The document defines important vocabulary terms related to evolution such as adaptation, allele, chromosome, fitness, gene, genotype, mutation, natural selection, phenotype, and trait. It explains that evolution refers to changes in populations over generations, and that natural selection is the primary mechanism of evolution whereby traits beneficial for survival and reproduction become more common. Mutations, or changes in genes, introduce variation that natural selection can act upon.
The document defines important vocabulary terms related to evolution such as adaptation, allele, chromosome, fitness, gene, genotype, mutation, natural selection, phenotype, and trait. It explains that evolution refers to changes in populations over generations, and that natural selection is the primary mechanism of evolution whereby traits beneficial for survival and reproduction become more common. Mutations, or changes in genes, introduce variation that natural selection can act upon.
The document defines important vocabulary terms related to evolution such as adaptation, allele, chromosome, fitness, gene, genotype, mutation, natural selection, phenotype, and trait. It explains that evolution refers to changes in populations over generations, and that natural selection is the primary mechanism of evolution whereby traits beneficial for survival and reproduction become more common. Mutations, or changes in genes, introduce variation that natural selection can act upon.
The document defines important vocabulary terms related to evolution such as adaptation, allele, chromosome, fitness, gene, genotype, mutation, natural selection, phenotype, and trait. It explains that evolution refers to changes in populations over generations, and that natural selection is the primary mechanism of evolution whereby traits beneficial for survival and reproduction become more common. Mutations, or changes in genes, introduce variation that natural selection can act upon.
• Adaptation – a trait that is beneficial to an organism.
• Allele – one of two or more forms that a gene could take.
• Chromosome – a rod-shaped structure within a cell’s nucleus that is composed of DNA
and proteins. o Chromosomes are passed from one generation to the next.
• Evolution – change in the inherited traits of a population of organisms that occurs over many generations. o Misconception alert: Evolution refers to changes in populations of organisms over time, but does not imply how these changes have taken place. Natural selection is considered by most biologists to be the primary mechanism of evolution.
• Fitness – a measure of how well an organism can survive and reproduce in a given environment.
• Gene – a segment of DNA that determines or helps to determine a trait.
o Genes are located on chromosomes.
• Genotype – the genetic makeup of an organism.
• Mutation – a change in a gene.
o Mutations may be beneficial, harmful, or neutral to the organism. o Mutations tend to occur at a steady rate in nature.
• Natural selection – the process by which favorable inherited traits become more common over time. o Natural selection is the primary mechanism of biological evolution. o Natural selection assumes the following: (1) More organisms are born than can survive and reproduce. (2) Organisms compete for limited resources and survival. (3) There are variations between organisms, and these variations can be inherited. (4) Some variations make an organism more likely to survive and reproduce. Over time, favorable variations will spread throughout a population, while unfavorable variations become less frequent.
• Phenotype – the physical appearance of an organism.
• Trait – a characteristic of an organism.
o Examples of traits include skin color, eye color, hair, allergies, and many others.
Prior Knowledge Questions (Do these BEFORE using the Gizmo.)
1. Imagine a white lizard and a brown lizard sitting on a brown rock. A hawk is circling overhead hunting for its next meal. Which lizard do you think the hawk would most likely try to catch? Explain your choice.
2. Now imagine that the same two lizards were sitting on a dune of white sand. Which lizard do you think the hawk would then most likely try to catch? Why?
Gizmo Warm-up How long could a parrot survive in Antarctica? It would probably not survive long. Parrots do not have adaptations—or helpful characteristics—to survive icy cold weather. Because of this, a parrot is not fit for Antarctica. Fitness describes how well an organism can survive and reproduce in an environment.
In the Evolution: Mutation and Selection Gizmo, you
will see how a species’ fitness can change over time as it becomes better adapted to its environment.
1. On the SIMULATION pane, what is the Average fitness of the population? _____________
2. On the CONTROLS pane, experiment with the Background color sliders.
A. Which background color results in the highest fitness? ________________________
B. Which background color results in the lowest fitness? ________________________
2019 Activity A: Get the Gizmo ready: Inherited variation • Set Red to 100, Green to 255, and Blue to 50.
Introduction: An organism’s traits, or characteristics, are controlled by genes. Genes are
located on rod-like structures called chromosomes. Different versions of genes that code for the same trait are called alleles. In this Gizmo, there are 3 genes on each chromosome. For each gene there are eight possible alleles: W (white), R (red), G (green), B (blue), C (cyan), M (magenta), Y (yellow), and K (black).
Question: Where does variation in a population come from?
1. Observe: Hold your cursor over one of the insects. The two rod-like structures under Genotype on the right side of the Gizmo represent chromosomes. The three letters next to each chromosome represent alleles.
Which alleles does the insect have? ____________________________________________
The alleles carried on an organism’s chromosomes make up the organism’s genotype.
2. Observe: An organism’s alleles combine to produce a trait. The physical expression of that trait is a phenotype. In the Gizmo, phenotype is expressed in red, green, and blue values.
