D Period Domain Presentations

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Three Domain Presentations - C Period

Bacteria

Penultimate Assignment #1

As your first assignment related to the organism you have chosen, you will investigate the adaptations that characterize your organisms unique design for survival.

To complete this task you should:

1.     Respond to the survey request reserving your species as unique among the classes.

2.     Discuss three different adaptations for your species.

a.     Describe the adaptation

b.     Classify these adaptations as physiological, morphological, or behavioral. 

c.     Explain how the adaptation has improved upon the fitness of the organism.

d.     Relate at least one of the adaptations to a “theme of biology” that is not connected to evolution.  In other words, do not use either the unity or diversity of life as your theme.

3.     Provide an annotated bibliography that summarizes your research on the organism.

Note:      For this class and many scientific publications the American Psychological Association (APA) style of citation is appropriate.  You will find a full description of this style through the Bunn Library website directing you to: http://www.library.cornell.edu/resrch/citmanage/apa

For the annotated bibliography, include two sentences describing the source and the information you used in your PA#1.  For more information on citations, check out the very helpful Bunn Library Website here.

4.     Submit your descriptions of adaptations and bibliography to your instructor via Blackboard as a “Turn-It-In” assignment and as a hard copy.

Three domain presentations

Today in class you worked on your three domain presentations.  You will present these in class on Wednesday.

Oral Presentation Component:

Ñ       Each person must speak for an equal amount of time.

Ñ       Presentations are to be 12 to 15 minutes long.  Points will be deducted if you are under or over time.  Be sure to practice your presentation!

Ñ       Do not read from the PowerPoint!  You may show a video clip, but videos cannot account for more than two minutes of your presentation.

Content of the Presentation:

Ñ       Include an overview of what distinguishes your domain from the other two domains.

Ñ       Include approximately when at least three phyla appeared in the grand scheme of evolution.

Ñ       Include and explain a phylogeny that shows the relationships between various organisms in this domain and how that fits with the other two domains.  

Ñ       Additional information: This will vary depending on which domain you are researching.

Handout

Ñ       One page, can be double sided.

Ñ       Must include citations.

Ñ       You may use the handout template or create your own.

Ñ       Must include a phylogeny.

Ñ       May leave space for your peers to take notes or may be a summary of your talk.

Ñ       Printing out the slides from your presentation is not an acceptable handout.

Ñ       Handouts do not need to be in color (nor is extra credit given for printing in color, not everyone has access to color printers/paper).

Here are some sites to get you started:

http://www.biology.iupui.edu/biocourses/N100/2k23domain.html

http://faculty.ccbcmd.edu/courses/bio141/lecguide/unit1/3domain/3domain.html

http://www.ucmp.berkeley.edu/help/taxaform.html

I will be posting your presentations on the blog, so make sure that you have properly cited all of your work (including images!!)

Answer to Hardy-Weinberg Quiz

One out of 10,000 babies is born with PKU, a metabolic disease that causes mental retardation and other
problems. The disease is caused by a recessive allele.


What is the frequency of the genotype of the individuals in the population born with PKU?

What is the frequency of the recessive allele?

What is the frequency of the dominant allele?

What is the frequency of the carriers in the population.

What percentage of the population are carriers of the PKU allele?


Answer: One out of 10,000 babies is born with PKU, a metabolic disease that causes mental retardation and
other problems. The disease is caused by a recessive allele, and thus the frequency of the individuals in the
population born with PKU corresponds to q2 in the Hardy-Weinberg equation. Given one PKU occurrence per 10,000 births, q2=0.0001. The frequency of the recessive allele is 0.01 or 1%. Therefore, the frequency of the dominant allele is p=1-q or 0.99. The frequency of the carriers in the population is equal to 2pq or 2(.99)(0.01) =0.0198 or 1.98%. That means that about 2% of the population is carriers of the PKU allele.

Adopted from BiologyForLife

Quiz on Hardy-Weinberg & Evolutionary Arms Race Video

Today you had a short quiz on how to solve a Hardy-Weinberg problem.  D period shared their case studies on natural selection in mussels and crickets.  You can read about the mussels here and the crickets here.

