#atter $ Energy in %&otosynt&esis!

S1"

Biology End of Course Exam 2012 Study Guide and Review Biological Concept Resources and uestions When you think about the answers to these questions, think about models that you could develop; diagrams that would demonstrate processes; and functions of parts in relationship I can identify inputs and/or outputs of uic' !in's for Students( matter and/or energy in photosynthesis &he following lin's will help you (isuali)e the process of photosynthesis* using words and/or chemical formulas Carbon Cycle* http*//earthobser(atory.nasa.go(/+eatures/CarbonCycle/page#.php (i.e., inputs are carbon dioxide/CO2, ,hytoplan'ton* water/H2 , light energy! outputs include http*//news.nationalgeographic.com/news/2 -/ "/ " ./ - " ./phytoplan'ton.html glucose/C"H#2O", oxygen/O2$. Carbon 0ioxide 1pta'e* http*//www.atmosphere.mpg.de/enid/#(d.html (%C, C$ ,hotosynthesis 2ame* http*//www.atmosphere.mpg.de/enid/#(d.html I can describe the rearrangement of atoms during photosynthesis using the chemical e9uation for photosynthesis. (%C$ I can explain the role of photosynthesis in the life of plants (e.g., photosynthesis is the only source of glucose that pro(ides chemical energy or is incorporated into large molecules$. (%C$ I can explain the role of photosynthesis in the life of animals (e.g., photosynthesis is the source of the chemical energy animals re9uire to li(e and grow! photosynthesis pro(ides oxygen$. (%C$ Essential )deas( ,hotosynthesis con(erts water, carbon dioxide and sunlight into glucose and oxygen CO2 comes from the atmosphere, water comes from the soil, energy comes from the sun +ormula is* " CO2 3 " H2O 3 sunlight 4 C"H#2O" 3 "O2 Occurs in the chloroplasts uses chlorophyll (green pigment that absorbs all light colors except green which it reflects$ to capture sun5s energy Occurs in 2 stages* light independent reaction and light dependent Occurs in autotrophs (organisms that ma'e their own food$ 6ate of ,hotosynthesis depends on 2 things* light intensity and temperature Reflective uestions for Students( #. 7hat is the big picture of photosynthesis8 7hat are the inputs and outputs8 7hat is the e9uation for photosynthesis8 7hat is the purpose of photosynthesis8 2. 7hat factors might impact photosynthetic processes8 :. 7hat are the characteristics of photosynthetic organisms8 7hat organelles do they all ha(e8 -. How is photosynthesis similar to and different from cellular respiration8

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Cellular Respiration!S1B

I can describe cellular respiration as the process cells use to change the energy of glucose into energy in the form of ;&, and/or the process that pro(ides the energy source for most li(ing organisms. (%C$

uic' !in's for Students( &he following lin's will help you (isuali)e the process of cellular respiration* Carbon Cycle* http*//earthobser(atory.nasa.go(/+eatures/CarbonCycle/page:.php Cellular 6espiration ;pplication* http*//www.teachersdomain.org/resource/oer <.sci.life.reg.exercise/ http*//www.teachersdomain.org/asset/oer </(id/exercise/ Cellular 6espiration =imulation* http*//www.teachersdomain.org/asset/lsps ./int/cellenergy/ Essential )deas( Cellular Respiration( cellular brea'down of glucose (using oxygen$ to produce carbon dioxide, water and ;&, ,rocess by which the chemical energy of >food> molecules is released and partially captured in the form of "*%. Carbohydrates, fats, and proteins can all be used as fuels in cellular respiration, but glucose is most commonly used as an example to examine the reactions and pathways in(ol(ed. +ormula is* C"H#2O" 3 "O2 4" CO2 3 " H2O 3 ;&, 2lucose needed for cellular respiration is produced by plants. Occurs in cytoplasm (glycolysis$ and mitochondria (?rebs Cycle$ Reflective uestions for Students( #. 7hat is the big picture of cellular respiration8 7hat are the inputs and outputs (both matter and energy$8 7hat is the e9uation for respiration8 7hat is the purpose of respiration8 2. How is it that carbon is an atom that allows organisms to both store and release energy8 :. 7hat examples of energy storage and release can you describe in your e(eryday life8 -. How is a forest fire an analogy for cellular respiration8 @. 7hat factors might affect the process of cellular respiration8 ". 7hat are the characteristics of organisms that undergo anaerobic respiration8

