Enhancing and Evolving to “Perfection”?
Unit Study Guide 2014-2015

PART I: Natural Selection and Human Evolution

In addition to what follows, complete:

Human Evolution Writing Assignment

1.  Explain Darwin’s Theory of Evolution by Natural Selection. Write a series of steps to explain the process of evolution (see Sections 1.2-1.3, pp. 6-8).

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2.  Evaluate WHY variation is important in a population of a species. Predict what can happen to a species in a changing environment if the members of that species do not express any genetic variations.

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3.  Explain HOW genetic variation is generated in a population (see Sections 1.7-1.8, pp. 16-17).

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4.  Explain the following terms and provide examples of how they are used as evidence for evolution and
common ancestry (see Sections 1.4-1.6, pp. 9-15).

a.  Fossils and the fossil record:

b.  Biochemical evidence:

c.  Anatomy:

d.  Homologous structures:

e.  Analogous structures:

f.  Vestigial structures:

5.  Interpreting graphs and figures: A small community that is heavily infested with mosquitoes was sprayed weekly with the insecticide DDT for several months. Daily counts providing information on mosquito population size are represented in the graph below.
How might you explain the observation that some mosquitoes survived the first spraying?
(HINT: Think “variation” and “resistance.”)

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How might you explain the observation that by June (month 6), the total number of mosquitoes has risen to the same level observed before spraying began? (HINT: Think “evolution by natural selection.”)

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6.  Evolutionary Trees / Common Ancestry: The diagram shows an interpretation of relationships based on evolutionary evidence. The letters represent different species.

A common ancestor for species C and E is species ______.
The most recent common ancestor for species A and B is species ______.
Which species are part of a present-day ecosystem?

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Which species have become extinct?

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Which present-day species is most closely related to species B? ______Explain how you can tell.

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7.  Fossils: The image to the right shows rock layers with fossils as they might be found.


Which layer was formed most recently? ______
Which layer has the oldest life forms? ______
The rock in layer A was found to be 5.6 million years old.
The rock in layer C was found to be 13.8 million years old.
What can we say about the age of the organism found in layer C?
What can we say about the age of the organism found in layer B?

8.  Anatomy and structure: The figure below shows the bone structure of the human arm, the whale fin, and the bat wing. Each limb has similar structure, but has a different function.
These structures are examples of
______.
Based upon this similarity of structure, what can we conclude about the evolutionary relationship between these animals?

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9.  Anatomy and structure: The illustration below shows the pelvic bone of a modern Baleen whale and the hind limb bone of an extinct whale. The pelvic bone of modern whales, a structure that no longer serves a purpose or function in the organism, is an example of a
______.
What might you conclude about the evolution of whales based upon this structural evidence?

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10.  Biochemical evidence: Studying the DNA or proteins of organisms can show us how closely the organisms are related. A comparison of a DNA sequence in a human and 3 other animals is shown below.


Human A A T C G A T C G G A T C C A T A
Horse T A T T G A T C G C A T C A A T A
Cardinal T A T T G A A C C C A T C T A T G
Chimpanzee A A T T G A T C G G A T C C A T A
Determine the number of differences between:

Human & Horse: ______Human & Cardinal: ______Human & Chimps: ______
Interpret your data: Describe TWO pieces of information that you can state from the data above:

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PART II: Human Impact on Evolution: Antibiotic Resistance

In addition to what follows, complete:

Antibiotic Resistance Writing Assignment

pGLOTM Bacterial Transformation Laboratory Exercise

1.  Why do some antibiotics that worked 20 years ago fail to cure bacterial infections today? Please explain in terms of antibiotic resistance, mutation and the process of natural selection (see Section 1.18, pp. 30-31, and Chapter 28, p. 783).

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2.  Define the term antibiotic. Identify which types of pathogens can be treated with antibiotics and which cannot (See, Chapter 28, pp. 767. See also pages 414-415 of Biology: A Guide to the Natural World. 2nd Ed., the red Krogh textbook).

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3.  Use the provided word bank to label the following diagram of a bacterium to identify its key structural
components (see Figure 28.4 on page 770).