We spent the remainder of the class watching PBS's Evolutionary Arms Race video from the Evolution series. You can find the website for the video here.


Below is a segment from the video (TB in Russian prisons)

Homework:  Tomorrow you will have a Harkness discussion on evolution.  Your prompt for the discussion is: Evolution is also called the 'unifying theory of biology.' What does this mean? Why do biologists find it nearly impossible to understand biology without understanding evolution?  What role does evolution play in our lives?

Prepare a notes sheet and at least three questions to ask as part of the discussion.  You will be graded on the notes, your questions and your participation in the discussion.

You can view the remainder of the video below:

Evolution Objectives - Week 2

Week 2: Objectives for Evolution

Modules: 70, 71

___________EV1. Define evolution _______

___________EV2. Outline the four types of evolution _______

__________ EV3. Outline the components required for natural selection ______

_________ EV4. Calculate fitness and changes to fitness using mathematical models. _______

_________EV5. Explain the relationship between mutation, adaptation and natural selection. Give an example in your answer. ________

________EV6. Identify examples of physical and behavioral adaptations in a diverse group of organisms.  _______

__________EV7 . Explain two examples of evolution in response to environmental change; one must be antibiotic resistance in bacteria ______

_______EV8. Discuss the definition of the term species _______

_______ EV9. Describe three examples of barriers between gene pools ________

_______ EV10. Compare convergent and divergent evolution. _________

Population Genetics Objectives - Week 1

Week 1: Population Genetics:

________ PG.1. Explain how a change in allele frequency is evolution.

________ PG. 2 Describe different mechanisms by which allele frequencies can change, including natural selection, genetic drift, and gene flow.

________PG. 3 Differentiate among stabilizing, disruptive, and directional selection.

________ PG 4. Give an example for each type of selection and explain how this example illustrates that type of selection.

________ PG 5. Compare founder effect and bottleneck effect

________ PG 6. State the assumptions made when the Hardy–Weinberg equation is used.

________PG 7 Describe the assumptions that underlie the Hardy-Weinberg equilibrium and also the conditions under which the Hardy-Weinberg equilibrium applies.

_______PG 8 Calculate allele, genotype and phenotype frequencies for two alleles of a gene, using the Hardy–Weinberg equation.

Hardy-Weinberg Gizmo and Practice Problems

Today (or tomorrow) in class you will spend the first half of class working on an ExploreLearning Gizmo. D period please bring a computer to class tomorrow (C period, you will be working in the computer lab).

The notes you take in the gizmo packet are for you.  You will receive a grade on the five assessment questions at the end of the gizmo, those questions must be completed in class.

In the second half of class you were given a set of Hardy-Weinberg practice problems to work on in small groups.

Homework: Read module 70 and take notes for a short reading quiz at the start of class on Monday.  There are no labs next week, so you have no prelab questions to answer.

Types of Selection and Starting Hardy-Weinberg

Today you had your first homework reading quiz and we reviewed the different types of selection.

We also discussed the principle of the Hardy-Weinberg equilibrium.  Click the picture below to link to the tutorial from PH School that we used in class (the one with the pigs).

For homework read module 69 and take notes, pay attention to the highlighted notes in the text.
 

Giraffe Follow Up

Today we briefly discussed the alternative theory as to why giraffes have long necks.  An emerging idea, from Robert E. Simmons and Lue Scheepers is that giraffes use their necks as weapons, and it is sexual selection, not the height of their food that is the driving force behind long necks.

Click the picture to link to the article.

Below are two videos of giraffe behavior.  The first one is how males use their necks to fight, the second video displays the Flehmen response. 

Natural Selection

Today students took a short quiz on Module 1: Evolution and Life on Earth.  To expand on our understanding of natural selection, students completed a jigsaw activity using the articles below.  The objective was to see how the species described in the article underwent the four components of natural selection.  

