IQ: How do adaptations increase the organism’s ability to survive?
2.1 conduct practical investigations, individually or in teams, or use secondary sources to examine the adaptations of organisms that increase their ability to survive in their environment, including:
a) structural adaptations
b) physiological adaptations
c) behavioural adaptations
2.2 investigate, through secondary sources, the observations and collection of data that were obtained by Charles Darwin to support the Theory of Evolution by Natural Selection, for example:
a) finches of the Galapagos Islands
b) Australian flora and fauna
Review Y10 Evolution
Look over summary poster: https://www.ck12.org/c/earth-science/theory-of-evolution-by-natural-selection/studyguide/theory-of-evolution-study-guide/?encodedID=SCI.ESC.861&courseContextID=5292077
The links for misconceptions about evolution below may be of help.
From https://evolution.berkeley.edu/evolibrary/misconceptions_teacherfaq.phpMisconceptions about evolutionary theory and processes
Evolution is a theory about the origin of life.Evolutionary theory implies that life evolved (and continues to evolve) randomly, or by chance.Evolution results in progress; organisms are always getting better through evolution.Individual organisms can evolve during a single lifespan.Evolution only occurs slowly and gradually.Because evolution is slow, humans cannot influence it.Genetic drift only occurs in small populations.Humans are not currently evolving.Species are distinct natural entities, with a clear definition, that can be easily recognized by anyone.Misconceptions about natural selection and adaptation
Natural selection involves organisms trying to adapt.Natural selection gives organisms what they need.Humans can't negatively impact ecosystems, because species will just evolve what they need to survive.Natural selection acts for the good of the species.The fittest organisms in a population are those that are strongest, healthiest, fastest, and/or largest.Natural selection is about survival of the very fittest individuals in a population.Natural selection produces organisms perfectly suited to their environments.All traits of organisms are adaptations.2.1 conduct practical investigations, individually or in teams, or use secondary sources to examine the adaptations of organisms that increase their ability to survive in their environment, including:
a) structural adaptations
b) physiological adaptations
c) behavioural adaptations
Organisms, from microbes to plants and animals, inhabit environments that can change to become drier, hotter, colder, more acidic, darker and sunnier -- with an almost infinite number of variables. Organisms with genetic advantages, such as a mutation that helps them survive the new conditions, pass down the change to their descendants, and the change becomes prevalent in the population to be expressed as an adaptation.
An adaptation in nature is acquired through evolution and conveys some type of advantage that help a species to pass its genetic material on to the next generation.
Many attributes of organisms did not develop as a way to better pass on genetic material. For instance, blood's red colour results from the chemical process involved in blood -- the colour is not itself an adaptation. Some characteristics, such as the human appendix, may be outdated adaptations, still hanging on past the point of their usefulness.
The three basic types of adaptations, based on how the genetic changes are expressed, are structural, physiological and behavioural adaptations. Most organisms have combinations of all these types.
A structural adaptation is a change involving a physical aspect of an organism. The physical change is often related to a change in the organism's physical environment. For example, an ecosystem suddenly becoming forested might cause the populations living there to over time develop suction pads or climbing claws, which would convey a distinct advantage over populations that did not change. Structural modifications affect organisms at different levels, from the way a knee is hinged to the presence of large flight muscles and sharp eyesight for predatory birds. Other examples of structural changes include:
desert foxes have large ears for heat radiation
Arctic foxes have small ears to retain body heat
seals have flippers to navigate water
possumshave separate, flexible digits to manipulate food
white polar bears blend into ice floes
spotted jaguars blend into the speckled jungle shade
trees may have corky bark to protect from wildfires.
Resources:
Free download https://www.tes.com/teaching-resource/bird-beaks-6267561
Download from Teachers Pay Teachers 2USD https://www.teacherspayteachers.com/Product/Bird-Beak-Lab-Adaptations-240434
Free download with worksheet https://www.johnnosscience.com/bird-beaks---adaptation-activity.html
Download instructions and worksheets for prac below from Teachers Pay Teachers 2USD https://www.teacherspayteachers.com/Product/Bird-Beak-Adaptations-Lab-2692979
Conduct practical of bird beak survival in the Galapagos using:
forceps, pliers, pipette
lolly snakes, smarties, coloured water
For 10-second bursts, use the "beak" to transfer the "food" from one place to another. Record number.