I can compare cellular respiration to the burning of fossil fuels (e.g., large carbonA containing compounds are bro'en into smaller carbon compounds as chemical energy is transformed to different forms of energy in both cellular respiration and combustion of fossil fuels$. (%C, C,$

I can describe the inputs and/or outputs of matter and/or energy in cellular respiration and/or in combustion (i.e., inputs include glucose or large carbohydrates and oxygen, outputs include carbon dioxide, water, and energy/;&,$. (%C, C,, =;$

!S1C +rganelles

uic' !in's for Students( 1se the following lin's to explore your understanding of cell organelles and their functioning. ; table of organelles, their descriptions, their functions, and plant (s. animal* http*//www.schools.utah.go(/curr/science/sciber /.th/cells/sciber/orgtable.htm ;n interacti(e online microscope of slides containing organelles* https*//histo.life.illinois.edu/histo/lab/cells/text.htm ; studentAmade organelle rap* http*//www.youtube.com/watch8(BCiD?pDE-9?-; Seattle Public Schools, adapted from OSPIs Life Science Support docs Page 3 ; clayAanimation (ideo about organelles* http*//www.youtube.com/watch8 (BnD)9s"ac&eIFfeatureBrelated ; tour of the cell* http*//cellsali(e.com/cells/cell/model.htm

I can describe the essential function(s$ of structures within cells (i.e., cellular membrane, cell wall, nucleus, chromosome, chloroplast, mitochondrion, ribosome, cytoplasm$. (%C, C$

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I can describe the structure of 0G; molecules in terms of the four nucleotides (i.e., ;, C, 2, and & subunits are combined in (arious se9uences$. I can describe that the se9uence of the four nucleotides in the 0G; molecule encodes genetic information. ,-". Genes. and %rotein Synt&esis!S1E I can describe the relationships among 0G;, chromosomes, genes, amino acids, proteins, and/or traits. I can describe that the se9uence of the nucleotides in a gene specifies the amino acids needed to ma'e a protein. I can describe inherited traits (e.g., eye color, hair texture, attached earlobes, tongue rolling$ and cell functions as primarily determined by the proteins expressed by genes. I can predict the complementary strand of m6G; gi(en the nucleotide se9uence in a single strand of 0G;.

uic' !in's for Students( &he following lin's will help explore your understanding of 0G;, proteins, and their functioning. Hearn the basics* http*//learn.genetics.utah.edu/content/begin/tour/ Iuild a 0G; %odel* http*//learn.genetics.utah.edu/content/begin/dna/builddna/ ,rotein to 0G;* http*//learn.genetics.utah.edu/content/begin/dna/ Essential )deas( 1nderstanding of the components of 0G; and how the components fit together. 0G; codes for genes, which code for specific amino acids needed to ma'e a protein. ,roteins are expressed as traits. Reflective uestions for Students* #. 7hat is the basic structure of 0G; (consider a diagram$8 2. 7hat is the function of 0G;8 How is information stored in 0G;8 :. 7hat is the relationship between 0G;, chromosomes, genes, amino acids, proteins, and traits8 -. 0escribe the o(erall process of protein synthesis (consider a diagram as well$.

