Unit 5: History of Earth & Evidence for Evolution of Life

 Honors Biology Lab ManualUnit 5: History of Earth & Evidence for Evolution of Life Name: _______________________________________________ Teacher: _________________________ Period: ________Unit 5 Portfolio: Grading Rubric (100 points)Category43210ScoreWeightTotal PointsLab 1*All data, calculations, and pre/post lab questions are complete and accurate.1-2 data, calculations, or pre/post lab questions are incomplete or incorrect.3-4 data, calculations, or pre/post lab questions are incomplete or incorrect.5 data, calculations, or pre/post lab questions are incomplete or incorrect.> 5 data, calculations, or pre/post lab questions are incomplete or incorrect.3.75/15Lab 2*All data, calculations, and pre/post lab questions are complete and accurate.1-2 data, calculations, or pre/post lab questions are incomplete or incorrect.3-4 data, calculations, or pre/post lab questions are incomplete or incorrect.5 data, calculations, or pre/post lab questions are incomplete or incorrect.> 5 data, calculations, or pre/post lab questions are incomplete or incorrect.3.75/15Lab 3*All data, calculations, and pre/post lab questions are complete and accurate.1-2 data, calculations, or pre/post lab questions are incomplete or incorrect.3-4 data, calculations, or pre/post lab questions are incomplete or incorrect.5 data, calculations, or pre/post lab questions are incomplete or incorrect.> 5 data, calculations, or pre/post lab questions are incomplete or incorrect.3.75/15Reflection ALabs are thoroughly connected back to specific, restated learning targetsLabs are connected back to specific, restated learning targetsLabs are listed or stated with little to no explanation of connectionsNot included1.0/3Reflection BLearning from labs is thoroughly explained with specific content includedLearning from labs is explained with some general content includedLearning from labs is sated with little to no content includedNot included1.0/3Reflection CLabs are thoroughly compared and contrasted using a graphic organizer (Venn, T-Chart…)Labs are compared and contrasted using a graphic organizer (Venn, T-Chart…)Labs are compared and contrasted Not included1.0/3Reflection DSpecific example of issues with any labs or content thoroughly explained and how issues were corrected/learned fromSpecific example of issues with any labs or content stated and how issues were corrected/learned fromSpecific example of issues with any labs or content stated, but doesn’t include what was learnedNot included1.0/3ReflectionEAny labs or whole unit are thoroughly connected to the real world with specific examples.Any labs or whole unit are connected to the real world with specific examples.Any labs or whole unit are stated to the real world with some examples.Not included1.0/3Article ^Article chosen relates to the unit, is summarized, a copy is included in the portfolio, and 3 or more strong connections to the unit are made.Article chosen relates to the unit, is summarized, a copy is included in the portfolio, 2 strong connections to the unit are made Article chosen relates to the unit, is summarized, a copy is included in the portfolio, 1 strong connection to the unit is made Article chosen relates to the unit, is summarized, and a copy is included in the portfolio. No connection or very weak connections to the unit are made No article is included, summarized, and connected back to unit. 3.75/15Personal ChoiceItem is original and complete with a rationale that connects 3 or more concepts to the unit. A thorough and accurate explanation of the concepts is included.Item is original and complete with a rationale that connects 2 concepts to the unit. An accurate explanation of the concepts is included.Item is original and complete with a rationale that connects 1 concept. An accurate explanation of the concept is included.Item is original and sloppy or incomplete. No rationale of the concepts is included or item/explanation of concepts is inaccurate.No personal choice included or item is not original (copied from Google, labs, handouts, etc).3.75/15Lab Completion (not ** labs)All labs from the unit are complete.1 lab from the unit is incomplete.2 labs from the unit are incomplete.3 labs from the unit are incomplete.More than 4 labs from the unit are incomplete.1.5/6Grammar & Spelling 1 or fewer errors in complete sentences, spelling, grammar, & punctuation.2 errors in complete sentences, spelling, grammar, & punctuation.3 errors in complete sentences, spelling, grammar, & punctuation.4 errors in complete sentences, spelling, grammar, & punctuation.5 or more errors in complete sentences, spelling, grammar, & punctuation.1.0/4Total Score/100* If you do not mark (*) the 3 labs you wish to be graded, the first 3 labs in your binder will be graded!*^If you do not include a copy of your article, your score will be dropped by 1 point in the rubric (ex: you meet the criteria for a “3” but have no copy of the article so you will earn a “2”)^Unit 5: History of Earth & Evidence for Evolution of LifeApply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces (such as atmosphere) to construct an account of Earth’s formation and early history.Identify key points along the geological history of Earth relative to each other on a timeline.Origin of earthOrigin of prokaryotesOrigin of eukaryotesOrigin of multicellularityOrigin of animalsOrigin of humans Determine early Earth history and important life eventsAbiogenesis (life from non-life)Prokaryote → eukaryote (endosymbiotic theory)Unicellular → multicellular (colonial flagellate hypothesis)Autotroph → heterotrophAsexual → sexual reproduction Mass extinctionsHuman impact on biodiversityCommunicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence, such as:FossilsComparative anatomy:Embryology Homologous structuresAnalogous structuresVestigial structuresGenetics and molecular biologyUse dichotomous keys, cladograms, tables and other visual information to classify living organisms based on their physical and/or genetic characteristics.Earth’s Geological Timescale Poster Walk3876675152400Planet Earth formed about 4.5 