Repeat with different "beak" for different "food".
Rate survival for each "species" on each "island".
View video:
Physiological adaptations are similar to structural adaptations in the sense that they involve a physical change to the species. However, physiological adaptations, based on body chemistry and metabolism, aren't always seen in an organism's appearance. This type of adaptation may be driven by either a change to the environment or the behaviour of another species. Laboratory studies that measure the contents of blood, urine and other body fluids, that trace metabolic pathways, or microscopic studies of an organism's tissues are often necessary to identify physiological adaptations.
more efficient kidneys for desert animals like kangaroo rats
compounds that prevent blood coagulation in mosquito saliva
the presence of toxins in plant leaves to repel herbivores
Research and prepare a short presentation to share with the class for one of:
more efficient kidneys for desert animals like kangaroo rats
compounds that prevent blood coagulation in mosquito saliva
the presence of toxins in plant leaves to repel herbivores
skin tanning over time
formation of callouses on a gymnast's hands in response to repeated contact or pressure
View video:
Adaptations that affect how an organism naturally acts are called behavioural adaptations. This type of adaption could be caused by a change in the surrounding environment or the actions of another species. For example, predatory animals might start hunting in packs - giving them an evolutionary advantage over individual hunters. Examples of classes of behavioural adaptations include changes in social patterns, communication methods, feeding habits and reproductive strategy.
bears hibernate to escape cold
birds and whales migrate to warmer winter climates
desert animals are active at night during hot summer weather
lizards seek a sunny spot in the morning to warm up to operating temperatures more quickly
a nesting killdeer will pretend to be injured to lure a predator away from her young.
mating procedures, such as that exhibited by the Australian bowerbird, can be amazingly complex.
View video:
Research and prepare a short presentation to share with the class for one of:
bears hibernate to escape cold
birds and whales migrate to warmer winter climates
desert animals are active at night during hot summer weather
lizards seek a sunny spot in the morning to warm up to operating temperatures more quickly
a nesting killdeer will pretend to be injured to lure a predator away from her young.
mating procedures, such as that exhibited by the Australian bowerbird, can be amazingly complex.
View videos
What is adaptation? https://www.youtube.com/watch?v=1WoopaCZKao [3.58 mins]:
Types of adaptations https://www.youtube.com/watch?v=vnmPdHmRv9o [4.16 mins]
Answer the following questions using complete sentences to form a paragraph for each.
If organisms are adapted to their environment, why do they go extinct?
Can an organism adapt in its life-time?
Suggest why zebras have stripes. How would you test your hypothesis in the field?
2.2 investigate, through secondary sources, the observations and collection of data that were obtained by Charles Darwin to support the Theory of Evolution by Natural Selection, for example:
a) finches of the Galapagos Islands
b) Australian flora and fauna
(Some HELPFUL LINKS listed below )
Briefly outline the geological history of the Galapagos Islands and propose hypotheses to explain the origin of the original inhabitants
Choose three pairs of closely-related Galapagos species from the list below. Collect and analyse the observations and data that were obtained by Charles Darwin.
Tortoises
Iguanas
Finches
Mockingbirds
Frigate birds
Cormorants
Seals and Sea Lions
Whales
Dolphins
3. For your three pairs, construct a table to compare their distinguishing structural, physiological and behavioural adaptations. Link these adaptations to biotic and abiotic factors and so assess their chances of survival .
