explore: exploring change

Unit 1/Chapter 2 ExploreCopyright BSCS. All rights reserved. Copymaster 2.1

Explore: Exploring Change

Copymaster 2.1 Seeds of Change Data Table

Row CalculationGeneration

0 1 2 3 4 5 6 7

#1 # plants *

#2 # of fruits/plant(this number will be the same each time)

*

#3 Total # of fruits in this generation(= row 2 × row 1)

1

#4 # of seeds/fruit(this number will be the same each time)

#5 Total # of seeds in this generation(= row 4 × row 3)

#6 If all survive, how many will make it to the next generation? (place this value in row 1 for the next generation!)

Unit 1/Chapter 2 ExploreCopyright BSCS. All rights reserved. Copymaster 2.2

Copymaster 2.2 Modeling Change Data Table

PopulationNumber of Individuals

Bean color #1 (write in color)




First GenerationStarting

25 25 25 25

First GenerationSurviving

Number of offspring to add before the next hunt(beans left alive × 3)

Second GenerationStarting(beans left alive + offspring added)

Second GenerationSurviving

Number of offspring to add before the next hunt(beans left alive × 3)

Third GenerationStarting(beans left alive + offspring added)

Unit 1/Chapter 2 ExplainCopyright BSCS. All rights reserved. Copymaster 2.3

Explain: Explaining Adaptation

Copymaster 2.3 Finch Beak Size

1976 Offspring

beak depth (mm)

nu

mb

er o

f fi

nch

esa.

11.310.810.39.89.38.88.37.8

30

25

20

15

10

5

07.3

1978 Offspring

nu

mb

er o

f fi

nch

es

b.

30

40

20

10

0

beak depth (mm)11.310.810.39.89.38.88.37.87.3

Unit 1/Chapter 2 ExplainCopyright BSCS. All rights reserved. Copymaster 2.4

Copymaster 2.4 Ideas about the Zebra’s Stripes

Explanation 1: Zebra stripes act to camouflage the zebras from predators.

One explanation scientists commonly use for zebra stripes is that they somehow act to camouflage the zebras from their predators, thus increasing the zebras’ chances of survival. Zebras, like all members of the horse family, are nomadic grazing animals (that is, they do not remain in one place but rather roam across large territories). Their habitat ranges from open, grassy savannas to open woodlands to arid brushlands. Although you might not expect bold and contrasting stripes to blend into a background, some people have suggested that the stripes blend in well to a brushy background, where there is a mixture of trees and bushes and a contrast between light and shadow. Other people have suggested that the stripes camouflage the zebras especially well at dusk, a time when predators might be more likely to attack.

Several pieces of evidence, however, contradict this explanation. For example, zebras are social animals that live in herds ranging in size from two to 20 individuals. The size of the herd depends on the species of zebra, the environmental conditions of climate, and the availability of water and food. In these herds, zebras are active, noisy, and alert to their surroundings—and conspicuous to predators. In addition, groups of zebras often rest in exposed areas, for example, on top of open, grassy hills. Although these locations provide good vantage points to see approaching predators, they also cause the zebras to stand out conspicuously against the horizon. Finally, zebras never attempt to conceal themselves or to freeze in response to predators, which many animals with camouflage coloration attempt to do.

Explanation 2: Zebra stripes act as visual stimulation that causes zebras to maintain their social behavior, inciting zebras to seek each other, stand together, and touch and groom one another.

Zebras are extremely social animals. They congregate in herds that range in size from two to 20 individuals. (The size of the herd depends on the species of zebra, the environmental conditions of climate, and the availability of water and food.) In these herds, zebras interact a great deal. For example, scientists commonly observe zebras grooming, jostling, nipping, nibbling, conducting mock battles (between young males), and exhibiting a variety of playful behaviors. Although some of the zebras’ behaviors appear to serve no purpose, some scientists have suggested that such behaviors increase the overall cohesion among the zebras in a herd, thus increasing the survival of individuals. (For example, zebras in herds—especially young zebras—might be less susceptible to attack from predators.)

