UNIT 4 EVOLUTION - Mr. Shanks' Class - Home



T. A. Blakelock Grade 11 Biology

Evolution

Name:

Period: Class:

UNIT 2 EVOLUTION

A. THE ORIGIN OF LIFE

1. The Early Earth a. the earth was formed about ___________ billion years ago

b. it was _________, volcanic and bombarded by particles & __________ rays from space

c. it took about ____________ million years to settle down

2. Early Life a. Factors needed for early life

|factor |What was available on the early Earth |

| | |

|Basic organic molecules |_____, _____, _____ and _____, were in the atmosphere; |

| | |

| |in the lab, adding __________ & a ____________ to these gases in a |

| | |

| |Miller-Urey apparatus will result in __________ & other molecules of life |

|Organizing basic organic | |

|molecules | |

|Energy source |_____________ energy; _________________ energy provide lots of energy |

|Protective capsule |____________________ will spontaneously form |

| | |

| |______________________ which are double layered membranes |

|Reproductive molecule |__________ can reproduce without any enzymes because of an effect |

| | |

| |called _________________ [DNA can only reproduce with enzymes] |

b. Threats to early life

|Threat |How early life coped by living in the ocean |

| | |

|strong UV LIGHT – no ozone |_________________ stops UV light |

|If they avoid UV light, how do they get enough energy |use deep sea vents as source of |

| | |

| |__________________ therefore early life |

| | |

| |has to be ________________________ |

|EXTREME TEMPERATURES – lots of volcanoes |water ________________ temperature changes |

| | |

| |although it remains at temperatures over _________ |

|DESSICATION – low atmospheric pressure so air very dry |water is _________________ |

3. Significant events in early life see Timeline

[pic]

4. Mass extinctions

|WHEN? |WHAT? |WHY? |

|_______ million years ago |trilobites, brachiopods, molluscs and |change in _______ level occurred at this time, |

| |echinoderms. | |

|_______ million years ago | Echinoderms, trilobites, nautiloids but not as |sea levels ____________ rapidly & the |

| |severe as the last one | |

| | |beginning of the ___________ |

|_______ million years ago |_____% of all species vanished mostly in the sea|climate change, in this case a global _________, was an important factor |

| |and lakes | |

|_______ million years ago |_____% of all marine species were lost |fluctuations in sea-level, a change in ocean |

| | | |

| | |_________ and __________ activity plus climate change |

|_______ million years ago |sponges, cephalopods, brachiopods, insects and |climate change seem to be important and, in |

| |many vertebrate groups | |

| | |particular, an increase in _____________ |

|_______ million years ago |____% of all species including the dinosaurs, |a giant _____________ crashing into the earth, |

| |many fishes and many plants either died out | |

| |completely or suffered heavy losses |severely disrupting the earth's ecosystem or |

| | | |

| | |________________, climate change, environmental pollution |

B. Types of Fossils and Their Formation

INTRODUCTION:

A fossil is any evidence of a __________________ organism.

This includes casts, molds, footprints, track ways & feeding traces.

Ordinarily, only the _______________ parts of organisms are preserved (for example,

the __________ of invertebrates, & the _________ or __________ of vertebrates).

One of the keys to preservation is the absence of _______ & the presence of _________.

I. Body Fossils

- actual ____________ or body parts of an organism are preserved, whether altered or not.

a. Unaltered Remains

-fossils which have undergone little or no change in ____________ and _______________.

-these are quite ________ as conditions to form them seldom occur

1. Encrustations -_____________ minerals in water form a thin crust on whatever lies in it.

When we dissolve away the encrustation, ________________________

This is usually __________________; Can study how organisms ____________________

2. Amber Entombment

-insects may become trapped in ________, which may harden into amber.

We get original ___________________ We may be able to extract ___________________

If the insect has bitten a _________________________________________

3. Refrigeration -during the ______________ animals became trapped in ice.

This preserves lots of __________________

From this we may extract ______________________________

b. Altered Remains

As sediments become compressed by the __________ of overlying sediments,

they slowly undergo the process of ________________ [turning into stone].

1. Permineralization

-___________ in bones, shells, and plant stems become filled with mineral deposits.

We can see the _____________________, especially of _________________________

__________________ the original material is present so _______________

Usually we do not get __________________________

2. Replacement

-____________ groundwater dissolves a hard structure in an organism

trapped in sediments & simultaneously _____________ a mineral

in its place--molecule by molecule.