WORD BANK:

DNA / nucleoid region

Cell Wall

Pili / fimbriae

Flagella

4.  Describe tuberculosis as an infectious disease. What pathogen causes it? What are its symptoms? How is it treated? How is it transmitted? What can be done to prevent it? (see your Antibiotic Resistance notes)

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5.  Explain HOW penicillin affects bacterial cells AND WHY penicillin affects bacteria without harming your cells (see Section 1.18, pp. 30-31, and Chapter 28, p 783. See also pages 414-415 of Biology: A Guide to the Natural World. 2nd Ed., the red Krogh textbook).

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6.  Compare and contrast: prokaryotic cells versus eukaryotic cells. Define each term, identify examples of each, and describe 3 differences between prokaryotic and eukaryotic cells (see Chapter 28, pp. 770-771).

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7.  Identify and describe 4 features found in ALL cells, and therefore common to both prokaryotic and eukaryotic cells (see Chapter 28, pp. 770-771).

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8.  Compare and contrast plant cells versus animal cells. Identify examples of each, and describe 3 similarities AND 3 differences between plant and animal cells (see Chapter 28, pp. 771-780).

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9.  Comparing plant, animal, and bacterial cells. Write each word or phrase from WORD BANK below within the Venn diagram to show whether the characteristic belongs to one, two, or all three cell types (see Chapter 28, pp. 767-780).
WORD BANK: cell (plasma) membrane cell wall mitochondria nucleus membrane-bound organelles chloroplast ribosome cytoplasm
eukaryotic cell prokaryotic cell has DNA central vacuole

10.  Label the pictures below to identify each as a plant cell or animal cell. Then, explain HOW you can tell.

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PART III: Human Impact on Evolution: Genetically Modified Organisms (GMOs)

In addition to what follows, complete:

pGLOTM Bacterial Transformation Laboratory Exercise

Genetically Modified Foods CAPT Task

1.  Using the provided WORD BANK, label the diagram below to correctly identify the tools and steps of genetic engineering (see Section 4.2, pp. 110-114).

WORD BANK: Human Gene Recombinant DNA “Sticky ends” E. coli Transformation Plasmid Restriction Enzyme DNA Ligase

2.  With reference to the figure below, describe the steps involved in the use of recombinant DNA technology to perform gene cloning. In your answer define and explain and the following terms: E. coli, plasmid, restriction enzyme, DNA ligase¸ recombinant DNA, and transformation. Describe examples of genes and proteins that have been used in such cloning techniques (see Section 4.2, pp. 110-114).

1.______

2.______

3.______

4.______

5.______

6.______

7.______

8.______

9.______

3.  Define the terms genetically modified organism and genetically modified food. Provide at least TWO specific examples: for EACH identify the gene/protein used and the organism that has been modified, and explain how these organisms are used (see Sections 4.7-4.10, pp. 128-133 and Section 4.12, pp. 134-138).

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4.  With reference to the figure, explain how crop plants are genetically engineered to possess new traits (Section 4.12, pp. 134-138). Provide TWO specific examples of traits that have been introduced into plants by this technique.

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5.  Evaluate: What are some benefits (PROS) to the use of genetically modified foods? Provide at least THREE arguments, supported with details and specifics, in favor of the use of GMFs (see Sections 4.9-4.10, pp. 131-133 and Section 4.12, pp. 134-138).

i)______ii)______iii)______

6.  Evaluate: What are some risks (CONS) to the use of genetically modified foods? Provide at least THREE arguments, supported with details and specifics, against of the use of GMFs (see Sections 4.9-4.10, pp. 131-133 and Section 4.12, pp. 134-138).

i)______ii)______iii)______

PART IV: DNA Structure

1.  The BIG PICTURE: Explain HOW DNA is the “blueprint” for a living organism. What information does it carry and how does it code for an entire living organism? HINT: What is “The CENTRAL DOGMA?” (see Sections 3.8-3.9, pp. 84-85)

2.  Describe the overall shape and structure of the DNA molecule (see Section 3.2, pp. 66-67).

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3.  a) Please label the three major parts of a b) Label the DNA molecule below to indicate its structural
nucleotide as shown below (p. 67). components. Use the terms: deoxyribose sugar, phosphate, nitrogen base, nucleotide, sugar-phosphate backbone, base
pair, and hydrogen bond. Then write in the complementary
nitrogen base sequence of the second strand (pp. 66-69).

