Bellringer 6

A bowling ball rolls at a speed of 2.0 m/s and has kinetic energy of 12.0 J. What is the kinetic energy of the bowling ball when its speed is 1.0 m/s?
a. 3.0 J c. 12.0 J
b. 6.0 J d. 24.0 J

Bellringer 5

A solar heater uses energy from the sun to heat water. The heater’s panel is painted black to —
A. improve emission of infrared radiation
B. reduce the heat loss by convection currents
C. improve absorption of infrared radiation
D. reduce the heater’s conducting properties

Bellinger 4

Industrialization in England in the early 1900s produced black soot that covered many tree trunks and branches. At about the same time, the number of light-colored moths in this part of the country decreased over time. Why?

a. The soot killed only light-colored moths.
b. The light-colored moths became extinct.
c. The light-colored moths showed up against the dark tree bark and could be easily seen by the birds that fed on them.
d. The light-colored moths became isolated from other moths and reproductive speciation occurred.

Lab 3: Peppered Moth Simulation

Lab 3: Peppered Moth Simulation
Objectives:
Describe the importance of coloration in avoiding predation
Relate environmental change to changes in organisms
Explain how natural selection causes populations to change
Materials
Sheet of white paper
Newspaper
Forceps
Colored Pencils
Clock with Second Hand
30 newspaper circles (made with hole punch)
30 white circles (made with hole punch)
Purpose: In this lab, you will simulate how predators locate prey in different environments. You will analyze how color affects and organism's ability to survive in certain environments.
Industrial Melanism is a term used to describe the adaptation of a population in response to pollution. One example of rapid industrial melanism occurred in populations of peppered moths in the area of Manchester, England from 1845 to 1890. Before the industrial revolution, the trunks of the trees in the forest around Manchester were light grayish-green due to the presence of lichens. Most of the peppered moths in the area were light colored with dark spots. As the industrial revolution progressed, the treee trunks became covered with soot and turned dark. Over a period of 45 years, the dark variety of the peppered moth became more common.
Procedure.
1. Place a sheet of white paper on the table and have one person spread 30 white circles and 30 newspaper circles over the surface while the other person isn't looking.
2. The "predator" will then use forceps to pick up as many of the circles as he can in 15 seconds.
3. This trial will be repeated with white circles on a newspaper background, newspaper circles on a white background, and newspaper circles on a newspaper background. Record the data in chart below.
Starting Population Number Picked up
Trial Background Newspaper White White Newspaper
1 white 30 30
2 white 30 30
3 newspaper 30 30
4 newspaper 30 30
Analysis
1. What did the experiment show about how prey are selected by predators?

2. What moth coloration is the best adaptation for a dark (newspaper) background? How do you know?

3. What would you expect the next generation of moths to look like after trial 1? What about the next generation after trial 3?

4. How does the simulation model natural selection?

5. Examine the table and construct a graph. Plot the years of the study on the X-axis, and the number of moths captured on the Y axis. You should have 2 lines on your graph - one for light moths, and one for dark moths.






















Year # of Light Moths Captured # of Dark Moths Captured
2 537 112
3 484 198
4 392 210
5 246 281
6 225 337
7 193 412
8 147 503
9 84 550
10 56 599
6. Explain in your own words what the graph shows.



7. Describe a situation where this type of selection might occur.

Evolution Concept Map

http://www.biologycorner.com/worksheets/evolution_concept.html

Evolution Puzzle

http://www.biologycorner.com/worksheets/cw_evolution2.html

Evolution Terminology Cards by The Dana Center

http://www.utdanacenter.org/sciencetoolkit/downloads/vistas/bio-evolution.pdf

Lab 2: Evolution Arguments

Modification: You are your table mates will select an article on evolution or creationism. Summarize the article and then support an argument or against the position of the article in a one page summary. Single space and typed or written. Cite any resources you use.
This activity is reserved for the end of the unit on evolution. It is assumed that the following topics have already been discussed

Natural Selection

Common Descent

Homologous Structures

Theory of Evolution

Fossils and Paleontology

Genetic mutation

Transition Species

I also spend some time discussing "creation science" and why it is not viewed as a science and not taught as a theory. I do this in my school because I have such a strong population of fundamentalist christians, and it is important that they understand that scientific theories cannot verify or deny the existance of supernatural beings. In addition it is important that they understand that science relies on natural processes and cannot be based on supernatural events. How much this concept has sunk in is often determined by the outcome of this discussion.