-this results in fossils with a great deal of ______________.

Here we can see the feathers, or even see their ______________!

3. Recrystallization -conversion of the fossil usually to a new _______________

or to coarser crystals of the original mineral.

Crystals often form inside ____________________.

The lack of original material means ___________

The large size of the crystals mean we do not get ___________

4. Carbonization -under ________________ the volatile (liquid or gaseous) components are

forced out, leaving only a film of _______________.

Because of how they form, these fossil typically are of ______________

There are _____________ fragments remaining and only outside _________________

II. TRACE FOSSILS

1. Animal tracks Can calculate the ___________ and therefore how the animal ___________

Also allows calculations of the ____________ of the animal.

2. Gastroliths -these are smooth, polished stones that helped herbivore dinosaurs ___________

vegetable matter in their ___________________

The surface ________________________ on these stones allow us to determine

the type of ____________________ eaten

3. Coprolites

-fossil ____________ can be sometimes give definitive knowledge __________.

In carnivores, we find _____________________

and in herbivores we find ______________________________

III. DATING FOSSILS

1. few fossils can be dated __________________

2. the system depends on the rule that older things are buried _____________

3. this works by sediments being deposited over time by _____________

creature dies near site of Dead creature is _________ over time, remains of newer

__________ and parts do & other creatures die dead creatures are buried

not decompose in same area ____________ older remains

C. RADIOMETRIC DATING

1. Radio-isotopes --- atoms that decay with a set _______________

2. half life --- time required for ½ of the ________ isotope to decay to a _________ isotope

4. Examples of commonly used isotopes

|PARENTAL ISOTOPE | |DAUGHTER ISOTOPE | |HALF LIFE in years |RANGE in years |Best for |

| | | | | | | |

|carbon – 14 |14C |nitrogen – 14 |14N | |100 – 100000 yrs | |

|potassium – 40 |40K |argron – 40 |40Ar | |100000 – 4.6 billion | |

|uranium – 235 |235U |lead – 207 |207Pb | |10 million – 4.6 billion | |

5. What age are the following?

a. 3.125 % of the original 14C remains.

b. 87.5 % of the original 40K remains.

Questions on the relative age of fossils.

Researchers have found 12 fossils in an area where there have been three volcanic ash deposits over time. There is also evidence of an earthquake as all three ash layers have a split in them.

Samples of volcanic ash #1 shows that only 0.78125 % of the 40K has decayed into 40Ar.

Samples of the rock at volcanic ash #2 shows that 3.125% of the 235U has decayed into 207Pb.

Samples of volcanic ash layer #3 indicate that 96.875% of 40K still remains.

1. Show your calculations for the ages of each volcanic ash layer. [6 marks]

2. EXPLAIN the relative age of each of the 12 fossils found. [12 marks]

3. EXPLAIN which fossil will cause the researchers the most problem in aging,

either relative age OR absolute age. [2 marks]

4. EXPLAIN for which fossil(s) we can most accurately determine the actual age. [2 marks]

5. EXPLAIN for which fossil(s) we can determine very little about the actual age. .[2 marks]

D. DARWIN, WALLACE and OTHERS

1. PRE-DARWIN

a. pre – 1700’s: the Bible was taken as fact and the earth was only _________ years old,

_______________ since God created it

b. 1700’s: people started to study the earth and find _________________,

noticing that ________________ happened over time

c. Cuvier – 1700’s: - catastrophism

– series of God sent _________________ had changed earth

Hutton – late 1700’s - actualism

– slow processes such as _______________ changed the earth

Lyell – early 1800’s - uniformitarianism

i] the past & present are ruled by the same _______ & forces

ii] geological change is very __________ [earth millions of years old]

d. biological theories before 1850

i] God created life ________________

ii] Buffon & Erasamus Darwin said that life ______________ over time

– from a ____________ species to _____________ species

iii] Lamarck – life changed because it _________________ traits

and then ________________ these traits to the next generation

eg. a giraffe stretches to get food

its offspring will be born with longer necks

2. DARWIN and WALLACE

Darwin -well ______________

-well __________________

-young & _________________________

- careful _____________________________

-lots of time to _____________________

HMS Beagle -____ year trip around the _______________

- Darwin as a __________________ companion & then as a _________________________

- stopped many places in ______________________________

- noted pattern of life ________________________ as he went south

- found ______________ fossil species that resembled_____________ species there

Galapagos Islands

-____________________ islands 1600 km from South America

-very few ________ animals present; all of which arrived ___________

- each island had _______________________ with slightly different beaks and feeding habits

- Darwin’s Finches: each had different ________ & different ________.

