EVOLUTION 1 Group 3 Strawberry Frogs Forever Participants Lin Xiang Ingo Schlupp Tiffany Roberts Anne Grippo Jerry Farris Facilitators Brooke ID: 422976
Download Presentation The PPT/PDF document "Speciation" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Speciation
EVOLUTION #1 (Group 3)
Strawberry Frogs Forever
Participants: Lin Xiang
Ingo
Schlupp
Tiffany Roberts
Anne
Grippo
Jerry Farris
Facilitators: Brooke
Dubansky
,
Joe
SiebenallerSlide2
ContextDesigned for: Introductory course for Science majors
Biology (mainly)ChemistryHistorical Geology Class size: small or large
Curriculum:After natural selection, sexual selection
Some genetics background, genetic drift
Prior to prokaryotic/eukaryotic differencesSlide3
RationaleAddress misconceptions on speciationSpeciation is key to understanding biodiversityTopic is scalable (not just class size)Cross disciplinary Slide4
Learning goalsStudents will understand speciation is a core concept in biologythe process of speciation
different species conceptshow selection pressures impact speciation how scientists study speciation Slide5
Learning outcomesStudents will be able to apply their acquired knowledge of the role of selection pressures in speciation to predict frog color with varied female preferences for male colorevaluate the rates of color change with varied female color preferences
define species Slide6
Active LearningActivity outside of classNetLogo loaded onto computers (http://ccl.northwestern.edu/netlogo/)Activity in classSimulation provided for each student to actively work with it (students can work alone, in pairs, groups)
Alternative: in-class demonstrationSlide7
Active LearningAssessmentFormative: Pre/Post questions; Clicker questions; BrainstormingSummative: Take-home exerciseDiversityDifferent majorsVaried learning styles
Color blind awarenessSlide8
Tidbit—1(Pre-assessment, individual question)On a flashcard, write down your thoughts on the following question (instructor can lead a discussion or TPS on this if wanted):
Is it possible for an organism living in a particular area to split into different forms?
Why or why not?Slide9
Active learning activityOophaga pumilio (Strawberry Poison-dart Frog)Slide10
Let’s read a histogramSlide11
Strawberry Frogs Forever(
Simulation module)Slide12
What will happen with the male frog coloration distribution in this population?
Condition 1: no selection pressure
a
b
c
Figure a
Figure b
Figure c
Figure d
Don’t
know
dSlide13
What will happen with the male frog coloration distribution in this population?
Condition 2: Female preference for bright
red
males
a
b
c
Figure a
Figure b
Figure c
Figure d
Don’t
know
dSlide14
What will happen with the male frog coloration distribution in this population?
Condition 3: New females emerge with preference for bright orange males (On the back of your flashcard: Draw the graph on your own.)Slide15
Think back…(Post assessment: Think-pair-share)
Is it possible for an organism living in a particular area to
split into different forms?
Why or why not?
Brainstorming on given question regarding the definition of speciesSlide16
Summative AssessmentIs color difference sufficient for distinguishing separate species?
What are other selection pressures that could cause the same phenomenon? What is the phenomenon called?Slide17
Tidbit--2Design an experiment to explore speciation further
A handout will be made including the following guiding questions:What organism would you use?
What question would you test?
What are your hypotheses?
How long would the experiment take?
…