Essentially, what this discussion does it create an environment where students have to defend the teaching of evolution in the science class. Though some groups may not come to a consensus that evolution should be taught, after some discussion and reading of the articles most do agree that evolution should be taught, though they will vary on degrees.


© 1998 Institute for First Amendment Studies, Inc. http://www.ifas.org.


Quick Comparison Chart

"Creation Science"
Theory of Evolution

Cannot explain processes or make predictions Used to explain data and make predictions
Gives absolute truths Answers questions like "how" and "why" things are
Is based on faith Is supported by evidence
Offers no model, nor tells us about relationships among beings Used to develop ideas and models regarding relationships among organisms
Can never be disproven Can be disproven if new evidence is found



The Discussion

Overview: Each team is going to formulate a response from the "school board" to address issues taken by parents and students regarding the teaching of evolution. The concern of the parents is that evolution is teaching students values that do not align with their views on religion. The team of students must read articles and form a response from the school board.

Introduction: The school board is faced with a decision regarding the school's science curriculum. A group of community members called "Concerned Parents" is asking the board to eliminate evolution from the high school curriculum because they feel it undermines their religious beliefs. Your job is to play the role of the School board and respond to the concerned parents group regarding the issues surrounding evolution, "creation science" and the high school curriculum.

Process: The class is divided into 4 groups, approximately 5 - 8 members per group (depending on class size)

1. Each group as a folder that contains articles regarding the conflict. I've listed these links for the year 2001, but I would find new articles each year that are more current. Each member of the group chooses and article to read and is responsible for summarizing and explaining what the article says. (I've included a lot here, so that you can pick and choose which ones you want to offer to the groups for reading - or search out your own)

http://www.cnn.com/2000/NATURE/09/21/evolution.enn/index.html

http://www.ncseweb.org/resources/rncse_content/vol18/7368_quantifying_the_importance_of__12_30_1899.asp

http://abcnews.go.com/sections/science/DailyNews/evolution980617.html

http://www4.nationalacademies.org/news.nsf/(ByDocID)/1A28E557587BCEC48525677400635527?OpenDocument

http://www.the-scientist.com/yr1997/oct/opin_971013.html

http://www.al.com/columnists/mobile/fcoleman/10092000-a353105a.html

http://www.ucmp.berkeley.edu/museum/ucmp_news/2001/8-01/evolution8-01.html

http://www.rethinkingschools.org/Archives/12_02/scott.htm

http://www.usoe.k12.ut.us/curr/science/usta/positionevolution.htm

http://www.religioustolerance.org/ev_hist.htm

http://www.enn.com/news/enn-stories/2000/09/09212000/sclass_31681.asp

http://www.sciencemag.org/cgi/content/full/288/5467/813

http://www.edweek.org/ew/ewstory.cfm?slug=26evolutions1.h19

http://abcnews.go.com/sections/science/DailyNews/evolution000619.html

http://whyfiles.org/095evolution/

http://arnica.csustan.edu/biol3020/courts/court.htm

2. Each group discusses the issues of evolution and "creation science" and determines what is appropriate for a public school curriculum

3. Each group prepares their response to the concerned parent group.

4. The panel: After the groups have prepared their responses, they will sit in a mock school board session, each member of the team will play the role of a school board member. The teacher plays the role of the concerned parent group by asking questions of the group. Each group has a chance to play the forum, while the teacher asks questions and hears the board's answers. To ensure everyone's participation, I have the groups choose a spokesperson, but address "board members" individually. Individuals can revert to the spokesperson if they feel stumped.