- the giant tortoises on each island had slightly different __________

and ate slightly different __________________.

Darwin back in England

-did more ______________________ on collected specimens for the next _____ years [1835-1855]

Wallace

- not well __________

-___________________ specimens he collected

- careful __________________

- visited ________________

Wallace observed

Sailing 1000km from Java to Bali, saw only _____________ eating large fruit with big seeds

After crossing 32km of ocean, at Lombok, saw only _____________ eating large fruit with big seeds

Wallace wondered:

why had God had created two such ___________________ birds to eat the _______________

large fruit on two islands that were right ______________ each other?

Wallace concluded:

the _____________________ had selected the best ____________________ bird [the hornbill] and

the best __________________ bird [the cockatoo] to match the same fruit

Darwin / Wallace e

ach concluded:

-__________________ somehow shapes species

-species vary due to ______________________

Natural selection

Darwin & Wallace were both influenced by: ______________ – “Essay on populations”

key idea – more_________ occur than can be supported so only the ______ survive

Wallace wrote to Darwin

-they shared similar ________________

-Darwin was afraid Wallace would_________________ him

-they agreed to publish a_________________ 1855

DARWIN published: 1859

“On the Origin of ________________ by Means of Natural Selection,

or the Preservation of Favoured Races in the Struggle for Life.”

Reaction to “The Origin of Species"

_________________ fled to his country house and would see no visitors

___________________________ was a friend who agreed to speak for Darwin.

He became known as “Darwin’s __________________”

There was a famous evolution ____________________ on June 30, 1860

between Huxley and Bishop ____________________.

Bishop Wilberforce was ________________ the debate until he strayed into

Human Evolution. At some point he challenged Huxley about his __________.

Huxley responded that “I would rather be descended from an _________________

than from a ____________________ like you!”.

E. DARWIN’S EVIDENCE OF EVOLUTION

1. Fossils - fit a _______________

2. Homologous structures [pg 523]

similar structures doing very different functions

a. ___________ in adults b. ____________ in embryos

3. vestigial features [pg 525]

structures with ____________ in one organism but have a __________ in similar organisms

eg human ______________, whale ______________

4. artificial selection

a. ________________ b. _________________

5. Mechanisms of Darwinian Evolution by Natural Selection

ASSUMPTIONS

1. offspring _______________

2. some of this variation is __________________

3. more offspring are born than can ________________

4. populations generally do not increase in ________________

INFERENCES

1. individuals of the same species will ___________________

2. the survivors will pass on their ‘favourable’ ___________ to the next generation

3. over time, there will be more ___________ from the survivors in the population

6. Macroevolution vs Microevolution

Macroevolution – change to form new ___________ eg Darwin’s finches

this takes a very ___________ time [________________ of years]

Microevolution - change _________________ a species

this takes only a __________ time [_____________ of years]

eg bacteria _____________ resistance; weeds ____________ resistance

eg. peppered moths

-in this one species there are two ____________ of moth

-prior to industrialization the ______________ form was most common

-after industrialization, the _______________ form became the most common

-studies showed that _________________ selected the easier to find moths

EVIDENCE OF EVOLUTION # 1-7

EVIDENCE OF EVOLUTION

Identify if it is evidence of ‘MICRO-EVOLUTION’[with-in a species], ‘MACRO-EVOLUTION’ or ‘NOT EVIDENCE’ EXPLAIN your choices

1 For over 100 years, nicotine has been used on islands to control grasshopper populations. Nicotine is a deadly poison that kills all animals exposed to it. Most islands where nicotine has been used now

have fewer grasshoppers.

2. The findings of ancient crocodiles, sharks and rhinos indicates that in the past, representatives of these families were much larger than current species.

3. The proteins for eye lenses in moths, fish, cows, mice and frogs are all quite similar, with those from

mice and cows being the most similar.

