1. Diversity and Unity of Life http://bio100.nicerweb.com/Locked/media/ch04/DB04030.jpg

2. Welcome! Clock Hours Restrooms Introductions Slides and resources can be found at http://lifescienceworkshop.wikispaces.com/

3. Schedule of Events -Evolution activities and discussion -Children’s misconceptions of evolution -Introduction and history of taxonomy -Introduction to cladistics -DNA and protein analysis -Unity and diversity in a stream ecosystem -New classification scheme

4. Evolution To understand the unity and diversity of life, we must understand evolutionary principles bean evolution activity

5. Evolution What was the mechanism you observed in this scenario? How does it work?

6. Evolution Natural Selection Principles – Overproduction capable of producing huge numbers of offspring – Variation those offspring have hereditary physical variations in phenotype – Competition those offspring must compete for limited resources – Differential Reproduction those whose phenotypic characters allow them to best exploit those limited resources will leave the most genes to succeeding populations.

7. Natural Selection: Fitness does not mean strength  More Fit Less Fit 

8. Evolution “Evolution is not survival of the strongest, or failure of the weakest. Evolution is not fair; it's not predictable; it's not kind. Nor is it cruel, or chaotic, or unfair, for that matter. It's what happens when environmental pressures change.” Michael Jon Jensen

9. Children’s Misconceptions of Evolution Adaptation Individuals adapt to their environment for survival – By need or desire Traits are passed on to offspring Lamarckian – Ex. Giraffes stretching neck to reach leaves

10. Evolution Questions Q4: Cheetahs are able to run faster than 60 miles per hour when chasing prey. How would a biologist explain how the ability to run fast has evolved in cheetahs, assuming their ancestors could only run 20 miles per hour? Student answer: Because cheetahs needed to run fast for food, nature allowed them to develop faster running skills. KEY: Thinks that “need” for a trait by an individual would cause them to produce mutations that will solve the problem. This would require that mutations themselves be directed and therefore evolution is directed. Mutations are thought to occur randomly based on happenstance errors in replication, assaults on the DNA by agents such as viruses, chemicals, radiation.

11. Bean Evolution Scenario 2 – Randomly select 10 beans from your habitat

12. Bean Evolution How did the new population change in comparison to the original population? What evolutionary mechanism is at work? How does this mechanism differ from natural selection?

13. Bean Evolution Suppose the beans sexually reproduce and attract mates by singing a high pitched call. Beans in the new habitat have evolved a lower frequency call that transmits better through the habitat. What would happen if these two populations (new and old) remained isolated for millions of generations and then were reunited? Would they be able to reproduce? Explain your reasoning.

15. What do you suppose happened to the two populations when they reunited? Are they considered two different species? Explain your reasoning

16. Barred tiger salamander photo © user "Opencage" on Wikipedia - Creative Commons Attribution ShareAlike 2.5 licenseWikipedia How would a biologist explain how these two species diverged from a common ancestor through evolutionary mechanisms?

17. Children’s Misconceptions of Evolution Concept of species – Species is defined as a “kind” of organism and can vary in specificity (eg. Birds, ducks, mallard) – New species are derived from hybridization jack rabbit + antelope = jackelope – Few recognize or understand genetic basis of species(even at age 16).

18. Taxonomy: Classifying Buttons Organize all of your group’s buttons into a classification scheme within 5 minutes. Be prepared to share your scheme

19. Classifying Buttons How does this activity demonstrate taxonomy? What are the limitations? What activities do you use in your classroom?

20. Taxonomy & Classification: a history Aristotle first to classify as a “science” animalia and vegetebilia Classification included mobility by land, air, or water as well as reproduction mode. Led to Great Chain of Being. Similar to buttons?