4.  Explain the “Base-pairing Rules” and how they relate to the structure of DNA (see Section 3.3, pp. 68-69).

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5.  Explain why we say that the DNA base pairs are “complementary”. Evaluate how this relationship is important to the structure and function of DNA (see Sections 3.3-3.4, pp. 68-70).

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6.  Determine the nitrogenous base sequence for the other half of the DNA molecule below.

G C T A C G T A C A A G A T G A C A A T T
| | | | | | | | | | | | | | | | | | | | |
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7.  Calculate: If a given piece of double stranded DNA contains 26% Adenine, what are the percentages of each of the other three nitrogenous bases in that piece of DNA? SHOW YOUR WORK!!!

8.  Using the diagrams below, describe each step of DNA replication, including the names of any enzymes required for each step (see Sections 3.5-3.6, pp. 70-76).

a. ______
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b. ______
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c. ______
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d. ______
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9.  Describe how your cells guard against errors in DNA replication (see Section 3.6, pp. 77-78).

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10.  Evaluate how errors in DNA replication can be useful to a species (see Section 3.6, pp. 77-80).

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PART V: Protein Synthesis

1.  Explain what is meant by the statement “DNA is a recipe for protein” (See Sections 3.8-3.10, pp. 84-86).

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2.  a) Using the WORD BANK below, label the diagram of protein synthesis below to show the three parts of the cell, and the four molecules and two major steps from gene to protein (see Sections 3.8-3.10, pp. 84-86).

WORD BANK:
nucleus
cytoplasm
ribosome
DNA
mRNA
amino acids
protein
transcription
translation


b) Using your labeled diagram on the previous page to help you, explain how the structure of DNA codes for a specific protein. Be sure to include all of the terms from the WORD BANK in your answer.

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3.  Use the WORD BANK and Venn diagram to compare DNA and RNA. Write each phrase within the area that shows whether the characteristic belongs to both DNA and RNA, only to DNA, or only to RNA (see Section 3.2, pp. 66-67 and Section 3.9, p. 85).

WORD BANK:
single-stranded
double-stranded
contains deoxyribose sugar
contains ribose sugar /
made up of nucleotides
contains guanine (G) base
contains thymine (T) base
contains uracil (U) base /
contains cytosine (C) base
contains adenine (A) base
never leaves the nucleus
can leave the nucleus

4.  Explain why the Genetic Code, shown in the table to the right, Genetic Code (mRNA) is referred to as “redundant” (see Section 3.10, p. 86).

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5.  Explain why the Genetic Code is called “universal” (p. 86).

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6.  Use the Genetic Code above to determine the amino acid sequence given by each of the following:

a.  If the mRNA sequence of bases is AUGGUCAAUCCAUGC

b.  If the DNA sequence of bases is TACCGGGCATTCAAA (HINT!!!!: this first requires an extra step):

7.  Use the Genetic Code above to determine TWO DIFFERENT possible mRNA base sequences for the amino acid sequence Valine- Lysine-Leucine

a.  ______

b.  ______

8.  Explain what a mutation is. Describe some mutagens that cause mutations (see Section 3.18, pp. 93-95).

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9.  Explain why doctors recommend that you use UVA/UVB sunblock when going outside.

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10.  Explain WHAT a point mutation is and WHY point mutations may or may not result in a change in the amino acid sequence of a protein. (HINT: The Genetic Code is “redundant.” See Section 3.18, pp. 93-95).

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11.  Explain WHAT a frameshift mutation is and WHY frameshift mutations usually have major effects on the amino acid sequence of a protein (see Section 3.18, pp. 93-95).

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PART VI: Inheritance

In addition to what follows, complete:

Sordaria Genetics BioKit® Laboratory Exercise

1.  Explain WHY so many organisms reproduce sexually (Section 5.1, pp. 154-155; and “Why Sex?” video).

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2.  Predict: If a new pathogen begins infecting a population of humans, livestock, or important food crops, which type of reproduction, sexual reproduction or asexual reproduction, would most likely provide an advantage to the population under attack? Explain your answer.

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3.  Use the key terms from the word bank to label the figure of the human life cycle (see Figure 5.5, p. 157).

Word Bank: haploid diploid meiosis mitosis fertilization

egg/ovum sperm testes ovaries zygote

4.  Explain what a karyotype is. Describe how it is used to determine the sex of a fetus (see Figure 5.3, p. 156 and Section 5.8, pp. 167-168).

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