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Unit 6: Natural Selection

Unit 6: Natural Selection. Unit 6: Natural Selection. Galapagos Islands (Ecuador). Unit 6: Natural Selection. Galapagos Islands (Ecuador) Charles Darwin visited these Islands in the 1830’s aboard The HMS Beagle (painting above by Conrad Martens). Unit 6: Natural Selection.

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Unit 6: Natural Selection

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  1. Unit 6: Natural Selection

  2. Unit 6: Natural Selection Galapagos Islands (Ecuador)

  3. Unit 6: Natural Selection Galapagos Islands (Ecuador) Charles Darwin visited these Islands in the 1830’s aboard The HMS Beagle (painting above by Conrad Martens).

  4. Unit 6: Natural Selection Darwin was cataloging species of a number of types of plants and animals, and he noticed that finches exhibited different sizes and shapes of beaks (Darwin’s drawing, above). He hypothesized that they all originated from a common ancestor.

  5. Unit 6: Natural Selection How does evolution happen?

  6. Unit 6: Natural Selection Abzhanov, A.; Kuo, W. P.; Hartmann, C.; Grant, B. G.; Grant, P. R.: Tabin, C. J., “The calmodulin pathway and evolution of elongated beak morphology in Darwin's finches,” Nature2006, 442, 563-567.

  7. Unit 6: Natural Selection Abzhanov, A.; Kuo, W. P.; Hartmann, C.; Grant, B. G.; Grant, P. R.: Tabin, C. J., “The calmodulin pathway and evolution of elongated beak morphology in Darwin's finches,” Nature2006, 442, 563-567.

  8. Unit 6: Natural Selection a, Developing avian beak is a three-dimensional structure that can change along any of the growth axes. b, A beak of the sharp-beaked finch reflects a basal morphology for Geozpiza. The model for BMP4 and CaM involvement explains development of both elongated and deep/wide beaks of the more derived species. Abbreviations: C, caudal; D, dorsal; R, rostral; V, ventral. Abzhanov, A.; Kuo, W. P.; Hartmann, C.; Grant, B. G.; Grant, P. R.: Tabin, C. J., “The calmodulin pathway and evolution of elongated beak morphology in Darwin's finches,” Nature2006, 442, 563-567.

  9. Unit 6: Natural Selection a, Developing avian beak is a three-dimensional structure that can change along any of the growth axes. b, A beak of the sharp-beaked finch reflects a basal morphology for Geozpiza. The model for BMP4 and CaM involvement explains development of both elongated and deep/wide beaks of the more derived species. Abbreviations: C, caudal; D, dorsal; R, rostral; V, ventral. Abzhanov, A.; Kuo, W. P.; Hartmann, C.; Grant, B. G.; Grant, P. R.: Tabin, C. J., “The calmodulin pathway and evolution of elongated beak morphology in Darwin's finches,” Nature2006, 442, 563-567.

  10. Unit 6: Natural Selection a, Developing avian beak is a three-dimensional structure that can change along any of the growth axes. b, A beak of the sharp-beaked finch reflects a basal morphology for Geozpiza. The model for BMP4 and CaM involvement explains development of both elongated and deep/wide beaks of the more derived species. Abbreviations: C, caudal; D, dorsal; R, rostral; V, ventral. Abzhanov, A.; Kuo, W. P.; Hartmann, C.; Grant, B. G.; Grant, P. R.: Tabin, C. J., “The calmodulin pathway and evolution of elongated beak morphology in Darwin's finches,” Nature2006, 442, 563-567.

  11. Unit 6: Natural Selection a, Developing avian beak is a three-dimensional structure that can change along any of the growth axes. b, A beak of the sharp-beaked finch reflects a basal morphology for Geozpiza. The model for BMP4 and CaM involvement explains development of both elongated and deep/wide beaks of the more derived species. Abbreviations: C, caudal; D, dorsal; R, rostral; V, ventral. Abzhanov, A.; Kuo, W. P.; Hartmann, C.; Grant, B. G.; Grant, P. R.: Tabin, C. J., “The calmodulin pathway and evolution of elongated beak morphology in Darwin's finches,” Nature2006, 442, 563-567.

