EVOLUTION – Teaching Tools

Teaching Tool – 1A
Teaching Tool 1

Topic 5.3: CLASSIFICAT

Binomial Nomenclature Domains of Life

The binomial system of naming is a globally recognised All living organisms are c
classification scheme developed at a series of congresses • Eukarya (all eukaryoti
• It was first proposed by Carl Linnaeus in 1735 • Archaea (prokaryotic
• Eubacteria (common
According to the binomial system, every organism has a
two-part scientific name: Originally, the two proka
• Genus is written first and is capitalised (e.g. Homo) were considered part of
Teaching Tool 2• Species follows
Teaching Tool 1B
Teaching
in lower caseTool 2 sapiens)
(e.g. Homo • However, biochemica

Hierarchy of Taxa Eukar

Histones Prese
Taxonomy is the science of classifying organisms based
on shared characteristics (or taxa) Introns Prese
• More taxa shared = more closely related organisms Nucleus Prese

Taxa Animal Plant Hint: Ribosome 80S

Kingdom Animalia Plantae Katy

Natural Classification
Phylum Chordata Angiosperm Perry
Class Mammalia Eudicotidae Comes Natural classification inv
common ancestry rather
Order Primate Ranunculales Over
• This allows for specie
Family Hominidae Ranunculacae For
pathways and enables
Genus Homo Ranunculus Grape
A disadvantage of natura
Species sapiens acris Soda
need to reclassify groups
• Gorillas and chimps w
Common Human Buttercup
• The figwort family wa

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Dichotomous Keys
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 Dichotomous Keys

Teaching Tool 3 A dichotomous key involves sequentially dividing organisms into two categories until every organism
Teaching Tool 3
Example of a Dichotomous Key: Diagrammatic Repre
1. Organism is asymmetrical .................................... Porifera Invertebrate Ph
Organism is symmetrical ................................... Go to Q2
Asymmetrical
2. Has radial symmetry ............................................ Cnidaria
Has bilateral symmetry ...................................... Go to Q3
Porifera
3. Has no separate anus ................................. Platyhelmintha Anus

Has a separate anus ........................................... Go to Q4 Not visible Segmentation

4. Has visible body segmentation .......................... Go to Q5

Segmentation not clearly visible .......................... Mollusca Mollusca None Ex

5. Has an exoskeleton ........................................ Arthropoda

Has no exoskeleton ............................................ Annelida Annelida

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 Teaching Tool 5

Sources of genotypic variation

Teaching Tool 14 Teaching Tool 5

Sources of genotypic variation

Meiosis C Mutations

Meiosis C Mutations

Crossing over
during phase (A) Fusion of many types of
Crossing over
during phase (A) sperm cells and egg cells
Fusion of many types of
can sperm
producecellsmany different
and egg cells
Random types of offspring
can produce many different
types of offspring
arrangement of
Random
arrangement
chromosomes of
chromosomes
during phase (B)
during phase (B) (D)(D)
mutations
mutations

Alteration in the
Alteration sequence
in the of
sequence of
nitrogenous
nitrogenousbases
baseson
onDNA
DNA

(E) mutations
• (E)Extra
mutations
chromosome(s) added
• •
Extra chromosome(s)
One or more setsadded
of
• chromosomes
One or more sets of are added (F)
chromosomes are added (F)

Teaching Tool 6
Teaching Tool 15
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Teaching Tool 16

Teaching Tool 17
Teaching Tool 7
Teaching Tool 7
Simulate Natural Selection
Simulate Natural Selection
Background
Background
In this activity the beans represent the food source for a group of make-believe species called the beansies living on a
In this activity the beans represent the food source for a group of make-believe species called the beansies living on a
distant planet. 4 species of the beansies (pegs-beansie, spoon-beansie, tweezer-beansie and needle-beansie) exist.
distant planet. 4 species of the beansies (pegs-beansie, spoon-beansie, tweezer-beansie and needle-beansie) exist.
The different species of beansie are similar except that there is some variation in their type of mouth. All beansies eat
The different species of beansie are similar except that there is some variation in their type of mouth. All beansies eat
beans. Some beansies have a peg mouth (demonstrate how to use the pegs to pick up beans). Some beansies have
beans. Some beansies have a peg mouth (demonstrate how to use the pegs to pick up beans). Some beansies have
a tweezer mouth (demonstrate), some have a needle mouth (demonstrate). One year a new species of beansie was
a tweezer mouth (demonstrate), some have a needle mouth (demonstrate). One year a new species of beansie was
discovered, this beansie was called the spoon-mouth beansie (demonstrate). Each of you will play the part of a beansie
discovered, this beansie was called the spoon-mouth beansie (demonstrate). Each of you will play the part of a beansie
on this planet.
on this planet.
What you need
What you need
• 500g beans
• 500g beans
• 10 germinating trays
• 10 germinating trays
•
•
10 pegs
10 pegs
•
•
10
10 plastic spoons
plastic spoons
•
•
10
10 tweezers
tweezers
•
•
10
10 dissecting needles
dissecting needles
What
What you
you should do
should do
1.
1. Your
Your teacher will allocate
teacher will allocate you
you into
into groups
groups of of 44 or
or more.
more.
2.
2. Allocate
Allocate one person to
one person to represent
represent each
each type
type of
of beansie.
beansie.
3.
3. Collect from your teacher, a tray of beans for
Collect from your teacher, a tray of beans for your group your group and
and aa utensil
utensil (needle,
(needle, tweezer
tweezer etc.)
etc.) for
for each
eachmember
member
according
according to the type
to the type of
of beansie
beansie they
they represent.
represent.
4.
4. You should not cheat with your utensil.
You should not cheat with your utensil. Please Please use use your
your utensil
utensil in in the
the way
way they
they were
were intended
intended toto be
be used
used (as(as
demonstrated).
demonstrated).
5.
5. For
For aa period
period ofof 11 minute,
minute, members
members of of your
your group
group must
must use
use their
their utensil
utensil toto capture
capture as as many
many beans
beans from
fromthethetray
tray
as they can.
as they can.
6.
6. At
At the
the end
end of this minute
of this minute the
the species
species that
that obtains
obtains thethe smallest
smallest number
number of of beans
beans inin the
thestipulated
stipulatedtime
timeisisthereafter
thereafter
considered
considered to have died
to have died due
due to
to inability
inability to
to secure 10
secure sufficient
sufficient food.
food.
7.
7. When a beansie dies, that learner can play the offspring
When a beansie dies, that learner can play the offspring of the of the beansie
beansie thatthat secured
secured thethe most
most number
numberofofbeans
beans
in the previous round. This person needs to acquire a new utensil (according to the species)
in the previous round. This person needs to acquire a new utensil (according to the species) for the next trial. for the next trial.
3. Collect from your teacher, a tray of beans for your group and a utensil (needle, tweezer etc.) for each member
according to the type of beansie they represent.
4. You should not cheat with your utensil. Please use your utensil in the way they were intended to be used (as
demonstrated).
5. For a period of 1 minute, members of your group must use their utensil to capture as many beans from the tray
as they can.
6. At the end of this minute the species that obtains the smallest number of beans in the stipulated time is thereafter
considered to have died due to inability to secure sufficient food.
7. When a beansie dies, that learner can play the offspring of the beansie that secured the most number of beans
in the previous round. This person needs to acquire a new utensil (according to the species) for the next trial.
8. In the next trial reduce the time to 45 seconds, then 30 seconds, then 15 seconds.
9. The number of each of the species surviving at the end of each trial should be recorded in the form of a table.
10. Draw a bar graph indicating the number of each species surviving at the end of each trial.

Questions to answer

1. Explain why this simulation is a good representation of natural selection. (4)

2. Explain what trends can be observed from the data represented on the bar graphs? (2)
3. What happens to animals that cannot compete as well with other animals in the wild? (2)
4. Describe any ONE real-life example of the beansie, where one species may have a definite advantage over
another? (2)
5. Sometimes animals that are introduced into an area that they never lived in before, out-compete and
endanger resident species. Why do you think this happens? (2)
6. How do you think disease can influence natural selection? (3)
(15)

Teaching Tool 18
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Teaching Tool 19 Teaching Tool 8

A B C

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Teaching Tool 20
General Account on Natural Natural Selection in the Lizard
Selection Population
There is variation amongst the There is variation amongst the lizard
offspring population
Some have favourable Some are black and are better
characteristics and some do not camouflaged/warm up faster to have
energy to avoid predators, whilst others
are red or brown and are NOT
camouflaged/cannot warm up fast
enough to have energy to run away from
predators
Sometimes there is a change in the Predation acts as the selection
environmental conditions which acts pressure. Survival depends on the
a selection pressure colour of the lizards.
Organisms with characteristics that Red and brown lizards are caught by
make them less suited to the predators and die
environment, die
Organisms with characteristics Black lizards survive
which make them more suited to the
environment, survive
The organisms that survive, The surviving black lizards will
reproduce reproduce

They will pass on the favourable The allele for black colour will be passed
characteristic to their offspring on to the next generation

Over many generations, the Over many generations the proportion of

proportion of individuals with the lizards that are black, increases
favourable characteristic, increases

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Teaching Tool 21

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 A
artificial B and Wallace jointly proposed
selection. In 1859 Darwin C that new
species could develop by a process of natural selection.