4. When digging down into the earth, scientists encounter older samples at deeper depths. At 8.2 metres, no trees were found with seeds possessing coats. At 2.4 metres, all trees had seeds bearing seed coats. At 4.7 metres, some trees had partial seed coats. [consider these depths!]

5. On most islands with heavy lead pollution from mines, few grass plants can grow. However, on some

islands with long term lead mining, researchers have noticed populations of grass growing quite well.

6. A study of birds, bats and flies indicates that in the egg or womb they all show well developed eyes & wings.

7. The fish in small lakes differ more from the fish in similar, but distant, small lakes than they do from fish found in large lakes located nearby but not attached by rivers.

F. RANDOM CHANGE IN A POPULATION

evolution happens with ______________________, NOT individuals

we say that a population has ___________________ when it is different from the original population

in its allele_____________________ or genetic make-up

this difference in genetic make-up results from ____________ alleles being passed on to the next

generation in a ____________________ pattern

1. Genetic Drift in small populations, alleles can be lost at __________________ from the population

eg. if there are two populations each with a _____________ allele at a frequency of 1%

in one population of 50,000 [_______ have it] and in another population of 500 [____ have it]

if some random event kills 20 % of the population it may kill the _______ who have it,

but is unlikely to kill all of the ________________ in the larger population

1b. Bottleneck Effect this is a large, usually temporary, _______________ in the population that usually results in a significant genetic drift

eg. there were once ____________ elephant seals but we hunted them

by the 1890’s there were only _____________ elephant seals

now there are ____________ elephant seals and all are descended from

the ____________ so much genetic __________________ was lost

eg. cheetahs were once captured by Romans to use as ________________ pets

now if we do skin transplants among these cheetahs,

all __________ Africa cheetahs _____________ foreign tissue which implies limited diversity

with __________ African cheetahs, we see lots of ______________ implying diversity

1c. The Founder Effect this results when a small population___________________ a new area,

again causing a limited number of ___________ to be present which is a form of genetic drift

eg. 1990 a video camera noted the arrival of ________________ from a floating log onto

one of the islands in the Caribbean that previously had ________________ of this species

there were 5 lizards, 3 ____________ and 2 ________________ all of the

_____________________ will from these 5 animals and so will differ at

_______________________ from related lizards on other islands

2. Gene Flow

often animals live in __________________ colonies; however, once a year, _____________ are

______________ of the home colony and move to a new colony [eg lions] depending on the

species, ______________ may be driven out instead [eg bees]; in either case, these individuals

bring their ____________ with them and will likely ________ the genetic balance in the new colony

3. Mutation

the random process of making ____________ in alleles themselves most mutations appear to be

___________ [no visible change] or ____________ but a very few will be _________________.

3b. Gene Duplication

a segment of a chromosome or a single gene is accidentally ________________

during DNA replication

this duplication has no ________________ effect, positive or negative

Possible benefits of gene duplication

the organism now has a ________________ copy of a gene

so that when a change is made, in the duplicate a _________________ copy remains

if the change produces a _______________ useful protein, the organism still has the original and

so does not _____________________

if the change produces a ____________ useful protein, then organism directly ______________

G. TYPES OF SELECTION

in all populations, individuals are born in which there is a _______________ in the size of a trait

if there was _______ selection, the population would become more and more __________ over time

in theory, you could have a _______________ in which both an elephant and a weasel were just two

extremes of the same species this does not normally happen, due to ________________

for specific traits in a population

1. Stabilizing Selection

this is the most ____________ form of selection in which the extreme values for a trait are

selected _________ over time,

the mean of the populations remains _____________ , but the range is _______________

2. Directional Selection

selection___________________ one of the extremes and so over time the population mean

shifts ________ or ___________ and the range generally ________________ a bit

3. Disruptive Selection

selection favours both of the __________________ in a population and so the result is

_______________ populations each with an _____________________ mean

and a ______________________ range

4. Sexual Selection

Human Beauty

Some of the benefits to attractive looking people are:

-their partners tend to be more _______________________;

-they are thought to be more ___________________ and sociable by their teachers

who tend to give them ___________________ grades in school;

-the _________________ tend to treat them more leniently.

Good looks were a sign of being __________ and relatively _____________free. Research shows

that even _____ month old babies stare at photos of the faces of _____________ people

__________________ than at photos of unattractive people.

____________________ in men is attractive-it suggests dominance, status, and power and

therefore the possibility of resources.