Parent Group Questions:

1. Isn't evolution just a theory?

2. Can my child be exempt from this unit and have an alternate assignment instead?

3. Why can't the teacher just skip the chapter on evolution? Is it that important?

4. I've heard that other states put disclaimers in textbooks, saying that evolution isn't true and is unproven. Can we put disclaimers in the biology books?

4. Shouldn't other theories, like "intelligent design" or "creation science" be presented with evolution in the science class?

5. Shouldn't children be exposed to all the theories, including the theory that God created the universe and the animals, and then be allowed to choose for themselves?

6. Can we remove evolution from the state science standards? Will it hurt my child's ability to score well on college admission tests?

7. Since we can't prove evolution or common descent, isn't it like a religion?

8. Why is one man's theory (Darwin) being taught as if it were a fact?

9. Wouldn't it be fair to offer the students alternate theories. Is evolution the only theory that explains the diversity of life on this planet?

10. I'm considering pulling my child out of the public schools and sending her to a catholic school. Do catholic schools teach evolution?

11. Why are students doing so poorly on standardized tests? Does teaching evolution really help them gain the skills they need for college and beyond?

12. What's the point of teaching evolution. 35 Chapters in the text book, who will notice is we skip one?

13. Aren't there holes in the theory of evolution? And don't these gaps make it obvious that an alternative theory must be true.

14. ** My family is Islamic, if the bibilical version of creationism is going to be taught alongside evolution, wouldnt it only be fair to teach the Islamic version of creationism?

15. The theory of "intelligent design" (or creationism) is just as valid as the theory of evolution. Why isn't that in the textbooks?

16. Would teaching creationism violate laws regarding the separation of church and state?

17. I'm concerned about how students from this high school will measure up to students at other schools on tests and college admittance exams. Will removing evolution from the curriculum hurt their chances?

18. Why should children learn something that isn't proven anyway?

19. Will removing evolution from the biology curriculum change the way biology is taught? Can a child take a science class that doesn't have evolution in it?

20. Are teachers trying to challenge a person's faith by teaching evolution?

21. Can evolution be taught without teaching common descent?

22. Can evolution be taught as if it applies to animals but not man?

23. Is it required that my child -believe- in evolution?

24. Will teaching evolution also teach other non-christian values?

25. Why does biology have to include evolution at all? Can't kids learn about animals without talking about evolution?

26. Are there any options available for a student that doesn't want to learn evolution?

27. Do you think its important for a student of biology to learn education in order to have a well-rounded education?

28. I'm confused about evolution, is it being taught as a fact or a theory?

29. Can you make it so that standardized tests do not have evolution questions, so that my child will not be disadvantaged on college admission tests if evolution is removed from the curriculum. (IE..can the school board change the ACT's)

30. I'm confused about evolution, does it mean change over time, or does it discuss the origins of all living things?





Grading Rubric
Group Names __________________________________________________________________________

_____________________________________________________________________________________ HOUR ______

Beginning (3 pts) Intermediate (4 pts) Advanced (5 pts)
Group Participation
Position statement was poorly written and did not take a stance on any particular issue. Position statement took a stance on the issues involved, failed to explain reasons for this stance. Position statement was well writtin, took a firm stance on the issue and gave supporting reaons.
Group did not work well together, discussions meandered or they were off task frequently Some members of the group did not contribute much, or some members "dominated" the discussion All members expressed opinions, contributed to discussion and helped facilitate others in expressing themselves
Panel Participation
Individuals were not able to answer question, more than 3 of them reverted to spokesperson, or individual answers did not follow the groups position statement Individuals were able to answer the questions posed to them, (less than 3 reverted to spokesperson), answers followed the group's position statement Individuals were able to answer questions thoughtfully and thorougly, each individual answer followed the group's position statement.
Group was not able to answer the questions authoritatively Group was able to answer the questions, but lacked knowledge to back up their positions Group was able to answer questions authoritately and were able to support their positions

Gas Laws

PROPERTIES AND LAWS OF GASES



The main difference in the three physical states is the proximity of their particles.



