Speciation in Biology: A Comprehensive Approach
Speciation
EVOLUTION #1 (Group 3)
Strawberry Frogs Forever
Participants: Lin Xiang
Ingo Schlupp
Tiffany Roberts
Anne Grippo
Jerry Farris
Facilitators: Brooke Dubansky,
Joe Siebenaller
Context
•
Designed for: Introductory course for Science
majors
–
Biology (mainly)
–
Chemistry
–
Historical Geology
•
Class size: small or large
•
Curriculum:
–
After natural selection, sexual selection
–
Some genetics background, genetic drift
–
Prior to prokaryotic/eukaryotic differences
Rationale
•
Address misconceptions on speciation
•
Speciation is key to understanding biodiversity
•
Topic is scalable (not just class size)
•
Cross disciplinary
Learning goals
•
Students will understand
–
speciation is a core concept in biology
–
t
he process of speciation
–
different species concepts
–
how selection pressures impact speciation
–
how scientists study speciation
Learning outcomes
•
Students 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 color
–
e
valuate the rates of color change with
varied female color preferences
–
d
efine species
Active Learning
•
Activity outside of class
–
NetLogo
loaded onto computers
(http://ccl.northwestern.edu/netlogo/)
•
Activity in class
–
Simulation provided for each student to actively
work with it (students can work alone, in pairs,
groups)
•
Alternative: in-class demonstration
Active Learning
•
Assessment
–
Formative: Pre/Post questions; Clicker questions;
Brainstorming
–
Summative: Take-home exercise
•
Diversity
–
Different majors
–
Varied learning styles
–
Color blind awareness
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?
Active learning activity
•
Oophaga pumilio (Strawberry Poison-dart Frog)
Let’s read a histogram
Strawberry Frogs Forever
(Simulation module)
What will happen with the male frog
coloration distribution in this population?
Condition 1: no selection pressure
a
b
c
a.
Figure a
b.
Figure b
c.
Figure c
d.
Figure d
e.
Don’t
know
d
What will happen with the male frog
coloration distribution in this population?
Condition 2: Female preference for bright
red
males
a
b
c
a.
Figure a
b.
Figure b
c.
Figure c
d.
Figure d
e.
Don’t
know
d
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.)
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 species
Summative Assessment
Is color difference sufficient for distinguishing
separate species?
What are other selection pressures that could
cause the same phenomenon?
What is the phenomenon called?
Tidbit--2
•
Design 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?
–
…
This course introduces the concept of speciation through a focus on evolutionary processes, genetic drift, and selection pressures. Designed for science majors, the curriculum includes active learning activities and assessments to address misconceptions and promote in-depth understanding of biodiversity.
Download Presentation
Please find below an Image/Link to download the presentation.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author.If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.
You are allowed to download the files provided on this website for personal or commercial use, subject to the condition that they are used lawfully. All files are the property of their respective owners.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author.
E N D
Presentation Transcript
Speciation EVOLUTION #1 (Group 3) Strawberry Frogs Forever Participants: Lin Xiang Ingo Schlupp Tiffany Roberts Anne Grippo Jerry Farris Facilitators: Brooke Dubansky, Joe Siebenaller
Context Designed for: Introductory course for Science majors Biology (mainly) Chemistry Historical Geology Class size: small or large Curriculum: After natural selection, sexual selection Some genetics background, genetic drift Prior to prokaryotic/eukaryotic differences
Rationale Address misconceptions on speciation Speciation is key to understanding biodiversity Topic is scalable (not just class size) Cross disciplinary
Learning goals Students will understand speciation is a core concept in biology the process of speciation different species concepts how selection pressures impact speciation how scientists study speciation
Learning outcomes Students 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 color evaluate the rates of color change with varied female color preferences define species
Active Learning Activity outside of class NetLogo loaded onto computers (http://ccl.northwestern.edu/netlogo/) Activity in class Simulation provided for each student to actively work with it (students can work alone, in pairs, groups) Alternative: in-class demonstration
Active Learning Assessment Formative: Pre/Post questions; Clicker questions; Brainstorming Summative: Take-home exercise Diversity Different majors Varied learning styles Color blind awareness
Tidbit1 (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?
Active learning activity Oophaga pumilio (Strawberry Poison-dart Frog)
Strawberry Frogs Forever (Simulation module)
What will happen with the male frog coloration distribution in this population? Condition 1: no selection pressure a. Figure a b. Figure b c. Figure c d. Figure d e. Don t know a b c d
What will happen with the male frog coloration distribution in this population? Condition 2: Female preference for bright red males a. Figure a b. Figure b c. Figure c d. Figure d e. Don t know a b c d
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.)
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 species
Summative Assessment Is color difference sufficient for distinguishing separate species? What are other selection pressures that could cause the same phenomenon? What is the phenomenon called?
Tidbit--2 Design 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?
