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). ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ _________________________________________________________________________ 1
Transcript
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).
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.
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:
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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.”)
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.”)________________________________________________________________________________________
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?
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?
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?
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 ACardinal T A T T G A A C C C A T C T A T GChimpanzee A A T T G A T C G G A T C C A T ADetermine 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:
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).
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).
3. Use the provided word bank to label the following diagram of a bacterium to identify its key structuralcomponents (see Figure 28.4 on page 770).
WORD BANK:
DNA / nucleoid region
Cell Wall
Pili / fimbriae
Flagella
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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)
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).
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).
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).
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 cytoplasmeukaryotic cell prokaryotic cell has DNA central vacuole
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Plant cell
Bacterial cell Animal cell
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g .
h .
10. Label the pictures below to identify each as a plant cell or animal cell. Then, explain HOW you can tell.
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. coliTransformation Plasmid Restriction Enzyme DNA Ligase
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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).
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).
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.
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).
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).
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).
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4. Explain the “Base-pairing Rules” and how they relate to the structure of DNA (see Section 3.3, pp. 68-69).
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).
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| | | | | | | | | | | | | | | | | | | | |
______________________________________________
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!!!
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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. ______________________________________________________________
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).
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WORD BANK: nucleuscytoplasmribosomeDNAmRNAamino acidsproteintranscriptiontranslation
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DNA RNA
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.
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-strandeddouble-strandedcontains deoxyribose sugarcontains ribose sugar
made up of nucleotidescontains guanine (G) basecontains thymine (T) basecontains uracil (U) base
contains cytosine (C) basecontains adenine (A) basenever leaves the nucleuscan leave the nucleus
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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).
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).
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).
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.
8. Analyze the human karyotypes below to determine sex and presence of any chromosomal syndromes (see Section 5.8, pp. 167-168).
a. What sex is this person? _______________________
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b. Does this person have a chromosomal disorder? ______
If yes, which one? ______________________________
a. What sex is this person? _______________________
b. Does this person have a chromosomal disorder? ______
If yes, which one? ______________________________
9. For the chromosomal disorder identified on the previous page, explain HOW the observed chromosomal abnormality is produced. In your response, define and explain the terms homologous chromosomes, sister chromatids, and nondisjunction (see Section 5.8-5.9, pp. 167-169).
10. a) Complete the drawing below to show genetic recombination between homologous chromosomes resulting from crossing over during meiosis (see Section 5.7, pp. 165-166).
b) Describe your drawing above to explain HOW genetic recombination results from crossing over between homologous chromosomes during meiosis (see Section 5.7, pp. 165-166).
11. List and explain THREE ways that meiosis and sexual reproduction contribute to the genetic variation of organisms (see Sections 5.4-5-7, pp. 162-166).
I. ________________________________________________________________________________________
12. In the space below show the math to estimate the total number of different individuals that could theoretically be created by a single human mating pair. In your calculations, assume 1 crossing over event per homologous chromosome pair. Compare that number to the current total world population.
13. Comparison of meiotic (meiosis) and mitotic (mitosis) types of cell division (see Figure 5.9, p. 163).
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MEIOSIS MITOSIS
Number of cell divisions
How many daughter cells at the end?
Makes what types of cells? Give the general term for the type of cell AND two specific examples.
For Humans, # of chromosomes in:Parent cell (P)?Daughter cell (D)?
P= ________
D= ________
P= ________
D= ________
Daughter cells diploid or haploid?
Is there variation between the parent cell and the daughter cells?
14. Define: what is a trait and give an example (see Section 6.1, pp. 178).
16. Please use the key terms from the word bank below to complete the following paragraph about the relationship between an organism’s genes and its traits. Terms may be used more than once.
Word Bank: genes alleles heterozygous homozygous recessivedominant genotype phenotype trait
_________________________ are sections of DNA that contain information about a specific characteristic
or _________________________.
Not all copies of a particular gene are identical. We call the alternative forms of a gene
_________________________. These alternative forms of a gene lead to the different forms of a trait, such
as brown eyes versus blue eyes. This visible expression of a gene, such as brown or blonde hair color, is the
organism’s _________________________, while the actual genes that code for the hair color make up the
organism’s _________________________.
An organism has two alleles for each of their genes – one pair of alleles for each gene. When the two alleles
in an organism’s genotype are identical, the individual is _________________________ for that trait. If the
pair is made of two different alleles, the individual is _________________________ for that trait.
Heterozygous pairs are made up of one _________________________ and one
_________________________ allele. In heterozygous individuals, only one allele, the
_________________________ allele, is expressed while the other allele, the _________________________
allele, is hidden but still present in the genotype. Capital letters represent _________________________
alleles of the gene and lower case letters, _________________________ alleles of the gene.
17. Use the Punnett Square technique to predict the distribution of traits in mono- and di-hybrid crosses. Complete:
Bikini Bottom GeneticsDihybrid Practice
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18. Explain how someone can have one copy of an allele for a trait and yet not express the trait (See Section 6.9, pp. 189-190). In your answer define and explain the term carrier.
c) Explain: Can you inherit an autosomal dominant allele without contracting the disease? ______________31
22. Pedigrees Practice Problems: For each of the pedigrees shown below, explain the most likely mode of inheritance (dominant or recessive). Remember to work by process of elimination (show which it CANNOT be). For each, defend your conclusions with specific observations referring to specific individuals in each pedigree. In some cases, it may not be possible to make a definitive conclusion.
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