SBI3U Unit 4 - Learning activity 05 Assessment for Feedback and Grade: Evolution Student name: Unit 4 Evolution Date: TVO ILC Unit title Level/Mark Percentage of term work /10% Learning Goals evaluate the impact of environmental changes on natural selection and endangered species • analyze scientific evidence that supports the Theory of Evolution • demonstrate an understanding of the Theory of Evolution demonstrate an understanding of the evidence that supports evolution demonstrate an understanding of the mechanisms by which evolution occurs Task 1: Long answer G.H. Hardy and Wilhelm Weinberg created the Hardy-Weinberg principle, which states that - a population will remain in equilibrium (with no evolution – the traits all stay the same) if the following five things are all true. 1. No mutations in the population 2. No gene flow between populations 3. No genetic drift in the population 4. No selection (sexual or natural) for traits 5. All mating (of males and females within species) is random and not based on attraction Write a paragraph (or series of paragraphs) in support of this principle. Explain why these five factors are essential to the process of evolution. Be sure to discuss each of the five at least once throughout your paper. You can start by defining each condition and you can then continue to describe the relationship between them. Note: If you would rather submit a video (with your voice) or an audio file where you are responding orally, you may do this instead of writing series of paragraphs. Copyright © 2021 The Ontario Educational Communications Authority. All rights reserved. 1 TVO ILC Task 2: Short answer 1. Give three lines of evidence that Darwin used to support his Theory of Evolution by natural selection, and briefly explain how each one provided support. Evidence Explanation SBI3U 2. Imagine you are a farmer researching the impact of GMFs. What is one advantage and one disadvantage that would be relevant to your work? Explain each. 3. What was the original purpose of Darwin's voyage on the H.M.S. Beagle, and what was the ultimate significance of the voyage? 4. Suggest two ways that a synthetic biologist can change the course of evolution. 5. Explain how natural selection and sexual selection can work together to cause the evolu- tion of large antlers on male moose. 6. Using the material covered in this unit, and your own research, outline and describe the impact of Charles Lyell's work on the development of Charles Darwin's Theory of Evolu-tion. Include the major work done by Lyell and what it led Darwin to consider. 7. Explain how the problem of antibiotic resistance presents an example of evolution. 8. Explain how natural selection could have produced the modern long-necked giraffe from short-necked ancestors. 9. Answer all three parts of the following question: a. Explain how genetic drift can lead to a reduction in the genetic variation within a population. b. Under what conditions is drift most likely to occur? c. A flock of migrating birds is blown off course by a storm and carried towards a small island that has no birds. Only three of the birds sur- vive the storm and make it to the island. They start to reproduce and, after several years, there are 500 birds on the island. Does the genetic variation in this population of birds result from a population bottleneck or the founder effect? Explain. 2 Copyright © 2021 The Ontario Educational Communications Authority. All rights reserved. SBI3U TVO ILC 10. Describe the steps necessary for geographic isolation to lead to speciation. 11. Identify and explain the type of natural selection (directional, disruptive, stabilizing) that accounts for the evolution of the hollow bones of birds, which make flight possible. 12. Name the reproductive-isolating mechanism operating in each situation below. a. One species of frog mates in April, but another mates in May. b. Two fruit flies of different species produce sterile offspring. c. The sperm of a marine worm penetrates eggs of the same species only. d. One species of flower grows in forested areas, another in meadows. e. Two species of pheasant perform different courtship dances. Feedback and marking You will receive three kinds of feedback: 1. Your teacher will highlight the levels on the rubric that best describe your work. 2. Your teacher will also provide you with detailed comments about the strengths, areas that need improvement, and the steps you should take before submitting further assess- ments. 3. The final piece of feedback that you will receive will be your mark. The final mark on this Assessment for Feedback and Grade is determined by your teacher based on their pro- fessional judgement of the requirements for the assignment. Copyright © 2021 The Ontario Educational Communications Authority. All rights reserved. 3 TVO ILC SBI3U Rubric The teacher will assess your work using the following rubric . Before submit- ting your assessment, review the rubric to ensure that you are meeting the Success Criteria to the best of your ability. Review this Rubric Deconstruction for help understanding rubrics or levels. 4 TASK AND ACHIEVEMENT CATEGORY Task 1: Long answer SUCCESS CRITERIA Knowledge and Understanding Demonstrates depth of knowledge on the subject matter as evident by the quality of correct answers. (evolution, speciation, natural selection) Thinking Demonstrates ability to logically connect information from different sources. Communication Organizes and expresses key concepts and information in written form using writing conventions with clarity MARKS/LEVELS L4: 80-100 Thorough/High degree L3: 70-79 Considerable L2: 60-69 Some L1: 50-59 Limited Less than 50 L4: 80-100 Thorough/High degree L3: 70-79 Considerable L2: 60-69 Some L1: 50-59 Limited Less than 50 L4: 80-100 Thorough/High degree L3: 70-79 Considerable L2: 60-69 Some L1: 50-59 Limited Less than 50 COMMENTS Copyright © 2021 The Ontario Educational Communications Authority. All rights reserved. SBI3U TVO ILC Task 2: Short answer Application Application of knowledge and skills in unfamiliar contexts with significance Knowledge and Understanding Demonstrates understanding of evolution concepts with accuracy. Concepts include: Darwin's Theory of Evolution and its development genetically modified foods impact of biotechnology natural selection - basic concept sexual selection geographic isolation reproductive isolation types of natural selection Communication Organizes and expresses key concepts and information in written form using writing conventions with clarity L4: 80-100 Thorough/High degree L3: 70-79 Considerable L2: 60-69 Some L1: 50-59 Limited Less than 50 L4: 80-100 Thorough/High degree L3: 70-79 Considerable L2: 60-69 Some L1: 50-59 Limited Less than 50 L4: 80-100 Thorough/High degree L3: 70-79 Considerable L2: 60-69 Some L1: 50-59 Limited Less than 50 Copyright © 2021 The Ontario Educational Communications Authority. All rights reserved. 50

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SBI3U Unit 4 - Learning activity 05 Assessment for Feedback and Grade: Evolution Student name: Unit 4 Evolution Date: TVO ILC Unit title Level/Mark Percentage of term work /10% Learning Goals evaluate the impact of environmental changes on natural selection and endangered species • analyze scientific evidence that sup