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Q1: 1.Tarsiers are Prosimians. So, how has the tarsier’s classification changed over time? Why? Assign a letter (A, B, C on the image below) to the following evolutionarily significant traits: Loss of a tail: Prehensile tail: Opposable thumbs: See Answer
Q2:Decide if each characteristic is of Strepsirhini, Haplorhini, or both: 2. Large brain size compared to body: 3. Large eyes (nocturnal). Eyes don’t move in sockets but head can turn 180 deg 4. Dental comb: 5. Enclosed eye sockets: See Answer
Q3:6. If an animal has a large snout and large eyes, what would this tell you about its importance of sight vs smell? |See Answer
Q4:18. What is an intermembral (IM) Index? What does it tell us about locomotion? IM Index Formula: (Humerus+Radius)/(Femur+Tibia) x100 Bipedalism - 50-80 Quadrupedalism - 80-100, (Knuckle-walking ~100) Brachiation - 100-150 19. Find the IM index of the human. What is its locomotion? 20. Find the IM index of the chimp. What is its locomotion? 21. Find the IM index of the baboon or rhesus monkey. What is its locomotion? See Answer
Q5:8. Does the following image depict a primate? How about 8A? How do you know? See Answer
Q6:Topic: traumatic stress effects on the brain (PTSD of traumatic events such as life after war,natural disasters or psychological events .effects of traumatic stress how trauma and stress affects developing brains . neurobiology of ptsd . treatment of ptsdSee Answer
Q7:1. Briefly explain the differences between Lamarck's and Darwin's viewpoints concerning evolution. What do they have in common? Click here to enter text.See Answer
Q8:2. Name and explain in detail two ways of maintaining existing genetic variation in a population.See Answer
Q9:3. Irresponsible use of antibiotics as a routine preventive ingredient of animal feeds is a large contributing factor to the development of resistant bacterial strains ("superbugs") that threaten animal and human well-being. Describe in detail all steps of the process that lead to bacterial resistance. Use all applicable microevolutionary terms.See Answer
Q10:4. Which evolutionary mechanism would you suspect if males and females of an animal species look different?See Answer
Q11:5. Among the five factors that cause microevolution, name the ones that may increase genetic variation in a population.See Answer
Q12:7. Describe a scenario in which a new species can arise within one generation. Make sure to use all applicable terms.See Answer
Q13:8. Outline the Linnaean system of classification with its hierarchies.See Answer
Q14:9. Mules are crosses between two species, female horses and male donkeys. They are bred as work animals because they ideally unite the most desirable properties of each parent species. Mules are viable but not fertile. Explain whether or not their existence poses a challenge to the biological species concept.See Answer
Q15:10. The Canadian flora and fauna west of the Rocky Mountains is quite distinct from those east of the range. Which evolutionary term best describes (one of) the reasons for the difference? Briefly explain the process.See Answer
Q16: 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 <link to 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. 50See Answer
Q17: Good. I know the area(s) that I missed and have made notes in my Notebook for future reference. Not so good. I am going to revisit the learning activity content. Then I will try the fruit fly scenario questions again. T t T TT Tt Consolidation t IT tt Consolidation and Connections Meiosis assignment This assignment will be submitted for grading at the end of the unit. You will be required to create a stop motion, animation, flip book, storyboard, or script of meiosis. Stop motion is when you take a series of pictures and put them together to form a video. Like a flip-book, you move the material or images a tiny bit in each frame so that, when they play in sequence, it appears as though they are playing in one fluid movement. You can use a mobile device or a computer to create a stop-motion project. Your assignment will be graded according to the Meiosis assignment rubric. (../assets/locker_docs/sbi3u_04_stop_motion_meiosis_asses.pdf) Choose from the following options for your assignment: Stop motion on a mobile device For an iOS device (iPod touch, iPad, iPhone), you can download iMotion (or any other stop motion app) for free. For an Android device, you could try Stop Motion (or a similar app). Stop motion on a computer You can use a camera or phone to take photos and then use PowerPoint or Google Slides to put them in order. Animation on a computer You can use PowerPoint or Google Slides to draw the series of images that will make your animation. Flip-book Draw a series of images on the bottom corners of a notebook and then video record yourself flipping through it. Storyboard Draw a series of images and submit the images. Script Write a script for a film to demonstrate meiosis. Include any scene