billion years ago - that’s a really, really long time ago! To describe Earth’s vast history, scientists use a geologic timescale. They divide it into long segments of time called eras. Each era is further divided into periods. Earth events and organisms characterize each era and period. For example, the Mesozoic Era starts after an extinction event that wiped out almost 90% of species on Earth. Dinosaurs then flourished until the end of the Mesozoic Era, which is marked by another major extinction event. Most dinosaurs went extinct but one group of dinosaurs - birds - survived.Working as a small team, you will create a poster presentation about one of the periods. You can use classroom and LRC resources, as well as the internet (see provided websites ) to research the following information. When you are done researching, you will need to construct your poster. Remember that others will be using your poster for their notes. Be sure to pay attention to the scoring rubric!LandmassesWhat was the surface of the earth like? (mountains, rivers, oceans, swamps). Draw it.What did the continents look like? Draw or find a map.ClimateWas the climate steady (the same at the beginning and the end) or did it change during this time?What was the climate? Was it dry? Wet? Cold? Hot? Cloudy? Ice Age?Earth eventsWhat major events occurred at the beginning or end of this period? Extinctions? Volcanic eruptions? Meteors/Asteroids? Winds? Storms?Was there an atmosphere? What was earth’s air like (composition of gases)?Living thingsWhat type(s) of life was present? Draw or include pictures. Be sure to label the pictures.What new life developed? Draw or include pictures. Be sure to label the pictures.OthersWas there anything else important or noteworthy about this time that has not already been mentioned?Website to Use: (launch interactive and find your period) (for precambrian only) (click on your time) (click on your time)Rubric for Geological Time Scale Poster name of your period (here in large clear letters) The rest of the poster should include large photos or drawings and bullet points of categories 1, 2, 3, 4, and 5 you researched. (put group names on the back of your poster) _____(2)Poster is organized in a clear fashion and is legible from a distance _____(2)Geological time range is completed correctly and is viewable from a distance _____(1)Title of period is clearly written and large enough to read from a distance _____(2)Landmasses are shown, including a map of the continents _____(2)The climate is easily determined through pictures or writing _____(2)Major events are visible through pictures or writing _____(4)Living things are shown in pictures including both plants and animals (when present) ____________15 pointsEarth’s Timeline Poster Walk NotesTime PeriodSurface of the Earth/Atmosphere (gases)Climate (include ice ages here)Organisms Present (plants/animals)Firsts? Newly evolvedExtinctions? yes or noOtherPrecambrian570-4600 MYACambrian505-570 MYAOrdovician438-505 MYATime PeriodSurface of the Earth/Atmosphere (gases)Climate (include ice ages here)Organisms Present (plants/animals)Firsts? Newly evolvedExtinctions? yes or noOtherSilurian408-438 MYADevonian360-408 MYACarboniferous286-360 MYATime PeriodSurface of the Earth/Atmosphere (gases)Climate (include ice ages here)Organisms Present (plants/animals)Firsts? Newly evolvedExtinctions? yes or noOtherPermian245-286 MYATriassic208-245 MYAJurassic144-208 MYATime PeriodSurface of the Earth/Atmosphere (gases)Climate (include ice ages here)Organisms Present (plants/animals)Firsts? Newly evolvedExtinctions? yes or noOtherCretaceous65.5-144 MYATertiary1.6-65.5 MYAQuaternary1.6 MYA - presentGeological Time Scale Summary NotesClimate:How many ice ages did you see throughout the time scale? __________How many heat waves? __________Finish the following statement:Throughout the history of the Earth, the climate of the Earth has… Extinctions:How many extinctions did you see throughout the time scale? __________Was there ever a time when every living thing went extinct? ___________Finish the following statement based on your two answers above:0254000Extinctions occur…0254000LifeWhere do scientists believe that the first organisms on earth appeared? _______________Put the following in order from the beginning of life _____Plants_____Single celled eukaryotes_____Multicellular animals_____Prokaryotes (bacteria)_____Amino acids_____Proteins152400101600Photosynthesis was extremely important to the development of life because…152400101600During what time period did the first humans appear?_______________________Compared to the overall timescale, life on Earth has been around… A Timeline of Life’s Evolution WebquestGo to the site: Part I: A Timeline of Life’s EvolutionBegin at the far left side of the timeline and drag the red marker to learn about important events in the history of life on Earth.4.5 BYA (billion years ago)1.Summarize the 2 major events that occurred at 4.57-4.53 BYA.4.0 BYA2. Summarize the 2 major events that occurred on Earth at 4.1-3.8 BYA. 3. Why are the formation of the crust, oceans and atmospheric composition so important to the formation of life on Earth?3.5 BYA4. What is a stromatolite and how is it formed? What do stromatolites tell scientists about the formation of life on Earth?3.0 BYA5. Proliferation (a rapid increase in number) of cyanobacteria occurred 3.0-2.5 BYA. What process evolved in these organisms? How did this process ultimately transform Earth’s atmosphere and lead to biodiversity of life? 2.0 BYA6. Prior to this time, what type of cells (prokaryotic or eukaryotic) existed on Earth? How do scientists theorize that eukaryotic cells came to be?1.2 BYA7. How do scientists hypothesize that multicellular life came to be?600-500 MYA (million years ago)8. What evidence do scientists use to support the Cambrian Explosion? What do they think caused the Cambrian Explosion?230-65 MYA9. How long did dinosaurs populate the planet? What is the leading theory for their extinction?200,000 years ago10. From what species did modern humans evolve?Part II: Understanding the RNA WorldClick on the Understanding the