How diversity creates itself – cascades of new species among flies and parasitic wasps

Butterflies evolve resistance to male-killing bacteria in record time

Mud time capsules show evolutionary arms race between host and parasite 

Homework: Read module 2: Energy & Matter (pages 10-12).  Full disclosure: There's a substantial amount of vocab in these few pages.  

Human Evolution

Today we watched part six of PBS's evolution series "The Mind's Big Bang."

For homework finishing watching the video and answer the questions below the video.




The later half of the video talks about language and the evolution of culture.

If you are in C period:

Write five discussion questions that you can use in class on Monday.

If you are in G period:

The later half of the video talks about the evolution of language and culture.  Write two paragraphs reflecting on what you saw.  What struck you as interesting, what questions do you have?

Classification

Today we started to learn about classification. For homework (C period) you need to choose an organism and research its Kingdom through species classification (see the example below).

You will get a bonus homework point if nobody else in the class has your same example.

A fantastic discussion!

Congratulations to C period for their outstanding participation and many insightful comments during today's Harkness discussion.  After G period has their discussion tomorrow, I will post some of the comments from both sections.

Homework:  Read about Cladorgrams here and take notes for a reading quiz. 

G Period homework: finish watching the video (posted below).  You stopped at minute 38 in class.  You need to prepare five discussion questions for tomorrow and be sure to view the Harkness discussion guidelines posted below as well.  C period set the bar very high with their very solid effort, so you have your work cut out for you!.

Great Transformations

Today (or tomorrow for G period) students watched PBS's Great Transformations episode from the Evolution series.

C period: Finish watching the video below (begin at minute 42).  Tomorrow C period will have a Harkness style discussion.  If you do not have Mr. Locke or Mr. Dibbert, you may not be familiar with Harkness discussion.  Here is a short guide of what to expect.

The opening discussion question will be:


"Evolution is also called the "unifying theory of biology". What does this mean? Why do biologists find it nearly impossible to understand biology without understanding evolution."


You should come prepared with notes on what you saw in the video, your notes on evolution thus far as well as five discussion questions to ask the class.

Time Traveling!

Yesterday we took advantage of the great weather and "no dress code day"and students created an evolutionary timeline (to scale).  Our timelines were 46 meters long.  Each meter represented 100 million years, each centimeter represented 1 million years.  Be sure to thank your friends who joined our class during their free period to add more events to the timelines.

Once all of the events (see below) were added, we started our time traveling at the formation of the Earth. Which ever student researched the event, presented his/her information to the class.  We also used this time to review what we have learned about cells, photosynthesis and the water cycle.

C Period's Timeline.  