GEOLOGICAL HISTORY
https://video.nationalgeographic.com/video/00000144-0a42-d3cb-a96c-7b4f2c0e0000 [3.26]
Galapagos Tour Fly-by https://www.youtube.com/watch?time_continue=76&v=lfeaTU-XA18 [2.30]
Formation and Geology https://www.geol.umd.edu/~jmerck/galsite/research/projects/leonard/Geospot.htm
Absolute dating rock layers http://sciencelearn.org.nz/Contexts/Dating-the-Past/Sci-Media/Animations-and-Interactives/Absolute-dating-rock-layers
MIXED
Galapagos Conservation Trust: Galapagos Wildlife http://galapagosconservation.org.uk/about-galapagos/wildlife/
Galapagos Adaptations http://evolution.discoveringgalapagos.org.uk/evolution-zone/galapagos-adaptations/
DARWIN
Galapagos Conservation Trust: Charles Darwin http://galapagosconservation.org.uk/about-galapagos/history/charles-darwin/
Discovering Darwin http://evolution.discoveringgalapagos.org.uk/evolution-zone/discovering-darwin/
PBS Evolution http://www.pbs.org/wgbh/evolution/index.html
TORTOISES
Galapagos Conservation Trust: Giant Tortoises http://galapagosconservation.org.uk/about-galapagos/history/giant-tortoises/
FINCHES
The work of Rosemary and Peter Grant on Galapagos finches http://www.pbs.org/wgbh/evolution/library/01/6/l_016_01.html
Grants' Finch Study Data https://www-tc.pbs.org/wgbh/evolution/educators/course/session4/grants_finch_data.pdf
Grants' Finch Study Data Answers http://www-tc.pbs.org/wgbh/evolution/educators/teachstuds/pdf/key_darwins_finches.pdf
Natural Selection in Real Time Grant's Research http://www-tc.pbs.org/wgbh/evolution/educators/teachstuds/pdf/natural_selection.pdf
Sorting Finch Species http://www.hhmi.org/biointeractive/sorting-finch-species
Beaks As Tools: Selective Advantage in Changing Environments http://www.hhmi.org/biointeractive/beaks-tools-selective-advantage-changing-environments
Natural Selection and the Evolution of Darwin's Finches http://www.hhmi.org/biointeractive/natural-selection-and-evolution-darwins-finches
Natural Selection: Empirical Studies in the Wild https://ncse.com/files/pub/evolution/excerpt--evolution.pdf
Evolution in Action: Data Analysis http://www.hhmi.org/biointeractive/evolution-action-data-analysis
Virtual Tour Galapagos Islands http://www.airpano.com/360video/vr-galapagos/
Use the following resources to analyse the data of Peter and Rosemary Grant on natural selection in Galapagos finch populations in response to changes in biotic and abiotic factors
Write a scientific report, describing the findings, that includes:
means
standard deviation and standard error
graphs
interpretation of the data
identification of the specific data that supports each of Darwin’s postulates
discussion of the implications of the research
analysis of secondary data on modern selection pressures in the Galapagos Islands, including biotic and abiotic factors and those caused by humans to make predictions about the future pathway of evolution
In the second chapter of his book, The Diversity of Life, Edward O. Wilson describes the massive volcano that sunk a large portion of the island Krakatau in the summer of 1883. Rakata, the remnant that remained, was now “a sterile island” covered in ash. But it didn’t remain sterile for long. This natural disaster offered biologists the opportunity to watch as a fragment of earth, suddenly stripped of life, turned green again.
In less than 50 years, nearly 300 species of plants had recolonised the charred landscape. Much of this rebirth was thanks to “aeolian plankton” – tiny wind-borne lifeforms that Wilson describes as “a rain of planktonic bacteria, fungus spores, small seeds, insects, spiders, and other small creatures” that fall “continuously on most parts of the earth’s land surface.” The seeds of some plants likely floated or “rafted” over, and still others may have arrived in the stomachs of birds “to be deposited later in their faeces.”
Wind, water, and wing. It is well-accepted today that these are natural means by which the seeds of plants make their way to remote islands. However, in Charles Darwin’s day, things were not so settled. Decades before we understood things like plate tectonics and continental drift, there was ongoing debate about how the flora and fauna residing on islands got there. Were there multiple creation events or were there a series of land bridges and continental extensions now sunken in the sea? Unconvinced of one and sceptical of the other, Darwin embarked on a series of experiments to determine the possibility of an alternate hypothesis: long-distance dispersal.
Darwin wasn’t completely opposed to the idea that some species may have reached remote islands by land bridges of some sort; however, as James T. Costa writes in Darwin’s Backyard, his “imagination [ran] wild with scenarios for long-distance transport by floods and currents, whirlwinds and hurricanes, dispersal by birds, rafting quadrupeds carrying seeds in their stomachs or adhering to their fur, floating trees with seeds wedged in root masses, insects with seeds or eggs stuck to their legs, icebergs, and more.” He was convinced, “improbable as it was that, aided by wing or wave, propagules from a mainland could make it to distant islands.” After all, the vastness of geological time allows for chance events despite how improbable they may be. Even more, such events are “testable.”