instructions/descriptions and director's notes. Begin your assignment by researching/reviewing the following questions: • What is the purpose of meiosis? • What type of cells does it create? • What is the difference between haploid and diploid? • How many chromosomes do humans have in regular cells? In sex cells (sperm and egg cells)? • What are the stages of meiosis? What happens in each stage? • What is crossing over? How does it help ensure genetic diversity? Your assignment will be graded according to the Meiosis assignment rubric (../assets/locker_docs/sbi3u_04_stop_motion_meiosis_asses.pdf), based on the following Success Criteria. Success Criteria I have: Identified the distinct stages of meiosis Demonstrated the movement of the chromosomes throughout the process Demonstrated the difference between diploid and haploid Notebook דס Throughout this learning activity, you have been taking notes. Make sure you have summarized the following terms and concepts in your Notebook. • zygote • haploid vs. diploid • stages of meiosis • comparison of mitosis and meiosis • • genetic variation in sexual reproduction nondisjunction Do you need any additional diagrams or illustrations to help you learn? How confident do you feel now that you have completed this learning activity? What will your next steps be? Check all that apply Move to the next learning activity because I feel confident in my knowledge about cell division Re-read this learning activity. Add more details to my notes about this content. Re-try the questions in this learning activity to check my understanding again. SBI3U Task 1: Meiosis assignment TVO ILC Task 1: Meiosis assignment In Learning Activity 07, you created a stop motion, animation, flip book, storyboard, or script of meiosis. Review your work to make sure you followed the instructions for the assignment and that you met the Success Criteria in the rubric. Stop motion is when you take a series of pictures and put them together to form a video. Like a flip-book, you move the material or images a tiny bit in each frame so that, when they play in sequence, it appears as though they are playing in one fluid movement. You can use mobile devices or computers to create a stop motion project. You had a choice of the following options for your assignment: Stop motion on a mobile device – For an iOS device (iPod touch, iPad, iPhone), you can download iMotion (or any other stop motion app) for free. For an Android device, you could try Stop Motion (or a similar app). ● Stop motion on a computer - You can use a camera or phone to take photos and then use PowerPoint or Google Slides to put them in order. ● • Animation on a computer – You can use PowerPoint or Google Slides to draw the series of images that will make your animation. Flip-book - Draw your series of images on the bottom corners of a notebook and then video record yourself flipping through it. Storyboard - Draw a series of images and submit the images. - Script Write a script for a film to demonstrate meiosis. Include any scene instruc- tions/descriptions and director's notes You considered the following questions when planning your assignment: What is the pur- pose of meiosis? 1. What type of cells does it create? 2. What is the difference between haploid and diploid? 3. How many chromosomes do humans have in regular cells? In sex cells (sperm and egg cells)? 4. What are the stages of meiosis? What happens in each stage? 5. What is crossing over? How does it help ensure genetic diversity? Suggestion: Revisit Learning Activity 04 in Unit 1 to review some important research skills. Copyright © 2021 The Ontario Educational Communications Authority. All rights reserved. 1 TVO ILC SBI3U Task 1: Meiosis assignment Your assignment will be graded according to the Meiosis assignment rubric. Meiosis assignment rubric The teacher will assess your work using the following rubric. Before submitting your assessment, review the rubric to ensure that you are meeting the Success Criteria to the best of your ability. 2 Task and Success Criteria Achievement Category Meiosis assignment Knowledge and Under- standing Marks/Levels L4: 80-100 Thorough/High degree L1: 50-59 Limited Less than 50 (stop motion, animation, flip book, Demonstrates knowledge of the distinct stages of meio- sis with clarity • L3: 70-79 Considerable L2: 60-69 Some storyboard, or script) Knowledge and Under- standing • Demonstrates the accurate movement of the chro- mosomes throughout the process of meiosis 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 Knowledge and Under- standing . Demonstrates the difference • L3: 70-79 Considerable L2: 60-69 Some between diploid and haploid with accuracy Communication Communicates knowledge • L1: 50-59 Limited Less than 50 L4: 80-100 Thorough/High degree of concepts in visual form with clarity . 