Adding details to the Cambrian Explosion

G period's Timeline

4600 Formation of the approximately homogeneous solid Earth
4300 Atmospheric water is broken down by ultraviolet light to give off oxygen atoms which are incorporated into an ozone layer and hydrogen molecules which escape into space
3800 The Earth's crust solidifies---formation of the oldest rocks found on Earth
3800 Condensation of atmospheric water into oceans
3500--2800 Prokaryotic cell organisms develop
3500--2800 Beginning of photosynthesis by blue-green algae which releases oxygen molecules into the atmosphere and steadily works to strengthen the ozone layer and change the Earth's chemically reducing atmosphere into a chemically oxidizing one
1500 Eukaryotic cell organisms develop
1500--600 Rise of multicellular organisms (Cambrian explosion)                              
545 Cambrian explosion of hard-bodied organisms
500--450 Rise of the fish---first vertebrates
430 Waxy coated algae begin to live on land
420 Millipedes have evolved---first land animals
375 The Appalachian mountains are formed via a plate tectonic collision between North America, Africa, and Europe
375 Appearance of primitive sharks
350--300 Rise of the amphibians
350 Primitive insects have evolved
350 Primitive ferns evolve---first plants with roots
300--200 Rise of the reptiles
300 Winged insects have evolved
280 Beetles and weevils have evolved
250 Permian period mass extinction
230 Roaches and termites have evolved
225 Modern ferns have evolved
225 Bees have evolved
200 Pangaea starts to break apart
200 Primitive crocodiles have evolved
200 Appearance of mammals
145 Archaeopteryx walks the Earth
136 Primitive kangaroos have evolved
100 Primitive cranes have evolved
90 Modern sharks have evolved
65 The Chicxulub impact occurs
65 K-T Boundary---extinction of the dinosaurs and beginning of the reign of mammals
60 Rats, mice, and squirrels have evolved
60 Herons and storks have evolved
55 Rabbits and hares have evolved
50 Primitive monkeys have evolved
28 Koalas have evolved
20 Parrots and pigeons have evolved
20--12 The chimpanzee and hominid lines evolve
4 Development of hominid bipedalism
4--1 Australopithecus exist
3.5 The Australopithecus Lucy walks the Earth
2 Widespread use of stone tools
2--0.01 Most recent ice age
1.6--0.2 Homo erectus exist
1--0.5 Homo erectus tames fire
0.2--0.03 Homo sapiens neanderthalensis exist
0.05--0 Homo sapiens sapiens exist
0.04--0.012Homo sapiens sapiens enter Australia from southeastern Asia and North America from northeastern Asia
0.025--0.01 Most recent glaciation---an ice sheet covers much of the northern United States
0.017 Homo sapiens sapiens paint the Lascaux cave
0.01 First permanent homo sapiens sapiens settlements
0.01 Homo sapiens sapiens learn to use fire to cast copper and harden pottery
0.006 Writing is developed in Sumeria

Speciation & Geologic time

We are transitioning from speciation to geologic time.  How have all of these species evolved over   Eventually we will be examining the relationship between speciation, macroevolution and the accumulation of small change.

Look for your name below.  C period names are in Blue, G period names are in Red.


Beside it you will find two events.  You need to research these two events / organisms. Come to class with the following information:


a paragraph describing the event / organism
the date it occurred
a picture relating to the event or of the organism. 


Alejandro, Luis Carlos

* Formation of the approximately homogeneous solid Earth

* Atmospheric water is broken down by ultraviolet light to give off oxygen atoms which are incorporated into an ozone layer and hydrogen molecules which escape into space 

Andrew, Marcela

* The Earth's crust solidifies---formation of the oldest rocks found on Earth 

* Condensation of atmospheric water into oceans 

Valentina, Alina
* Prokaryotic cell organisms develop 

* Beginning of photosynthesis by blue-green algae which releases oxygen molecules into the atmosphere and steadily works to strengthen the ozone layer and change the Earth's chemically reducing atmosphere into a chemically oxidizing one 

Mackenzie, Brando
* Eukaryotic cell organisms develop * Rise of multicellular organisms                   


Bea, Antonia
* Cambrian explosion of hard-bodied organisms  

* Rise of the fish---first vertebrates 

Ximena

* Millipedes have evolved---first land animals
* Appearance of primitive sharks 

Georgia, Milly
* Rise of the amphibians
* Primitive insects have evolved 

Karina, Lizzie
* Primitive ferns evolve---first plants with roots
* Rise of the reptiles

Maja, Ryan
* Permian period mass extinction
* Pangaea starts to break apart 

Charmaine, Deborah
* Appearance of mammals
* Archaeopteryx walks the Earth

Wendell, Ali
* The Chicxulub impact occurs    

* Primitive monkeys have evolved

Arianna, Aleksandra

The chimpanzee and hominid lines evolve
Development of hominid bipedalism

Alec, Walker
Australopithecus exist
Widespread use of stone tools

Extra Credit:

For Extra credit, you may research any of the events below.  If you research all of them, you will earn a homework pass.

Most recent ice age
Homo erectus exist
Homo erectus tames fire
Homo sapiens neanderthalensis exist
Homo sapiens sapiens exist
Homo sapiens sapiens enter Australia from southeastern Asia and North America from northeastern Asia
Most recent glaciation---an ice sheet covers much of the northern United States
Homo sapiens sapiens paint the Lascaux cave