RNA World tab and use the information provided to answer the questions below.What is RNA?What is the role of protein in cells?How do DNA and RNA carry out the genetic code?Ribozymes & the RNA WorldWhat is a ribozyme? (hint: catalyze means to cause or accelerate a reaction)Summarize the RNA World Hypothesis. What does it tell us about early life forms?Part III: Building a ProtocellClick on the Building a Protocell tab and use the information provided to answer the questions below.Nucleic Acids1. The earliest life forms on Earth used what key molecule?2. What is the Murchison meteorite? What components did it bring to Earth in RNA and/or protein formation?3. Where do scientists hypothesize that RNA was formed (2 locations)?4. What is the significance of RNA being able to replicate (copy) itself?Fatty Acids1. What is the role of lipid membranes in modern cells?2. Why would earlier forms of life needed a membrane (2 reasons)? 3. Where on Earth do scientists propose that fatty acids formed (watch the first animation)?4. What is a micelle? How is this related to vesicles? (watch the second animation)5. How do fatty acid vesicles grow? (watch the last animation)Protocells1. What is a protocell? What is it made of?2. Summarize the life cycle of a protocell (watch the first animation).3. How can a mutation benefit a protocell? How is this significant to the development of more advanced life?Virtual Miller-Urey ExperimentGo to: and click to enter the labIntroductionThe evolution of Earth’s atmosphere corresponded with the creation of new molecules that facilitated the formation of life. A process called molecular evolution directed the synthesis of stable molecules make up the building blocks of life. The carbon-based molecules that comprise living organisms are called organic molecules. These molecules formed on Earth as a result of lightning storms that fueled chemical reactions between atmospheric gases. A variety of simple molecules formed that then became building blocks for complex molecules.In this activity, you will investigate how scientists can model the creation of these molecules in the laboratory using an instrument called the Miller-Urey apparatus.ObjectivesCollect and record accurate and clear scientific data using synthetic chemistry reactionsAnalyze scientific data by using, interpreting, and comparing numbers about the interactions of molecules with environmental conditionsExplain how molecular evolution can be used as an analytical toolExplain how molecular evolution is measured using instrumentationLab OverviewRead the information on page 1 (yellow tab) and answer the questions below.What was the the composition of Earth’s atmosphere 4 billion years ago?What role did lightning strikes play in the formation of organic molecules?What process added oxygen to Earth’s atmosphere? How long ago did this occur?Read the information on page 2 (pink tab) and answer the questions below.What was the purpose of Miller and Urey’s experiment?Summarize the parts of the Miller-Urey apparatus in the table below.Part of Miller-Urey ApparatusPart of Earth/Process RepresentedMethane (CH4), ammonia (NH3), hydrogen (H2), water vapor (H2O)Water bathTungsten electrodes/electric sparksWhat was the outcome of the experiment? How is this important to the formation of life?Click Go To and select Lab BackgroundActivity 1What is the goal of this experiment?Record your data from Activity 1 in the boxes below. Enter the atmospheric gas added to the apparatus (ammonia, hydrogen, methane, oxygen, carbon dioxide) and the organic molecules that were produced in the appropriate columns for each trial.TrialAtmospheric Gas Added to ApparatusOrganic Molecules Formed12Explain the results from Trial 1 in which all of the conditions proposed by Oparin and Haldane were met in the Miller-Urey apparatus.Describe the results for Trial 2. Explain how the lack of methane affected the formation of the organic molecules.Activity 2What is the goal of this experiment?Record your data from Activity 2 in the boxes below. Enter the atmospheric gas added to the apparatus (ammonia, hydrogen, methane, oxygen, carbon dioxide) and the organic molecules formed in the appropriate columns for each trial.TrialAtmospheric Gas Added to ApparatusOrganic Molecules Formed3Describe the results for Trial 3. Explain how oxygen affected the formation of the organic molecules.From the results of Trial 3, explain the probability of organic molecules forming in modern Earth’s atmosphere.Activity 3What is the goal of this experiment?Record your data from Activity 3 in the boxes below. Enter the atmospheric gas added to the apparatus (ammonia, hydrogen, methane, oxygen, carbon dioxide) and the organic molecules formed in the appropriate columns for each trial.TrialAtmospheric Gas Added to ApparatusOrganic Molecules Formed4Compare the composition of the original atmosphere used in the Miller-Urey experiment with the atmosphere used in this activity.Explain the role of carbon dioxide in producing the results of this trial.Introduction to Fossils & Law of Superposition Paleontologists, scientists who study fossils, are inquisitive by nature, and they gather evidence of all kinds to test their hypotheses. Evidence about the lifestyle of an ancient plant or animal may come from the enclosing rocks, associated fossil remains, associated trace fossils, and particular features of the body fossils themselves. The rocks can give clear evidence about ancient climates, and associated fossils indicate possible prey and predator relationships. Today, you will use fossil cards to analyze records of past life and explain how the law of superposition helps scientists determine when these organisms existed on Earth. Part I (Card Set A – page 8):Spread the cards with the nonsense syllables on the table and determine the correct sequence of the eight cards by comparing letters that are common to individual cards and, therefore, overlap.The first card in the sequence has "Card 1, Set A" in the lower left-hand corner and represents the bottom of the sequence.If the letters "T" and "C" represent fossils in the oldest rock layer, they are