I can describe the steps and/or structures in the process by which gene se9uences are copied to produce proteins (e.g., the se9uence of nucleotides in 0G; determines the se9uence of subunits in m6G; assembled in the nucleus, and the m6G; is held by ribosomes in the cytoplasm where amino acids carried by t6G; are assembled into proteins based on the codons in the m6G; se9uence$. I can describe that large molecules in uic' !in's for Students( food are bro'en down into smaller &he following lin's will help you (isuali)e the process* molecules by cells to pro(ide energy or ;ll ;bout Jn)ymes http*//www.learnerst(.com/animation/biology/Jn)ymeacti(ity.swf building bloc's (i.e., proteins into amino &he 6ole of Jn)ymes in Iiological =ystems acids, carbohydrates into simple sugars, http*//faculty.i(ytech.edu/Ktwmurphy/txt/2 2/en)ymes.htm fats into fatty acids, 0G; into &he role of en)ymes nucleotides$. ((%C$ Seattle Public Schools, adapted from OSPIs Life Science Support docs in 0G; transcription (ideo http*//www.hhmi.org/biointeracti(e/dna/0G;i/replication/(o2.html %olecules Iuild Cells I can describe that cells build large http*//faculty.stcc.edu/;and,/;,/;,#pages/1nits#to-/epitissmol/molecule.htm molecules re9uired for cell functions from

al Reactions in Cells!S1/

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!S %opulation sorct/a ,ensity gtinmi !S2B !i 2C

I can describe factors conditions thatnecessary limit growth for of populations plant and/or to animal increase populations rapidly (e.g., in a ade9uate natural ecosystem li(ing and nonli(ing resources, no disease or predators$.

I can describe population density and/or the factors that affect population density.

I can explain how a change to a factor (e.g., matter, energy, space, predatory, or competing organisms$ would limit the population of a species. I can calculate population density gi(en an area and the number of a gi(en organism within the area.

uic' !in's for Students( &he &he following following website lin' ta'es on ,opulation you to a site 0ynamics by ;nnenberg pro(ides called a simulation* the LHabitable ,lanet,M which http*//m(hs.shodor.org/coresims/deerpop/index.php8 re(iews se(eral 'eys topics that will help you better understand the factors that influence sa(eB populations. FdisptabBFdispB#Fdeer/populationB# &here are fi(e different interacti(e Fs9uare/milesBinfiniteFbirth/rateB2@Fdeath/rateB laboratories but the one on ecosystems is most # Fmsg li'ely of interest to you. http*//www.learner.org/courses/en(sci/interacti(es/index.php &his &his next next website website discusses discusses howhow a species a species cancan become become in(asi(e in(asi(e andand impact impact populations. populations. http*//oceanser(ice.noaa.go(/education/stories/lionfish/welcome.html http*//oceanser(ice.noaa.go(/education/stories/lionfish/welcome.html &he following site has a comprehensi(e o(er(iew of ecosystems. Essential )deas( http*//www.globalchange.umich.edu/globalchange#/current/lectures/'ling/ecosystem/ecosystem.ht ml =tudents need to understand how a healthy ecosystem has (arious components, both li(ing and nonAli(ing, that depend on each other and affect one another. Essential ,redict)deas( the changes in the population si)e of a species gi(en a 9uantitati(e description of an =tudents need to predatorAprey understand how a healthy ecosystem has (arious components, both li(ing and ecosystem (e.g., graph! EAcur(e of carrying capacity of ecosystem a(ailable range (s populationAsi)e nonAli(ing, that depend graph. on each other and affect one another. ,redict 0raw a the systems changes diagram in the to population illustrate and si)eexplain of a species why introduced gi(en a 9uantitati(e (nonAnati(e$ description species often of ando poorly and ha(e ecosystem (e.g., a predatorAprey tendency to die graph! out, EAcur(e as well of as carrying why they capacity sometimes of ecosystem do (ery well a(ailable and force range out nati(e (s populationAsi)e species. graph. 0raw a systems diagram to illustrate and explain why introduced (nonAnati(e$ species often do Reflective uestions for Students( poorly and ha(e a tendency to die out, as well as why they sometimes do (ery well and force out #. nati(e How do populations and the changes in populations affect ecosystems8 species. 2. 1nderstand 7hen you thin' the answer 9uestion, about models that you couldin de(elop and that about population growthto isthis limited by thethin' a(ailability of matter and energy the system. diagrams that would demonstrate the systematic processes occurring. ;naly)e how the system 1nderstand that population growth is limited by the space a(ailable. can change. %a'e predictions based on feedbac' mechanisms. 1nderstand that population growth is affected by competition and predatory organisms. :. How do organisms within an ecosystem affect one another8 -. 7hat factors can affect ecosystems to change them8 Reflective uestions for Students( @. 7hat happens if one component of an ecosystem changes dramatically8 #. Jxplain, gi(ing examples, how factors can limit the growth of populations. ". 7hat is carrying capacity and what happens when it is exceeded8 2. How does a change in the following factors affect a population (space, predator, matter / energy$8 .. ; par' has a forested area of about fi(e s9uare miles and is home to two types of s9uirrels* :. How does the introduction of a nonAnati(e species affect the populations of nati(e species8 Jastern gray s9uirrels and 0ouglas s9uirrels. ; recent ecological sur(ey counted .@ Jastern -. 0escribe conditions that fa(or population growth. gray s9uirrels and # 0ouglas s9uirrels in the par'. Iased on the sur(ey, what is the population @. ;naly)e the effects of human de(elopment into wild land areas. density of 0ouglas s9uirrels in the par'8 ". ; large amount of nitrogen fertili)er is washed into a la'e, causing the algae (small photosynthetic <. ; par' s9uirrel population has increased rapidly in recent years. 0escribe two possible conditions organisms$ to grow and reproduce rapidly. J(entually, the algae co(er the surface of the la'e and that would cause the rapid increase in the s9uirrel population. Jxplain how each condition would form a thic' mat. Jxplain how the algae growth may affect other organisms in the la'e. ma'e the s9uirrel population grow rapidly.