A. What is the phenotype of the insect? Red: _____ Green: _____ Blue: _____
B. What color is the insect? __________________
3. Run Gizmo: Move the Sim. speed slider all the way to the left. Click Play ( ). You will see the insects move to the left in pairs. The pairs mate and produce a set of four offspring. As soon as you see at least one offspring with an oval around it, click Pause ( ). Move your cursor over the circled offspring.
A. What is its genotype and phenotype? _____________________________________
B. How does its genotype and phenotype differ from the non-circled offspring?
4. Explain: The change in the circled offspring’s genotype was caused by a mutation. A mutation is a change in a gene. Mutations happen when a mistake is made when a cell’s chromosomes are copied. How might mutations introduce variation into a population?
_________________________________________________________________________ (Activity A continued on next page)
2019 Activity A (continued from previous page)
5. Collect data: Move the Mutation rate slider to 3.0, and click Play. Allow the Gizmo to run for another 10–15 generations. (You can see the generation number below the insects.)
Click Pause when the parents are ready to have offspring. Find a set of two parents that has four different chromosomes. (If you can’t find any, allow the Gizmo to run a few more generations and try again.) Write the allele sequences for these parents in the table below. Note the labels for each of these chromosomes: A1, A2, B1, and B2.
Organism: Parent A Parent B
Allele sequence of chromosome 1: (A1) (B1) Allele sequence of chromosome 2: (A2) (B2)
Click Play, and then click Pause immediately after the offspring are produced. Write the allele sequences of chromosomes 1 and 2 for each of the offspring of your selected parents.
C. Did any mutations occur in this set of offspring? _____________________________
If so, which chromosome mutated? _______________________________________
7. Challenge yourself: You have already learned that mutation is one source of variation in a population. Based on what you have just seen, what is a second source of variation?
2019 Get the Gizmo ready: Activity B: • Click Reset ( ). Survival of the • Set Red to 255, Green to 0, and Blue to 130. fittest • Set the Mutation rate to 1.0.
Question: Are some organisms more likely to survive and reproduce than others?
1. Count: Move the Sim. speed slider all the way to the left. Click Play.
A. After the parents mate, click Pause. How many offspring are there? _____________
B. Click Play. After the birds eat, click Pause. How many offspring are left? _________
In nature, as in the Gizmo, more offspring are born than can survive long enough to reproduce. Because of this, the offspring must compete with one another for survival. In this Gizmo, the insect offspring compete to avoid being eaten by birds.
2. Observe: Move the Sim. speed slider one notch to the right. Click Play, and wait for about 20 generations to pass. You should see a variety of insect phenotypes. (If not, click Play and wait until you do.)
A. What different colors of insects do you see? ________________________________
3. Analyze: Scroll over the insects and note their fitness (shown under the Phenotype). The fitness of an organism reflects how likely it is to survive and produce offspring. Each insect is given a percentage that reflects its chances of surviving to reproduce.
Compare the fitness percentages to the insect colors. How does fitness relate to the color of
the insects? _______________________________________________________________
5. Collect data: In nature, chance alone can affect whether an individual survives. However, general trends in survival rates can be seen by studying a larger group of individuals.
Move the Sim. speed slider all the way to the left. Click Play, and then click Pause when all the offspring are visible. Write the generation number and the average fitness of all the offspring in the first two spaces of the table below.
Next, click Play, and then click Pause immediately after the birds have fed and the 10 survivors are visible. Mouse over each survivor and record its fitness. Find the average fitness of the survivors by adding these values and dividing by 10.
Repeat this experiment two more times, recording your results in the table.
7. Analyze: In most situations, were the fittest insects or the least fit insects most likely to survive? Explain how the data from your experiment supports your answer.
8. Think and discuss: The principle of natural selection states that the best adapted organisms are most likely to survive and reproduce. Was this demonstrated in your experiment? Explain.
2019 Get the Gizmo ready: Activity C: • Click Reset. Set Red to 100, Green to 255, and Evolution Blue to 50.
Introduction: You learned in activity B that fit individuals have a better chance of surviving and reproducing than individuals that are less fit. In this activity, you will observe how natural selection affects a population over time.
Question: How does a population change over time?
1. Experiment: Set the Background color to the values shown in the last column of the table below. Record the Average fitness of generation 1 in the second column of the table. Move your cursor over the insects and find the individual with the greatest fitness. (In the first generation, all the insects will have the same fitness). Record that individual’s phenotype in the table’s third column.
Move the Sim. speed slider a quarter of the way to the right. Run the Gizmo, and complete the table for each listed generation. (The generation number does not have to be exact.)
Generation Average Fitness of Fittest Phenotype of Fittest Background
number Fitness Individual Individual (R, G, B) color 1 25 50 red = 100 75 green = 255 100 blue = 50 150 200 300
2. Describe: Examine the data collected for trends.
A. How did the phenotype of the fittest individual change over time? _____________
7. Apply: Look carefully at the picture below and you will see an insect called a katydid. Katydids evolved from grasshoppers through natural selection. Use what you have learned to explain how this could have happened.