21. Aristotle’s Great Chain of Being

22. Taxonomy & Classification: a history Linnaeus touted “Father of Taxonomy” animalia and vegetebilia Developed bionomial nomenclature still used today Species, Genus, Class, Order, Phylum

23. Taxonomy & Classification: a history Small single-celled organisms recognized in 1866 (Haekel) Protista, Plantae, Animalia

24. Taxonomy & Classification: a history Bacteria recognized 2 empires (Chatton 1937) Prokaryota, Eukaryota 4 kingdoms (Copeland 1956) Monera, Protista, Plantae, Animalia

25. Taxonomy & Classification: a history 5 kingdoms (Whittaker 1969) Fungi recognized separately from plants

26. Taxonomy & Classification: a history What do these schemes all have in common? phenetic (based on morphological observation)

27. Morphology and Evolution Vertebrate Relatedness 1.Consider how these organisms are related. 2.Working in groups, arrange the images you were given. Organize them according to evolutionary relationships to the best of your ability. 3.Be prepared to share your ideas.

28. Which is most closely related to Alligators? A. Lizard B. Bird C. Bat

29. Which animal is most closely related to whales? A. Hippo B. Walrus C. Shark

30. Which animal is most closely related to the wolverine? A. Tasmanian Devil B. Rhino C. Walrus

31. Which animal is most closely related to rhinos? A. Walrus B. Hippo C. Zebra

32. Which is most closely related to Alligators? A. Lizard B. Bird C. Bat Proteins, Fossils

33. Hippos are most closely related to whales. A. Hippo B. Walrus C. Shark DNA, Fossils

34. Walruses are most closely related to wolverines. A. Tasmanian Devil B. Rhino C. Walrus Placental carnivores

35. Zebras are most closely related to rhinos. A. Walrus B. Hippo A. Zebra Odd-toed ungulates

36. Cladograms We can organize organisms while showing evolutionary relationships with a cladogram Cladograms are a visual representation of heredity Cladograms are a HYPOTHESIS and subject to change with new information

37. Arrange the animals listed below on the cladogram. Alligator Shark Hippo Zebra Bird Whale Tasmanian Devil Rhino

38. Alligator Shark Whale Hippo Zebra Rhino Bird Tasmanian Devil

39. Alligator Shark Whale Hippo Zebra Rhino Bird T. Devil Pikaia Jaws Legs Live Birth Fur/Hair Synapsid skull Hooves Even Toes Odd Toes Shelled eggs Diapsid skull Cladogram with identified nodes

40. DNA Analysis Primate evolution

41. Explain how two species can evolve from a common ancestor (use the following words): variation, mutation, geographic isolation, natural selection, population

42. Why has DNA sequencing changed the way modern taxonomists classify organisms?

43. Evidence for Speciation Morphology & behavior Physiology Chromosomes Amino acid sequences Nucleic acid sequences (DNA, RNA)

44. Unity and Diversity in a Stream Ecosystem Find your organism’s CLOSEST relative Determine what trait you have in common that no others in larger groups above you would have – Write down characteristic on a sticky on place in upper right hand corner of a baggie – Place these organisms in the baggie together

45. Unity and Diversity in a Stream Ecosystem Locate your sister group (closest related baggie) – Determine shared trait – Write on sticky

46. Kingdom Animalia

47. Kingdom Fungi

48. Kingdom Plantae

49. Unity of Life Form a group with representatives from each of the 3 kingdoms we covered Determine the unifying characteristics all of these organisms share together. – How does this also fit in with their diversity?

50. Unifying Characteristics of Life Homeostasis Complexity Continuity Development Acquiring/processing energy & matter (Evolution) (Role in ecosystem)

51. Kingdom Protista? Why didn’t we include them? The most current scheme has categorized previous Protista members into other categories

52. New Classification Scheme Eukaryota Tree image © user " Vojtech.dostal " on Wikipedia - Creative Commons Attribution ShareAlike 2.5 license Vojtech.dostalWikipedia

53. Purves et al., Life: The Science of Biology, 4th Edition, by Sinauer Associates (www.sinauer.com) and WH Freeman (www.whfreeman.com)www.sinauer.comwww.whfreeman.com What you are likely to see in textbooks But not entirely correct!