Rock Pocket Mouse and Melanin Notes

Create Graphs and Solve Problems

  • Not enough evidence: I either do not create a graph, or attempt the graph.

  • Beginning: I create a graph and plot the data.

  • Developing: I create a graph between the relevant independent and dependent variables; axes are labeled.

  • Progressing:

    • Variables are on the correct axes and are labeled with the correct variables and units.

    • The data is plotted correctly.

    • I have chosen the right type of graph for the data and the right data to graph

  • Achieving (target):

    • The axes scales are correct and use most of the graph area.

    • A descriptive, relevant title is included.

    • If appropriate:

      • A trendline is drawn

      • A key is included

Rock Pocket Mouse Population Over Time

  • Graph displaying population size of mice (number) over time at four different locations (A, B, A, B).

  • Key: Black mice, White mice

  • Time is oldest to most recent.

Populations of Mice (roqmann)

  • Graph displaying number of K.P. Mice at different locations over time.

  • Key: Light colored mice, Dark colored mice.

  • Time: oldest to most recent.

Color Variation Over Time in Rock Rocket Mouse Populations

  • Graph showing population size (number of mice) over time at location A and location B for both dark and light mice.

  • Time: Oldest, Second Oldest, Third, Latest, Oldest

Instruction

  • Finish questions 7-10 on document #22

Review Responses to #22

Important - Add this to document #3

  • Individuals can’t adapt to their environment. They either ARE adapted or they are NOT adapted.

  • If there is selection, those that aren’t adapted will not survive to reproduce or they will have less offspring and the population will evolve over time.

  • Individuals do not adapt or become adapted, populations become better adapted.

  • Individuals do not evolve, populations evolve.

#23 Rock Pocket Mouse - How are there different colored mice?

  • Natural selection has helped us understand WHY there are different colored rock pocket mice in different environments, but HOW are there different colored rock pocket mice (HINT: we already learned this… review time).

MC1R Gene Sequences

  • The first 20 triplets of each of these MC1R gene sequences are on your worksheet.

DNA Transcription and Translation

  • DNA is double-stranded and consists of a "sense strand" and an "antisense strand."

  • The sense strand (top row below) is what you see on the data sheet; you transcribe mRNA from the antisense strand.

  • Finish adding the complementary bases for the antisense strand (second row). Then transcribe these triplets to mRNA, followed by translating to amino acids using the Genetic Code Chart.

  • Circle or highlight all differences between the Light Mouse data and the Dark Mouse data.

  • MC1R gene sequence in Pinacate Light Mouse:

    • DNA: ATG CCC ATG CAG GAG CCC CAG AGG AGG CTA CTG GGT CCT TTC AAC TCC ACC CGC ACA GGC

    • DNA: TAC GGG TAC GTC CTC GGG GTC TCC TCC GAT GAC CCA GGA AAG TTG AGG TGG GCG TGT CCG

    • mRNA: AUG CCC AUG CAG GAG CCC CAG AGG AGG CUA CUG GGU CCU UUC AAC UCC ACG CGC ACA GGC

    • AAS: MET Pro Met Gln Glu Pro Gln Arg Arg Leu Leu Gly Pro Phe Asn Ser Thr Arg Thr Gly

  • MC1R gene sequence in Pinacate Dark Mouse:

    • DNA: ATG CCC ATG CAG GAG CCC CAG AGG AGG CTA CTG GGT CCT TTC AAC TCC ACC AGC ACA GGC

    • DNA: TAC GGG TAC GTC CTC GGG GTC TCC TCC GAT GAC CCA GGA AAG TTG AGG TGG TCG TGT CCG

    • mRNA: AUG CCC AUG CAG GAG CCC CAG AGG AGG CUA CUG GGU CCU UUC AAC UCC ACG AGC ACA GGC

    • AAS: MET Pro Met Gln Glu Pro Gln Arg Arg Leu Leu Gly Pro Phe Asn Ser Thr Ser Thr Gly

  • Are there differences in the first 20 amino acids of this protein? If so, which number amino acid(s) was/were different?

Polypeptide Chain and Amino Acids

  • Assuming the amino acid in the first position is at the left end of Figure 1, circle the amino acid to which you referred in the previous question.

