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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

Galapagos Islands (Ecuador)

slide3

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).

slide4

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.

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Unit 6: Natural Selection

How does evolution happen?

slide6

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.

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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.

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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.

slide9

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.

slide10

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.

slide11

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.

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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

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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?

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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.

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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.

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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?

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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?

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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?

slide19

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?

slide20

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?

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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?

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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?

slide23

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?