Bronze
MACRO evolution
Write...
Learning Goals:
1. I will analyze and evaluate the evidence regarding the formation of simple organic molecules into DNA and self-replicating life.
2. I will analyze and evaluate how evidence of common ancestry among groups is provided by the fossil record, biogeography, and homologies (anatomical, molecular, and developmental).
Learning Goals:
1. I will analyze and evaluate the evidence regarding the formation of simple organic molecules into DNA and self-replicating life.
2. I will analyze and evaluate how evidence of common ancestry among groups is provided by the fossil record, biogeography, and homologies (anatomical, molecular, and developmental).
Task 1
What is one proposed hypothesis for the building of life molecules? Watch the video to find out.
|
|
The following tasks can be completed in any order you wish! Anytime Station 6, task 6 is free go there!
Task 2: Fossil Record
1. Whales in the Making...complete this activity.
Task 3: Biogeography
Read about biogeography. Be sure to write down 3 examples of bio-geography as evidence.
Task 4: Anatomical Homologies
Homologous, Analogous Structures and Vestigial Structures...
Using the resources below complete the data table to help cement your understanding of these three terms and pieces of evidence.
Using the resources below complete the data table to help cement your understanding of these three terms and pieces of evidence.
Task 5: Molecular Homologies
A Bear Branch in the Tree of Life...
What is most closely related: a black bear, a polar bear, or a brown bear? Scientists use DNA fingerprinting from gel electrophoresis to determine how closely related species are. Analyze the data from gel electrophoresis to answer the question above. Click here for your hand-out. Click here to submit your answers.
What is most closely related: a black bear, a polar bear, or a brown bear? Scientists use DNA fingerprinting from gel electrophoresis to determine how closely related species are. Analyze the data from gel electrophoresis to answer the question above. Click here for your hand-out. Click here to submit your answers.
Task 6: Developmental Homologies
1. Play Guess the embryo? (Use the computers at the lab stations)
2. How can the embryos look so similar early in their development and so different as fully formed organisms? Click here to learn how genes are turned on or off.
2. How can the embryos look so similar early in their development and so different as fully formed organisms? Click here to learn how genes are turned on or off.
Task 7: Fossil record: Punctuated Equilibrium vs. Gradualism
You will now examine the fossil record and compare the placement of fossils to determine relative ages. There are two major ideas behind how evolution occurs: gradualism and punctuated equilibrium. Punctuated equilibrium supports that evolution happens very rapidly and that the species then stay constant for a long period of time. Gradualism suggests that evolution takes a long period of time and occurs slowly. Complete the activity to see which idea you support.
Go to one of the lab stations to complete your activity. The instructions are found there. Here is a digital copy if your prefer from Biology Corner.
TO DO!: Answer these questions when you finish constructing the phylogeny.
Go to one of the lab stations to complete your activity. The instructions are found there. Here is a digital copy if your prefer from Biology Corner.
TO DO!: Answer these questions when you finish constructing the phylogeny.