1. Evolution
A change in successive generations of organisms, due to random mutation and changes in the organisms’ surroundings

2. Evolution takes place through a set of processes
including:
mutation
adaptation
natural selection
extinction

3. Many factors can cause a change in a gene over time.
Mutation
Genetic mutations & variety produced by sexual reproduction allow for diversity within a given population.
Many factors can cause a change in a gene over time.

4. Mutation
Mutations are important in how populations change over time because they result in genetic changes to the gene pool.

5. Mutations are inheritable changes because a mutation is a change in the DNA code

6. Mutation = change in DNA
Mutations can be: favorable change or adaptation in genetic information that improves a species’ ability to exist in its environment

7. Mutation = change in DNA
Mutations can be: unfavorable change that does not improve a species’ ability to exist in its environment.

8. Mutation = change in DNA
Mutations can be: changes in the genetic information that neither harms nor helps the species.

9. Adaptation
Adaptations are structures, functions, or behaviors that enable a species to survive.

10. Adaptation
Depending on the rate of adaptation, the rate of reproduction, and the environmental factors present, structural adaptations may take millions of years to develop.

11. Activity: How Handy? The Human Hand
Adaptations…
Activity: How Handy? The Human Hand

12. Figure 13.1C The voyage of the Beagle (1831–1836).
For the Discovery Video Charles Darwin, go to Animation and Video Files.

13. DARWIN’S PHRASE FOR EVOLUTION: “Descent with Modification”
He meant that present-day species arose from a succession of ancestors. Descendents of ancient ancestors that spread into new environments and accumulated diverse modifications, or adaptations that allowed them fit into specific ways of life.
Copyright © 2009 Pearson Education, Inc.

14. Introduction: Clown, Fool, or Simply Well Adapted?
What is an adaptation?
Adaptations are behaviors, structures or functions that enable a species to survive.
Adaptations can be behaviors (for example, the swaying of the leaf insect), structures (for example, mosquito mouthparts; cocklebur spines), biochemical and physiological modifications (for example, the booby’s salt glands) that enhance an organism’s ability to survive and reproduce in its environment.
Copyright © 2009 Pearson Education, Inc.

15. Campbell, Neil A., Jane B. Reece, Martha R. Taylor, Eric J. Simon, Biology: Concepts & Connections, 5th ed., Figure 13.5A Camouflage as an example of evolutionary adaptation; a leaf mantid in Costa Rica.
The leaf insect has a body shape, coloration, and swaying movement that enable it to avoid predation as it feeds on plant leaves.

16. Figure 17.10B Cockleburs fruits may be carried by animal fur.
Cockleburs produce a spiny fruit that attaches to animal fur, dispersing the seeds in their environment.

17. Haltere
Campbell, Neil A., Jane B. Reece, Martha R. Taylor, Eric J. Simon, Biology: Concepts & Connections, 5th ed., Figure 18.12F A mosquito
Female mosquitoes can sense and find warm-blooded hosts and have piercing, sucking mouthparts that allow them to suck the host's blood.

18. Blue-footed boobies have a streamlined body and bill, allowing them to swim well. They have two specialized glands, one that secretes oil at the base of the tail to keep their plumage waterproof, and another in the eye socket that secretes salt to maintain healthy levels.

19. Blue-footed boobies have a streamlined body and bill, allowing them to swim well. They have two specialized glands, one that secretes oil at the base of the tail to keep their plumage waterproof, and another in the eye socket that secretes salt to maintain healthy levels.

20. Blue-footed boobies have a streamlined body and bill, allowing them to swim well. They have two specialized glands, one that secretes oil at the base of the tail to keep their plumage waterproof, and another in the eye socket that secretes salt to maintain healthy levels.