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p&sGraonulati%op,2S!

I can predict the changes in the population si)e of a species gi(en a 9uantitati(e description of an ecosystem (e.g., predatorAprey graph! EAcur(e of carrying capacity of ecosystem! a(ailable range (s. population si)e graph$.

uic' !in's for Students( &he following website explains how mathematical models of ecosystems are used to study in(asi(e species. http*//ibis.colostate.edu/cwis-:</Irowse/&iled%ap/=cene/Iasic.php8 7eb=iteI0B#2 &he Concord Consortium offers se(eral openAended ecological models for students to explore. &his first model is (ery easy to follow. http*//www.concord.org/acti(ities/experimentAecosystems Essential )deas( =tudents need to understand how a healthy ecosystem has (arious components, both li(ing and nonAli(ing, that depend on each other and affect one another. 0raw a systems diagram to illustrate and explain why introduced (nonAnati(e$ species often do poorly and ha(e a tendency to die out, as well as why they sometimes do (ery well and force out nati(e species. Reflective uestions for Students( #. How do scientists model changes that can affect ecosystems8 (Gote* ; type of model used in class is
a graph$

ysiterivodBi

2i(en a description of the biodi(ersity in two ecosystems, I can identify reasons for differences in biodi(ersity.

I can describe interrelationships of organisms that affect the stability of populations in a gi(en ecosystem (e.g., nutrient cycles, food relationships, use of resources and succession$.

2. How do scientists use models to predict how organisms within an ecosystem affect one another8 :. How do scientists use models to predict which biotic and abiotic factors affect ecosystems8 uic' !in's for Students( &he following website explains why biodi(ersity is important. http*//www.globalissues.org/article/#. /whyAisAbiodi(ersityAimportantAwhoAcares &he following lin' has a short brief on biodi(ersity. http*//www.esa.org/education/di(ersity/pdf0ocs/biodi(ersity.pdf Iiodi(ersity and ?ing County =tudents* http*//www.'ingcounty.go(/en(ironment/animals;nd,lants/biodi(ersity/threats.aspx Essential )deas Iiodi(ersity includes a large (ariation within and among species in a community. Complex relationships exist between biotic and abiotic factors in a community. &he stability of populations in an ecosystem is greater if the community has a greater biodi(ersity.