Some scientists have hypothesized that variations in stripe patterns allow the infant zebra to identify its mother. Other scientists have suggested that the specific bond between the infant and its mother develops more as a result of chemical signals. As the young foal grows older, these contacts become more frequent and are not restricted only to the mother. Other scientists who have studied the visual abilities of different mammals have found that several types of nerve cells in the brain are excited by crisp black and white stripes. These are the nerve cells that detect contrasting tones, linear orientation of objects, edges, and the flicker effect of moving edges. Some scientists have inferred from this evidence that a zebra within its herd cannot escape the visual stimulation of the stripes. Some evidence suggests that zebras actively seek this visual stimulation. In addition, zebras also respond in a similar manner to artificially striped panels.

Unit 1/Chapter 2 ElaborateCopyright BSCS. All rights reserved. Copymaster 2.5

Elaborate: Evidence for Evolution

Copymaster 2.5 Hyracotherium


Copymaster 2.6 Merychippus


Copymaster 2.7 Equus

Unit 1/Chapter 2 Elaborate Copyright BSCS. All rights reserved. Copymaster 2.8

Copymaster 2.8 Fossils in Strata

Equus

Merychippus

Hyracotherium


Copymaster 2.9 Primate Comparisons—Human

lower jawtop view

pelvis

femur

foot

jawside view


Copymaster 2.10 Primate Comparisons—Chimpanzee

lower jawtop view

pelvis

femur

foot

jawside view


Copymaster 2.11 Primate Comparisons—Mystery

lower jawtop view

pelvis

femur

foot

jawside view


page 1 of 2

Elaborate: Modeling the Earth’s History

Copymaster 2.12 Major Events in the Earth’s History

Geological Events

First Evidence of ... Years Ago

most recent ice age 20 Thousands of Years

land bridge between North and South America forms 2.5

Millions of Years

separation of Antarctica and Australia 45

formation of the Himalayan Mountains 45

Cretaceous/Tertiary meteor impact 65

formation of the present Rocky Mountains 70

breakup of Pangaea and formation of the Atlantic Ocean

200–150

formation of the supercontinent Pangaea 290

free oxygen (O2) nears present levels (21 percent) 420

free oxygen (O2) building up in the atmosphere (beyond about 1 percent)

2.3

Billions of Years rapid growth of continents 4.1

formation of Earth 4.6


page 2 of 2

Biological Events

First Evidence of ... Years Ago

expansion of agriculture 10

Thousands of yearsanatomically modern humans become common (Homo sapiens sapiens)