the oldest fossils, or the first fossils formed in the past for this sequence of rock layers.Now, look for a card that has either a "T" or "C" written on it. Since this card has a common letter with the first card, it must go on top of the "TC" card.The fossils represented by the letters on this card are "younger" than the "T" or "C" fossils on the "TC" card which represents fossils in the oldest rock layer.Sequence the remaining cards by using the same process. When you finish, you should have a vertical stack of cards with the top card representing the youngest fossils of this rock sequence and the "TC" card at the bottom of the stack representing the oldest fossils.After you have arranged the cards in order, write your sequence of letters (using each letter only once) in the space below. Starting with the top card, the letters should be in order from youngest to oldest.Please note that none of the letters in this sequence may be reversed and still be correct. The sequence must be exactly in the order as written.Remember that these letters represent fossils in a rock layer and that one fossil next to another within a rock layer implies no particular sequencing; they both are approximately the same age as that particular rock layer. The following question may help clarify this point. 1. Paste down your sequence of cards (from youngest to oldest): YoungestOldest2. How do you know that "X" is older than "M"? 3. Explain why "D" in the rock layer represented by DM is the same age as "M." 4. Explain why "D" in the rock layer represented by OXD is older than "D" in the rock layer represented by DM.Part II (Card Set B – page 10):Carefully examine the second set of cards which have sketches of fossils on them. Each card represents a particular rock layer with a collection of fossils that are found in that particular rock stratum. All of the fossils represented would be found in sedimentary rocks of marine origin. Figure 2-A below gives some background information on the individual fossils.80010066675The oldest rock layer is marked with the letter "M" in the lower left-hand corner. The letters on the other cards have no significance to the sequencing procedure and should be ignored at this time.Find a rock layer that has at least one of the fossils you found in the oldest rock layer. This rock layer would be younger as indicated by the appearance of new fossils in the rock stratum.Keep in mind that extinction is forever. Once an organism disappears from the sequence it cannot reappear later. Use this information to sequence the cards in a vertical stack of fossils in rock strata.Arrange them from oldest to youngest with the oldest layer on the bottom and the youngest on top.1. Paste the sequence of cards from the youngest layer to the oldest layer (i.e., from the top of the vertical stack to the bottom). YoungestOldest 2. Which fossil organisms could possibly be used as index fossils (Index fossils are used to define periods of geologic time. A good index fossil is one with four characteristics: it is distinctive, widespread, abundant and limited in geologic time.) 3. Name three organisms represented that probably could not be used as index fossils and explain why. 4. In what kinds of rocks might you find the fossils from this activity (circle)?a. Igneous – formed when magma (molten rock deep within the earth) cools and hardensb. Sedimentary – formed from particles of sand, shells, pebbles, and other fragments of materialc. Metamorphic – formed under the surface of the earth from the metamorphosis (change) that occurs due to intense heat and pressure (squeezing) 5. State the Law of Superposition and explain how this activity illustrates this law. Introduction to Fossils – Set A Introduction to Fossils – Set B Fossil Identification Lab – DAY 1Fossils are used by scientists to determine the evolutionary history life on Earth. Once fossils are identified, relationships between species can be established. Today you will group and identify 21 unidentified fossil molds. Procedure Part 1:Obtain the fossils and make observations about general morphologies.Sort the fossils into two kingdoms (plantae or animalia). Fossil #sRationaleKingdom Plantae FossilsKingdom Animalia FossilsProcedure Part 2:Using only the fossils presented, establish a claim to identify the phylum of each fossil (there are 7 phyla represented: Tracheophyta, Cnidaria, Brachiopoda, Mollusca, Arthropoda, Echinodermata, and Chordata). Claim: A statement that answers the original focus question or problem. What conclusion can you make about your original focus question or problem?Provide evidence for your claim.Evidence: Scientific data that supports the claim. The data needs to be appropriate and sufficient to support the claim. What data and observations do you have to support your claim?Articulate the reasoning of you evidence.Reasoning: A justification that links the claim and evidence and includes appropriate and sufficient scientific principles to defend the claim and evidence. How do the data and observations you used for evidence support your claim?When instructed, present your claim, reasoning, and evidence to another group. ClaimEvidenceReasoningGroup 1:Tracheophyta???Group 2:CnidariaGroup 3:Braciopoda???Group 4:Mollusca???Group 5:Arthropoda???Group 6:Echinodermata???Group 7:Chordata???Questions:Did the other group come up with the same claim, evidence, or reason as you? How was their claim, evidence and reasoning the same? How was their claim, evidence, and reasoning different?Do you want to revise your claim, evidence, or reason? Fossil Identification Lab – DAY 2Fossils are used by scientists to determine the evolutionary history life on Earth. Once fossils are identified, relationships between species can be established. Today you will research the ages of the 21 fossils you previously grouped and arrange them on a geologic timeline. Procedure Part 3:Use the following information about the fossils to research the age of each fossil and the time period in which it was mainly found.Fossil #KingdomPhylumCommon Name(Scientific Name)AgeGeologic Period1AnimaliaMolluscaAmmonite (Meekoceras)2PlantaeTracheophytaFern Frond (Neuropteris)3AnimaliaChordataDinosaur Toe Claw(Allosaurus)4AnimaliaArthropodaTrilobite (Phacops)5AnimaliaArthropodaTrilobite(Elrathia)6AnimaliaChordataDinosaur Tooth(Carcharodontosaurus)7AnimaliaMolluscaSnail Shell(Turritella)8AnimaliaMolluscaScallop Shell(Pecten)9AnimaliaChordataShark Tooth(Otodus)10AnimaliaChordataHorse Tooth(Merychippus)11AnimaliaBrachiopodaBrachiopod Shell(Neospirifer)12AnimaliaMolluscaClam Shell(Venericardia)13AnimaliaMolluscaAmmonite (Acanthoscaphites)14AnimaliaBrachiopodaBrachiopod Shell (Mucrospirifer)15AnimaliaArthropodaTrilobite(Flexicalymene)16AnimaliaEchinodermataBlastoid(Pentremites)17AnimaliaCnidariaHorn Coral (Crantaniophyllum)18PlantaeTracheophytaDawn Redwood Cone(Metasequoia)19AnimaliaMolluscaNautiloid(Orthoceras)20AnimaliaChordataHuman Tooth (Homo sapiens)21AnimaliaBrachiopodaBrachiopod Shell (Obolela)Complete the timeline that shows the appearance of the 21 fossils in the fossil record by labeling with the fossil’s name, kingdom and phylum.Timeline of Life on EarthQuestions:Describe the relationship between the amount of evidence provided and the strength of a claim.Which type of evidence was most valuable in identifying each fossil phylum?How would your reasoning change if you were given the location where each fossil was discovered?How does the fossilized shark tooth explain the evolutionary history of modern sharks?What happened to the trilobite animals?Evidence of Evolution: Comparative AnatomyShown below are images of the skeletal structure of the front limbs of 6 animals: human, crocodile, whale, cat, bird, and bat. Each animal has a similar set of bones. Color code each of the bones according to this key:For each animal, indicate what type of movement each limb is responsible for.AnimalPrimary FunctionsHumanUsing tools, picking up and holding objectsWhaleCatBatBirdCrocodileCompare the skeletal structure of each limb to the human arm. Relate the differences you see in form to the differences in function.AnimalComparison to Human Arm in FormComparison to Human Arm in FunctionWhaleWhale has a much shorter and thicker humerus, radius, and ulna. Much longer metacarpals. Thumb has been shortened to a stub.The whale fin needs to be longer to help in movement through water. Thumbs are not necessary as the fins are not used for grasping.CatBatBirdCrocodileCompare the anatomy of the butterfly and bird wing below.What is the function of these structures?How are they different in form? Give specific pare the overall body structure of the cave fish and the minnow below.What is the biggest, most obvious difference between the body structure of these two fish?Assume the two fish came from the same original ancestor. Why might the cave fish have evolved without eyesight?What kind of sensory adaptation would you hypothesize the cave fish as to allow it to navigate in a cave, including catching and eating food?You have now studied three different types of anatomical structures.Homologous structures show individual variations on a common anatomical theme. These are seen in organisms that are closely related.Analogous structures have very different anatomies but similar functions. These are seen in organisms that are not necessarily closely related, but live in similar environments and have similar adaptations.Vestigial structures are anatomical remnants that were very important in the organism’s ancestors, but are not longer used in the same way.Give an example of a homologous structure from this activity.Give an example of an analogous structure from this activity.Give an example of a vestigial structure from this activity.Below are some vestigial structures found in humans. For each, hypothesize what its function may have been.Structure Possible function?Wisdom teethAppendixMuscles for moving the earBody hairLittle toeTailbone How are vestigial structures an example of evidence of evolution?Evidence of Evolution: Comparative EmbryologyOrganisms that are closely related may have physical similarities before they are even born. Take a look at the six different embryos below:Hypothesize which embryo is from each of the following organisms:SpeciesEmbryoHumanChickenRabbitTortoiseSalamanderFishThese are older, more developed embryos from the same organisms.Hypothesize which embryo is from each of the following organisms:SpeciesEmbryoHumanChickenRabbitTortoiseSalamanderFishThese embryos are at their most advanced stage, shortly before birth.Describe how the embryos changed for each of these organisms from their earliest to latest stages.SpeciesAnatomical Changes From Early to Late StagesHumanChickenRabbitTortoiseSalamanderFishLook again at the six embryos in their earliest stages. Describe the patterns you see. What physical similarities exist between each of the embryos?Does this suggest an evolutionary relationship? Explain how these embryos can be used as evidence of a common ancestor between each of these six organisms.Embryological Development: a prediction: Do you think other organisms will have a similar embryologic development as humans? Explain your reasoning. For each of the embryos shown, try to guess which organism it will become.1. Embryo 1 –a. What was your first prediction? ___________________ were you correct? __________b. Watch the development of the embryo. On which day does the embryo begin to look different from other embryos? _______ 2. Embryo 2a. What was your first prediction? ___________________ were you correct? __________b. Watch the development of the embryo. On which day does the embryo begin to look different from other embryos? _______3. Embryo 3a. What was your first prediction? ___________________ were you correct? __________b. Watch the development of the embryo. On which day does the embryo begin to look different from other embryos? _______ 4. Embryo 4a. What was your first prediction? ___________________ were you correct? __________b. Watch the development of the embryo. On which day does the embryo begin to look different from other embryos? _______ 5. Was your prediction at the beginning of this activity correct? Explain your answer. Use at least one observation that