!S 2E

Reflective uestions for Students( I can describe that biodi(ersity contributes #. Jxplain how to determine the biodi(ersity of a community. 2. Jxplain the factors in an en(ironment that might cause one ecosystem to ha(e a greater to the stability of an ecosystem. biodi(ersity than a different ecosystem8 :. How does di(ersity of organisms contribute to the stability of an ecosystem8 7hy8 -. Jxplain how an ecosystem may change o(er time due to interrelationships of organisms in the community. @. Jach species in an ecosystem has a different role, and is affected by the other species in that ecosystem. +or example, some insects pollinate flowers, pro(ide food for animals that eat them, and recycle dead biological material. 7hat roles do you thin' the following organisms play in their Seattle Public Schools, adapted from OSPIs Life Science Support docs Page 7 ecosystems8 ;$ Oa' tree, I$ Iacteria, C$ Humans

!S onuti Sustaina0ility olEvalicogol !S2/ Bi 1"

I can describe explain scientific the genetic concepts (ariability and/or of findings that offspring duerelate to mutations to a gi(en and resource genetic issue (e.g., remo(al recombination as allowing of dams some to facilitate offspring salmon to be better spawning able to insur(i(e ri(ers! construction and produce of wind farms! recycling$. offspring.

I can describe that some traits will impro(e an indi(idualOs sur(i(al rates and subse9uent reproduction in en(ironments with a finite supply of resources.

I can explain biological e(olution as the conse9uence of the interaction of population growth, inherited (ariability of offspring, a finite supply of resources, and/or natural selection by the I can describe sustainable en(ironment ofhow offspring better able to de(elopment could help with a current sur(i(e and reproduce. resource issue (e.g., using renewable rather than nonrenewable resources, using recycled resources$. I can describe how en(ironmental pressure on a population dri(es natural selection (e.g., warming climate causes extinction of species not able to adapt$. I can predict the effect on a population of a gi(en change in inherited (ariability of offspring, potential for population growth, resources, and/or en(ironmental pressure (e.g., decreased (ariation in alleles$.

uic' !in's for Students( Understanding Sustainable Development: Gatural =election =imulation http*//phet.colorado.edu/en/simulation/naturalAselection In International Institute =ustainable 0e(elopment http*//www.iisd.org/sd/ this simulation you for can control (ariables to perform simple in9uiries. ;s you design your miniA experiments, http*//www.epa.go(/sustainability/basicinfo.htm record the (ariables that you are controlling and obser(e the results. 6eset the and (ary the (ariable that you controlled. How does your population of rabbits change8 simulation &he economics of sustainability* http*//www.ecy.wa.go(/economy.html can you 1nit, ma'e and how would you further change the experiment8 7hat Jlwhaconclusions 6esearch Hearning Jlwha 6i(er Jducational 6esources from the Olympic ,ar' Institute pro(ides excellent bac'ground information on their proNects. &he articles are short and Essential )deas( http*//www.naturebridge.org/olympicApar'/elwhaAri(erAeducationalAresources easily readable. =imilarities within the di(ersity of existing and fossil organisms are due to natural selection. ,reser(ing 7ashingtonOs +armland* http*//www.mrsc.o rg/subjects/planning/farmland.aspx ,rior to 0arwin, the widespread belief was that all 'nown species were created at the same time and remained Essential )deas unchanged throughout history. 0arwin argued that only biologically inherited characteristics could be passed to offspring. =ustainable processes include an examination of how we use renewable and on nonrenewable =ome of these characteristics ad(antageous in sur(i(ing and reproducing. &heneed. offspring resources and how our usage were affects future generations to ha(e the resources they would also inherit and pass on those ad(antages and o(er generations the aggregation of these =ustainable processes include substituting renewable for nonrenewable resources, recycling, and inherited ad(antages would lead to a new species. using fewer resources. explains both the similarities of genetic material allpolicy. species and the multitude of J(olution =ustainable de(elopment includes understanding the role across of public species existing in di(erse conditions on JarthPits biodi(ersityPwhich humans depend on for natural resources and benefits to sustain themsel(es Reflective uestions for other Students( #. 7hat is meant by sustainable de(elopment8 Reflective uestions for used Students( 2. &wo farming practices to increase nitrogen in the soil as a$ use a fertili)er that contains #. 7hat role do mutations play in genetic (ariability8 7hy is genetic (ariability an nitrogen and b$ use animal waste to fertili)e the soil. 7hich farming practice is essential more sustainable8 component of natural selection / e(olution8 7hy8 2. does the the en(ironment affect the e(olution of a species8 :. How 0escribe how stability of populations in a community is related to the sustainability of an :. 7hy do some offspring sur(i(e and others donOt in a changing ecosystem8 ecosystem. -. population growth be connected to e(olution8 -. How How can ha(e fish habitat restorations proNects changed the way we li(e and wor' in 7ashington @. =tate8 How do the four factors of biological e(olution wor' together for a species to e(ol(e8 ". the four factors ofoutputs biological e(olution to a species studied (wind in class. @. ;pply ;naly)e the inputs and of two types of power generation power and nuclear power$ and determine which is most sustainable.