  • How could this change result in two different colored mice?

Checkpoint #6

Review

  • Melanin Concept Map Key is posted

  • Complete Melanin Big Ideas Page

  • Complete Documents #2 and #3 as you review each document in the unit.

Big Idea - Packet

  • How do populations maintain Homeostasis?

    • Populations are in homeostatic when the carrying capacity is stable (p. 91)

    • carrying capacity: the maximum # of organisms an ecosystem can hold

    • populations are in homeostasis when the ecosystem is in homeostasis

    • populations like the Orca population are in nonhomeostatic because of the lack of competition

  • How do ecosystems maintain homeostasis?

    • the ecosystem must be diverse & stable; one species can't dominate the others (p.90-91)

    • Keystone species: a species that could greatly impact an ecosystem if altered

    • the removal of a keystone species from an ecosystem disturbs equilibrium which causes the species to suffer (p. 86-87)

    • the organisms in the ecosystem have roles by consuming species influencing coexistence

  • How do organisms maintain homeostasis?

    • organisms use feedback loops, like the diving reflex, to maintain homeostasis when under water (p.121)

    • organisms maintain homeostasis by storing O2 in blood volume (p.125)

    • Homeostasis Story

  • How do cells maintain homeostasis?

    • feedback loops
      Feedback loop:
      CO2CO_2 Feedback loop

    • biological occurrence that amplifies (+) or counters (−-) the output during the process of gas exchange for CO2CO_2, organisms maintain homeostasis (p. 129)

    • the cells use diffusion in the body to carry O2 to them (p.131)

    • Overall, diffusion plays a big role in homeostasis in cells. It is crucial to survival (p. 129-131)

    • diffusion: maxtiment of particles in gradient concentration

    • food molecules get to the cells via diffusion, which helps them maintain homeostasis & function in organisms (p.131)

    • digestion

Warm-up Questions (5/23)

  • These mice are all the same species, why do they look different?

Driving Question (5/23)

  • How is melanin adaptive in other species?

Today’s Agenda

  • Add checkpoint #4 to tracking log

  • #22 Rock Pocket Mouse

  • Checkpoint #5

  • Mid-Unit Summative Review and Reflection

  • HW

    • Checkpoint #6 next class

    • Prepare for unit summative next Thursday

    • Melanin Concept Map (on google classroom)

    • Start Melanin Big Ideas Page

Driving Question

  • How can melanin be a selective factor in other species?

#22 Color Variation over time in the Rock Pocket Mouse

  • Call me over when you finish question #3.

Instructions for Graphing

  • Dependent variable on the Y Axis

  • Independent variable on the X Axis

  • Label both axes with the description from the question AND the units.

Scaling Graph Axes

  • Scale the axes properly

  • All graphs must have a proper scale for the X and Y Axis.

  • Start at 0, unless told otherwise

  • The interval between each line should be the SAME

  • The interval should be an easily graphable unit (ex. 5, .25, 10). Not 6.25, 7, 13 etc.

  • The scales for the x and y axis do not need to be the same.

  • The range of the scale should take up the entire area of the graph

Scaling Graph Axes Continued

  • Scale the axes properly

  • All graphs must have a proper scale for the X and Y Axis.

  • The range of the scale for each axis should include all the data points

  • You want a scale where your data is distributed across as much of the graph area as possible, while at the same time using an appropriate interval.

  • Using math to find the Scale Then, adjust to make the scale a logical number for the data

Melanin Concept Map

  • Checkpoint #5

  • When you finish feel free to start working on the melanin concept map on google classroom.

Melanin Mid- Unit Summative Review

  • Remember, this is a tool to help you grow

  • We progressed in 2 levels, so it might take time to reach the target.

  • It gives you an idea of where you are currently and what you need to work on moving forward.

  • DO NOT

    • Share your scores with others or ask others for their scores - this is for your information only.

    • Get discouraged if you didn’t perform as well as you would have liked.

Melanin Mid-Unit Reflection

  • Remember to be specific and thoughtful in your responses to earn the target level.

  • Not enough evidence: I do not complete all parts of the reflection.

  • Beginning: I complete all parts of the reflection.

