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Unit 6 Evolution – Personalized Success PlanGoal: 80%-100% Mastery of the following material by the end of Unit.

Strand # Benchmark (What you need to know!) PretestConfidence

PosttestConfidence

SC.912.L.15.1 Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. 

SC.912.L.15.4 Describe how and why organisms are hierarchically classified and based on evolutionary relationships. 

SC.912.L.15.5 Explain the reasons for changes in how organisms are classified. SC.912.L.15.6 Discuss distinguishing characteristics of the domains and kingdoms of

living organisms. SC.912.L.15.8 Describe the scientific explanations of the origin of life on Earth. SC.912.L.15.10 Identify basic trends in hominid evolution from early ancestors six

million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. 

SC.912.L.15.13 Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. 

SC.912.L.15.14 Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. 

SC.912.L.15.15 Describe how mutation and genetic recombination increase genetic variation.

Confidence Levels0 = I do not understand this at all.1 = I have heard of this, but don’t know what it means. 2 = I get it, but I still have a question3 = I totally understand. Complete the following information after taking the unit pretest:I scored a _________ out of _________. My percentage correct was: ________% (#correct / #possible x 100)

Mark whether each question was correct (check) or incorrect (X).Question # Benchmark # Pretest Posttest Review pages:1 SC.912.L.15.1 Bio: 1.3, 14.2, 16.1, 16.2, 16.3, 16.4, 17.1, 17.2, 17.3,

17.4, 19.1, 19.2, 22.1, 22.2, 25.2, 26.1, 26.2, 26.32 SC.912.L.15.4 Bio: 16.4, 18.1, 18.2, 18.3, 19.2, 21.1, 25.2, 26.1, 26.2,

26.33 SC.912.L.15.5 Bio: 18.1, 18.3, 20.2, 21.1, 22.44 SC.912.L.15.6 Bio: 18.3, 20.2, 22.1, 25.1, 25.2, 27.1, 27.2, 27.3, 27.4,

28.1, 28.2, 28.4, 29.1, 29.25 SC.912.L.15.8 Bio: 19.36 SC.912.L.15.10 Bio: 26.37 SC.912.L.15.13 Bio: 16.2, 16.3, 16.4, 17.1, 17.2, 17.3, 17.4, 19.2, 29.18 SC.912.L.15.14 Bio: 17.2, 17.39 SC.912.L.15.15 Bio: 11.4, 13.3, 14.2, 15.1, 15.2, 16.4, 17.1, 17.4, 20.2

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To improve my score, I will:

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2.____________________________________________________________________________________

3.____________________________________________________________________________________

Complete the following information after taking the unit posttest:

I scored a _________ out of _________. My percentage correct was: ________% (#correct/#possible x 100)

My unit posttest score improved/went down by _____%

My unit quiz score: ____ unit test score: ____ unit project score: _____

Reflection:

I feel I was/was not successful in achieving mastery of this unit (80-100%) because:

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2.____________________________________________________________________________________

3.____________________________________________________________________________________

For the next unit, I will:

1.___________________________________________________________________________________

2.___________________________________________________________________________________

3.___________________________________________________________________________________

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Unit 6- EvolutionDO NOT WRITE ON TEST!!!

1. When Darwin first proposed his theory of evolution by natural selection, the field of genetics did not yet exist. In what way does genetic science now contribute to the study of evolution?

A. Scientists can create organisms that were extinct using DNA from fossils and better understand how they evolved. B. Scientists can use genetic engineering to carry out the process of evolution over just months instead of millions of years.C. Scientists can compare the DNA from fossils in rock to determine evolutionary relationships among extinct species. D. Scientists can determine evolutionary relationships among living species by comparing amino acid sequences coded for by DNA

2. Which series represents the correct order of levels of classification, from broadest to narrowest?

F. domain, kingdom, phylum, order, class, family, genus, speciesG. domain, kingdom, phylum, class, order, family, genus, speciesH. kingdom, phylum, domain, order, class, family, genus, speciesI. species, genus, family, class, order, phylum, kingdom, domain

3. The ancient Greeks grouped plants and animals according to their structural similarities. What are modern classification systems based on?

F. solely on structural characteristics of organismsG. on similar behaviors as well as similar characteristicsH. solely on evolutionary relationships between organismsI. on evolutionary relationships as well as similar characteristics

4. The Venn diagram below compares the two kingdoms Archaebacteria and Eubacteria.

Which of the following scientific explanations supports the division of archaea, or archaebacteria, and bacteria into two different domains?

A. Archaea cause disease, but bacteria do not.B. Bacteria have a nucleus, but archaea do not.C. Archaea are single-celled, but bacteria often have more than one cell.D. Archaea and bacteria exhibit differences in cell walls, cell membranes, and gene

structure.

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5. American scientists Stanley Miller and Harold Urey used an apparatus similar to the one in the diagram below to simulate how life could have formed on Earth. The apparatus contained hydrogen gas, water vapor, ammonia, and methane. These gases were subjected to a spark, to simulate lightning.They found that organic molecules could form from the inorganic gases. Their theory of how life began, however, did not hold up under further testing. What crucial fact did they not have when they conducted their experiment?

F. There was no lightning in Earth’s early atmosphere.

G. Ammonia and methane were not in the early atmosphere.

H. The chemicals used in the experiment were contaminated.

I. Organic molecules already existed before the atmosphere formed.

6. How do hominids differ from other primates?F. They are bipedal.G. They have long arms.H. They have grasping hands.I. They have binocular vision.

7. A population of crabs living on a sandy beach exhibits three colors: dark brown, light brown, and speckled, as shown below. The genotypes for these colors are BB for dark brown, bb for light brown, and Bb for speckled. The speckled color blends in extremely well with the color of the sand on the beach. The pattern appears to provide the speckled crabs with some protection from predatory birds.

Which of the following conclusions can be drawn from the information above?A. Only the speckled crabs will survive, and all of their offspring will be speckled.B. The allele for light brown color will be lost because of predatory birds eating light

brown crabs.C. The allele for dark brown color will be lost because of predatory birds eating dark

brown crabs.D. Both the light brown and dark brown alleles will continue to be passed on in the

crab population.

8. Gene flow is one force that can cause evolutionary change. Which example best illustrates gene flow?

A. A flock of migrating geese enters into the territory of another flock and begins interbreeding.

B. A flock of geese becomes isolated on an island, and over time, the population begins to exhibit new characteristics.

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C. Some individuals in a flock of geese have genes that are more advantageous, and over time, the numbers of these geese increase.

D. A flock of migrating geese loses its way to its wintering grounds, leaving other geese without competition for resources and enabling those geese to produce more offspring.

9. One way that populations can change is when new alleles appear. What is the major source of new alleles in natural populations?

A. mutations in sex cellsB. mutations in somatic cellsC. trait selection by natural selectionD. adaptations in individual organisms