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Random C&ange!S1B

I can describe that changes caused by mutations will often be harmful, but a small minority of mutations will cause changes that allow the offspring to sur(i(e longer and reproduce more.

uic' !in's for Students( Gatural =election =imulation http*//phet.colorado.edu/en/simulation/naturalAselection In this simulation you can control (ariables to perform simple in9uiries. ;s you design your miniA experiments, record the (ariables that you are controlling and obser(e the results. 6eset the simulation and (ary the (ariable that you controlled. How does your population of rabbits change8 7hat conclusions can you ma'e and how would you further change the experiment8 ;cti(ity on (ariation http*//learn.genetics.utah.edu/content/(ariation/sources/ Essential )deas( Information passed from parents to offspring is coded in the 0G; molecules that form the chromosomes. In sexual reproduction, chromosomes can sometimes swap sections during the process of meiosis (cell di(ision$, thereby creating new genetic combinations and thus more genetic (ariation. ;lthough 0G; replication is tightly regulated and remar'ably accurate, errors do occur and result in mutations, which are also a source of genetic (ariation. Jn(ironmental factors can cause mutations in genes, and (iable mutations are inherited. Jn(ironmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. &hus the (ariation and distribution of traits obser(ed depends on both genetic and en(ironmental factors.

I can predict how a gi(en trait or mutation will allow a species to sur(i(e and reproduce in a gi(en en(ironment.

Reflective uestions for Students( #. How do mutations and en(ironment dri(e e(olution8 2. 7hy do some offspring sur(i(e and others do not in a changing ecosystem8 :. How does genetics and the en(ironment wor' together for the sur(i(al of a species8 -. 7hat is the effect of a changing climate on organisms and their e(olution8

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Species ,iversification!S1C

I can explain that species ali(e today ha(e di(erged from a common ancestor (e.g., by interpreting diagram representing an e(olutionary tree$.

uic' !in's for Students( How organisms di(ersified o(er time is a fascinating topic. Gational 2eographic has a short article about how whales di(ersified o(er time. http*//newswatch.nationalgeographic.com/2 # / 2/22/whale/di(ersity/lin'ed/to/algae/ 6ecent de(elopments in an emerging field called Le(oAde(o*M http*//www.pbs.org/wgbh/no(a/e(olution/whatAe(oAde(o.html 1nderstanding J(olution* http*//www.pbs.org/wgbh/e(olution/educators/teachstuds/s(ideos.html Essential )deas 2enetic information, li'e the fossil record, pro(ides e(idence of e(olution. 0G; se9uences (ary among species, but there are many o(erlaps and common features! the ongoing branching that produces multiple lines of descent can be inferred from the 0G; composition of organisms. =uch information is also deri(able from the similarities and differences in amino acid se9uences and from anatomical and embryological e(idence. Iiodi(ersity results from the formation of new species (speciation$ minus the loss of species (extinction$. Iiological extinction, being irre(ersible, is a critical factor in reducing the planetOs natural capital. Humans depend on the li(ing world for the resources and other benefits pro(ided by biodi(ersity. =ustaining biodi(ersity so that ecosystem functioning and producti(ity are maintained is essential to supporting and enhancing life on Jarth. Reflective uestions for Students( #. How is it that there are millions of different species on earth today yet all species descended from a common ancestor8 2. How does 0G; re(eal information and e(idence of e(olution8 :. 7hat is biodi(ersity, how do humans affect it, and how does it affect humans8 -. 2&y is biodi(ersity important to the Jarth and to humans8

I can explain how filling an a(ailable niche can allow a species to sur(i(e.

