Blueprint of Life Dot Points

Evidence of evolution suggests life may change.

Outline the impact on the evolution of plants and animals of:
Changes in physical conditions in the environment - Some animals do not survive changes in the environment and become extinct or endangered. Changes in physical conditions such as climate ad exposure to fire has led to changes in flora (Australia drifts north)

Changed in chemical conditions in the environment - pH of environment can be critical to functioning of enzymes and metabolism. Organisms called Acidophiles have evolved to be able to survive acidic environments such as sulfuric pools. Increase in oxygen levels. As a result, aerobic respiration and animal life became possible. Increase in o2 led to ozone. Competition for resources - Occurs between food, shelter and partners. The dingo increased competition for food for the tasmanian tigers. Dingo’s were more efficient, leading to the extinction of the tiger. Global warming - ice caps. Plants are competing for light.

Describe, using specific examples, how the theory of evolution is supported by the following areas of study:
Paleontology - Fossils provide a record over time of how living things have evolved. Fossils that are considered transitional fossils are those that have feature that make them an immediate form between organisms. Provide more evidence for change. Eg: Seen ferns have both features of ferns and gymnosperms.
Biogeography - Zones such as the arctic zone. Specific environmental factors. Patterns provide evidence of originated ancestors.
Comparative embryology - Embryo’s have different species but are similar. Vertebrate embryo’s have gill arches, notochords, spinal cord and primitive kidneys. Same skin.
Comparative anatomy - Different species have same basic structure. Eg: Limbs of mammals.

Explain how Darwin/Wallace’s theory of evolution by natural selection and isolation accounts for divergent evolution and convergent evolution:
Natural selection states that those organisms that have characteristics that best suit them to their environment will survive, reproduce and pass some of those characteristic on to their offspring.
Divergent evolution means evolving to be different. This evolution is from an ancestor into several different forms adapted to distinct ways of life.
Convergent evolution means evolving to be similar. Convergence is the result of independent evolution of similar structures in different groups.

Gregor Mendel’s experiments

Outline the experiments carried out by Gregor Mendel:
1822 - 1884 experiments using garden peas. He made accurate counts and kept records of all offspring produced. Showed characteristics were inherited. He chose the peas because:
The plants bred true. peas can self fertilize.

Describe the aspects of the experimental techniques used by Mendel that led to his success:
Mendel’s success was due to the fact that he focused on specific characteristics and studied how they were inherited.

Describe outcomes of monohybrid crosses involving simple dominance using Mendel’s explanations:
All the F1 generation in the chart exhibit the dominant characteristic and then when self - pollinated, the F2 exhibit the ratio (3-dom : 1offspring)

Distinguish between homozygous and heterozygous genotypes in monohybrid crosses:
Homozygous and heterozygous are the arrangements of the genes.

Distinguish between the terms allele and gene, using examples:
A gene is a unit of inheritance that determines a particular characteristic. and Allele is a Letter of the alphabet given to a specific characteristic.

Explain the relationship between dominant and recessive alleles and phenotype using examples:

Outline reasons why the importance of Mendel’s work was not recognised until some time after it was published:

Chromosomal structure provides the key to inheritance.

Outline the roles of Sutton and Boveri in identifying the importance of chromosomes:

Describe the chemical nature of Chromosomes and genes:

Identify that DNA is a double-stranded molecule twisted into a helix with each strand comprised of a sugar-phosphate backbone and attached bases - Adenine (A), Thymine (T), Cytosine (C) and guanine (G) - Connected to a complementary strand by pairing the bases, A-T and G-C:

Explain the relationship between the structure and behaviour of chromosomes during meiosis and the inheritance of genes:

Explain the role of gamete formation and sexual reproduction in variability of offspring:

Describe the inheritance of sex-linked genes, and alleles that exhibit co-dominance and explain why these do not produce simple Mendelian Ratios:

Describe the work or Morgan that led to the understand of sex linkage:

Explain the relationship between homozygous and heterozygous genotypes and the resulting phenotypes in examples of co-dominance:

Outline ways in which the environment may affect the expression of a gene in an individual:

DNA structure can be changed.
Describe the porcess of DNA replication and explain the significance:

Outline, using a simple model, the process by which DNA controls the production of polypeptides:

Explain the relationship between proteins and polypeptides:

Explain how mutations in DNA may lead to the generation of new alleles:

Discuss evidence for the mutagenic nature of radiation:

Explain how an understanding of the source of variation in organisms has provided support for Darwin’s theory of evolution by natural selection:

Describe the concept of punctuated equilibrium in evolution and how it differs from the gradual process proposed by Darwin:

Current reproductive technologies.
Identify how the following current reproductive techniques may alter the genetic composition of a population:
-Artificial insemination:
-Artificial pollination:
-Cloning:

Outline the processes used to produce transgenic species and include examples of this process:

Discuss the potential impact of the use of reproduction technologies on the genetic diversity of species using a named plant and animal example that have been genetically altered: