The article should be useful for those trying to complete tonight's Challenge question.

This Old Body

Friday, January 13, 2012

HW - 1/13/12

The homework for the long weekend is to draft your introduction (ex. hook, background, claim, etc.) and your first argument (reason, evidence, citations, etc.) to be checked/submitted on Tuesday. See the previous posts for links to useful websites and articles.

Thursday, January 12, 2012

CW 50 - Fish With Fingers! Answers

1. Fossils can show the gradual change in structures over time that link organisms that seem very different – for example, fish and reptiles. Transitional fossils such as Tiktaalik match predictions for organisms that are adapting to habitats that are less aquatic than where their ancestors thrived. Also, similarities in the structures of different animals (ex. similar forelimbs in bats, birds and humans) provide evidence for common ancestry.

2. Eusthenoperon was a fish that lived about 400 million years ago. It clearly did not leg-like limbs. Some of its descendants such as Tiktaalik had fins with bones that would have allowed it to survive in shallower waters. Acanthostega had lungs and limbs that could still paddle in water but not walk on land. Descendants with stronger leg bones were eventually able to thrive both in and out of the water in shallow aquatic areas. These descendants have been classified Ichthyostega.

3. Natural selection chose for favorable traits such as a flatter head, paddle-like legs and eventually lungs (in addition to gills) that would have made living in shallow waters easier. In shallow waters, species such as Tiktaalik and Acanthostega would have faced fewer predators and more food since fish adapted to deeper waters could not followed. Those fish with slightly flatter heads or slightly thicker bones in their fins would have had an advantage in shallow waters. This means they would have survived and had more offspring that would inherit these helpful traits.

CW 52 - Evolution and Natural Selection Quiz Review Answers


Wednesday, January 11, 2012

HW - 1/11/12

Tonight's (and tomorrow night's) HW is to continue researching your claim so that you come to school tomorrow prepared with a clear claim and three arguments to support it. Additionally, Classwork 52 is to be completed for Friday (the answers will be posted on Thursday).

Link to Classwork 52

Be prepared for the trip tomorrow by having:

1. your permission slip
2. a pen/pencil
3. something to write on (like a notebook or small binder)
4. a clear claim and three arguments to support it
5. a book to read in morning advisory
6. your Flash Paper for English

Tuesday, January 10, 2012

HW - 1/10/12

Tonight's HW is to continue doing research and developing your claim and arguments. Tomorrow your claim and arguments will be submitted in order to get feedback.

Monday, January 9, 2012

Archival scenes III: "Here I am, on the shores of Lake L'Ambique..."

Unfortunately, real life, as it is called, at times requires considerable energy. Energy is a limited commodity and seems to consume creativity before it starts devouring other resources. In fact, I have toyed with the idea of closing this blog for a few months, with a note saying 'Away until I'm back' or something of equal intelligence.

But not yet. There is life here, and some unheard-of beasties may be encountered in the niches of the archival biotopes. I do not think I have ever shown much about humans on Furaha, which has its roots in my hesitation to even allow them on the planet. I thought they would wreck the place within several generations. After all, it's what they do. However, I decided that the project needed human interest, so I did introduce this alien species on my pristine planet. Once I got over my initial distrust of them, I did enjoy having humans around for various reasons: they could act as scale indicators, or they could be the actors in side stories about scientists arguing about animals' names and other typically human silliness.

But I never did a painting of humans on Furaha, and I do not think I ever will. There is a very rough sketch in the first ever post of this blog, and today I will present you with another sketch, only slightly less rough.

Click to enlarge; copyright Gert van Dijk

This is a pencil sketch on tracing paper, which explains why the contrast isn't that good. It also wasn't developed beyond this first approach (please do not look at the human's legs!).

As you can see, a Furahan citizen/scientist is squatting down near to a Furahan predator, a 'prober', to have a closer look at it. There is some kind of vehicle behind him; I tried to get away from the type of vehicle people might expect, and so designed a boring rectangle you could just dump anywhere as a temporary blot on the landscape. But this is about humans: apparently our hero is not afraid of the prober, which is not in line with some of the things I wrote over time. One statement held that, while humans may not be palatable to Furahan predators, the predators have not eaten enough humans yet to have learned this basic fact, so nothing keeps them from trying.

Let's assume that this person knows what he is doing. I certainly assumed so, as I modelled him on David Attenborough. The sketch probably never did resemble Mr Attenborough very much, but it did a bit more when I made it than it does now. I must hasten to say that I am a great admirer of Mr Attenborough, so this sketch was not at all meant to ridicule him. Quite the opposite, in fact. I think I was trying to imagine the very best of all possible documentaries on Furahan life. It would be one of those excellent BBC nature documentaries hosted by Attenborough. Imagine Attenborough on Furaha, with him talking straight into the camera. You will have to imagine the proper accent: "Well, here we are, on the shores of Lake L'Ambique, where we just happened to come upon this extraordinary animal..."