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./n SBI3U Task 2: Opinion piece TVO ILC Task 2: Opinion piece Read through the following instructions before watching the video, Ethical, Legal and Social Implications of Genetic Knowledge. Once you have finished watching the video, you can start working on your opinion piece. The big picture Consider the following questions from the video: In the future, doctors will likely be able to give each of us a genetic report card that will spell out our risk of developing a variety of different diseases. But will we really want that informa- tion? How will it be used? Who will have access to our genetic information? How will it affect our lives, our families, and our communities?Write a 1-2 page opinion piece answering these questions. Keep in mind that these are complex ideas that require an understanding of ethical scientific practices. However, there are no right or wrong answers as long as your work shows that you have given considerable thought to the guiding questions provided in the following table. The opinion piece should answer the question “Should genetic report cards be created"? Main questions to consider Would you want a genetic report card? What are the advantages of such knowledge? What are the disadvantages of knowing your genetic strengths and weaknesses? How will this information be used? Who will have access to it? How will having access to such information affect our individual lives? How will it affect society at large? Relevant ideas to ponder This is a personal question; answer it based on your own opinion. Potential for making genetic/lifestyle modifications to avoid future diseases Finding out one has an incurable condition will drastically affect one's quality of life, even before the onset of the disease (for example, Huntington's disease). Information may be used to grant or deny essential services (for example, an individual being denied health/life insurance due to a high risk of future health conditions). Privacy issues regarding access to one's health records including genetic makeup Quality of life, lifestyle choices, and so on It can revolutionize the way we use and process individual genetic information. Copyright © 2021 The Ontario Educational Communications Authority. All rights reserved. 1 TVO ILC SBI3U Task 2: Opinion piece Please note that the questions and relevant ideas in the above table are samples to help you formulate your own written piece on the subject of ethics in the field of genetic science and research. Your paper can include answers to these questions or other related ideas, presented in your own words. Be sure to use APA style to cite any ideas and information you borrow from other sources. The teacher will assess your work using the following rubric. Before submitting your assess- ment, review the rubric to ensure that you are meeting the Success Criteria to the best of your ability. 2 Task 2: Opinion piece Knowledge and Understanding Paper shows understanding of ethics as it relates to genetic sciences with relevance Thinking Demonstrates analytical skills as evident by the depth of ideas presented ThinkingDemonstrates ability to connect information from different sources 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. SBI3U Task 2: Opinion piece Communication Organizes and expresses key concepts and information in written form using writing conventions with clarity Application Application of knowledge and skills in familiar contexts with significance 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 TVO ILC Copyright © 2021 The Ontario Educational Communications Authority. All rights reserved. 3/n TVO ILC SBI3U Tasks 3 and 4: Genetics questions and problems Tasks 3 and 4: Genetics questions and problems Answer the following questions and solve the following problems. Show all of your work when solving. Task 3: Short and long answer questions 1. Fruit flies normally have eight chromosomes. The following diagram shows the result of meiosis in three fruit flies to produce gametes with the number of chromosomes indicat- ed. The male then mates with both female A and female B to produce three zygotes (1, 2, and 3). Number of chromosomes in parent Number of chromosomes in gametes Female A Male 8 Meiosis 3 Female B Offspring Zygote 1 Zygote 2 Zygote 3 Source: Previous sbi3u-c, Lesson 5 - Question 17 - Page 18 Copyright © 2021 The Ontario Educational Communications Authority. All rights reserved. 1 TVO ILC SBI3U Tasks 3 and 4: Genetics questions and problems Alt: Offspring resulting from a mating of one male with two female fruit flies a. In which parent did nondisjunction take place? b. How many chromosomes would be in zygotes 1, 2, and 3? c. Which zygote, if any, would be most likely to be healthy? Explain. d. Name the conditions the non-healthy zygotes have. 2. Explain how the process of nondisjunction can result in an individual with Klinefelter syndrome. Create a diagram showing the disjunction occurring in the mother to help explain your answer. 3. The following statement concerns an issue that society may have to deal with as gene therapy and genetic screening become more commonplace. Read the statement, and then make a point-form Agree/Disagree list that includes at least two points to consider on each side of the issue. "Private biotech companies that have invested millions of dollars in the Human Genome Project have a right to obtain patents for specific gene sequences. Other private com-panies or research facilities should have to ask permission, or even pay, to use this information in their studies." 4. Research Huntington's disease. Write a description of this disease using the following headings and include at least two references in proper APA format. e. Cause f. Symptoms g. Rate of occurrence h. Prevention i. Treatment j. Support groups 1. If a trait shows incomplete dominance, what type of expression is observed in the hy- brid? Explain this with an example. 2. Which biological parent is responsible for the genetics of the sex of a fetus? Explain. Copyright © 2021 The Ontario Educational Communications Authority. All rights reserved. 2 TVO ILC SBI3U Tasks 3 and 4: Genetics questions and problems 3. Task 4: Genetic problems 1. In humans, the recessive allele that causes a form of red-green colour blindness (c) is found on the X chromosome. k. Determine the genotypes and phenotypes of the F, generation from I. a colour-blind father and a mother who is homozygous for normal colour vision. Determine the genotypes and phenotypes of the F, generation from a father who has normal colour vision and a mother who is heterozy- gous for colour vision. m. Draw the possible Punnett squares to determine the genotypes of parents that could produce a daughter who is colour blind. 1. Consider a cross between a pea plant that is heterozygous for round seeds and a pea plant that has wrinkled seeds. The allele for round seeds (R) is dominant over that for wrinkled seeds (r). Using a Punnett square, determine the genotypes of the offspring. 2. In guinea pigs, the black coat (B) is dominant over the white coat (b), and straight hair (H) is dominant over curly hair (h). Using a Punnett square, com- plete the cross between a heterozygous black, curly-haired individual and a homozygous straight-haired, white individual. State the parent genotypes and gametes, and the F, phenotypes and genotypes. 3. Hypophosphatemia is a dominant genetic disorder caused by a deficiency of phosphates in the blood. Assuming the other parent is free of the disor- der, males with the disorder will pass it on to all their daughters, but not their sons. Females with the disorder will pass it on to approximately half of their children. • • Is this pattern of inheritance autosomal or sex-linked? Explain. Draw Punnett squares to show the inheritance pattern of the disorder in each of the two scenarios. Feedback and marking You will receive three kinds of feedback: • Your teacher will highlight the levels on the rubric that best describe your work. 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. The final piece of feedback that you will receive will be your mark. Each of the four categories of knowledge and skills is weighted equally. The final mark on this Assess- ment grading of your learning is determined by your teacher based on their professional judgement of the requirements for the assignment. Copyright © 2021 The Ontario Educational Communications Authority. All rights reserved. 3 TVO ILC Rubric SBI3U Tasks 3 and 4: Genetics questions and problems The teacher will assess your work using the following rubric. Before submitting your work for Task 3 and Task 4, review the rubric to ensure that you are meeting the Success Criteria to the best of your ability. TASK AND ACHIEVEMENT SUCCESS CRITERIA MARKS/LEVELS COMMENTS CATEGORY Knowledge and Understanding L4: 80-100 Thorough/High degree Task 3: Short and long answer questions Demonstrates understanding of genetics concepts with accuracy. Concepts include: Chromosome organization Gene therapy and biotechnology Genetic disorders Dominant/ recessive and incomplete inheritance Sex determination in offspring Communication Organizes and expresses key concepts and information in written form using writing conventions with clarity 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. 4 TVO ILC Application Application of knowledge and skills in familiar contexts with significance SBI3U Tasks 3 and 4: Genetics questions and problems L4: 80-100 Thorough/High degree L3: 70-79 Considerable Task 4: Genetics problems Thinking Uses initiating and planning skills and strategies with logic ThinkingUses critical thinking processes, skills, and strategies with accuracy Application Applies knowledge and skills in familiar contexts with relevance Communication Uses conventions, vocabulary, and terminology of genetics with clarity 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 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. 5See Answer