Solids - particles are very close together, locked in a rigid crystal lattice in which the only

movement of the particle is a rotation on its axis; have both definite shape and definite

volume



Liquids - particles are touching each other but not locked in a rigid lattice; they are allowed to

slide past each other and exhibit rotational as well as translational motion; have definite

volume but not definite shape; both solids and liquids are considered to be "condensed"

states



Gases - particles do not touch each other at all, but bump into each other constantly; have no

definite shape nor definite volume; more affected by changed in temperature and

pressure than the other physical states





Temperature is a measure of kinetic energy. (kinetic energy is not just how fast they are moving).



KE = 1/2 mv2



In this equation, m stands for mass which MUST BE IN KILOGRAMS

v stands for velocity which MUST BE IN METERS/SECOND.



If you use these two units correctly, your answer will have the label kg-m2/sec2 which is also known as a Joule. Therefore, kinetic energy is expressed in the units of Joules.





Since many of the problems will use equations which include temperature, it is important to have temperature scales which do NOT have negative values since you do not want to multiply nor divide by a negative value and get an answer which is negative. Therefore, it became obvious that we needed to find the lowest temperature possible in the universe and call it Absolute Zero and therefore all temperatures above this would have positive values. We do this with the Kelvin scale. Here is a

comparison of the 3 common temperature scales.



Fahrenheit Celsius Kelvin



boiling point of water 212o F 100o C 373 K



freezing point of water 32o F 0o C 273 K



number of degrees between 180 100 100



coldest temp in universe - 523o F -273o C 0 K









Notice that the degree mark is NOT used with Kelvin temperatures. Also, the size of the Celsius and the

Kelvin degree is the same--they just start on the number line in different places. The Fahrenheit

degree is a much smaller degree than the Celsius or the Kelvin





YOU MUST BE ABLE TO CONVERT FROM KELVIN TO CELSIUS AND VICE VERSA. You do not

need to know how to convert to nor from Fahrenheit.



To convert from Celsius to Kelvin, add 273 Co + 273 = K



To convert from Kelvin to Celsius, subtract 273 K - 273 = Co





Example 10-5 Convert -167oC to Kelvin



Convert 1100oC to Kelvin



Convert 321 Kelvins to Celsius



How much does the temperature change in Celsius if it changes from 20oC to 255 K





The term STP stands for Standard Temperature and Pressure.

Mathematically, this means 1 atmosphere pressure (or equivalent i.e. 760 mm Hg, 760 torr, etc) and 0oC (or 273 K).





PRESSURE is defined as Force/Area.

We will not be concerned with the mathematical aspect of finding pressure, but only using pressures and converting them to various other units. There are five units of pressure which are used in chemistry and you must be able to convert between all of them.



1 atmosphere = 760 mm Hg = 760 torr = 1.01325 X 105 Pascals (Pa) = 101.325 kPa.



Example 10-6 Convert a pressure of 1.55 atm to kPa,











Which is higher pressure 1.45 atm or 1.159 X 104Pa?















Gas pressure is measured in an instrument called a manometer. Atmospheric pressures are measured with a special type of manometer called a barometer which you should know how it works.



Draw it:











There are two types of manometers--(1) open-arm manometer and (2) closed-arm manometer



















Open-arm manometers determine pressures relative to atmospheric pressure (which must be known).

The difference in the mercury column is either added to or subtracted from the atmospheric pressure.



Closed-arm manometers determine pressures based on differences in height of mercury column only and

DO NOT depend in any way on atmospheric pressure





There are several laws which govern the behavior of gases as changes in temperature, pressure and volume occur. You should know these by name, by equation, by word description and know how to apply them to problems.



1. Boyle's Law - describes the relationship between pressure and volume when temperature is constant. It states that volume and pressure vary inversely when temperature is constant. This means when the pressure increases, the volume decreases and vice versa.



It can be written mathematically as P1 = V2 or arranging a different way

P2 V1



P1V1 = P2V2 (T is constant)



P1 is beginning or original pressure. It may be in any units of pressure you wish, but you must

use the same units on P2 which is final or ending pressure.