  • Developing: I include specific items to work on in my reflection for items below the target level.

  • Progressing: In all parts of my reflection I indicate specific items to work on while referencing the learning progression for the practices.

Warm-up Questions (6/21)

  • Biologists classify specific forms of traits as good or bad. For example, long tails in cats could be classified as good and short tails as bad. True or False?

Driving Question (6/21)

  • Why has melanin become varied within populations?

Workflow

  • Finish #20 - Modeling selection for skin color

  • Checkpoint #4

  • #21 How are skin colors inherited?

  • Upcoming:

    • Checkpoint #5 next class

    • Melanin Final summative next Thursday, May 29th

#20 Modeling the evolution of Skin Color (aka putting it all together)

  • Complete through the model on page 2 for HW if you don’t finish in class.

#20 Modeling the Evolution of Skin Color - Vocabulary

  • Vitamin D synthesis: helps immune system & bone strength

  • Folate: important for fetal health (baby)

  • High (dark) pigmentation

  • Medium pigmentation

  • Low (light) Pigmentation

  • High UV

  • Med UV

  • Low UV

  • High Vit D Synthesis

  • Low Vit D Synthesis

  • Folate degradation high: Selective Pressure for light skin

  • Folate degradation low: Selective Pressure against light skin

  • Ancestors with Dark pigmentation survive and reproduce near the equator (have higher fitness)

  • Ancestors with Light pigmentation survive and reproduce in southern and northern latitudes (have higher fitness)

World Map - Skin Pigmentation

  • Low Pigmentation: High Vitamin D Synthesis, Folate Degradation Low

  • Medium Pigmentation

  • High Pigmentation: Low Vitamin D Synthesis, Folate Degradation Low

  • Low Pigmentation: Folate degradation high -> Selective pressure for light skin, Vitamin D Synthesis -> selective pressure against light skin

Cell Models of Differing Pigmentation

  • Key:

    • Melanin

    • Folate

    • Vitamin D

    • UV Light

Cell Models - Equatorial Region

  • Cell with High pigmentation

  • Cell with low pigmentation

Cell Models - Northern Hemisphere

  • Cell with High pigmentation

  • Cell with low pigmentation

  • Take 3 minutes and compare your models with the people at your table.

  • Write a caption for this model that summarizes what is happening to Folate and Vitamin D in each skin cell type in each location.

  • Cells with high pigmentation near the equator:

  • Cells with low pigmentation near the equator:
    Synthesize Sufficient Vit D, Folate breaks down, reproductive success

  • Cells with high pigmentation in the northern hemisphere:
    can’t synthesize Vit. D, protectic folate

  • Cells with low pigmentation in the northern hemisphere:
    Synthesize sufficient vit. D., Folate is unaffected/ radiation exposure minimum

Analysis Questions #20

  • 1. What is the selective advantage to having increased pigmentation (darker skin) near the equator? Use the vocabulary from the model to respond to this question. Respond using CER format.

  • 2. What is the selective advantage to having low pigmentation (lighter skin) in southern and northern latitudes? Use the vocab from each model in your response. Respond using CER format.

  • The selective advantage to having increased pigmentation near the equator means that folate is protected from destruction by the high levels of UV. Folate is important for neurological development increasing fitness.

  • The selective advantage to having lower pigmentation in southern and northern latitudes is that these individuals can then synthesize sufficient vitamin D when UV levels are lower. Vitamin D is important for immune systems and bone strength increasing fitness.

Reminders

  • Checkpoint #4:

  • If you finish early, continue working on #3 lesson summary document. The document on google classroom has been updated with the activity questions.

#21 How are Skin Colors Inherited?

  • Skin comes in such an array of colors because it is a polygenic trait.

  • Polygenic traits are determined by a combined effect of more than one gene located at different loci (locations) throughout the genome and each with two or more alleles.

  • Recall the following things we have learned about genes:

    • Genes are inherited.

    • Genes are located on chromosomes.

    • Chromosomes are inherited in pairs, one from each parent.

    • Different versions of genes are called alleles.

    • A single gene can have many alleles.

    • Genes code for proteins, which are critical for thousands of functions within cells.

    • The expression and action of proteins result in the distinguishable traits of an organism: its phenotypes.