21. CHARLES DARWIN: Father of Evolution
Copyright © 2009 Pearson Education, Inc.

22. Jean Baptiste Lamarck: Mechanism of Evolution
Lamarkians would say:
Use or disuse
Inheritance of acquired characteristics
Example…giraffes STRETCH THEIR NECKS BY REACHING and SO THEY HAVE BABIES WITH LONGER NECKS.
Jean Baptiste Lamarck suggested that life on Earth evolves.
He proposed a mechanism of use and disuse and inheritance of acquired characteristics: that by using or not using its body parts, an individual changes and passes on those changes to its offspring.
Student Misconceptions and Concerns
1. Students often believe that Charles Darwin was the first to suggest that life evolves: the early contributions by Greek philosophers such as Anaximander and the work of Jean Baptiste de Lamarck are unappreciated. Consider emphasizing this earlier work.
2. Students often misunderstand the basic process of evolution and instead express a Lamarckian point of view. Organisms do not evolve structures because of want or need. Evolution is a passive process in which the environment favors certain traits that exist within a population. Adaptations evolve in populations. Organisms do not actively or willingly evolve.
Teaching Tips
1. Consider beginning your unit on evolution by asking each student to explain how a particular adaptation evolved. The evolution of flight in birds is a good example. Reviewing these student explanations can provide great insight into the misconceptions that students may bring to the class.
2. Many resources related to Charles Darwin are available on the Internet. The following are only a few examples:
and are extensive sites rich with details and references.
includes the texts of The Voyage of the Beagle, The Origin of Species first and sixth editions, and The Descent of Man.
includes details of Charles Darwin’s home.
is an extensive usenet newsgroup devoted to the discussion and debate of biological and physical origins.
Copyright © 2009 Pearson Education, Inc.

23. Charles Lyell: Father of Geology
Charles Lyell: Father of Geology
Principles of Geology
Lyell’s Principles of Geology suggested that natural forces have gradually changed and continue to change the Earth’s surface.
Student Misconceptions and Concerns
1. Students often believe that Charles Darwin was the first to suggest that life evolves: the early contributions by Greek philosophers such as Anaximander and the work of Jean Baptiste de Lamarck are unappreciated. Consider emphasizing this earlier work.
2. Students often misunderstand the basic process of evolution and instead express a Lamarckian point of view. Organisms do not evolve structures because of want or need. Evolution is a passive process in which the environment favors certain traits that exist within a population. Adaptations evolve in populations. Organisms do not actively or willingly evolve.
Teaching Tips
1. Consider beginning your unit on evolution by asking each student to explain how a particular adaptation evolved. The evolution of flight in birds is a good example. Reviewing these student explanations can provide great insight into the misconceptions that students may bring to the class.
2. Many resources related to Charles Darwin are available on the Internet. The following are only a few examples:
and are extensive sites rich with details and references.
includes the texts of The Voyage of the Beagle, The Origin of Species first and sixth editions, and The Descent of Man.
includes details of Charles Darwin’s home.
is an extensive usenet newsgroup devoted to the discussion and debate of biological and physical origins.
Copyright © 2009 Pearson Education, Inc.

24. Lynell’s view: Formation of Sedimentary Rock

25. EARTH is VERY, VERY OLD!
Darwin realized Earth was very, VERY, VERY, VERY old & that, over time (LOTS OF TIME), present day species have arisen from ancestral species by natural processes
sedimentary rock is very old – therefore the species that are represented in this rock must also be old.
Most fossils are found in sedimentary rock.
Older fossils will be found below younger fossils.

26. At the age of 22, Darwin joined a 5 year expedition aboard the HMS Beagle to map the coast of South America…not all who wander are lost!
Great
Britain
Europe
North
America
ATLANTIC
OCEAN
Africa
PACIFIC
OCEAN
Brazil
Equator
The
Galápagos
Islands
PACIFIC
OCEAN
South
America
Pinta
Genovesa
Australia
Marchena
Equator
Santiago
Cape of
Good Hope
Daphne
Islands
Andes
Figure 13.1C The voyage of the Beagle (1831–1836).
In 1831, Darwin joined the Beagle as the ship’s naturalist. He spent 5 years on the ship, which circumnavigated the globe, and he charted the South American coast.
Argentina
Fernandina
Pinzón
Tasmania
Isabela
Santa
Cruz
Cape Horn
New
Zealand
Santa Fe
San
Cristobal
40 km
Florenza
Española
40 miles

27. Darwin’s Idea of Natural Selection
Darwin observed that
Organisms vary in many traits
More offspring produced than the environment can support
Student Misconceptions and Concerns
1. Students often misunderstand the basic process of evolution and instead express a Lamarckian point of view. Organisms do not evolve structures because of want or need. Evolution is a passive process in which the environment favors certain traits that exist within a population. Adaptations evolve in populations. Organisms do not actively or willingly evolve.
2. Students often think of evolution as a process that improves. As the text notes, an adaptation in one context might be a handicap in another context. Reptiles are not “better” animals than fish. Neither could survive long in the other’s environment. Instead, the adaptations found in reptiles allow them to survive in a terrestrial environment, as those of fish allow them to survive in an aquatic one.
Teaching Tips
1. Students may be asked to consider this question: Can individuals evolve? Sometimes such simple questions require complex answers. Might Lamarck have answered this question differently from Darwin? Module 13.2 addresses this question.
Copyright © 2009 Pearson Education, Inc.