Those faces considered to be the most _________________ are typically those which have the

greatest number of facial features _______________ to any particular culture/race.

It is thought that the typically _________________ is attractive because this suggests

something which has ___________ to its environment and is _______________.

SELECTION by the FEMALE # 8 –10

In many species, the female selects a mate based on characteristics that she perceives will help her offspring. In each of the situations below, the female selects the ‘b’ male. EXPLAIN why she does so in each case.

8. Peacocks: a] the male has a short tail, is not brightly coloured and flies well, hiding from

or avoiding most predators

b] the male has a long tail, colourful body and flies poorly, getting chased by

more predators and having a high fatality rate

9. Cheetah a] The male stays with the female and attempts to help raise the young

b] The male impregnates the female and then immediately moves away

10. Squirrels a] The male spends some time keeping a small area free from competitors and

eats quite well, keeping itself vigorous

b] The male spends all its time keeping a very large area free from competitors

and eats poorly, letting itself get run down

H. REPRODUCTIVE ISOLATING MECHANISMS

in order for one population to become very __________________from another, they must be

reproductively _____________, this means that there will no longer be a free exchange

of _________________ between the two populations

there are Prezygotic mechanisms that prevent ___________ or ______________

and Postzygotic mechanisms that prevent development of a ___________________

1. PREZYGOTIC MECHANISMS

a. Ecological Isolation

two populations do not exchange ___________ with each other because they are in different

______________ places or at different places within the same ________________

eg. _____________ and ___________ do not meet because one is in Africa and one in Asia

eg. Asiatic lion and Bengal tiger are both in northern India, but lion is on _______________

and tiger in _________________

b. Temporal Isolation

two populations do not exchange alleles because they are only _______________ to

exchange alleles at different __________________ of year or even of the day

eg. morning glory opens its flower at __________; cactus opens its flowers at ___________

eg. purple finch mates in __________ so babies have access to lots of berry seeds;

goldfinch mate in ___________ so that babies have access to lots of thistle seeds

c. Behavioural isolation

two populations do not exchange alleles because they do not _______________

to each others ______________ rituals

eg. male grey crickets rub legs at ___________ times a second and male black crickets

at ________ times a second the females of each species only ____________ to

the sound made by the male of that same species

d. Mechanical Isolation

two populations do not exchange alleles because of some physical ____________ that prevents this

eg. many insects have modifications on their _______________ such that the male and

female parts are a perfect ________________ fit

eg. orchids are shaped so that only certain beetles can reach the _________ and therefore pick up

the ________, that beetle will the go to another orchid of the same type to deposit the pollen

e. Gametic isolation

two populations exchange sperm and eggs but __________ markers prevent the eggs from

being fertilized by the ______________ sperm and so no alleles are exchanged

eg. wind blows the pollen of _______ onto the flowers of _________, but the pollen can not

grow down through the stigma because it does not possess the correct _________

eg. clams and fish both shed eggs and sperm into the same ________, but the clam sperm

can not penetrate the fish eggs and vice versa, due to_______________ not being

able to eat through zona pellucida

REPRODUCTIVE ISOLATING MECHANISMS # 11-17

Identify the type of reproductive isolating mechanism and EXPLAIN your choices.

11. Two snake populations share an over-wintering burrow and eat the same diet, but mate at different optimal temperatures.

12. Two grasshopper populations are different in colour & so do not share the same predators, one grasshopper type eats tree leaves & one eats grass leaves.

13. Two turtle populations share a pond & general diet; but the female of one type has a tall shell and the other a flat shell; the male of the first has a hollow in its lower shell, the second male has a flat lower shell.

14. Two sparrows populations share a similar diet, winter in different places but share mating & breeding grounds with one type singing from the tops of trees and one type from small bushes.

15. Two vole populations hibernate in different places, occasionally mate but the sperm & egg do not

fuse.

16. One short, bushy, red hibiscus flower type is pollinated by bees and a tall, white hibiscus is pollinated by hummingbirds

17. One hawk type returns north in April and builds a new nest in mid-May, a second hawk type returns north in mid-May and uses an old nest at that time.