So test them, he did. Among a series of experiments regarding long-distance dispersal were Darwin’s extensive seed salting trials. He began by using common vegetable seeds: broccoli, cabbage, oats, radish, lettuce, flax, and many others. He placed seeds in small bottles containing 2-3 ounces of salt water. Some bottles were placed outside in the shade where the air temperature varied throughout the day; other bottles were kept in his cellar where the temperature was more stable. He also placed seeds in a tank of salt water made with melted snow. The water in some of the jars, particularly those with brassica and onion seeds, turned foul, and as Darwin writes, “smelt offensive to a quite surprising degree;” however, “neither the putridity of the water nor the changing temperature had any marked effect on their vitality.”
In fact, while a few did quite poorly, the majority of the seeds that Darwin tested germinated just fine after soaking in salt water. At least for a short period anyway. Germination rates tended to decrease dramatically the longer seeds were soaked. For example, “fresh seed of the wild cabbage from Tenby germinated excellently after 50 days, very well after 110 days, and two seeds out of some hundreds germinated after 133 days immersion.” Darwin found that capsicum (i.e. peppers) “endured the trial best, for 30 out of 56 seeds germinated well after 137 days immersion.”
Darwin’s seed salting experiments seemed to be going well until his friend and colleague, Joseph Hooker, pointed out that seeds often sink when placed in water. Darwin wondered if he had been “taking all this trouble in salting the ungrateful rascals for nothing.” Despite the setback, he began another series of tests to determine which seeds sink, which float, and how long they float before they ultimately sink. The results weren’t as bad as expected. A number of species floated for several days, including the seeds of asparagus which were found to float for about 23 days if the seeds were fresh and up to 86 days if they were dried. By his calculations then, ocean currents could carry asparagus seeds over 2800 miles.
While soaking seeds in salt water, Darwin was engaged in a number of other seed dispersal studies, some quite bizarre. In one, he attempted to get goldfish to take mouthfuls of seeds, the idea being that if a fish having recently swallowed seeds was eaten by a seabird which then deposited the undigested seeds on a distant island, those seeds could germinate and establish themselves in a new environment. Unfortunately, Darwin’s subjects wouldn’t oblige: “the fish ejected vehemently, and with disgust equal to my own, all the seeds from their mouths.”
Despite a few botched experiments, Darwin turned out to be correct – long-distance dispersal explains much of the geographical distribution of species. Those who favored ideas of sunken land-bridges and continental extensions weren’t altogether wrong either. Costa writes: “Ironically, there is a kernel of truth behind the old idea of continental extensionism: rearranged and sometime contiguous continents…explain the distribution of some groups. But chance long-distance dispersal has never gone away. Improbable and rare as such events are, they are far from mysterious, and certainly not miraculous.”
Test Darwin’s hypothesis that seeds could be immersed in sea water and still germinate, by designing conducting and reporting on a practical investigation, focusing on:
posing an hypothesis
designing a method
controlling variables
selecting appropriate technologies
the use of variables and experimental controls
presentation of data using a range of formats, digital technologies and appropriate media
calculation of means
validity, reliability and accuracy (uncertainty and limitations in the data)
ways to improve the quality of data.
Compare results with Darwin’s and write a scientific report. Discuss the implications for the colonisation of the Galapagos Islands by mainland species.
View some of the videos below. From them, construct a table of Observation (what Darwin noticed) and Inference (how he explained the observation.)
View videos:
Darwin's observations https://www.youtube.com/watch?v=WAKppAtIeh8 [3.17]
Darwin's voyage of discovery https://www.youtube.com/watch?v=ZH6abZW6xjg [11.07]
Darwin on the evolution trail https://www.youtube.com/watch?v=e7w0HkMeqWc [9.37]
Evolution of Australian Biota https://www.youtube.com/watch?v=7-DBIqRO6fs [8.28]
Voyage of Charles Darwin Part 1https://www.youtube.com/watch?v=1hoDaxVIVPE [56.00]
Voyage of Charles Darwin Part 2 https://www.youtube.com/watch?v=qG_PsHFHGDQ [58.00]
Voyage of Charles Darwin Part 3 https://www.youtube.com/watch?v=jACHjo_zwKU [57.00]
Voyage of Charles Darwin Part 4 https://www.youtube.com/watch?v=gPOEzFcNb-E [58.00]