100

Neanderthals 350

manufactured stone tools 2.5

Millions of years

“Lucy” (Australopithecus afarensis) 3.2

goats 5.0

hominids 6.5

apes 21

ants 38

early primates 55

flowering plants 130

birds 155

mammals 210

dinosaurs 215

reptiles 310

seed-producing plants 360

amphibians 360

land animals (insects) 400

land plants 475

vertebrates (jawless fishes) 500

animals with hard shells 540

soft-bodied animals 600

multicellular organisms (possible date) 1.5

Billions of yearseukaryotes 2.0

single-celled life 3.5


page 1 of 10

Copymaster 2.13 Event Cards 1

Cretaceous/Tertiarymeteor impact

65 million years ago

Cretaceous/Tertiarymeteor impact


North andSouth

Americanland bridge

2.5 million years ago

most recentice age

20,000 years ago

North andSouth

Americanland bridge

2.5 million years ago

most recentice age

20,000 years ago


page 2 of 10

formation ofsupercontinent

Pangaea290 million years ago

formation ofsupercontinent

Pangaea290 million years ago

free oxygen nearspresent levels


free oxygen nearspresent levels


free oxygen inatmosphere

2.3 billion years ago

free oxygen inatmosphere




page 3 of 10


separation ofAntarctica

and Australia45 million years ago

formation ofHimalayanmountains


separation ofAntarctica

and Australia45 million years ago

formation ofHimalayanmountains

45 million years agoformation of

presentRocky Mountains


formation ofpresent

Rocky Mountains70 million years ago

breakup of Pangaea200–150 million years ago

breakup of Pangaea200–150 million years ago


page 4 of 10


formationof Earth


formationof Earth


ants38 million years ago

ants38 million years ago

rapid growthof continents


goats5 million years ago

rapid growthof continents


goats5 million years ago


page 5 of 10


agriculture10 thousand years ago

agriculture10 thousand years ago

Neanderthals350 thousand years ago

Lucy3.2 million years ago

Neanderthals350 thousand years ago

Lucy3.2 million years ago


page 6 of 10


reptiles310 million years ago

dinosaurs215 million years ago

mammals210 million years ago

birds155 million years ago

reptiles310 million years ago

dinosaurs215 million years ago

mammals210 million years ago

birds155 million years ago


page 7 of 10


flowering plants130 million years ago

early primates55 million years ago

flowering plants130 million years ago

early primates55 million years ago

apes21 million years ago

hominids6.5 million years ago

apes21 million years ago

hominids6.5 million years ago


page 8 of 10


modern humans100 thousand years ago

life (bacteria)3.5 billion years ago

modern humans100 thousand years ago

life (bacteria)3.5 billion years ago

Eukaryotes2.0 billion years ago

Eukaryotes2.0 billion years ago


page 9 of 10


multicellular organisms1.5 billion years ago

soft-bodiedanimals


multicellular organisms1.5 billion years ago

soft-bodiedanimals

600 million years agoanimals withhard shells


animals withhard shells


vertebrates500 million years ago

vertebrates500 million years ago


page 10 of 10


seed-producingplants


amphibians360 million years ago

seed-producingplants


amphibians360 million years ago

land animals400 million years ago

land plants475 million years ago

land animals400 million years ago

land plants475 million years ago

Unit 1/Chapter 2 Evaluate Copyright BSCS. All rights reserved. Copymaster 2.14

page 1 of 2

Evaluate: Evolution in Action

Copymaster 2.14 Evolution in Action Rubric

Criteria Excellent Could be Improved Needs Substantial Improvement

Concept: Showing understanding of the big picture in this chapter

Answers to questions provide evidence that the author clearly understands the evidence for evolution and the mechanism for the process of evolution.

Answers to questions provide evidence that the author has a general understanding of the evidence for evolution and the mechanism for the process of evolution.

Answers to questions provide evidence that the author has little understanding about or incorrect explanations for the evidence for evolution and the mechanism for the process of evolution.

Explanation: Explanation of evolution, including specific evidence to support ideas

Answers to questions relate many specific examples taken from the 3 scenarios and/or the chapter to illustrate evolution in action.

Analysis uses the correct scientific vocabulary, including at least the 5 words listed, in appropriate context to explain evolution.

Analysis accurately and thoroughly describes the evolutionary change that occurs in the bacterial infection model.

Analysis correctly identifies the factor in the bacteria’s environment that exerts a pressure for natural selection and explains its significance.

Answers to questions relate a few specific examples taken from the 3 scenarios and/or the chapter to illustrate evolution in action.

Analysis uses the correct scientific vocabulary, including at least 3 of the words listed, in appropriate context to explain evolution.

Analysis generally describes the evolutionary change that occurs in the bacterial infection model.

Analysis identifies the factor in the bacteria’s environment that exerts a pressure for natural selection.

Answers to questions use no specific examples to illustrate evolution in action.

Analysis uses at least 2 of the words listed in the appropriate context to explain evolution, but some words are used incorrectly.

Analysis only briefly describes the evolutionary change that occurs in the bacterial infection model.

Analysis incorrectly identifies a factor in the bacteria’s environment that exerts a pressure for natural selection.

Unit 1/Chapter 2 Evaluate Copyright BSCS. All rights reserved. Copymaster 2.14

page 2 of 2

Criteria Excellent Could be Improved Needs Substantial Improvement

Analysis correctly and clearly explains the role that variation in individual characteristics plays in the evolution of resistant populations.

Analysis correctly and clearly explains how new generations of offspring play a role in the evolution of resistant bacterial populations.

Analysis correctly and clearly explains how generation time affects evolution.

Analysis generally explains the role that variation in individual characteristics plays in the evolution of resistant populations.

Analysis correctly but briefly explains how new generations of offspring play a role in the evolution of resistant bacterial populations.

Analysis correctly but briefly explains how generation time affects evolution.

Analysis incorrectly or too briefly explains the role that variation in individual characteristics plays in the evolution of resistant populations.

Analysis incorrectly identifies the role that new generations of offspring play in the evolution of resistant bacterial populations.

Analysis incorrectly identifies how generation time affects evolution.

Presentation Answers are easy to read.

Grammar and punctuation are used correctly, making it easy to understand what was meant.

Answers are fairly easy to read.

Grammar and punctuation are generally used correctly. Sometimes it is difficult to be sure what was meant.

Answers are difficult to read.

Grammar and punctuation are frequently used incorrectly. Often it is difficult to be sure what was meant.

Copymaster 2.14 Evolution in Action Rubric (continued)

explore: exploring change

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