2. POST-ZYGOTIC ISOLATING MECHANISMS

a. Zygotic mortality - even though the zygote is created, it fails to __________ to maturity

b. Hybrid inviability- even though the hybrid is born, it does not live long or is not as ____________

c. Hybrid infertility - even though the hybrid is healthy and vigourous, it is not able to ___________

eg. donkey X horse --> healthy, strong mule but mules are sterile

3. SPECIATION

when two populations become completely ____________ and no longer exchange

____________, they are said to have formed separate ______________

a. Allopatric speciation - this is a situation in which the two populations are geographically

___________ prior to them becoming separate species

b. Sympatric speciation - this is a situation where the two populations remain in _______________

with each other but still stop exchanging alleles and become separate species

I. DIVERGENT and CONVERGENT EVOLUTION

1. Divergent evolution

results from two or more species evolving increasingly different __________ as a result of

_______________ selective pressures

this is what we classically think of as _____________: start with one cat and over time

get tigers, lions, leopards, cheetahs, jaguars, pumas, bobcats, ocelots etc.

2. Convergent Evolution

results from two unrelated species being subjected to _____________ selective pressures

with the result that they produce ________________ phenotypes

eg. _____________ are a bony fish, ______________ are a mammal

but sharks and dolphins both ________________ fish in the open ocean

as a result, both have a similar body __________ and similar type and number of fins

eg. in Australia there never were any ______________ mammals so all of the niches

had to be filled by marsupials, many of whom greatly _______________ their

placental mammal counterpart pg 603 shows equivalent species

J. NATURAL SELECTION

1. when a new allele arises in a population, one of three fates awaits it

a. if it confers an advantage, _____________ of the allele will appear in the population

b. if it conveys a disadvantage, ______________ of the allele will appear in the population

c. if it has no effect on survival, it will _______________ at its current level

2. alleles that confer an advantage must affect one of the following:

a. increase the __________________ of offspring with this allele that survive until they

are of _________________ age

b. increase the survival of _________________ with this allele even though children

may be _________________

c. increase the survival of ____________ with the same allele such as nephews or nieces

3. alleles that confer a disadvantage may take several forms

a. directly __________________ the number of offspring born

b. reduce the __________________ of offspring that reach reproductive age even while

increasing the number _________________

c. keep the allele in a ______________ population such that random chance is more likely

to completely __________________ all of those individuals with the allele

NATURAL SELECTION # 18-25

NATURAL SELECTION - nature selects for alleles in populations.

If the allele is passed on in large numbers, it is successful regardless of how odd the phenotype may seem to us. Some allele will become more common and some less common through the selection process.

SELECTION IN EARLY HUMANS [Assume all traits are like modern humans unless otherwise stated]

If an allele is selected for, it will produce a population with: ‘MORE of ALLELE’; if an allele is selected against, it will produce a population with ‘LESS of ALLELE’, and if an allele is neutral in effect it will produce a population with ‘SAME amount of ALLELE’. Identify which of these will occur for # 18 – 25 and EXPLAIN for each: Be sure to consider all of the aspects outlined on the previous page.

18. A new allele causes females to have children every 18 months instead of every 27 months.

19. A new allele reduces human life span to 40 years.

20. A new allele causes females to pretend to be monogamous, but she has [the same number] of

children with several different fathers.

21. A new allele causes males to shun hunting with their brothers and choose to hunt with non-relatives.

22. A new allele causes males to frequently scold and yell at children and partner.

23. A new allele causes females to continue ovulation well past 60 years of age.

24. A new allele causes males to become infertile at age 45.

25. A new allele causes females to kill all of their very sickly children.

K. RATES of EVOLUTION

1. Theory of gradualism

a. ____________________ changes result from many small changes

b. this implies there should be as many of the ________________ form as of the final forms

c. the evidence is that there are few _______________ forms

2. Theory of punctuated equilibrium

a. large changes happen relatively ___________________

followed by long periods of little or no _____________________

here ‘rapidly’ refers to 100,000 years or a 1000 ________________________

b. this corresponds to large and sudden changes in the ______________________

c. ex. 65 million years ago the ________________ disappeared and we saw lots of new