Q18: Assignment Content Background: Evolution is the change in gene frequency between generations. Natural selection is one of the mechanisms by which this change occurs. This idea was first formulated by Charles Darwin in his work On the Origin of Species, which was first published in 1859. Darwin's studies of animals, both living and extinct, allowed him to see much of the variation within populations. He reasoned that the variations in traits might affect the ability of an individual to secure resources, to survive, and to reproduce. He noted that on the Galapagos Islands, near Ecuador, the finches varied slightly from each other, but resembled the mainland finches to some extent. He reasoned that those animals now present could have descended from those living in the past, but with changes. Darwin gradually developed a theory of natural selection to explain how such changes could come about. Here are the basic components of the idea: 1) All populations vary naturally. 2) All populations produce more offspring than can survive. 3) Resources are limited so that there is competition within species. 4) Variations allow some organisms within a species to survive and reproduce better than others. 5) These favorable traits are passed down from generation to generation--they are heritable. A population exhibits immense variation in its individual members, all of which are of the same species, but vary in the details of their shared characteristics. All of the genes in the entire population make up the gene pool. Remember that each kind of gene may exist in two or more slightly different forms called alleles. Individuals inherit different combinations of alleles, which leads to variations in phenotype. Alleles that promote survival or reproduction increase in frequency over generations, resulting in individuals that differ in one or more heritable traits-evolution. There are several sources of variation within populations. Gene mutations create new alleles. Crossing over during meiosis I leads to new combinations of alleles. Independent assortment in meiosis I mixes paternal and maternal chromosomes in the gametes. Fertilization mixes alleles from two parents. Changes in chromosome structure or number can lead to the loss, duplication, or alteration of alleles. Only mutation creates new gene forms; all the other sources of variation shuffle existing genes. Selection may be defined as any non-random force that causes differential reproductive success. There are different types of selection, based on the effects that the selection has on the population. One of these is directional selection. Directional selection shifts allele frequencies in a consistent direction in response to environmental pressures. Forms of traits at one end of the range of variation become more common than midrange forms. A giraffe's long neck is a good example of directional selection. An extreme characteristic (i.e. giraffe's long neck) is selected for by the environment. Another type of selection is stabilizing selection. Stabilizing selection favors the most common forms of a trait in a population. It counters the effects of mutation, genetic drift, and gene flow. In other words, this type of selection favors individuals who are closest to the average trait. An example of this involves human babies. Babies that weigh about seven pounds at birth have better survival chances than those that are larger, or smaller. There are many other examples of stabilizing selection. These may include body size in many animals, clutch size in birds, and patterns and colors of various animals. A third way that selection can affect populations is disruptive selection. In this type of selection, two or more phenotypes are maintained permanently in the population. Intermediate forms are selected against. Bill size in some birds may be an example of this. Each of these types of selection can be seen below: Directional Selection Selection against one extreme HOW does the trait change? Stabilizing Selection Selection against both extremes Population after selection Original population LONG Population after selection Original population LONG SHORT SHORT MEDIUM FOR: one extreme trait AGAINST: the other extreme SHORT MEDIUM FOR: moderate traits AGAINST: both extremes Disruptive Selection Selection against the mean MEDIUM -Population after selection Original population LONG FOR: both extremes AGAINST: moderate traits + EX. Long wiggly tails look like a snake and scare predators. The longer the tail, the more it looks like a snake. EX. Short tails mess up the cat's balance. Long tails drag on the ground. Medium tails are best. EX. Short tails help keep predators from catching you on the ground. Long tails are good for balance in the trees. Medium tails don't help. In this lab, we will be playing card games to investigate the 3 types of selection (directional, stabilizing, disruptive). You will need a partner to play some common card games. Focus on the results, and how it applies to natural selection In these experiments we will use familiar card games to simulate natural selection. The cards represent proportions of the population and not actual