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New Seats

New Seats. Tina Christina. Ruth Nick. Loic Danika. Scarlett Rachelle. Adel Josh. Wilson Sophia. Reggie Chynere. Yikaalo Gaby. Weston Djinnie. Mildred. Jisrael Graceann. Jefferson Emma. Jennifer Andrew.

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New Seats

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  1. New Seats Tina Christina Ruth Nick LoicDanika Scarlett Rachelle Adel Josh Wilson Sophia Reggie Chynere Yikaalo Gaby Weston Djinnie Mildred JisraelGraceann Jefferson Emma Jennifer Andrew

  2. Bio 9B: Monday, 4.12.10Title: Connecting Genetics and Evolution: Cystic Fibrosis Case Study • Homework: • Complete the Analysis Questions for CF Case Study • Do Now: • What comes to mind when you hear the word “EVOLUTION” • Today’s Objectives: • Determine an organism’s genotype and phenotype by analyzing their DNA sequences

  3. Introduction to Evolution PHA Biology 9 Moretti/ Dickson

  4. EVOLUTION • Genetic changes in a species or population over time

  5. Connecting Genetics and Evolution:Cystic Fibrosis Case Study • Purpose: • Discuss mutations and their possible effects • Learn about the effects of mutations that cause cystic fibrosis • Analyze DNA sequences to determine if and what kind of mutations exist • Whole Class Work: • Read the Background Information and Supporting Information • Paired Work: • Complete the Pre-Activity Questions • Determine the genotypes and phenotypes of 4 people for the CFTR protein to identify whether or not they have Cystic Fibrosis • Individual Work: • Read the below article, “Cystic Fibrosis protects against tuberculosis”, from the magazine New Scientist. Then answer the following questions

  6. Connecting Genetics and Evolution:Cystic Fibrosis Case Study Figure 1. Chest Radiograph of CF Diffuse Interstitial Disease • Image: http://www.eradimaging.com/site/article.cfm?ID=327: Reprinted with permission from LearningRadiology.com. Case of the Week Archives—2003. Cystic Fibrosis. Available at: http://www.learningradiology.com/toc/tocsubsection/tocarchives2003.htm. Accessed January 28, 2008.11

  7. Connecting Genetics and Evolution:Cystic Fibrosis Case Study • Purpose: • Discuss mutations and their possible effects • Learn about the effects of mutations that cause cystic fibrosis • Analyze DNA sequences to determine if and what kind of mutations exist • Whole Class Work: • Read the Background Information and Supporting Information • Paired Work: • Complete the Pre-Activity Questions • Determine the genotypes and phenotypes of 4 people for the CFTR protein to identify whether or not they have Cystic Fibrosis • Individual Work: • Read the below article, “Cystic Fibrosis protects against tuberculosis”, from the magazine New Scientist. Then answer the following questions

  8. Bio 9B: Tuesday, 4.13.10Title: Cystic Fibrosis, Tuberculosis and Evolution • Homework: • Revise Analysis Question 3 after today’s discussion. • In your Notebooks: • Actively Read 16.1 with and put your reading notes in your notebook. THEN, complete questions 1, 2, 4, & 5 at the end of the chapter. Put these questions in your notebooks. • Do Now(s): • On next three slides (clicker questions) • Today’s Objectives: • Determine an organism’s genotype and phenotype by analyzing their DNA sequences • Explain the evolutionary connection between cystic fibrosis and tuberculosis

  9. The CFTR protein is: 30 • A gene • A channel in cell membranes • A chloride ion • An amino acid 0

  10. Connecting Genetics and Evolution:Cystic Fibrosis Case Study Figure 1. Chest Radiograph of CF Diffuse Interstitial Disease • Image: http://www.eradimaging.com/site/article.cfm?ID=327: Reprinted with permission from LearningRadiology.com. Case of the Week Archives—2003. Cystic Fibrosis. Available at: http://www.learningradiology.com/toc/tocsubsection/tocarchives2003.htm. Accessed January 28, 2008.11

  11. Which of the children in the problem definitely has CF? 30 • Fred • Wilma • Barney • Betty 0

  12. DNA Analysis for the CFTR Protein

  13. Bio 9B: Thursday, 4.15.10Title: Cystic Fibrosis, Tuberculosis and Evolution (Part 1 of Class) Double Block • Homework: • Complete the Galapagos Finches Investigation • Do Now(s): • On next slides (clicker question) • Today’s Objectives: • Determine an organism’s genotype and phenotype by analyzing their DNA sequences • Explain the evolutionary connection between cystic fibrosis and tuberculosis • Use actual evidence to explain how the four principles of natural selection shape the evolution of organisms (block 2)

  14. Did you try to finish all of the reading and try to complete all of the 3 questions? 25 25 • Yes • No

  15. Based on the reading, why may people of European decent have a higher frequency of Cystic Fibrosis 25 • The CF gene originated in Europe and only Europeans can pass it on to offspring • Having 1 copy of the CF gene may provide resistance to sickle cell anemia • Having 1 copy of the CF gene may provide resistance to tuberculosis • The CF gene does not have a higher frequency in Europeans 19 • Objectives for Class: • Determine an organism’s genotype and phenotype by analyzing their DNA sequences • Explain the evolutionary connection between cystic fibrosis and tuberculosis

  16. Recap and Review: Cystic Fibrosis and Tuberculosis • Recessive Genetic Disorder • Result of a gene mutation in the CFTR protein • Numerous types of mutations – most common is deletion of 1 amino acid at Codon 508 • Evidence suggests people who are homozygous recessive and heterozygous are resistant to tuberculosis • TB bacteria need a nutrient that these people do not make • When TB killed 20% of Europeans from 1600-1900, people who are heterozygous for CF gene survived to pass on the gene • Allele persists, despite people who are homozygous recessive not reaching adulthood • Objectives for Class: • Determine an organism’s genotype and phenotype by analyzing their DNA sequences • Explain the evolutionary connection between cystic fibrosis and tuberculosis

  17. Some New Evolution Terms • Population • Group of individuals from the same species that interbreed • Gene Pool • All the genes and all of their alleles in population • Relative Frequency • The proportion of one allele in the whole gene pool • Evolution (on a population scale) • Any change in the relative frequency of alleles over time • One allele becomes more common, another becomes less common • Change in a population NOT change in an individual • Fitness • The ability of a particular genotype to reproduce and pass on its genes to the next generation • Objectives for Class: • Use actual evidence to explain how the four principles of natural selection shape the evolution of organisms

  18. Evolution Notes: Micro-Evolution • Small-scale • Changes in a population’s gene pool over time • Caused by natural selection and/or genetic drift Example: CF allele becomes more common in European populations because it protects against tuberculosis • Objectives for Class: • Use actual evidence to explain how the four principles of natural selection shape the evolution of organisms

  19. Evolution Notes: Macro-Evolution • Large-scale, often over a very long time • Branching of one species into two species • Leads to the idea that all species share a common ancestor Example:Evolution of whales from four-legged land mammals Micro-evolution leads to Macro-evolution • Objectives for Class: • Use actual evidence to explain how the four principles of natural selection shape the evolution of organisms

  20. Part 2: Evidence for Natural Selection Finches on the Galapagos Islands

  21. Galapagos Finch Investigation

  22. Evidence for Natural Selection: Finches on the Galapagos Islands • Objectives for Class: • Use actual evidence to explain how the four principles of natural selection shape the evolution of organisms

  23. Bio 9B: Friday, 4.16.10Title: Evidence for Natural Selection • Homework: • None! Enjoy the break! • Do Now(s): • Next slide • Today’s Objectives: • Use actual evidence to explain how the four principles of natural selection shape the evolution of organisms (finish the Natural Selection Chart and analysis question)

  24. Starting in 1954 commercial fishers were paid by weight, rather than by the individual fish for pink salmon. The fishers used the type of net that selectively catches larger fish. Which of the following is the most likely effect of this technique on salmon populations over the next 20 years? The average body size of the salmon population increased significantly. The average body size of the salmon population decreased significantly. The average body size of the males increased and the females stayed the same. The average body size of the males stayed the same and the females increased. 0 of 30

  25. Evidence for Natural Selection: Finches on the Galapagos Islands • Objectives for Class: • Use actual evidence to explain how the four principles of natural selection shape the evolution of organisms

  26. Recap and Review: Evidence for Natural Selection in Galapagos Finches • Drought causes declines in the food supply between 1976-1978 • Variety of seeds declines and only tough seeds with thick shells are left. • Only those finches with thicker beaks can eat. Finches with narrower beaks can’t eat and die. • Result:Relative frequency larger beak sizes increase, because birds with bigger beaks survive and reproduce. The alleles for larger beak size have greater fitness! • Objectives for Class: • Use actual evidence to explain how the four principles of natural selection shape the evolution of organisms

  27. More Evidence for Natural Selection: Hummingbird Populations • Lets look at the scientists studying natural selection in Hummingbird Populations in Ecuador: http://www.pbs.org/wgbh/evolution/library/11/2/e_s_4.html • Objectives for Class: • Use actual evidence to explain how the four principles of natural selection shape the evolution of organisms

  28. Principles of Natural Selection • “Selection” is • different survival and reproduction of individuals with different genotypes • Natural selection involves… • More offspring are born than can survive • Competition/struggle for survival for limited resources • Variation between individuals that makes some better able to survive and reproduce • This variation is heritable/genetic (can be passed on) Result: Over many generations, the genotypes that are better able to survive and reproduce become more common in the population.

  29. Pass Back Mock MCAS

  30. Bio 9B: Monday, 4.26.10Title: Review of Natural Selection • Homework: • Complete the Natural Selection Review Packet • Reading from Section 16-3: • Read pages 404-405 and take notes on: • What is speciation? • What is reproductive isolation? What are some different ways that populations can be reproductively isolated? • Read pages 408-409 and take notes on: • What are the steps of speciation? • Do Now: • Hand in the Cystic Fibrosis Case Study and take out the Galapagos Finches Packet (don’t hand it in yet!) • In your notebook:In 1-2 sentences, summarize how a population can evolve through the process of natural selection. Use your own words! • Today’s Objectives: • Explain the process of natural selection • Apply the principles of natural selection in order to analyze a variety of examples

  31. More Evidence for Natural Selection: Hummingbird Populations • Lets look at the scientists studying natural selection in Hummingbird Populations in Ecuador: http://www.pbs.org/wgbh/evolution/library/11/2/e_s_4.html • Objectives for Class: • Explain the process of natural selection • Apply the principles of natural selection in order to analyze a variety of examples

  32. Review: Principles of Natural Selection • “Selection” is • different survival and reproduction of individuals with different genotypes • Natural selection involves… • More offspring are born than can survive • Competition/struggle for survival for limited resources • Variation between individuals that makes some better able to survive and reproduce • This variation is heritable/genetic (can be passed on) Result: Over many generations, the genotypes that are better able to survive and reproduce become more common in the population.

  33. More Evidence for Natural Selection: Antibiotic Resistance in TB Bacteria • Bacteria populations can evolve too! • Let’s watch and see how people influence evolution in bacteria… http://www.pbs.org/wgbh/evolution/library/10/4/l_104_09.html In your Notebook: Write 1-2 sentences explaining how the TB bacteria experienced natural selection. How did population of bacteria change over time, and why? • Objectives for Class: • Explain the process of natural selection • Apply the principles of natural selection in order to analyze a variety of examples

  34. Two Sources of Genetic Variation • Mutations • Any change to a DNA sequence • Rare • Sometimes harmful, sometimes helpful • Mutations to egg or sperm = passed on to offspring • Mutations to body cells = not passed on (but can cause CANCER) • Gene Shuffling • Meiosis divides the genetic info and fertilization recombines it • 23 pairs of chromosomes = 8.4 million different combinations of genes! • Crossing Over during meiosis increases the number of different combinations of alleles • Objectives for Class: • Explain the process of natural selection • Apply the principles of natural selection in order to analyze a variety of examples

  35. Natural Selection Review • Complete the Natural Selection Review Packet • Come to office hours with questions! • Objectives for Class: • Explain the process of natural selection • Apply the principles of natural selection in order to analyze a variety of examples

  36. Sources of Genetic Variation • Mutations • Any change to a DNA sequence • Rare • Sometimes harmful, sometimes helpful • Mutations to egg or sperm = inheritable • Mutations to body cells = not inheritable (CANCER) • Gene Shuffling • Meiosis divides the genetic info and fertilization recombines it • 23 pairs of chromosomes = 8.4 million different combinations of genes • Crossing Over during meiosis increases the number of different combinations of alleles • Objectives for Class: • Explain the process of natural selection • Apply the principles of natural selection in order to analyze a variety of examples

  37. Bio 9B: Tuesday, 4.27.10 Title: Speciation • Homework: • Write a paragraph in your notebook summarizing the following: • How can new species form? What are the steps? • Explain how the different finch species in the Galapagos Islands could have evolved from a single common ancestor, following the steps of speciation. • Do Now(s): • Reviewing Natural Selection Review packet (click in your answer on following slides) • Today’s Objectives: • Explain the defining characteristics of a species • Describe the 2 steps of speciation