_______________________ in a short period of time

MODEL

gradualism

puncuated equilibrium

in both models, the time of change from box to circle is the ____________________

but.....in punctuated equilibrium the actual change was more ___________________

and the transition forms[hexagon & octagon] are less ___________________

as they are around for less ______________________

L. PHYLOGENY - the theoretical evolutionary ______________________ of a species

1. Cladogram – diagram depicting the proposed evolutionary ____________________ of a

group of species

- these are also called phylogenetic____________ or family___________

a. example 1

A is the common ancestor of all _______________________

B is the common ancestor of all land ___________________

C is the common ancestor of all ________________ shell laying animals

D is the common ancestor of all animals with ___________ covering some or all of body

E is the common ancestor of all animals with a single opening in side of __________

F is the common ancestor of all animals with ‘___________-like’limb bones

note that all _______________ species end up at the same point on the page eg. dinosaurs are __________

the length of the line indicates how long it has been since the species ___________________________

b. example 2 pg 608 and 609 builds another caldogram

note that all living species end up at the same point on the page

the length of the line indicates how long it has been since the species branched off

c. pg 609 TRY THIS do this as exercise

d. Using Genetic Evidence

pg 611

e. there will be an in class [work on your own] assignment on this

CLADOGRAM WORKSHEET

1. Construct a simple cladogram based on the table below.

|TRAITS |thylacine |Lamprey |Rhesus monkey|Bullfrog |Human |Snapping turtle|Tuna |

| | | | | | | | |

|placenta | | |X | |X | | |

|paired appendages |X | |X |X |X |X |X |

|skull atop spine | | | | |X | | |

|paired legs |X | |X |X |X |X | |

|dorsal nerve chord |X |X |X |X |X |X |X |

|amniotic sac |X | |X | |X |X | |

|mammary glands |X | |X | |X | | |

|species is extinct |X | | | | | | |

2. The example below makes for a more complex cladogram, that will require more planning to ensure that the set up works out logically.

|TRAIT |COW |ROBIN |TOAD |WOMBAT |OSTRICH |

| | | | | | |

|Lived | 6-7 million | million |4.2 – 3.9 million | 3.9 - 3.0 million | million |

|Range | |East Africa | |East africa | |

|Diet |_____ plants | |Fruit, nuts, seeds, tubers insects. |Soft fruit, nuts, seeds, tubers and | |

| |less _____ than chimpanzee | | |bird eggs. | |

|Jaw | |Noticed canines, large molars | | |small canines, large molars; |

| | |.protruding jaw | | |protruding jaw |

|Size |less than 100 cm | cm; sexes differ cm |150 cm; sexes differ 30 cm | cm; sexes differ cm |150 cm; sexes differ 20 cm |

|Brain size Sagittal | |30% / no crest | | | 38 % / no crest |

|crest | | | | | |

|Tools |none |none | |none???? |simple rock |

| |Paranthropus aethiopicus: |Paranthropus boisei: |Paranthropus robustus | |Homo habilis: |Homo rudolfensis: |

| | | | | | | |

|Lived | million |2.3 - 1.2 million | 1.9 – 1.0 million | | million |2.2 – 1.9 million |

|Range |Ethiopia |East Africa | | |East, south Africa | |

|Diet | |Nuts, tubers, termites, possibly |Nuts, tubers, termites, possibly | | |Omnivorous diet including scavenged|

| | |papyrus rhizomes. |papyrus rhizomes. | | |meat |

|Jaw |No canines, massive molars protruding| |No canines, massive molars protruding| |chiseled incisors; medium molars | |

| |jaw; | |jaw | | | |

|Size |130 cm; sexes differ 10 cm | cm; sexes differ cm |140 cm; sexes differ 10 cm | |131cm; sexes differ 10 cm | cm; sexes differ cm |

|Brain size Sagittal| |37% / crest | | |47 % / no crest | |

|crest | | | | | | |

|Tools | |none | | | |complex, shaped stones |

| |Homo ergaster |Homo erectus: |Homo heidelbergensis: |Homo neanderthalis: |Homo sapiens idaltu |

| | | | | | |

|Lived | |1.8 million - c.30,000 | |230,000-28,000 | |

|Range |all of Africa | |Africa, Europe. | |East Africa & ?? |

|Diet | |Omnivorous with quantities of meat. | |Relied heavily on meat. | |

|Jaw |chiseled incisors small molars | |chiseled incisors; small molars | |chiseled incisors; small molars |

|Size | |180 cm; sexes differ 20 cm | |166cm; sexes differ 10 cm | |

|Brain size Sagittal| / no crest | 75 % / no crest | / no crest | |100% / no crest |