Using examples, describe natural and artificial selection and also highlight the
Teaching Tooldifferences
22 Teaching
between Tool 9A
these two processes.
Content: (17)
Synthesis: (3)
(20)

SPECIATION

TEACHING TOOL 3

Teaching
Use the information in figure Tool
below to explain how a9B
new species of rabbit has arisen because of
a geographical barrier.
Teaching Tool 23

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 Activity 9
Teaching Tool 24below and provide
Study the diagrams Teaching Tool
explanation 10A
for each isolative mechanism.

REPRODUCTIVE ISOLATION MECHANISM EXPLANATION

9.1
Breeding at different times of the year

A
Butterfly / any other example of a nocturnal, diurnal, seasonal
animal

REPRODUCTIVE ISOLATION MECHANISM EXPLANATION

9.2
species-specific courtship behaviour (animals)

Mallard duck, fireflies, fruit fly or any other suitable example

9.3
Adaptation to different pollinators (plants)

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Any example of a flowering plant such as gladiolus or iris

9.4
Infertile offspring

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 Any example of a flowering plant such as gladiolus or iris
Any example of a flowering plant such as gladiolus or iris
9.4
9.4
Infertile offspring
Any example of a flowering plant such as gladiolus or iris
Infertile offspring
Any example of a flowering plant such as gladiolus or iris
9.4
Infertile offspring
9.4
Any example
Infertile
Cross aofhorse
offspring
between a flowering plant such
and a donkey as gladiolus
to produce a mule or iris

9.4
Infertile offspring

Activity 10
Cross between a horse and a donkey to produce a mule
Cross between a horse and a donkey to produce a mule
Teaching
The diagram below represents Tool 10B
two possible models that show the
changes of the beaks in finch species based on their feeding habits over
Cross between a horse and a donkey to produce a mule
a period of time.
Cross between a horse and a donkey to produce a mule
Activity 10
Activity 10
Teaching
The diagram below represents Tool 10B
two possible
Teaching models that show the
Tool
The diagram
Cross between a horse below represents
and a donkey mule 10B
two apossible
to produce models that show the
Activity 10changes of the beaks in finch species based on
changes of the beaks in finch species based their feeding habits over
on their feeding habits over
Activity 10aaperiod of time.
period of time.
The diagram below representsTeaching Tool 10B
two possible models that show the
Teaching Tool 25
changes
The of
diagram the beaks
below in Teaching
finch species
represents two Tool
based 10B
on
possible their feeding
models that habits
show over
the
a10period of
Activity changes of time.
the beaks in finch species based on their feeding habits over
a period of time.
Breeding at different Teaching
The diagram below represents Tool 10B
two possible models that show the
times of the year
changes of the beaks in finch species based on their feeding habits over
a period of time.
Species specific
courtship behaviour

Prevention iof
fertilisation

Infertile offspring
10.1 Which model, A or B represents punctuated equilibrium? (1)

Adaptation to Pollinators of one No pollen can therefore 13

different pollinators species do not visit be transferred across
another species which from one species to the
10.1
10.1 Which
Whichmodel, A or
model, A or B represents
represents punctuated equilibrium?
punctuatednext (1)
(1)
hasBa different
pollinator
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10.1 Which model, A or B represents punctuated equilibrium? (1)
10.1 Which model, A or B represents punctuated equilibrium? (1)

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10.1 Which model, A or B represents punctuated equilibrium? (1)

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 Activity 5
5.1. Study the following diagram showing the effect of DDT on a population of mosquitoes
and answer the questions based on it.
Teaching Tool 11
Teaching Tool 26