  38. 1. Which statement is the BEST description of the theory of evolution by natural selection? 25 • When environmental conditions are challenging for a population, some individual organisms mutate in order to get the traits that will help them survive the best. • The organisms that are the strongest and fastest always survive the longest. • In populations, some individuals have combinations of genes that allow them to survive and reproduce better, which causes these gene combinations to spread through the whole population over many generations. • Humans evolved from a species of apes because humans have longer life spans than apes. 22

  39. 2. Which of the following factors has the greatest effect on whether the new coat color will become more common in the mouse population? 25 • Whether abundant food is available in the grassland • Whether the new coat color allele is dominant or recessive • Whether the rate of reproduction in the mouse population is stable • Whether the new coat color allele increases the survival and reproduction of mice in their environment 23

  40. 3. The long tail feather trait is maintained in the barn swallow population because, compared to males with a shorter tail feather, males with a longer tail feather are more likely to: 25 • Build a large nest • Produce offspring • Migrate each winter • Escape from predators. 23

  41. 4. Which biological concept is being illustrated in the diagrams of the lizard population? 25 24 • Polygenic traits • Natural selection • Sex-linked inheritance • Silent mutations

  42. 5. Which of the following best explains why, in environments with long flowers, hummingbirds tend to have long beaks? 25 • Hummingbirds with long beaks can reach their food better, and therefore they have more energy to survive and pass on their genes for long beaks. • Hummingbirds with long beaks are better at attracting mates than hummingbirds with short beaks. • Hummingbirds stretch their beaks in order to reach the food at the bottom of the long flowers, so after lots of stretching, all the birds have long beaks. • Hummingbirds with long beaks are better able to fight off predators than hummingbirds with short beaks. 23

  43. 6. Which of the following best explains the increase in drug-resistant TB bacteria? 25 24 • The bacteria that are resistant to the drugs mate with each other to produce super-resistant bacteria that have twice as many copies of the resistance genes. • TB bacteria only infects people who are already malnourished and sickly, and the bacteria draws strength from the infected people in order to become resistant to their medicines. • When anti-TB drugs are taken in low doses, the drugs kill the most susceptible bacteria but don’t kill the more resistant bacteria. The more resistant bacteria reproduce and pass on their resistance genes so that the whole population becomes resistant to the drugs. • When a patient begins taking anti-TB drugs, the bacteria mutate in order to become resistant and fight off the drugs.

  44. 7. Which of the following is a result of the limited genetic variation in the current cheetah populations compared to earlier cheetah populations with more variation? 25 • Cheetahs in current populations are more resistant to new diseases. • The survival rate of young cheetahs is increased in current populations. • Cheetahs in current populations are less able to interbreed with other species. • The current cheetah populations are less likely to be able to adapt to environmental changes. 23

  45. Natural Selection in the Squirrel Population! • Example 1: New Environment with Light Gray Soil • Example 2: New Environment with Light and Dark Gray Rocks

  46. SPECIES • A group of similar organisms • Breed with each other • Produce Viable Offspring • Objectives for Class: • Explain the defining characteristics of a species • Describe the 2 steps of speciation

  47. Speciation • The formation of new species • The gene pools of two populations must become separated Ex: The Galapogos Finches • Objectives for Class: • Explain the defining characteristics of a species • Describe the 2 steps of speciation

  48. Steps of Speciation • Reproductive Isolation • Changes in the Gene Pool • Gene Pools Diverge • Genetic Barriers to Reproduction • Objectives for Class: • Explain the defining characteristics of a species • Describe the 2 steps of speciation

  49. Reproductive Isolation One population becomes isolated from the rest of the species • Behavior: • Changes in courtship or other reproductive strategies • Geographic • Geographic barrier splits population (i.e.: river, mountain, body of water, etc.) • Populations are separated and cannot interbreed • Conditions of their local environment select certain traits • Temporal • Species reproduce at different times or have other behavior that becomes time sensitive (i.e.: feeding) • Objectives for Class: • Explain the defining characteristics of a species • Describe the 2 steps of speciation

  50. Changes in the Gene Pool • Gene Pools Diverge: • The isolated populations become genetically different. • Due to selection and/or genetic drift • Two separate gene pools emerge • Genetic Barriers to Reproduction • The two populations are no longer able to interbreed • Due to genetic differences in habitat preference, mating behavior, or physical compatibility • Competition may arise between these two new species They are now two separate species! • Objectives for Class: • Explain the defining characteristics of a species • Describe the 2 steps of speciation

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