Skin Color Inheritance

  • Each gene involved in skin color variation has exactly two alleles. Allele 1 results in pigment; Allele O results in no pigment.

  • Each gene affects skin color to the same degree.

  • Each allele acts in an additive fashion. In other words, any one allele is not dominant over the other.

  • The more pigment alleles, the darker the skin. They range from 0-6 pigment alleles:

    • 0 = white skin tone 1 = light skin tone 2 = medium-light skin tone 3 = medium skin tone

    • 4 medium-dark skin tone 5 dark skin tone 6 black skin tone

Scenario 1: One gene (A) - Monohybrid cross

  • P generation

    • P genotypes: A1A0A^1A^0 x A1A1A^1A^1

    • P phenotypes:
      Genotypic Ratio:
      50% A1A1A^1A^1
      50% A1A0A^1A^0
      Phenotypic Ratio:
      50% med Light : 50% Light
      How many phenotypes?
      2
      Can also be written
      2/4 medium light
      2/4 Light

Scenario 2: Two genes (A, B) - Dihybrid cross

  • P generation

    • P genotypes: A1A0B0B1A^1A^0B^0B^1 x A0A0B1B0A^0A^0B^1B^0

    • P phenotypes: Med-lightx light-skin

Activity Analysis #21

  • What can we learn from this activity #21?

    • Skin color is determined by many genes and those combinations can lead to many different skin colors.

    • Genes are inherited from your ancestors. The genes you inherit determine your unique skin color.
      Add to #3 your summary doc.

Warm-up Questions (5/19)

  • When we are talking about evolution by natural selection, what does the word fitness mean?

Driving Question (5/19)

  • Why has melanin become varied within populations?

Today’s Agenda

  • Finish #18 - Human Skin Color evidence for selection

  • Watch the biology of skin color and complete #19

  • Work through #20 Modeling human skin color.

Upcoming

  • Checkpoint #4 next class.

  • Final Unit Summative May 29th

Data Set #5 Review

  • Let's review through Data Set #5

Data Set #5 Summary

  • Latitudes farther from the equator synthesize less vitamin D

  • Skin reflects less light (is darker) at the equator and reflects more light (is lighter) as you move away from the equator.

  • The amount of folate in blood decreases with UV exposure

  • Vitamin D synthesis increases with increasing UV exposure and is higher in individuals with light skin color.

  • Oily fish contain high amounts of Vitamin D. Vitamin D is present in animal sources but not plant sources.

Mapping Skin Tone Question

  • How can we explain darker skin at higher latitudes based on the data we just saw?

Selection Vocabulary

  • All populations have some genetic diversity, or variability in the genes of individuals.

  • Adaptation: a trait that increases an organism’s fitness (ability to survive and reproduce). It gives the organism a selective advantage
    Natural selection : organisms that are better adapted to their env. survive and reproduce more offspring

  • Adaptation & Natural Selection

  • Individuals with adaptations pass them on to offspring & individuals without adaptations die off, which leads to the entire population having the adaptation over time (evolution)

  • Selective pressure/force: the environmental condition that kills individuals without the adaptation
    Predation (hawk) = selective pressure

Hypotheses

  • Based on what you know about skin pigmentation so far, suggest a mechanism by which UV intensity could provide selective pressure on the evolution of human skin color.

  • Hypothesis:

    • Lighter skin evolved…..

    • Darker skin evolved…..

Video Analysis

  • Let’s see if our hypotheses are correct.

  • Watch The biology of skin color and complete #19 as you are watching

  • As you can see in the graph, the highest percentage of individuals with skin cancers (22.1% and 21.1%) occur during the ages of 55-74. At this point people have already had children and are past their reproductive years. In order for a trait to increase fitness, it must affect an individual's ability to survive and reproduce. Protection from skin cancer does not therefore increase fitness.

Folate Importance

  • Folate is a vitamin that is important in neural tube (encloses the baby’s brain and spinal cord) development in a fetus. Therefore, lack of folate can cause serious birth defects.

Hypotheses Recap

to allow for the production of vitamin D in areas of low UV.
to protect folate from being destroyed in areas of high UV.