HW - 1/9/12

Tonight's homework is to continue your research about the controversy surrounding evolution being taught in public schools.

You should work to develop a claim about the merits of students learning about evolution in school.

Use the following articles or those in a preceding post to inform you and help you craft a claim.

Board for Kansas Deletes Evolution from Curriculum

Science report: A third of U.S. schools don't teach evolution

Evolution in Action Essay Overview

The teaching of evolution in public schools has come under fire at times. In 1923, a Tennessee science teacher was arrested and imprisoned for teaching evolution in biology class. The case went to trial and became the basis of the play/movie Inherit the Wind. The Kansas board of education voted in 1999 to remove the teaching of evolution from science classes in public school. In 2005, the school board in Dover, PA agreed to require intelligent design (a form of creationism) to be taught in public schools alongside evolution. As recently as 2011, the teaching of evolution in public schools was again debated by the Texas state school board.

Your task is to state a claim about the merits of students learning about evolution in school. You will support that claim using citations/paraphrasing from textual resources. Additionally, you will develop and explain a counterclaim.

There are many potential questions that could be discussed at length regarding evolution and its impact on humankind. For example, should students . . .

- learn about evolution because it is important?
- not have to be exposed to it because it does not impact society/life on Earth?
- learn about evolution because it is dangerous to be unaware of?
- learn about evolution because it is currently taking place?
- not be required to understand it since humans can overcome it?
- not learn it because it is not supported by trustworthy evidence?
- learn it because it is a good example of how science works?
- be exposed to it since it explains our origins and/or our relationships with other species?

Essay requirements:
- an essay at least 5 paragraphs in length with 3 arguments/reasons supporting a claim in response to the task as well as a counterclaim
o an introductory paragraph with background information and your claim, at least 3 body paragraphs presenting 3 arguments supporting by evidence and quotes, a counterclaim with support, and a conclusion
- 12 point font and 1 inch margins
- at least 2 sources and a bibliography
- at least 3 quotes properly cited using APA format as well as a bibliography
- an explanation of the meaning of each quote and a clear connection to the thesis

Your essay is (tentatively) due on Tuesday, January 24, 2012.

Useful Resources for Evolution in Action Essay

GREAT RESOURCES - NOVA Evolution
Understanding Evolution (from UC Berkeley)
PBS Evolution Library
New York Times Evolution Section

Articles about Human Evolution

Are We Still Evolving?

Mitochondrial Eve

Evidence Supporting the Out of Africa Hypothesis

Excerpt about Human Fossils from "Why Evolution is True"

Articles about whether or not evolution is still happening

Antibiotic Resistance

Explanation of Resistance to Antibiotics

NY Times Editorial Column about Antibiotic Resistance

Response to the Previous Column

Scientific American Article about Antibiotic Resistance

Evolution 101 @ UC Berkeley - Relevance of Evolution: Antibiotic Resistance

Influenza's Resistance to Vaccines

Are Flu Vaccines Worth the Effort?


HIV's Resistance to Anti-Viral Drugs

How HIV resists AZT

Resistance to Anti-HIV Medications (long article, so focus on sections about how HIV Meds work in the body and resistance)

Drug-Resistant HIV Worries Officials


Urban Evolution

NY Times article on urban evolution

Evidence for Evolution

Evolution in Action: Salamanders

"Evolution Gems" from Nature Magazine

"Nothing in Biology Makes Sense Except in the Light of Evolution" by Theodosius Dobzhansky

Friday, January 6, 2012

Extension #4 (Extra Credit)

View the video clip using the link below and read the article in the second link in order to answer the following question:

What is the evidence that modern-day whales are the descendants of ancient land mammals?

PBS Whale Evolution Video Clip

National Geographic Article on Whale Evolution

HW - 1/6/12

This weekend's homework is to complete the questions associated with CW 51 and get the permission slip for next week's field trip signed. See the space below for resources.

CW 51: "A Whale of a Tale" Analysis Questions

Answer ALL of the following questions to the best of your ability and in COMPLETE SENTENCES. Be SPECIFIC and EXPLAIN YOURSELF.

1. Review: What is natural selection?

2. Which whale ancestor (which card) do you think made the first ‘jump’ or transition from land to water? Explain your answer using evidence from the cards you observed.

3. What do you think happened to the species in cards B (basilosaurs) and M (mesonychids)? (You can see them on the “Whale Evolutionary Tree.”)

4. Which fossil organism in whale evolution do you think was the first to live mostly in water? Explain your reasoning using evidence from the cards.

5. Describe how natural selection explains the changes in the skeletons as they change their habitat from land to water. (There is a lot of space here because you are expected to write a lot for this answer . . . at least 3 – 5 sentences. Be specific and explain yourself.)

Challenge: 6. Examine the paraxonians at the bottom of the “Whale Evolutionary Tree.” What do you think are some examples of organisms that descended to the left from the ancestor paraxonians (hoofed land animals) on the diagram of the tree?