he development of DDT resistance in mosquitoes through natural selection

B. Natural selectionTool
Teaching takes27
place within a generation and evolution across generations
The development of DDT resistanceTeaching Toolthrough
in mosquitoes 12 natural selection
NB. the
Describe Natural selection takes
phenotype placefirst
of the within a generation and
generation evolution across generations
of mosquitoes:
Teaching Tool 12 1
a)
5.1.1
Before pesticide application
Describe the phenotype of the first generation of mosquitoes:
(2)
b) After
(a) pesticide application
Before pesticide application 1 (2) (3)
(b) After pesticide application (3)
Explain the result of the first pesticide♂application.
10 ♀ (3)
5.1.2are
Why Explain
there the result
many
10
of the
more first pesticide
mosquitoes ♂ ♀
inapplication. 2
the second generation? (3) (3)
5.1.3are
Why are no
there many more mosquitoes in the second 2
generation? (3)
Why there light
9
coloured mosquitoes in the second
3
generation
5.1.4the
after Why are there
pesticide no light
was coloured mosquitoes in the second
applied?
9 3
generation (2)
after the pesticide was applied? (2)
Use the information from the diagram above to write an account explaining how
5.1.5 Use the information from the diagram above to write an account44explaining how
mosquitoes may develop
mosquitoes resistance
may develop to DDT.
resistance to DDT. (8) (8)
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5.2 information
The The information and question
and question belowbelow is based
is based ononnatural
natural selection.
selection.

6
Antibiotics are used to kill bacteria that cause diseases. In 1972, there was
Antibiotics are used to kill bacteria that causeNormally,
diseases.anInantibiotic 6
1972, there was
an epidemic of typhoid in Mexico. called
an epidemic of typhoid
chloramphenicol cured it.inThis
Mexico. Normally,
time the antibiotic did notanworkantibiotic called
and more than
chloramphenicol cured 8 7
14 000 people died.it.Eventually,
This timedoctors
the antibiotic
found an did not work
antibiotic
8
andwork.
that did 7
more than
14 000 people died. Eventually, doctors found an antibiotic that did work.
Using your understanding of natural selection, to explain why chloramphenicol did not
control
Using your the epidemic mentioned
understanding of naturalabove. (5)
selection, to explain why chloramphenicol did not
control the epidemic mentioned above. (5) 9
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hh gentle/roundcurve
gentle/round curve rectangular/U
rectangular/U shape
shape
ss 8. Less
Lessprotruding
protruding 8.8. More
Moreprotruding
protruding jaws/
jaws/
jaws
jaws Prognathous
Prognathous
n Teaching 9.
ToolLower
28 jaw
Lower jawhas
hasaa 9.9. Lower
Lowerjawjawhashas poorly
poorly
well-developed
well-developed Teachingchin
chin
Teaching developedchin
Tool1313developed
Tool chin

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2 2

77
3 3
66
4
4
TIVITY 3 5
IVITY 3 5
2 The following two questions refer to the characteristics of Homo sapiens:
2 The
(a)following
State ONEtwo questions
advantage refer an
of having to the characteristics
opposable thumb. of Homo sapiens:(1)
(a)
(b) State ONE
Explain advantage
TWO of having
advantages ofCranium an opposable thumb.
bipedalism. (4) (1)
(b) Explain TWO advantages ofCranium
bipedalism. (4)
Teaching Tool 29 Teaching Tool 14 that follow
Brow
3 Study the TWO skulls and answer ridge
the questions
3 Study the TWO skulls and answer Teaching
Brow ridge Tool 14 that follow
the questions

Slope of
Slope of
face
face

Teeth
Teeth

Lower X
X Organism A
jaw
Lower
X Organism A Skull A Skull B X
X X - Position of foramen magnum jaw Organism B
Skull A Skull B
3.1 XWhichX skull
- Position
(A orofB)foramen
is that magnum
of a non – human primate?Organism B (1)
Compare Homo sapiens with other African apes with regards to the following features:
3.2 List FIVE observable reasons for your answer in question 1.3.1 (5)
3.1 Which skull (A or B) is that of a non – human primate? (1)
Compare Homo sapiens with other African apes with regards to the following features:
3.2 List FIVE observable reasons for your answer in question 1.3.1 (5)
ture 4
ctivity Humans Other African apes
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de
ureof walking
ctivity 4 diagram Humans Other African apes
The b e l o w r e p r e s e n41
t s a phylogenetic t r e e ( c l a d o g r a m )
n size
TY 8
agrams below represent parts of theTool
Teaching skeletons
15 of an African ape and a
ms A and B areTool
Teaching drawn
30 to scale.

DIAGRAM A DIAGRAM B

DIAGRAM C DIAGRAM D

SKELETON PARTS OF AFRICAN APE AND HUMAN

e down the LETTERS only of the diagrams (A–D) that represent biped

lain how the shape of the pelvis contributes to bipedalism.

lain the significance of the position of the foramen magnum in the skul
in diagram B.

ulate THREE visible differences between the jaws/teeth of the skulls la

indicate trends in human evolution.
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e THREE physical characteristics of the forelimb/upper limb that huma