|crest | | | | | |

|Tools |complex, shaped stones | |very complex, shaped stones for many| |stone, wood, bone, antler tools |

| | | |purposes | |including bows |

Other changes in Hominids over time

The pelvis _______________________

as our ancestors became bipedal

The feet became__________________,

with the_______________ less widely spaced

and with a broader _____________

to assist bipedalism

Human Evolution Summary

Changes from earliest Hominid to Australopithecus

|Trait | |Trend |

| | | |

|Time | | |

|Range | | |

|Diet | | |

|Teeth & Jaw | | |

|Sagittal crest | | |

|Height | | |

|Brain size | | |

|Tools | | |

Changes from Australopithecus to Paranthropus

|Trait | |Trend |

| | | |

|Time | | |

|Range | | |

|Diet | | |

|Teeth & Jaw | | |

|Sagittal crest | | |

|Height | | |

|Brain size | | |

|Tools | | |

Changes from Australopithecus to Homo

|Trait | |Trend |

| | | |

|Time | | |

|Range | | |

|Diet | | |

|Teeth & Jaw | | |

|Sagittal crest | | |

|Height | | |

|Brain size | | |

|Tools | | |

-----------------------

A

B

C

A

B

C

D

E

SOIL SURFACE

1. We know that A is ___________ than

volcanic ash # 1

2. We know that B, C and E are ________

than volcanic ash # 1 and ________ than volcanic ash # 2

3. We know that D is _________ than

volcanic ash # 2

4. We assume that C is ________ than B

and E because it is shallower

5. We assume that B & E are the ______ age by distance above volcanic

ash # 2

VOLCANIC ASH # 1

VOLCANIC ASH OR LAVA # 2

¼ ½ 1 2 3 4 5 6

half lives of the isotope

75

50

25

12.5

%

P

A

R

E

N

T

A

L

I

S

O

T

O

P

E

_______ % PARENTAL ISOTOPE

______ % DAUGHTER ISOPTOPE

______ % PARENTAL ISOTOPE

______ % DAUGHTER ISOTOPE

____ % PARENTAL ISOTOPE

____ % DAUGHTER ISOTOPE

_____ % PARENTAL ISOTOPE

_____ % DAUGHTER ISOTOPE

______ % PARENTAL ISOTOPE

______ % DAUGHTER ISOTOPE

_____ % PARENTAL ISOTOPE

_____ % DAUGHTER ISOTOPE

[pic]

-every Royal Navy vessel that landed on the Galapagos was required to collect ____________________

& note _______________ they were shot.

-he was ____________________ of his own theories as they related to the ____________________

[pic]

Galapagos finches

-each _________________ has unique finches

-finches ________________ match their diet

-mainland only has _______________ finch

-DARWIN thought that _____________ may have helped select

or shape the __________________ of the finches

J

F

Volcanic ash #2

C

B

A

I

Volcanic ash #1

E

[pic]

[pic]

frequency of individuals in the population with a trait

range for the trait

mean value for the trait

first

________

dinosaurs

__________

first

_______

early

___________

early

_________

___________ appear

___________ on land

_________ appear

_________ appear

__________ invade land

__________ invade land

__________ fish in seas

first __________

________fishes

invertebrates

0.0

100 my

200 my

300 my

400 my

500 my

600 my

_____________ lifeforms

endosymbiotic life

with ___________

endosymbiotic life

with __________

the first __________ life forms

prokaryote with

__________ membranes

_______ abundant in the atmosphere

0.0

1.0 by

2.0 by

3.0 by

4.0 by

no change

RAY-FINNED FISHES

AMPHIBIANS

MAMMALS

TURTLES

CROCODILES

BIRDS

DINOSAURS

TIME

PRESENT

Lemurs, lorises, pottos

tarsiers

New World Monkeys

Old World Monkeys

Gibbons

Orangutans

50 40 30 20 10 0

MILLIONS OF YEARS AGO

[pic]

A difference in the maps above exists if the LETTER for the allele is moved, or is absent in the ‘ape’ compared to the human pattern

Compare each map to humans and determine the number of differences.

Use that to complete the cladogram to the right.

Soil surface

certain types of ____________ converts ___________

carbon-based molecules to _____________ ones at hydrothermal vents

[pic]

D

K

Volcanic ash #3

G

L

H

................
................

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