numbers. For example in a normal deck of cards Kings represent 1/13th of the total population. (4 kings out of 52 cards). So in these experiments, as the deck of cards gets smaller, do not infer the population of organisms is also shrinking. Assume that the number of organisms is stable, (at perhaps 1,000,000, and the only thing that is changing is the proportion of different organisms. For example, if in the final deck of cards, there are only 10 cards, and 1 of those is a Jack, then Jacks make up 10% of the total population. Question 1 Which of the following are components of natural selection (select all that apply)? A) Inheritance B Variation C) Selection D) Adaptation E Time 0.5 Points Experiment 1: Materials needed: 2 decks of cards (you will have one deck and your partner will use the other deck......you will not exchange any cards so it may help to use different styles of cards....for instance a blue deck of cards and a red deck of cards) We will play a modified version of the children's card game war. 1. Each player needs to shuffle his/her deck of cards. 2. Place the cards face down in front of you, and your partner should do the same. 3. Each player flips over the top card of his/her deck. 4. The player with the higher card, wins the match. Each player will create two piles of cards (one will be the "living" pile and the other will be the "dead" pile). Put the winning card in the "live" pile. 5. The player who lost the battle will put his card in the "Dead" pile. This card failed to compete and therefore died out. 6. In case of a tie, both of the players put their cards in their "living" pile. 7. The person who finished the deck first, ends the round. After this occurs a. Put the cards from the "living" pile in order from 2-A b. Count the total number of "living" cards (KEEP THE LIVING CARDS SEPARATE FROM THE DEAD CARDS.....YOU WILL USE THEM AS THE ROUNDS PROCEED) c. Count the number of each type of card. Fill in the table below (specifically the R1- # column). d. Once you have listed the number of each card still in the living pile, calculate the percentage of each card left in the pile. For example, if you had 1 ace left out of 26 living cards, you would have 3.8% aces (1/26 -0.038). e. Then calculate the total population number by multiplying your answer to the % by 1 million (0.038 * 1,000,000). 8. You will play 3 more rounds..........pay attention to how the living pile changes as the game proceeds (what cards are present in the first round vs the final round). To do this: a. KEEP ONLY LIVING CARDS. Reshuffle the living deck, and play again, ONLY using the cards from the living pile. DO NOT add cards back in from the "dead" pile. This means each round, you will be playing with less and less cards. 9. Repeat this procedure 3 more times. 10. The cards in the final "live" pile are the organisms most fit for their environment (at the end of round 4). Question 2 Fill in the following table. Note: "R" indicates the round. For each round, calculate: # Number of each card of that value remaining in the deck (these are the "living" cards after each round). % Number of each card / total number of cards. Example 1/10 = 10% Pop= Percentage times 1,000,000 (in this class we will assume a fixed population) R3 33 R4 14 1.5 Points 24 R4 R4 % Pop # % Pop R1 R1 R1 R2 R2 R2 R3 123 R3 Card # % Pop. # % Pop 2 3 4 5 6 7 8 6 10 10 J Q K A Total #/n Experiment 2: Materials needed: 2 decks of cards. We will demonstrate natural selection by playing a modified version of blackjack (21) against your lab partner. In this version of blackjack you already have two cards played worth 12 points [So each time you flip a card you are starting with a 12.....so if you flip a 6 and your partner flips a 7 then you are sitting with 18 (12+6=18) and they are sitting with a 19]. You and your partner will play one card in his/her deck. The person who finished closest to 21 without going over wins. Put the winning card in the living pile. Play through the entire deck (you and your partner will have a live pile and a dead pile). Remember the point values for face cards are 10, the ace is worth 1 or 11, and the number cards are worth their total. For example a 6 is worth six points. Play through the decks 3 times, using only the living decks in round 2 and 3. DO NOT put the "dead" cards back in the deck at any point. After the 3rd round answer the following questions. Experiment 2 tutorial CC Powered by Panopto Question 7 1.5 Points Complete the table using the deck of cards following your third round of Blackjack. Remember, the directions stated "Play through the decks 3 times, using only the living decks in round 2 and 3." This means you should have continued playing with decreased deck sizes in each round, without returning the "dead" cards to the deck at any point. 