V1 is beginning or original volume. It may be expressed in any units of volume you wish, but

again, you must use the same units on V2 which is final or ending volume.



Example 10-8 A gas is known to have a volume of 7.81 liters when the pressure is 754 torr. What

would be the volume when the pressure is changed to 1.23 atm? Temperature is constant.

















Example 10-9 A gas expands from a volume of 17.3 cm3 to 24.5 cm3. At the expanded volume, a

manometer was used and found the pressure to be 99.3 kPa. What was the original

pressure of the gas before it expanded (in mm Hg) if temperature is constant?









Example 10-11 The volume of a gas is 71.4 liters when the temperature is 0oC and its pressure is 1.112 X 105 Pascals. What volume would this gas occupy at STP?























2. Charles’ Law - establishes a relationship between volume and temperature when the pressure is

constant. It states that temperature and volume vary DIRECTLY when the pressure is

constant. We have found mathematically that this relationship is based on Kelvin temperature only! This means that when the temperature goes up, the volume also goes up proportionally and vice versa when the pressure is constant.



Mathematically it is expressed as a direct relationship V1 = T1K

V2 T2K



Example 10-13 A 5.2 liter sample of gas is heated from 25oC to 100oC. What is its volume at the

higher temperature if the pressure remains constant?























Example 10-14 A gas is found to have a pressure of 700 torr at a temperature of 54oC. If the volume of

the gas under these conditions is 3.21 ft3, what was its original volume when the

temperature was 20oC and pressure was 700 torr?





















Example 10-15. A gas doubles its temperature from 100oC to 200oC. Does this means that the volume

has also doubled if the pressure is constant? Explain.











3. Gay-Lussac's Law - establishes a relationship between pressure and temperature when the volume is constant (rigid container). It states that pressure and temperature Kelvin vary directly--i.e. when the pressure is doubled, the temperature Kelvin doubles and vice versa.



Mathematically, it is expressed as a direct relationship P1 = T1K

P2 T2K





Example 10-18 If the pressure on a gas in a rigid container changes from 800 torr to 0.750 atm, and at the lower pressure, the temperature is found to be 40oC, how many degrees Celsius did the

temperature CHANGE as the pressure dropped?















Example 10-19 To what temperature Celsius must a gas at 20oC and 600 torr be raised in order to cause its pressure to triple? Assume that the volume is constant in this case.



















4. Combined Gas Law - used when pressure, volume and temperature are all changing; is really a combination of all three gas laws.



P1 V1 = P2V2



T1K T2K





Example 10-20 A 3.5 cubic foot sample of nitrogen whose pressure is 79.1 kPa expands to 6.10 cubic feet while its pressure also changes to 680 torr. At the expanded volume, the temperature of the gas is found to be 28oC. What was the original temperature Celsius?

















Example 10-21 What would be the volume of a 8.90 liter sample of gas at 100oC and 113 kPa if conditions were changed to STP?









5. Dalton's Law of Partial Pressure - is used when you have a mixture (solution) of 2 or more gases which do not react chemically.



It states that the TOTAL pressure of a mixture of gases is simply the sum of the individual pressures of each of the gases (known as partial pressures).



Mathematically, it is stated Ptotal = PA + PB + PC + . . . . .



Example 10-24 A container has oxygen, xenon and helium in it. Its total pressure is

known to be 972 torr. If the pressure of the helium is 0.458 atm and the pressure of

the oxygen is 74.1 kPa, what is the pressure of the Xenon in torr?















Example 10-25 A mixture of 3 gases is known to have a pressure of 1.27 atm. If 2 of the gases have the same partial pressure and the pressure of the 3rd gas is 650 torr, what is the pressure of each of the other 2 gases in torr?

















B. Dalton's Law must also be used with problems in which gases are collected OVER WATER.

Gases that are not soluble in water are collected by water displacement and therefore what you

actually get in the collection bottle is not pure gas, but a mixture of the gas and water vapor (another gas) that was dragged along with the gas as it was collected. You must understand

that the pressure of the gas in the collection bottle is due to a mixture of gases, and you must

subtract out the water pressure by using a table of vapor pressures which lists the water pressures at all different temperatures.