The link below connects to a .pdf file containing scanned images of fossil cards (M, T, O, B, K, A and D), the "Whale Fossil Chart" and the "Whale Evolutionary Tree."

Whale Fossil Cards and Charts




Thursday, January 5, 2012

HW - 1/5/12

Tonight's homework is to complete the analysis questions for CW 50. Use the notes you took on the reading (which is also found below) to help you answer the questions.

1. How can fossils (for example, transitional fossils) provide evidence for evolution?

2. Describe the evolution of tetrapods (four-legged animals) in your own words.

3. Using details/examples describe how natural selection could have influenced the evolution of tetrapods. Feel free to discuss the traits of species as Eusthenopteron, Acanthostega, Tiktaalik, and/or Ichthyostega.

Link to "The Fossil Record" from class today











Link to video on Tetrapod Fossils (with the author of Your Inner Fish featured)

Wednesday, January 4, 2012

CW 48 Answers

1. Natural selection is how the environment can influence the changes in populations over time. Some traits are favorable for survival and reproduction in an environment, so organisms that possess those traits are more likely to survive and pass on those helpful traits to their offspring.

2. Typically, magical pinto and kidney beans survive longer than black beans, lentils and split peas. This is because pinto and kidney beans are usually too large to slip through the holes in the bowl and die.

3. The activity demonstrates natural selection because the environment (the bowl) is choosing for the favorable trait of a large diameter. Magical bean creatures with a large size see their population sizes increase across generations, while the opposite happened to smaller bean creatures.

4. Organisms change and evolve over time to best adapt to changing environments. Changes in climate, weather, predators, food sources, etc. alter what the best trait for an environment is and those organisms with the best traits survive and reproduce. As a result, the population evolves over time.

5. Peppered moths – The color of birch trees darkened which selected for darker color moths and against lighter moths
Antibacterial resistance – The overuse of antibiotics selected against bacteria that lacked the ability to survive in the presence of antibiotics, but selected for those bacteria with the mutations that offered protection from antibiotics

6. Natural selection both requires and produces biodiversity. Without a variety of traits in a population, favorable traits do not exist and so members have an advantage. Natural selection produces diverse populations of organisms each with favorable traits to aid survival and reproduction.

7. One’s traits are controlled by one’s genes, so basically the environment selects for organisms with genes that help survival and reproduction.

HW - 1/4/12

Tonight's homework is to complete the Analysis Questions about CW 49 (the "Beaks of Finches" activity).

1. Describe how today’s activity demonstrated natural selection.


2 – 5. The figure above, the outer ring shows the different species of finch found on the Galapagos Islands. The next two rings in show how the beak was used. The inner circle shows the types of food eaten by the finch.

2. What type or types of finch would best be able to survive if the weather changed on the Galapagos Islands and seeds suddenly became thicker and larger? Explain why.

3. One island is populated by two species – Small Ground Finches and Small Tree Finches. What two types of food do you expect to see on the island? Explain why.

4. Would you expect the two species to compete for food? Explain why or why not.

5. How would the two native finches species discussed above survive if a large group of Sharp-billed Ground Finches migrated to the island? Explain why.

6a. In order for natural selection and evolution to occur, what factors do you think need to be present?

6b. How can these factors work to produce changes in a population of organisms (such as finches). Provide an example to help explain your answer.

Tuesday, January 3, 2012

HW - 1/3/12

Welcome back! The first homework of the new year is to: 1. complete the graph of the data from CW 48's activity (by making a line graph of the population at the END of each generation for each type of magical bean creature) and 2. complete the CW 48 Analysis Questions (shown below).

Background Information

How does evolution work? What is it that actually causes populations to change with time?

These are questions to think about while we discuss natural selection. Natural selection is a way through which populations of organisms evolve. With natural selection, the environment (in other words, nature) determines the traits of an organism that are most fit for survival. Random mutations in the DNA of organisms provide new traits. The traits that make it easier to survive and reproduce stick around – those that hurt survival and reproduction do not (along with the organisms that carry them).

Analysis Questions

Answer all of the following questions to the best of your ability in COMPLETE SENTENCES on another sheet of paper. Explain yourself and be specific. (To earn 5’s, you need to answer the CHALLENGE questions.)

1. In your own words, what is natural selection?

2a. Which types of magical bean creatures were able to survive and reproduce for all 5 generations? Why do you think this was the case?

2b. Which were not able to survive all 5 generations? Why do you think they were unable to survive?

3. How did the activity you completed show natural selection?

4. Why do you think organisms evolve and change over time?

5. Explain an example of natural selection causing a population to change. (HINT: Think about previous activities/classworks that you have completed.)

CHALLENGE: 6. How are biodiversity and natural selection related to each other?

CHALLENGE: 7. How are genetics and natural selection related to each other?