2 3 4 5 6 7 80 9 10 10 J Q K A totals # % Pop. Question 8 Which card dominates the winning deck? A Ace, as they are the high card B 9, as they cannot be beat C 2, as they are the low card D) None of the above Question 9 Is this different from the final deck found from playing war. A Yes - there are less low cards in the pile as they areallkilled off in this experiment B Yes - there are less high cards in the pile as they areallkilled off in this experiment CNo- the compositions are very similar 0.5 Points 0.5 Points/n Experiment 3: You only need one deck of cards for this experiment, and do not need a partner. You can complete this portion on your own. In this experiment the deck of cards represents a school of fish. The number on the cards indicates the weight of each fish. These fish live happily together until a new predator (the teacher) is introduced to their school. This particular predator weighs 20 pounds. As most predators are, this fish is fairly cautious and will not eat any fish greater than or equal to its body weight. Also any of the small fish in the school (defined as being less than 1/4 the weights of the predator) are able to hide from the predatory fish. Using this information, go through your school of fish (deck of cards) and remove all of the fish eaten by the predator. Hint: Think about it this way..... Your fish weighs 20 pounds and won't eat anything equal to or more than half of its weight, which means it will eat anything less than pounds, and anything larger than that will not be eaten, and will live (will remain in the pile). Anything less than 1/4 of its size, or less than pounds, can hide from it and will survive as well (will remain in the pile). Therefore, anything between and pounds will be eaten, and will therefore die off (be removed from the pile). Experiment 3 tutorial Powered by Panopto > CC Question 10 Complete the following table: 2 3 4 5 6 7 00 8 6 10 10 J - 0 K A % Pop. Use the editor to format your answer 1.5 Points Question 11 0.5 Points Describe the expected composition of the final deck (which cards are, and are not present). There may be more than one correct answer. The survivors include... A... individuals less than 5 pounds B... individuals more than 9 pounds ... individuals between 5 and 9 pounds D ... individuals between 5 and 10 pounds E some individuals more than 5 pounds Analysis Summary Question 12 Match the type of natural selection observed to the experiment. Prompts Experiment 1 Answers Select match 2 Experiment 2 Select match 3 Experiment 3 Select match Additional content Drag and drop files here or click to add text. 1.5 PointsSee Answer
Q19: ANTH 140 - online Lab 2: Early Hominin Morphology Page 1 ANTH 140 Lab 2: Early Hominin Morphology Introduction: The purpose of this lab is to introduce you to the cranial and dental morphology of early hominins. By examining the suites of primitive and derived traits present in different hominins and comparing those traits with modern Homo sapiens and Pan troglodytes, you will gather the evidence necessary to address questions of relationships and behavior. To complete this lab, you will be examining virtual specimens available through the NMNH, Smithsonian 3D Digitization website: https://3d.si.edu/explore/museum/natural-history-museum. This site allows you to view casts of fossil specimens in 3D and to rotate the specimens to view them from different angles. There are also a series of tools that will allow you to measure, zoom in and out, and change lighting, material, and view. Feel free to play with the settings/tools. In some cases, minor adjustments to the lighting and/or materials can make it easier to see details on the specimens. While there are links accompanying the specimens that you should view in completing this lab (see below), there are many additional specimens available with this digital collection. Feel free to explore. Part 1 - Data Collection: On each of the following pages is a data collection table for seven fossil hominin species the modern human, and the chimpanzee. For each species, collect the following data. Enter your data directly into the tables. Links to specimens are provided with each species. - 1) Foramen magnum location – moved forward or toward the rear; pointing straight down or angling to the rear? 2) Crests - Is there a sagittal crest (running front to back along the top of the skull)? Is there a nuchal crest (running horizontally along the back of the skull)? 3) Prognathism – Is the face more prognathic (projecting) or orthognathic (flat)? Is there alveolar prognathism (projecting at the teeth)? 4) Robusticity - Is the skull heavily built or lightly built? Is the face dish-shaped? Is the jaw rugged and deep or smooth and shallow? Are there heavy muscle markings? 