 |
Biology Guttman | |||||
|---|---|---|---|---|---|---|
|
Student
Online Learning Center
| ||||||
 | ||||||
|
|
Biology Guttman | |||||
|---|---|---|---|---|---|---|
|
Student
Online Learning Center
| ||||||
|
| ||||||
|
Class Activities |
Chapter 22: Classification And Evolutionary History |
1. Relevance of Topic
Practically everyone is interested in learning about the origin of Homo sapiens; this chapter presents the mechanisms and terminology that can be applied in analyzing this topic.
Every biologist should have an understanding and appreciation for the process of evolution, as it provides answers to questions involving form and function, at every level.
2. Continuity
The previous chapters on genetics and the biochemistry of the cell provide a necessary foundation for understanding evolution.
Future chapters on the mechanisms of evolution, population genetics, and diversity, are all more understandable with this chapter's background in place.
3. Demonstration Activities
Text section 22.1
1. Figures 22.1 and 22.2 illustrate convergent evolution and homologies.
2. In addition to these, show a picture of a bird wing and an insect wing, and discuss analogies.
Text section 22.2
1. Show pictures of similar individuals (e.g. snail shells from various species), or bring various closely related type specimens (e.g. drawers of mice species) from a museum, and discuss classification based on external morphology.
2. Show Figures 22.4 and 22.5 and discuss the polymorphisms; again, a drawer of mouse specimens from a museum, showing coat color and size differences among members of one species, can illustrate this.
3. Show Figure 22.6 and discuss how similar morphologies can be misleading.
4. Show Figure 22.7 and discuss the biological species concept.
5. Show Figure 22.8 and discuss break points and speciation, as illustrated by phylogenetic trees.
Text section 22.3
1. Show a collection of specimens (e.g. from a museum), all from the same species, but displaying a variety of morphs.
2. Show Figures 22.10 and 22.11 and discuss demes, clines, and subspecies.
Text section 22.5
1. Show Figure 22.12 or some version of a phylogenetic tree that separates various groups like families, orders, classes, and phyla.
Text section 22.6
1. Figure 22.13 shows how classifications should reflect phylogenies.
2. Show or construct a phylogenetic tree that illustrates monophyletic, polyphyletic, and paraphyletic groups; use organisms that are familiar to students (e.g. tigers and bears).
Text section 22.7
1. Show Figure 22.14 and discuss real phylogenies that are being produced using DNA hybridization.
Text section 22.8
1. Figure 22.18 shows the difference between strictly phenetic and strictly cladistic approaches, using organisms familiar to students.
2. Figure 22.15 shows a matrix analyzing degrees of similarity among groups, and the derived phenogram that illustrates the inferred relationships.
3. Figure 22.17 shows a standard cladogram and illustrates the concept of groups with equal rank.
Text section 22.9
1. Figure 22.20 shows American orioles, which have been classified using the phylogenetic species concept, rather than the biological species concept.
MHHE Home | About MHHE | Help Desk | Legal Policies and Info | Order Info | What's New | Get Involved