28. 13.2 Darwin proposed natural selection as the mechanism of evolution
Individuals with traits that increase their chance of surviving & reproducing leave more offspring
As a result, favorable traits accumulate in a population over generations
Student Misconceptions and Concerns
1. Students often misunderstand the basic process of evolution and instead express a Lamarckian point of view. Organisms do not evolve structures because of want or need. Evolution is a passive process in which the environment favors certain traits that exist within a population. Adaptations evolve in populations. Organisms do not actively or willingly evolve.
2. Students often think of evolution as a process that improves. As the text notes, an adaptation in one context might be a handicap in another context. Reptiles are not “better” animals than fish. Neither could survive long in the other’s environment. Instead, the adaptations found in reptiles allow them to survive in a terrestrial environment, as those of fish allow them to survive in an aquatic one.
Teaching Tips
1. Students may be asked to consider this question: Can individuals evolve? Sometimes such simple questions require complex answers. Might Lamarck have answered this question differently from Darwin? Module 13.2 addresses this question.
Copyright © 2009 Pearson Education, Inc.

29. 13.2 Darwin proposed natural selection as the mechanism of evolution
Darwin found convincing evidence for his ideas in the results of artificial selection, the selective breeding of domesticated plants and animals
Student Misconceptions and Concerns
1. Students often misunderstand the basic process of evolution and instead express a Lamarckian point of view. Organisms do not evolve structures because of want or need. Evolution is a passive process in which the environment favors certain traits that exist within a population. Adaptations evolve in populations. Organisms do not actively or willingly evolve.
2. Students often think of evolution as a process that improves. As the text notes, an adaptation in one context might be a handicap in another context. Reptiles are not “better” animals than fish. Neither could survive long in the other’s environment. Instead, the adaptations found in reptiles allow them to survive in a terrestrial environment, as those of fish allow them to survive in an aquatic one.
Teaching Tips
1. Students may be asked to consider this question: Can individuals evolve? Sometimes such simple questions require complex answers. Might Lamarck have answered this question differently from Darwin? Module 13.2 addresses this question.
Copyright © 2009 Pearson Education, Inc.

30. Terminal bud Lateral buds Cabbage Brussels sprouts Flower clusters
Leaves
Kale
Cauliflower
Figure 13.2 Artificial selection: different vegetables produced by selecting variations in different parts of the plant.
A student took a good look at this figure and exclaimed, “All the vegetables I hate are the same species!”
Stem
Wild mustard
Flowers
and stems
Broccoli
Kohlrabi

31. Artificial Selection: Dog Breeding
German shepherd
Yorkshire terrier
English springer spaniel
Mini-dachshund
Golden retriever
Hundreds to thousands of years of breeding (artificial selection)
Ancestral dog

32. 13.1 A sea voyage helped Darwin frame his theory of evolution
In 1859, Darwin published On the Origin of Species by Means of Natural Selection, presenting a strong, logical explanation of descent with modification, evolution by the mechanism of natural selection
Student Misconceptions and Concerns
1. Students often believe that Charles Darwin was the first to suggest that life evolves: the early contributions by Greek philosophers such as Anaximander and the work of Jean Baptiste de Lamarck are unappreciated. Consider emphasizing this earlier work.
2. Students often misunderstand the basic process of evolution and instead express a Lamarckian point of view. Organisms do not evolve structures because of want or need. Evolution is a passive process in which the environment favors certain traits that exist within a population. Adaptations evolve in populations. Organisms do not actively or willingly evolve.
Teaching Tips
1. Consider beginning your unit on evolution by asking each student to explain how a particular adaptation evolved. The evolution of flight in birds is a good example. Reviewing these student explanations can provide great insight into the misconceptions that students may bring to the class.
2. Many resources related to Charles Darwin are available on the Internet. The following are only a few examples:
and are extensive sites rich with details and references.
includes the texts of The Voyage of the Beagle, The Origin of Species first and sixth editions, and The Descent of Man.
includes details of Charles Darwin’s home.
is an extensive usenet newsgroup devoted to the discussion and debate of biological and physical origins.
Copyright © 2009 Pearson Education, Inc.