5) Supraorbital torus (brow ridges) – present or absent; size 6) Brain size (relative to face) - Is it larger? Smaller? The same? 7) Teeth - What are the relative sizes of the teeth (incisors, canine, premolars, molars)? Is the last molar (M3) reduced? Do the premolars look like molars, or are they small with few bumps? Does the canine extend beyond the tooth row? NOTE: Damage to specimens sometimes prevents complete data collection. However, you might be able to infer characteristics from the surrounding bone. For example, if a specimen is missing a tooth (or teeth) you might be able to estimate the size of teeth from the roots, the size of the jaw, or the tooth sockets. ANTH 140-online Lab 2: Early Hominin Morphology Page 2 Australopithecus afarensis: 4.0 - 2.9 million years old Specimen #A.L. 444-2 https://3d.si.edu/object/3d/australopithecus-afarensis-cranium:6faf8121-250c-47cb- a5cc-139d7b16c570 Foramen Magnum Location Crests Prognathism Robusticity Supraorbital Torus Brain Size (relative to face) Teeth ANTH 140 - online Lab 2: Early Hominin Morphology Page 3 Homo habilis: 2.4 - 1.7 million years old Specimens # OH 24 & KNM-ER 1813 https://3d.si.edu/object/3d/homo-habilis-cranium:4c474d9f-72b2-49ab-bdd2- 9f4b9d250cd2 https://3d.si.edu/object/3d/homo-habilis-cranium:de47a0c6-20c6-4d70-bcc8- 4992d5f4ff66 Foramen Magnum Location Crests Prognathism Robusticity Supraorbital Torus Brain Size (relative to face) Teeth ANTH 140 - online Lab 2: Early Hominin Morphology Page 4 Paranthropus robustus: 1.8 - 1.0 million years old Specimens # SK-46 (male) and DNH 7 (female) https://3d.si.edu/object/3d/paranthropus-robustus-cranium:70125300-c184-494d-9a05- 3b4b8ba3977f https://3d.si.edu/object/3d/paranthropus-robustus-cranium:8bc77140-b75c-4f96-9899- bf275b5d43dd Foramen Magnum Location Crests Prognathism Robusticity Supraorbital Torus Brain Size (relative to face) Teeth ANTH 140 - online Lab 2: Early Hominin Morphology Page 5 Paranthropus boisei: 2.3 - 1.2 million years old Specimens # KNM-ER 406 (male); OH 5 (male); KNM-ER 732 (female) https://3d.si.edu/object/3d/paranthropus-boisei-cranium:081d5e0b-7181-4ccb-bfbd- 9f906930c620 https://3d.si.edu/object/3d/paranthropus-boisei-cranium:f71256ba-fb5d-4a26-b44d- 3d4cc2a8b533 https://3d.si.edu/object/3d/paranthropus-boisei-cranium:1257a10e-a0a5-448c-9d1e- db0c4d775ec0 Foramen Magnum Location Crests Prognathism Robusticity Supraorbital Torus Brain Size (relative to face) TeethSee Answer
Q20:Exercise 4: Cladograms This exercise is based on the data in Table 1 on p. 462 of your textbook. Please correct the error in Table 1 before you start the exercise: Mammals have a+ for the character "mammary glands." Construct a complete cladogram based on these data. Continue the first steps provided in Figures la and 1b, and resolve for all ten clades provided in Table 1. Note that your cladogram must be the most parsimonious model possible. The derived character that defines a particular clade must be included in your cladogram (see Figures la and 1b). Scanned hand drawings are acceptable for submission as long as they are clear and legible./nConstructing a Cladogram Research Method Cladograms allow systematists (and Box others) to visualize hypothesized evolutionary relationships by grouping organisms that share derived characters. The cladogram also indicates where derived characters evolved. Table 1 Lancelets Lampreys Sharks Bony fishes Amphibians Mammals Turtles Lizards Crocodilians Birds Here we develop a cladogram for the nine extant groups of chordate vertebrates: lampreys (Agnatha), sharks (Chondrichthyes), bony fishes (Osteichthyes), amphibians (Am- phibia), reptiles (turtles, lizards and snakes, crocodilians), birds, and mammals (see also Chapter 28). We also include lancelets (marine organisms in the subphylum Cephalo- chordata). Lancelets serve as the outgroup in our comparison. We have chosen characters on which to base the cladogram (Table 1), Vertebrae Jaws Figure 1 (a) A cladogram showing the separation of lancelets from living chordates. (b) A cladogram showing the separation of lancelets and lampreys from most living chordates. Lampreys are chor dates, but the cladogram suggests that they are the earliest chordates. These cladograms were prepared from the data in Table 1. + + + + + + + + + Swim Bladder Paired Extraembryonic Mammary Dry, Scaly or Lungs Limbs Membranes Glands Skin + noting the presence (+) or absence (-) of 10 different characters. The characters are ancestral or derived in each group, but the outgroup (the lancelets) lacks all of these traits. We construct the cladogram from the information in the table, grouping organisms that share derived characters (right branch, Figure 1a). whereas the lancelets form the left branch because they lack the derived characters. + + + The remaining organisms except lancelets and lampreys have jaws. Now the right branch (Figure 1b) includes all living vertebrates sharing derived characters, separating them from lancelets and lampreys. The selection of different characters might give different outcomes. + Lancelets b. Amphibians, birds, bony fishes, crocodilians, lampreys. lizards, mammals, sharks, turtles Amphibians, birds, bony fishes, crocodilians, lampreys, lizards, mammals, Lancelets Lampreys sharks, turtles U Vertebrae + Two One Openings at Opening in Back of Skull Front of Eye FeathersSee Answer

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