you made during this activity to support your answer. Evidence of Evolution: Molecular BiologyCytochrome c is a protein found in mitochondria. It is used in the study of evolutionary relationships because most animals have this protein. Cytochrome c is made of 104 amino acids joined together. Below is a list of the amino acids in part of a cytochrome protein molecule for 9 different animals. Any sequences exactly the same for all animals have been skipped.For each non-human animal, take a highlighter and mark any amino acids that are different than the human sequence. When you finish, record how many differences you found in the table below.AnimalNumber of Amino Acid Differences Compared to Human Cytochrome cAnimalNumber of Amino Acid Differences Compared to Human Cytochrome cHorseSharkChickenTurtleTunaMonkeyFrogRabbitBased on the cytochrome c data, which organism is the most closely related to humans? Use data to support your response.Base on the cytochrome c data, which organism is the least closely related to humans? Use data to support your response.Do any of the organisms have the same number of differences from human cytochrome c? In situations like this, how would you decide which is more closely related to humans?Taxonomy and the 6 Kingdoms WebquestPart I.Directions: Open the PowerPoint: “Taxonomy,” and answer the questions that come from the slides. Make sure you read the slides carefully!1. What is taxonomy?2. Why do we need to classify organisms? 3. Who is Carolus Linnaeus? 4. What are the 7 Levels of the classification system?1. 5.2. 6.3. 7.4.5. What two words is the scientific name made from? _______________________ and __________________6. What is the Genus? 7. What is the Species? 8. What are your 7 levels of Taxonomy?1. 5.2. 6.3. 7.4.Part II.Directions: Open the website: the following questions:1. How many kingdoms are there? List them. 2. How are organisms placed in their Kingdoms: (There are 3 reasons listed)a.b.c.Plant Kingdom: List 3 Facts about this Kingdom:Draw Example1.2.3.What are autotrophs? ______________________________________________________Animal Kingdom: Draw ExampleList 3 Facts about this Kingdom:1.2.3.What is the scientific name of the Tiger shown? _________________Archaebacteria: Draw Example1. How did scientists find these bacteria? 2. Where do they like to live? Eubacteria: Draw ExampleList 3 Facts about this Kingdom:1.2.3.How many cells big are Eubacteria? _______________Fungi: Draw ExampleList 3 Facts about this Kingdom:1.2.3.How are Fungi different from Plants? ________________________________________Protists: Draw ExampleList 3 Facts about this Kingdom:1.2.3.Do you think Protists have a nucleus? _______________Part III.Make sure you have answered all the previous questions before completing Part IIIPlay this matching game here: your facts about each kingdom with this matching game!Dichotomous Key ActivityPart I: Using Dichotomous KeysLook at all of the wacky people below! Use the dichotomous key to figure out their identity. For each wacky person, list the “steps” that you take (ex: 1a, 2a, 4a, leads to Mosk Cara) to reach each wack person’s identity. You will also need to write the wacky person’s name under their picture. DO NOT simply look at the description next to each name and try to guess which picture it matches as that is not the purpose of this assignment. Wacky Person 1Steps TakenWacky Person 2Steps TakenWacky Person 3Steps TakenName of person:Name of person:Name of person:Wacky Person 4Steps TakenWacky Person 5Steps TakenWacky Person 6Steps TakenName of person:Name of person:Name of person:Wacky Person 7Steps TakenWacky Person 8Steps TakenWacky Person 9Steps TakenName of person:Name of person:Name of person:Wacky Person 10Steps TakenWacky Person 11Steps TakenWacky Person 12Steps TakenName of person:Name of person:Name of person:Wacky Person 13Steps TakenWacky Person 14Steps TakenWacky Person 15Steps TakenName of person:Name of person:Name of person:Wacky People Dichotomous Key1a Two feetGo to 21b Some other number of feetGo to 32a Does not look at all humanGo to 42b Looks a lot like a humanGo to 53a One legGo to 63b Three or four legsGo to 74a Fly-likeMosk Cara4b Not fly-likeGo to 85a Seems to be a girlRita Nita5b Not a girlGo to 96a Leg is curled , two feetRu-ela.Brella6b Leg is straight, one footGiggles7a Three legsGo to 107b Four legsGo to 118a Has webbed feetHex Oculate8b Clawed feetGo to 129a Curly hair, no toesLugio Wirum9b Wiggly looking mouth, three toes on feetC. Nile10a Very long nose, open mouthElle E. Funk10b Some other appearanceGo to 1311a Has duck bill, two pinchersTri D. Duckt11b No arms or pinchersGo to 1412a Has ears, tail, and beakGrif Leon12b Four eyes on stalksEggur Ondy13a One eye, webbed feetCue Kide13b Four stalked eyes, four pinchersQuadrumenox14a Three toed feet, nose like a flowerTunia petalos14b Spider-like, has spotsPatterned mulywumpusPart II: Constructing a Dichotomous KeyCongratulations! You are part of a collaborative scientific team that has just discovered numerous new species in the Fox Valley. You must now decide, within your collaborative group, how you are going to classify and name your organisms. You will need to create your own dichotomous key.Closely examine the new species. What characteristics do you think will be important in classifying these critters?_____number of eyes________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Use the characteristics of your choice to create your own dichotomous key. Remember: dichotomous keys always provide two options at each branch. Replace the critter’s number with a Latin name. Many Latin words (for body parts, etc.) have been provided on page _____. Write the Latin names below the pictures of the critters.1a1b2a2b3a3b4a4b5a5b6a6b7a7b8a8b9a9b10a10bANALYSIS QUESTIONS 1. What is the purpose of a dichotomous key (not just this key, but any key)? 2. Why is a dichotomous key called a dichotomous key? 3. Is it possible to create more than one dichotomous key for classifying and identifying the same group of objects? 4. When two people use the same dichotomous key to identify the same object, is it possible (should it be possible) for them to have different final answers? 