33. 13.2 Darwin proposed natural selection as the mechanism of evolution
Note these important points
Individuals do not evolve: populations evolve
Natural selection can amplify or diminish only heritable traits; acquired characteristics cannot be passed on to offspring
Evolution is not goal directed and does not lead to perfection; favorable traits vary as environments change
Student Misconceptions and Concerns
1. Students often misunderstand the basic process of evolution and instead express a Lamarckian point of view. Organisms do not evolve structures because of want or need. Evolution is a passive process in which the environment favors certain traits that exist within a population. Adaptations evolve in populations. Organisms do not actively or willingly evolve.
2. Students often think of evolution as a process that improves. As the text notes, an adaptation in one context might be a handicap in another context. Reptiles are not “better” animals than fish. Neither could survive long in the other’s environment. Instead, the adaptations found in reptiles allow them to survive in a terrestrial environment, as those of fish allow them to survive in an aquatic one.
Teaching Tips
1. Students may be asked to consider this question: Can individuals evolve? Sometimes such simple questions require complex answers. Might Lamarck have answered this question differently from Darwin? Module 13.2 addresses this question.
Copyright © 2009 Pearson Education, Inc.

34. 13.2 Darwin proposed natural selection as the mechanism of evolution
Will natural selection act on variation in hair style in a human population?
No; hair style is not a heritable trait. Some bright students may point out that hair length is correlated to heritable traits. For example, men who are going bald are more likely to shave their heads.
Student Misconceptions and Concerns
1. Students often misunderstand the basic process of evolution and instead express a Lamarckian point of view. Organisms do not evolve structures because of want or need. Evolution is a passive process in which the environment favors certain traits that exist within a population. Adaptations evolve in populations. Organisms do not actively or willingly evolve.
2. Students often think of evolution as a process that improves. As the text notes, an adaptation in one context might be a handicap in another context. Reptiles are not “better” animals than fish. Neither could survive long in the other’s environment. Instead, the adaptations found in reptiles allow them to survive in a terrestrial environment, as those of fish allow them to survive in an aquatic one.
Teaching Tips
1. Students may be asked to consider this question: Can individuals evolve? Sometimes such simple questions require complex answers. Might Lamarck have answered this question differently from Darwin? Module 13.2 addresses this question.
Copyright © 2009 Pearson Education, Inc.

35. 13.2 Darwin proposed natural selection as the mechanism of evolution
Will natural selection act on tongue rolling in a human population?
(Note: Tongue rolling is an inherited trait, caused by a dominant allele)
Likely no—ability to roll the tongue likely has no fitness benefits. Ask students if they chose their boyfriends/girlfriends based on their tongue-rolling ability. If students can propose fitness correlation, they can legitimately suggest that natural selection will act on this trait.
Student Misconceptions and Concerns
1. Students often misunderstand the basic process of evolution and instead express a Lamarckian point of view. Organisms do not evolve structures because of want or need. Evolution is a passive process in which the environment favors certain traits that exist within a population. Adaptations evolve in populations. Organisms do not actively or willingly evolve.
2. Students often think of evolution as a process that improves. As the text notes, an adaptation in one context might be a handicap in another context. Reptiles are not “better” animals than fish. Neither could survive long in the other’s environment. Instead, the adaptations found in reptiles allow them to survive in a terrestrial environment, as those of fish allow them to survive in an aquatic one.
Teaching Tips
1. Students may be asked to consider this question: Can individuals evolve? Sometimes such simple questions require complex answers. Might Lamarck have answered this question differently from Darwin? Module 13.2 addresses this question.
Copyright © 2009 Pearson Education, Inc.

36. 13.2 Darwin proposed natural selection as the mechanism of evolution
Will natural selection act on eye number in a human population?
No; there is no variation in eye number in a human population. Virtually everyone has two eyes.
Student Misconceptions and Concerns
1. Students often misunderstand the basic process of evolution and instead express a Lamarckian point of view. Organisms do not evolve structures because of want or need. Evolution is a passive process in which the environment favors certain traits that exist within a population. Adaptations evolve in populations. Organisms do not actively or willingly evolve.
2. Students often think of evolution as a process that improves. As the text notes, an adaptation in one context might be a handicap in another context. Reptiles are not “better” animals than fish. Neither could survive long in the other’s environment. Instead, the adaptations found in reptiles allow them to survive in a terrestrial environment, as those of fish allow them to survive in an aquatic one.
Teaching Tips
1. Students may be asked to consider this question: Can individuals evolve? Sometimes such simple questions require complex answers. Might Lamarck have answered this question differently from Darwin? Module 13.2 addresses this question.
Copyright © 2009 Pearson Education, Inc.