AS SOON AS YOU SEE THE WORDS "OVER WATER" IN A PROBLEM, BEGIN LOOKING FOR P1 TO SUBTRACT VAPOR PRESSURE OUT OF IT AND T1 WHICH TELLS YOU THE TEMPERATURE TO LOOK UP IN THE TABLE SO YOU WILL KNOW HOW MUCH TO SUBTRACT.









Example 10-27 50.0 ml of hydrogen collected over water has a pressure of 850 torr at 27oC. What would be the volume of the dry gas at STP?











Example 10-28 A chemist collects 125.0 ml of oxygen over water and finds its pressure to be 1.24

atmospheres when the temperature is 75oC. What volume would the dry oxygen have

at STP?

http://cfbstaff.cfbisd.edu/scheroj/unit_10_notes.htm

Celsius to Kelvin Conversion

YOU MUST BE ABLE TO CONVERT FROM KELVIN TO CELSIUS AND VICE VERSA. You do not

need to know how to convert to nor from Fahrenheit.



To convert from Celsius to Kelvin, add 273 Co + 273 = K



To convert from Kelvin to Celsius, subtract 273 K - 273 = Co

Lab 1: Natural Selection

Natural Selection Lab Activity

Introduction

In his book, On the Origin of Species, Charles Darwin described the idea of natural selection as a fundamental mechanism of change. Natural selection is the idea that modifications to a species, which are beneficial to the species, allow it to survive. Those modifications that place the species at a disadvantage will die off. Darwin used the following five considerations when arriving at his definition of natural selection.
1. All species are engaged in a struggle to survive in their environment.
2. Environmental conditions change over time.
3. Species change through continual modifications.
4. Modifications that are best suited for the environment are preserved.
5. Evolutionary change is result of the natural selection of successful modifications

Lab Activity

In this lab activity,
1. You will study how a predator exerts a selective force on the survival of its prey in a
given environment.
2. You will also theorize on the variation of a prey species that determines which
individuals in the species are more likely to fall prey to a predator.
3. You will consider how the environment and the prey affect the success of the predator.


Materials
1000 lentils 1000 navy beans knife chopsticks
1000 garbonzo beans 4 cups fork stopwatch
1000 butter beans carpeting spoon


Procedure
Part A
1. Get into groups of 5
2. Choose 1 person to be timer/referee/recorder.
3. The other 4 “predators” choose a utensil and a cup
4. Scatter the seeds about the carpeting or assigned space.

**Predictions**
1. What variation of the prey species (seeds) is likely to be the most successful at survival? Why?


2. What variation of the prey species (seeds) is likely to be the least successful at survival? Why?


3. What predator species (utensils) is likely to be the most successful at gathering prey? Why?


4. What predator species (utensils) is likely to be the least successful at gathering prey? Why?
5. Students (predators) will forage for their prey according to the following
a. seeds must be picked up by utensils only
b. seeds must be picked up one at a time and placed in a cup
c. each utensil wielding predator must count the number of each type of seed at the end
of each foraging session
6. Set the stopwatch for 3 minutes and begin foraging.
7. At the end of 3 minutes count how many seeds of each type are present and record in Table A.

Table A
First Generation
Prey Captured Lentils Garbanzos Navy Butter Total Captured
by Predator Prey
Knife
Fork
Spoon
Chopsticks
Total Captured

8. Determine predator efficiency by determining how much time each predator will be allowed
to forage in the second generation.

