![Picture](/uploads/1/1/6/4/11645333/6533662.png)
Essential knowledge 1.A.1: Natural selection is a major mechanism of evolution.
a. According to Darwin’s theory of natural selection, competition for limited resources results in differential survival. Individuals with
more favorable phenotypes are more likely to survive and produce more offspring, thus passing traits to subsequent generations.
b. Evolutionary fitness is measured by reproductive success.
c. Genetic variation and mutation play roles in natural selection. A
diverse gene pool is important for the survival of a species in a
changing environment.
d. Environments can be more or less stable or fluctuating, and this
affects evolutionary rate and direction; different genetic variations
can be selected in each generation.
e. An adaptation is a genetic variation that is favored by selection and
is manifested as a trait that provides an advantage to an organism
in a particular environment.
Essential knowledge 1.A.2: Natural selection acts on phenotypic variations in populations.
a. Environments change and act as selective mechanism on populations.
To foster student understanding of this concept, instructors can choose an illustrative example such as:
• Flowering time in relation to global climate change
• Peppered moth
b. Phenotypic variations are not directed by the environment but occur through random changes in the DNA and through new gene combinations.
c. Some phenotypic variations significantly increase or decrease fitness of the organism and the population.
To foster student understanding of this concept, instructors can choose an illustrative example such as:
• Sickle cell anemia
• Peppered moth
• DDT resistance in insects
d. Humans impact variation in other species.
To foster student understanding of this concept, instructors can choose an illustrative example such as:
• Artificial selection
• Loss of genetic diversity within a crop species
• Overuse of antibiotics
Essential knowledge 1.A.4: Biological evolution is supported by scientific evidence from many disciplines, including mathematics.
a. Scientific evidence of biological evolution uses information from geographical, geological, physical, chemical and mathematical applications.
b. Molecular, morphological and genetic information of existing and extinct organisms add to our understanding of evolution.
Evidence of student learning is a demonstrated understanding of each
of the following:
1. Fossils can be dated by a variety of methods that provide evidence for evolution. These include the age of the rocks where a fossil is found, the rate of decay of isotopes including carbon-14, the relationships within phylogenetic trees, and the mathematical calculations that take into account information from chemical properties and/or geographical data.
✘✘ The details of these methods are beyond the scope of this course and the AP Exam.
2. Morphological homologies represent features shared by common ancestry. Vestigial structures are remnants of functional structures, which can be compared to fossils and provide evidence for evolution.
3. Biochemical and genetic similarities, in particular DNA nucleotide and protein sequences, provide evidence for evolution and ancestry.
4. Mathematical models and simulations can be used to illustrate and support evolutionary concepts.
To foster student understanding of this concept, instructors can choose an illustrative example such as:
• Graphical analyses of allele frequencies in a population
• Analysis of sequence data sets
• Analysis of phylogenetic trees
• Construction of phylogenetic trees based on sequence data
Learning Objectives:
LO 1.9 The student is able to evaluate evidence provided by data from many scientific disciplines that support biological evolution. [See SP 5.3]
LO 1.10 The student is able to refine evidence based on data from many scientific disciplines that support biological evolution. [See SP 5.2]
LO 1.11 The student is able to design a plan to answer scientific questions regarding how organisms have changed over time using information from morphology, biochemistry and geology. [See SP 4.2]
LO 1.12 The student is able to connect scientific evidence from many scientific disciplines to support the modern concept of evolution. [See SP 7.1]
LO 1.13 The student is able to construct and/or justify mathematical models, diagrams or simulations that represent processes of biological evolution. [See SP 1.1, 2.1]
a. According to Darwin’s theory of natural selection, competition for limited resources results in differential survival. Individuals with
more favorable phenotypes are more likely to survive and produce more offspring, thus passing traits to subsequent generations.
b. Evolutionary fitness is measured by reproductive success.
c. Genetic variation and mutation play roles in natural selection. A
diverse gene pool is important for the survival of a species in a
changing environment.
d. Environments can be more or less stable or fluctuating, and this
affects evolutionary rate and direction; different genetic variations
can be selected in each generation.
e. An adaptation is a genetic variation that is favored by selection and
is manifested as a trait that provides an advantage to an organism
in a particular environment.
Essential knowledge 1.A.2: Natural selection acts on phenotypic variations in populations.
a. Environments change and act as selective mechanism on populations.
To foster student understanding of this concept, instructors can choose an illustrative example such as:
• Flowering time in relation to global climate change
• Peppered moth
b. Phenotypic variations are not directed by the environment but occur through random changes in the DNA and through new gene combinations.
c. Some phenotypic variations significantly increase or decrease fitness of the organism and the population.
To foster student understanding of this concept, instructors can choose an illustrative example such as:
• Sickle cell anemia
• Peppered moth
• DDT resistance in insects
d. Humans impact variation in other species.
To foster student understanding of this concept, instructors can choose an illustrative example such as:
• Artificial selection
• Loss of genetic diversity within a crop species
• Overuse of antibiotics
Essential knowledge 1.A.4: Biological evolution is supported by scientific evidence from many disciplines, including mathematics.
a. Scientific evidence of biological evolution uses information from geographical, geological, physical, chemical and mathematical applications.
b. Molecular, morphological and genetic information of existing and extinct organisms add to our understanding of evolution.
Evidence of student learning is a demonstrated understanding of each
of the following:
1. Fossils can be dated by a variety of methods that provide evidence for evolution. These include the age of the rocks where a fossil is found, the rate of decay of isotopes including carbon-14, the relationships within phylogenetic trees, and the mathematical calculations that take into account information from chemical properties and/or geographical data.
✘✘ The details of these methods are beyond the scope of this course and the AP Exam.
2. Morphological homologies represent features shared by common ancestry. Vestigial structures are remnants of functional structures, which can be compared to fossils and provide evidence for evolution.
3. Biochemical and genetic similarities, in particular DNA nucleotide and protein sequences, provide evidence for evolution and ancestry.
4. Mathematical models and simulations can be used to illustrate and support evolutionary concepts.
To foster student understanding of this concept, instructors can choose an illustrative example such as:
• Graphical analyses of allele frequencies in a population
• Analysis of sequence data sets
• Analysis of phylogenetic trees
• Construction of phylogenetic trees based on sequence data
Learning Objectives:
LO 1.9 The student is able to evaluate evidence provided by data from many scientific disciplines that support biological evolution. [See SP 5.3]
LO 1.10 The student is able to refine evidence based on data from many scientific disciplines that support biological evolution. [See SP 5.2]
LO 1.11 The student is able to design a plan to answer scientific questions regarding how organisms have changed over time using information from morphology, biochemistry and geology. [See SP 4.2]
LO 1.12 The student is able to connect scientific evidence from many scientific disciplines to support the modern concept of evolution. [See SP 7.1]
LO 1.13 The student is able to construct and/or justify mathematical models, diagrams or simulations that represent processes of biological evolution. [See SP 1.1, 2.1]
![Picture](/uploads/1/1/6/4/11645333/3373623.jpg)
- Chapters 21&22 review due.
- Check on-line grades on Monday for update.
- Test corrections due Tuesday.
- Complete color variation in rock pocket mice handout- due Tues BOP
Class notes posted below- Darwinian revolution
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darwinian_revolution.ppt |
![Picture](http://www.weebly.com/weebly/images/na.png)