Essential Unit 7 (E07)

AP BIOLOGY

(Secondary)

ESSENTIAL UNIT 7 (E07)

(Evolution and Phylogeny)

(July 2013

Unit Statement: In this unit the student will contrast and compare different evolutionary models with their associated scientists. In addition, populations will be assessed using Hardy-Weinberg formula to determine if evolutionary change is taking place. Also, different macro and micro evolutionary factors will be discussed.

Overview – Evolution and Phylogeny (3 weeks)

● Evolution and cladograms

● Taxonomy

Unit Outcomes (TSWs)

1. The Student Will evaluate and refine evidence from many scientific disciplines to illustrate evolution as an ongoing process within a population and the role of natural selection within evolution.

2. TSW evaluate evidence to describe and connect evolutionary changes in the genetic makeup of a population over time to changes in the environment.

3. TSW use and justify data from mathematical models based on the Hardy-Weinberg equilibrium to analyze genetic drift and effects of selection in the evolution of specific populations.

4. TSW make predictions about the effects of genetic drift, migration and artificial selection on the genetic makeup of a population.

5. TSW analyze and evaluate evidence provided by data to create a phylogenetic tree or simple cladogram that correctly represents evolutionary history, speciation and extinction, from a provided data set.

6. TSW use data from a real or simulated population(s), based on graphs or models of types of selection, to predict what will happen to the population in the future.

7. TSW justify the selection of data to describe reproductive isolation and speciation in a population and connect it to change in gene frequency, change in environment, natural selection and/or genetic drift.

8. TSW describe and evaluate the reasons for revision of scientific hypotheses about the origin of life on Earth to determine their accuracy and legitimacy.

9. TSW justify the selection of geological, physical, and chemical data that reveal early Earth conditions.

10. TSW predict how a change in genotype, when expressed as a phenotype, provides a variation that can be subject to natural selection.

11. TSW construct an explanation of the multiple processes, including environmental factors that influence the phenotype of an organism and its variation within a population.

12. TSW use evidence to justify a claim that a variety of phenotypic responses to a single environmental factor can result from different genotypes within the population.

13. TSW use theories and models to make scientific claims and/or predictions about the effects of variation within populations on survival and fitness.

Suggested Chapters (Campbell):

● 22 - Descent with Modification: A Darwinian View of Life

● 23 - The Evolution of Populations

● 24 - The Origin of Species

● 25 - The History of Life on Earth

● 26 Phylogeny and the Tree of Life

Suggested Chapters (Starr):

● 17 – Evidence of Evolution

● 18 – Process of Evolution

● 19 – Organizing Information about Species

● 20 –Life’s Origin and Early Evolution

Suggested Overview of Lecture and Discussion Topics:

1. How Life began on Earth- proof and conjecture

2. Charles Darwin, the man, the voyage and the theory

3. How populations change over time and speciation

4. Phylogenies and cladograms

Suggested Activities:

1. Modeling transcription and translation.

2. Mathematical Modeling: Hardy-Weinberg: AP Investigation 2 (Smartscience La: Chi-Square Wet Lab)

3. Simple cladogram construction. Students are given 8 traits and 7 groups of insects with which to construct a simple cladogram.

4. “The Evolution of Flight in Birds”. This is an on-line activity that allows students to see how a real cladogram is built. http://www.ucmp.berkeley.edu/education/explorations/reslab/flight/main.htm

5. Student will read and analyze journal article: Grant, Rosemary and Grant, Peter. BioScience ,October2003 / Vol. 53 No. 10 .What Darwin’s Finches can Teach us about the Evolutionary Origin and Regulation of Biodiversity.

6. Comparing DNA Sequences to Understand Evolutionary Relationships with BLAST: AP Investigation 3: (Smartscience Lab: Genetic Code)

7. Webquest activity: Investigating Evolutionary Questions Using Online Molecular Databases (http://zunal.com/webquest.php?w=178732)

8. Peppered Moth Simulation (http://www.techapps.net/interactives/pepperMoths.swf)

9. Natural Selection Simulation (http://phet.colorado.edu/en/simulation/natural-selection)

10. Students will investigate homologous and analogous structures - Similarities and differences: understanding homology and analogy (http://evolution.berkeley.edu/evolibrary/article/similarity_ms_01)

Technology Links:

● Evolution on the Web For Biology Students: A collection of links that deal with evolution.
● Timeline of Evolutionary Genetics: This site helps you learn more about the scientists that contributed to evolutionary thought.
● Miller / Urey Experiment

Suggested Rubric:

The students will be evaluated for each unit according to the following rubric:

Above Mastery (A) / Mastery (B) / In Progress (P)
Multiple Choice Unit Exam (s) / 93% or better / 86% - 92.9% / 85.9% or lower
Free Response Question / 8 or better on the unique rubric written for each question / 5 – 7 on the unique rubric written for each question / 4 or below on the unique rubric written for each question
Laboratory Experiment (s) / Laboratory experiments were performed, data collected and analyzed, and written in a concise, clear, and accurate manner with graphics/diagrams neat and complete and appropriate terminology according to teacher’s instructions. If formal lab is requested – use Lab Report Rubric / Laboratory experiments were performed, data collected and analyzed, and written in a concise, clear, and accurate manner with graphics/diagrams relatively neat and complete and generally appropriate terminology according to teacher’s instructions. If formal lab is requested – use Lab Report Rubric / Laboratory experiments were performed and written in a concise, clear, and accurate manner with graphics/diagrams lacking in neatness and completeness and some appropriate terminology according to teacher’s instructions. If formal lab is requested – use Lab Report Rubric.
Study Guide, Worksheets, Homework, and Notebook / Study Guides, Worksheets, and Notebooks are consistently up to date, neat, and accurate.
Information can be easily accessed. / Study Guides, Worksheets, and Notebooks are relatively up to date, neat, and accurate
Information can be somewhat easily accessed. / Study Guides, Worksheets, and Notebooks are not up to date, neat, and accurate.
It is difficult to access information.

If a student falls within the “P” range the following steps will be taken to complete the outstanding unit:

1. The student will be automatically be assigned to the after-school homework tutorial for the duration of the next unit or until mastery of the outstanding unit, whichever comes first. In the after school homework tutorial, the following steps should be taken:

a. First, the student must complete all unfinished work for the outstanding unit.

b. Second, the student will use his/her time to study the necessary material and ask for additional help if necessary.

c. Third, student will retest if necessary. If the student masters the subject matter the second time around with an 86% or better and finished all past work with at least a ‘B’ according to the rubric, he/she will earn a ‘B’.

2. If the student doesn’t master the outstanding unit according to the rubric during current unit, the unit will be assessed with an H, W, or D. If a W is awarded then no credit for that unit may be obtained in the current calendar school year, but the student still may participate in the AP exam in May.

QSI AP BIOLOGY E07 SEC