Muddiest Point

I'm unsure of the theory and process of relative dating. How can people figure out how old a fossil is?

Muddiest Point

Im a bit confused on the results of the Miller and Urey experiment. I know they didnt create life, but what EXACTLY did they create?

Muddiest Point!

My muddiest points would probably be about genetic drift and gradualism. I don't really understand them completely... If you could help that'd be great!!!

Thanks!!

Muddiest Point

Hey guys! I am having trouble with understanding punctuated equilibrium and convergent evolution. If anyone can help me understand them better that would be great.

Thanks!

Muddiest Point

I'm having trouble understanding what relative and absolute dating is. Also what is a genetic drift?

-Thanks!

Muddiest Point

Hi Guys,

I'm having a little trouble understanding what adaptive radiation is. If someone could explain it to me that would be great!

muddiest point!

hey, i was just wondering what the difference between relative and absolute dating is, and also what is the fossil record? Thanks!

-ChristinaP

Muddiest Point

Hey Guys. I'm having some trouble understanding what endosymbiotic theory is and how it works. I also don't really understand the Miller-Urey experiment and what it concluded. Thanks!

Muddiest Point!

Hello everyone! A couple of terms I do not know when I read over when I looked at our objectives sheet are Cenozoic, Mesozoic, Paleozoic, and Precambrian (All of those words are under #8 on the objectives sheet). I didn't quite recognize them and I need help understanding what they are.

Thanks!

Muddiest Point!!!

Hey guys! This unit has been going pretty well! The only thing I am confused on is the differences between Darwin and Lamark and what they each discovered about evolution. Thanks!

Muddiest Points!

Hi guys!

It would be great if you could tell me the main differences between Darwin and Lamark. It would also be helpful if you could tell me the differences between hominoids and hominines.

Thanks! :)

Muddiest Point!

Hello Everyone,

My muddiest point is defining convergent evolution and genetic drift.

It would be greatly appreciated if someone could explain this to me!

Thanks,

Sonya A.

Muddiest Point

Hi guys, i don't get what radioactive dating is, I am just really confused with the whole subject of it. Can someone explain it to me please? thanks(:

Muddiest Point

Hi, guys I am still confused about convergent evolution. I don't understand the difference between convergent and regular evolution. Please help, Thanks

Muddiest Point

Hey guys. I'm a little confused why Lucy, Australopithecus, is not our ancestor, but is our relative. I'm also kind of confused about how Darwin developed the theory of natural selection. If you can help me out that'll be great! Thanks!

Muddiest Point

My muddiest point is adaptation. What is it, and how does it relate to the principles of fitness and Darwin's observations? Also, what is survival of the fittest? I looked over the definition, but it just doesn't make sense.

Thanks!

Muddiest Point!!!

Hi everyone,

I'm confused on what convergent evolution is. If someone could help that'd be great!!

Thank you!

My Muddiest Point

I dont uderstand why Lamark believed that animals had a desire to change. What evidence did he collect to make him believe his hypothesis?

Scribe 2/1/12

Hey Guys! The first thing we did today was turn in our Lab 38.

Next, we took some notes on Genetic Variation. Here they are:

• In terms of genetics, evolution is the change in frequency of alleles in a population's gene pool.
• Natural selection leads to change in gene frequency.
  

Genetic Drift

• Changes in the gene pool of a small population due to chance.
• Occurs when a small group colonizes a new habitat- founder effect.
  

Speciation

• Species- group of organisms that interbreed to produce fertile offspring under normal conditions.
• For new species to form, reproductive isolation needs to occur, where organisms don't interbreed and gene pools separate. This can occur because of:
• Behavioral Isolation: when populations have different courtship rituals or other behaviors.
• Geographic Isolation: when populations are separated by geographic barriers.
• Temporal Isolation: when two or more species reproduce at different times.
  

Next, we did Lab 40, from our biology lab books. We worked with our lab groups and we each got four grasshoppers and a ruler. We had to measure the femurs, or the top parts of the jumping legs. After we measure all of the femurs from the four grasshoppers, we compared all of the data from the whole class. We used this data to create a graph and see the variation in the grasshopper legs. Below is a picture of the grasshoppers we had to use to measure the femurs.



Homework:

• Finish Lab 40
• Read 19.2
  

Next Scribe is ... Janie!

Scribe! 1/25

Hey guys! So today in class we began with handing in our Double Bubble Maps on Darwin vs. Lamark. Then we discussed on how the Natural Selection Lab worked and how we were going to do it. *Just incase you guys didn't get the homework it is to finish the Natural Selection Lab, go see Mrs. Stein to get a homework pass if you haven't already, and that the Project on the endangered species is due February 28th.

So this lab is about natural selection and how it is about how organisms vary in their characteristics and how some organisms reproduce and survive better than others. The purpose of the lab is to reinforce the concept of how selection works in a demonstration. Here are the steps to this lab:

1. Work as a lab group of four

2. Spread the piece of fabric out on your lab table

3. Select two members of your group to act as predators

4. The two predators should turn away while the other group member distribute ten chips of each color randomly on the cloth.

5. After 100 chips(prey population) have been placed on the cloth, the predators begin attacking. Each of the two predators removes 40 chips, on at a time(take the first chip that catches your eye, do not just grab anything.) Predators should turn away from the cloth each time they take a chip, so as not to spot more than one chip at a time. TAKE ONLY THE FIRST CHIP YOU SEE!

6. The observers should count the prey as each of the predators removes 40 chips.

7. When 80 chips have been removed, collect the 20 remaining on the cloth.

8. Record the number of chips of each color that survived on the provided data table

9. Now allow the population of survivors to reproduce by adding four chips of the same color for every chip that remains from the original population.

10. Repeat the above procedure for the second and third generations and record your results pin the same data table. The same predators should be used throughout the exercise.

11. Answer the following questions on the data table

THE CHART OUR GROUP CAME UP WITH IS AT THE TOP OF THE PAGE!

The other picture is also at the top of the page

THE NEXT SCRIBE WILL BE KAITLYN!