5. Why are classification and identification important?6. Throughout this activity, what was the most difficult to do and why?7. Do you think this would also be difficult for real-world scientists? Why or why not?F. Application (continued): Choose a topic that you know and understand, for example Baseball, Football or food. Think about the connections you can make in the topic, the similarities/differences thengenerate a table that shows ‘traits’ vs ‘species’generate a Venn diagramshow these relationships through a CladogramInvestigating Common Descent: Formulating Explanations and Models Part I Background Information:One of the most common misconceptions about evolution is seen in the statement that “humans came from apes.” This statement assumes that organisms evolve through a step-by-step progression from “lower” forms to “higher” forms of life and the direct transformation of one living species into another. Evolution, however, is not a progressive ladder. Furthermore, modern species are derived from, but are not the same as, organisms that lived in the past. The theory of common descent, proposed by Charles Darwin, was revolutionary because it introduced the concept of gradual evolution based on natural mechanisms. The theory of common descent also replaced a model of straight-line evolution with that of a branching model based on a single origin of life and subsequent series of changes – branching – into different species. Look at the image below, and find the part of the morphological tree that shows the relationships between gorillas, chimpanzees, and humans. Develop three hypotheses to explain how these organisms are related. 1. _______________________________________________________________________________2. _______________________________________________________________________________ 3. _______________________________________________________________________________Make a diagram below of your hypotheses by drawing lines from Point A to each of the three organisms (G = gorilla, C = chimpanzee, H = human, A = common ancestor). Part IIModern research techniques allow biologists to compare the DNA the codes for certain proteins and to make predictions about the relatedness of the organisms from which they took the DNA. You will use models of these techniques to test your hypotheses and determine which one is best supported by the data you develop. Procedure:Step 1. Working in groups of four, “synthesize” strands of DNA according to the following specifications. Each different color of paper clip represents one of the four bases of DNA: Black = adenine (A) Green = guanine (G) White = Thymine (T) Red = cytosine (C) Students will synthesize DNA strands by connecting paper clips in the proper sequence according to specifications listed for each group member. When you have completed the synthesis, attach a label to Position 1 and lay your strands on the table with position 1 on the left. Group Member 1Synthesize a strand of DNA that has the following sequence:Position 1 Position 20A-G-G-C-A-T-A-A-A-C-C-A-A-C-C-G-A-T-T-A Label this strand “human DNA.” This strand represents a small section of the gene that codes for human hemoglobin protein. Group Member 2Synthesize a strand of DNA that has the following sequence: Position 1 Position 20A-G-G-C-C-C-C-T-T-C-C-A-A-C-C-G-A-T-T-A Label this strand “chimpanzee DNA.” This strand represents a small section of the gene that codes for chimpanzee hemoglobin protein.Group Member 3Synthesize a strand of DNA that has the following sequence:Position 1 Position 20A-G-G-C-C-C-C-T-T-C-C-A-A-C-C-A-G-G-C-CLabel this strand “gorilla DNA.” This strand represents a small section of the gene that codes for gorilla hemoglobin protein. Group Member 4Synthesize a strand of DNA that has the following sequence:Position 1 Position 20A-G-G-C-C-G-G-C-T-C-C-A-A-C-C-A-G-G-C-CLabel this strand “common ancestor DNA.” This strand represents a small section of the gene that codes for hemoglobin protein of a common ancestor of the gorilla, chimpanzee, and human. Set this strand aside, you will use this strand in Part III of the laboratory. This model was constructed from hypothetical data, since no such DNA yet, exists for the common ancestor, but the other three sequences are real. Step 2. Compare the human DNA to the chimpanzee DNA by matching the strands base by base (paper clip by paper clip). Step 3. Count the number of bases that are not the same. Record the data in the table. Repeat these steps with the human DNA and the gorilla DNA. Hybridization data for human DNA Human DNA compared to: Number of matches Unmatched bases Chimpanzee DNA Gorilla DNA Based on your collected data, answer the following 4 questions: 1. How do the gorilla DNA and the chimpanzee DNA compare with the human DNA? 2. What do these data suggest about the relationship between humans, gorillas, and chimpanzees? 3. Does the data support any of your hypotheses? Why or why not? 4. What kinds of data might provide additional support for your hypotheses? Part IIIBiologists have determined that some mutations in DNA occur at a regular rate. They can use this rate as a “molecular clock” to predict when two organisms begin to separate from a common ancestor. Most evolutionary biologists agree that humans, gorillas, and chimpanzees shared a common ancestor at one point in their evolutionary history. They disagree however, on the specific relationships among these three species. In this part of the activity, you will use data from your paper-clip model to evaluate different hypotheses about the relationship between humans, gorillas, and chimpanzees. Evolutionary biologists often disagree about the tempo of evolutionary change sand about the exact nature of speciation and divergence. Models can be useful tools for testing hypotheses. ProcedureStep 1. Assume that the common ancestor DNA synthesized in Part II represents a section of the hemoglobin gene of a hypothetical common ancestor. Compare this common ancestor DNA to all three samples of DNA (gorilla, human, and chimpanzee), one sample at a time. Record the data in the following table. Data for Common Ancestor DNA Common ancestor DNA compared to: Number of matches Unmatched bases Human DNA Chimpanzee DNA Gorilla DNA Based on your collected data, answer the following questions: 1. Which DNA is most similar to the common-ancestor DNA? How do you know? 2. Which two DNAs were most similar in the way that they compared to the common-ancestor DNA? How do you know? 3. Which of the hypotheses developed in Part I does your data best support? 4. Do your findings support this hypothesis? Why or why not? 5. Based on the hypothesis that your data best supported, which of the following statements is most accurate? Explain your answer in a short paragraph. a. Humans and apes have a common ancestor.b. Humans evolved from apes. 6. According to all the data collected, which of the following statements is most accurate? Explain your answer in a short paragraph. a. Chimpanzees and humans have a common ancestor.b. Chimpanzees are the direct ancestors of humans. 7. A comparison of many more DNA sequences indicates that human DNA and chimpanzee DNA are 98.8% identical. What parts of your data support this result? Biodiversity Webquest: Everything CountsPart I: What is Biodiversity?Go to the “Global Issues – Biodiversity” web site . What is the definition this website gives for biodiversity?On this web site, scroll down and click on “Loss of Biodiversity and Extinctions”2. What is the current rate of extinction listed here (compared to the “background rate”)?3. List the three most interesting statistics related to biodiversity that you find here (watch the What kind of world do we want? video for a more visual take on the stats listed on the site).4. List the 5 principle pressures on biodiversity. Describe how each one negatively impacts biodiversity.1.2.3.4.5.Part II: Why does biodiversity matter?Go to the “Center for Biodiversity and Conservation” web site: 5. List five of the benefits of biodiversity that are listed here:1.2.3.4.5.Part II: What can you do?Go to the “American Museum of Natural History” website: . List and describe five actions listed here that individuals can do to help create and support biodiversity?1.2.3.4.5.7. Which of these options are most relevant to you (that you can actually do and make a difference)? Explain.Part IV: Bill Nye Biodiversity Go to: (or Google Bill Nye Biodiversity Video and select a link with a video that works)While watching, complete this video guide. 1. An ecosystem requires many / only a few different plants and animals to be healthy. 2. Environments always have both living and ______________________ parts. 3. Most of the world’s living things live in _____________________. 4. Most things / only a few things in ecosystems rely on each other.5. Nail a bird box to the northeast side of a building to keep the birds from getting ______________. 6. A(n) _________________ is made up of all the plants and animals living together in an environment. 7. If you remove one thing from an ecosystem, everything else is changed / the same. 8. Humans have a small / great effect on the environments of which they are a part. 9. The problems of nature are / are not our problems too. 10. Nothing / some things can grow on a dead tree. 11. Most squirrels spend most of their lives in _________________________.12. The sea is the ________________________ ecosystem in the world . 13. ______________________ glass and paper in your home helps promote biodiversity. 14. A golf course is an ecosystem maintained by __________________________. 15. The ______________________ is full of mold sporesThree things I knew that were confirmed in the video:A- ________________________________________________________________________________________________ B- ________________________________________________________________________________________________ C- ________________________________________________________________________________________________Three things I didn’t know but I now know because I watched the video. A- ________________________________________________________________________________________________B- ________________________________________________________________________________________________C- ________________________________________________________________________________________________Unit 5 ReflectionHow does each lab/activity exemplify the learning targets for the unit? Don’t discuss what you learned in this part, but instead be specific about each learning target that was met. Use the dos and don’ts suggestions and previous feedback to help you! B. What were you able to learn by completing the labs/activities? Again, be specific about each learning target and how each lab you selected helped you learn that learning target. Use the dos and don’ts suggestions and previous feedback to help you!C. How did the labs/activities compare and contrast to each other? Use a graphic organizer (Venn diagram, t-chart, etc) to demonstrate your thorough understanding of how the labs compare/contrast. Again, be specific and use the dos and don’ts suggestions!D. In which labs during the unit did you experience trouble? This includes ANY lab in the unit, not just the 3 you selected. Again, be specific and use the dos and don’ts suggestions!E. How does this unit of work relate to real life situations? Again, be specific and use the dos and don’ts suggestions!Article Rationale & SummaryArticle Title: ____________________________________________________________________________Author(s): _____________________________________________________________________________Source: ________________________________________________________________________________Summary: Summarize the main points of the article in 4-6 sentences.Rationale for inclusion in this unit: How does the material in the article relate to what was learned/studied in this unit? Include a detailed description of at least 3 different specific examples. Again, be specific about each connection and use the dos and don’ts suggestions!(Copy of Article)Personal ChoiceRationale for Personal Choice ................
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