I can describe that genes in (ery different organisms can be similar because the organisms all share a common ancestor.

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Evidence of Evolution!S1,

I can explain how the fossil record, anatomical similarities, and/or molecular (0G;$ similarities can be used as e(idence for the e(olutionary de(elopment of a gi(en species (e.g., birds, horses, elephants, whales$.

uic' !in's for Students( +ossil record shows new body plans of dinosaurs* http*//www.scientificamerican.com/article.cfm8 idBalternati(eAe(olutionAdinosaursAforesawAcontemporaryApaleo +ossils* http*//www.fossilmuseum.net/fossilrecord.htm http*//www.fossilmuseum.net/,aleobiologyQ+%.htm http*//www.pbs.org/wgbh/no(a/nature/amberAlocations.html Essential )deas( ;ll li(ing organisms e(ol(ed from a common ancestor J(idence for common ancestry can be drawn from* o +ossil record* age of fossils is partially determined by where they are found in sediment layers (stratification$,structures can be compared with current species o Comparati(e ;natomy* homologous structures, (estigial structures o Comparati(e Jmbryology* early stages of de(elopment follow a common plan, differentiation happen beyond =tage # o Comparing 0G; se9uences* fewer differences, the more related two species are o ,hylogeny* compare the relatedness of species. use cladograms to identify s&ared traits Reflective uestions for Students( #. How do genes (0G;$ explain how different species are related8 2. Why are scientists interested in understanding how closely related organisms are to each other8 :. How does the fossil record re(eal information and e(idence of e(olution8 -. 7hat can fossils tell us about di(ersity of organisms in the past and the future8 @. How ha(e recent disco(eries in 2enetics supported 0arwinOs original theory of common ancestry8

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Relatedness of +rganisms!S1E

I can describe that scientists infer the degree of e(olutionary relationship among organisms using physiological traits, genetic information, and/or the ability of two organisms to produce fertile offspring.

uic' !in's for Students( 2eologic &ime* http*//eonsepochsetc.com/ Classification of Qertebrates* http*//anthro.palomar.edu/animal/default.htm J(olutionary relationships* http*//animaldi(ersity.umm).umich.edu/site/animal/names/phylogeny/ran's.html Essential )deas( &he time needed for biological e(olution is geological time, which shows e(idence of life appearing on earth about - billion years ago Classify organisms, using similarities and differences in physical and functional characteristics. =imilarities and differences exist among closely related organisms because they are descended from a common ancestor (e.g., L0arwinOs finchesM had different bea's due to food sources on the islands where they e(ol(ed$. Cladograms are diagrams that organi)e species in terms of structural features as they appeared in the e(olutionary history Organisms cannot e(ol(e and form new adaptations to habitat or en(ironmental changes within one generation. Change happens (ery slowly, or not at all. Organisms can become extinct if habitat changes 9uic'ly Reflective uestions for Students( #. 7hat physical or beha(ioral characteristics re(eal how li(ing things are related8 2. How are related organisms organi)ed on a cladogram How can you tell which organisms are most closely related8 %ore distantly related8

I can describe relationship(s$ among organisms based on similarities and/or differences in physical and/or functional characteristics.

I can describe the similarities and/or differences (i.e., embryology, homology, analogous structures, genetic se9uences$ of gi(en organisms in terms of biological e(olution (e.g., 0arwin5s finches had different bea's due to food sources on the islands where they e(ol(ed$.

I can describe the e(olutionary relationship between two organisms and/ or identify the organisms that are most closely related gi(en a diagram representing an e(olutionary tree.

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