B= total prey caught by a single predator
Bt=total prey captured by all predators
S= number of seconds of foraging time for the predator in that round

forage time = B x S
in next round Bt

9. Enter the foraging time for each predator in Table B.

Part B
1. Using the forage time determined from #9 above, allow each predator to forage for the exact
amount of time as recorded in table 2.
2. Record results in Table B below
Table B
Second Generation
Predator Lentils Garbanzos Navy Butter Total Captured
Foraging Time Prey
Knife____________
Fork____________
Spoon___________
Chopsticks________
Total Captured

3. Calculate the foraging time for the third generation and record in Table C.




Part C
1. Using the forage time determined from Part B #3 above, allow each predator to forage for the
exact amount of time as recorded in Table C.
2. Record foraging results for the third generation in Table C below.

Table C
Third Generation
Predator Lentils Garbanzos Navy Butter Total Captured
Foraging Time Prey
Knife____________
Fork____________
Spoon___________
Chopsticks________
Total Captured

3. Calculate the foraging time for the fourth generation and record in Table D.

Part D
1. Using the forage time determined from Part C #3 above, allow each predator to forage for the
exact amount of time as recorded in Table D.
2. Record foraging results for the fourth generation in Table D below.

Table D
Fourth Generation
Predator Lentils Garbanzos Navy Butter Total Captured
Foraging Time Prey
Knife____________
Fork____________
Spoon___________
Chopsticks________
Total Captured

Part E. Questions

1. Which predator was most successful in obtaining prey? Why?



2. Which prey was most successful at avoiding capture? Why?



3. Which predator was the least successful in obtaining prey? Why?



4. Which prey was the least successful at survival? Why?


5. What does the steady reduction in foraging time represent?




6. Were your predictions correct about which type of predator and prey would be most and least
successful? Explain why you predicted the way you did.



7. What happens to the types of prey over time?




8. What happens to the types of predators over time?




9. Go around to other groups and see if different environments made a difference in the survival
rates of different prey. Record the most and least successful predator and prey for the different
environments below.

Most Successful Least Successful Most Successful Least Successful
10. Environment Predator Predator Prey Prey












11. Describe the advantage or disadvantage an environment gave the predators.







12. Describe the advantage or disadvantage an environment gave the prey.

Future Of The World - The Evolution of Nature

Check out this SlideShare Presentation:

Future Of The World - The Evolution of Nature

View more documents from Freelance Researcher and Agriculturist.

1. Natural Selection

Check out this SlideShare Presentation:

1. Natural Selection

View more presentations from Jenny Klemme.

DARWIN IN THE CLASSROOM Charles Dar Natural Selection

Check out this SlideShare Presentation:

DARWIN IN THE CLASSROOM Charles Dar Natural Selection

View more presentations from atrifilis.

Photos of Ecological Adaptations

http://waynesword.palomar.edu/lmexe10b.htm

Evolution Videos

http://www.pbs.org/wgbh/evolution/library/11/2/quicktime/e_s_1.html

http://www.pbs.org/wgbh/evolution/library/11/2/quicktime/e_s_3.html


http://www.pbs.org/wgbh/evolution/library/11/2/quicktime/e_s_4.html

http://www.pbs.org/wgbh/evolution/library/11/2/quicktime/e_s_6.html

Bellringer 2

__________ are changes in an organism's metabolic process to allow that organism to
evolve more quickly.
a. Physiological adaptations
b. Camouflage
c. Artificial selection
d. Mimicry

Bellringer 1

Which of these statements about evolution is true?
a. The fossil record provides evidence that evolution has occurred, but the record is not
complete.
b. Fossil finds are limited to the continents of Africa and Antarctica.
c. Using anatomy studies to find evidence of evolution is a direct process.
d. Fossils are not an important source for scientists to use to understand the evolutionary
process.

Objective 3 Vocabulary

Natural selection
Speciation
Evolution
Adaptation
Mutation
Extinction
Proliferation
Genetic Drift
Convergence
Migration
Fossils
Non-random vs. Random mating

Objective 3 Notes

http://roomd113.com/TAKS%20NOTES/Objective%203%20Evolution.pdf

Bio Objective 3 Review

http://www4.alief.isd.tenet.edu/cahowe/taks/TAKS%20Review%20Powerpoints/TAKS_objective_3ppt_files/frame.htm

Test 2

DNA
Cell Structure
Genetics