  12. Unit 6: Natural Selection For this seminar, you will simulate an example of natural selection with the words you use. When your instructor announces "START," you should have a chat about the weather in your area. The only hitch is that you may not use the letter 'e' in anything that you type. Any words that contain the letter 'e' will be ignored. You and your classmates will talk about the weather in your area for five minutes total, after which your instructor will announce "STOP," and you will be allowed to use the letter 'e' again. e

  13. Unit 6: Natural Selection Reflect on your conversation and discuss the following topics with your classmates: 1. In your new, 'e'-free environment, what adaptations to language did you and your classmates make?

  14. Unit 6: Natural Selection Reflect on your conversation and discuss the following topics with your classmates: 1. In your new, 'e'-free environment, what adaptations to language did you and your classmates make? Weather Thunderstorm Drizzle Ice Heavy Clear Flurries Water Here Area Outside Neighborhood State In English, the most frequently appearing ten letters are e, t, a, o, i, n, s, h, r, and d, in that order, with the letter e appearing about 13% of the time.

  15. Unit 6: Natural Slction Rflct on your convrsation and discuss the following topics with your classmats: 1. In your nw, ’e'-fr nvironmnt, what adaptations to languag did you and your classmats mak? Wather Thundrstorm Drizzl Ic Havy Cler Flurris Watr Hr Ara Outsid Nighborhood Stat In nglish, th most frquntly apparing tn lttrs ar e, t, a, o, i, n, s, h, r, and d, in that ordr, with th lttr e apparing about 13% of th tim.

  16. Unit 6: Natural Selection Reflect on your conversation and discuss the following topics with your classmates: 2. What things were more difficult to talk about, and why?

  17. Unit 6: Natural Selection Reflect on your conversation and discuss the following topics with your classmates: 3. If you were to live in a 'u'-free environment, what other letters might struggle and die out?

  18. Unit 6: Natural Selection Reflect on your conversation and discuss the following topics with your classmates: 4. Think about this experiment as a way to show how changes in environment force creatures (like you) to adapt and change. Now, think about squirrels. What might happen to them if all the oak trees (and therefore acorns) died out?

  19. Unit 6: Natural Selection Reflect on your conversation and discuss the following topics with your classmates: 4. Think about this experiment as a way to show how changes in environment force creatures (like you) to adapt and change. Now, think about squirrels. What might happen to them if all the oak trees (and therefore acorns) died out? What adaptations might they have to make to adjust to the acorn-free world?

  20. Unit 6: Natural Selection Reflect on your conversation and discuss the following topics with your classmates: 4. Think about this experiment as a way to show how changes in environment force creatures (like you) to adapt and change. Now, think about squirrels. What might happen to them if all the oak trees (and therefore acorns) died out? What adaptations might they have to make to adjust to the acorn-free world?

  21. Unit 6: Natural Selection Reflect on your conversation and discuss the following topics with your classmates: 4. Think about this experiment as a way to show how changes in environment force creatures (like you) to adapt and change. Now, think about squirrels. What might happen to them if all the oak trees (and therefore acorns) died out? What adaptations might they have to make to adjust to the acorn-free world? How might these changes affect their body structures?

  22. Unit 6: Natural Selection Reflect on your conversation and discuss the following topics with your classmates: 4. Think about this experiment as a way to show how changes in environment force creatures (like you) to adapt and change. Now, think about squirrels. What might happen to them if all the oak trees (and therefore acorns) died out? What adaptations might they have to make to adjust to the acorn-free world? How might these changes affect their body structures?

  23. Unit 6: Natural Selection Reflect on your conversation and discuss the following topics with your classmates: 4. Think about this experiment as a way to show how changes in environment force creatures (like you) to adapt and change. Now, think about squirrels. What might happen to them if all the oak trees (and therefore acorns) died out? What adaptations might they have to make to adjust to the acorn-free world? How might these changes affect their body structures? After 50,000 years of living in an acorn- free world, how might squirrels look? Why does this kind of evolutionary change take so long?

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