#20 Modeling the evolution of Skin Color

  • (aka putting it all together)

  • Complete through the model on page 2 for HW if you don’t finish in class.

Warm-up Questions (5/13)

  • What is one positive and one negative impact of UVB exposure?

Driving Question (5/13)

  • Why has melanin become varied within populations?

Today’s Agenda

  • Mapping Skin Tone Phenotypes

  • #18 How can we use data to explain variations in skin color? (practice analyzing and interpreting Data + Graphing)

  • Checkpoint #3

  • Review mid-unit practice questions and albinism model

Upcoming

  • Summative next class (through document #15), remember the protein synthesis resources on google classroom.

Mapping Skin Tone

  • Look at the phenotypes on the map posted on google classroom. The phenotypes you see are based on where the skin tone evolved.

  • Talk as a table group:

    • In general, do the phenotypes you see on the map support the hypothesis you made last class: The closer to the equator, the darker the skin color?

    • Are there any individuals who do not follow this hypothesis?

Mapping the UV Index

  • Why is there a higher UV index at the equator?

  • Same amount of incoming sunlight at each place

  • Light hits more directly and only spreads out a little on the ground

  • Equator

  • Light hits at an angle and spreads out more on the ground

  • N (90° N) 66.5° N (Arctic circle) 24h of night

  • 0° 23.5° N (Tropic of Cancer)

  • 23.5° S (Tropic of Capricorn)

  • S (90° S) 66.5° S (Antarctic circle) 24h of sunlight

Analyzing Data

  • Create Graphs and Solve Problems

  • I either do not create a graph, or attempt the graph. and/or I do not attempt to solve the problem described. (Not enough evidence)

  • I create a graph and plot the data. and/or I attempt to solve the problem. (Beginning)

  • I create a graph between the relevant independent and dependent variables; axes are labeled. and/or I provide a solution and show relevant supporting work. (Developing)

  • Variables are on the correct axes and are labeled with the correct variables and units. The data is plotted correctly. I have chosen the right type of graph for the data and the right data to graph and/or I solve the scientific problem by showing my supporting work so that someone can follow my thought processes (Progressing)

  • The axes scales are correct and use most of the graph area. A descriptive, relevant title is included If appropriate: -A trendline is drawn -A key is included and/or I select and apply the correct mathematical process to solve the problem correctly in a familiar context, including all steps of the problem-solving process. All numbers include correct units in all steps (Achieving)

Graph Title and Type Discussion

  • What would be a good title for this graph?

  • Previtamin D synthesis over the course of a year at different latitudes.

  • Why is a line graph appropriate here?

  • Think about…

Assessing Understanding

  • I do not analyze the data. (Not enough evidence)

  • I attempt to analyze the data. (Beginning)

  • I analyze the data by: -describing trends and/or patterns in the data -describing relationships between variables - identifying specific data points I explicitly reference relevant feature(s) of the data/graph when analyzing experimental results (Developing)

  • I accurately analyze the data. I reference specific numbers (including units) in the data when appropriate. and/or I interpret the data by using it as evidence to: Draw conclusions Evaluate a hypothesis Support explanations about relevant biology concepts. (Progressing)
    I accurately interpret the data. I use this to make an accurate prediction. and/or I evaluate uncertainty in the data. (Achieving) Checkpoint #3

Reminder

  • Checkpoint #3

  • When you finish the checkpoint, look at the materials you have on google classroom.

Mid-Unit Review Questions

Inheritance

  • Every affected person has at least one affected parent.

  • The trait doesn’t skip generations.

  • Dominant Inheritance

Albinism Model

  • Make a model showing how a person can have the trait of albinism.

  • - Without drawing a punnett square or pedigree

  • Not enough evidence: I do not develop, or revise a model.

  • Beginning: I develop and/or revise a model.

  • Developing: I develop and/or revise a model that contains labeled components (relevant parts) and labeled Interactions (relevant relationships between the components)

  • All components and interactions are labeled. My model includes mechanisms (helps to explain why or how the phenomena is happening) by connecting to relevant big ideas, processes, theories, or laws. and/or I can use a model to make a prediction. Checkpoint #3

Analyzing Models

  • Look for

    • Labeled components

    • Labeled interactions
      A mechanism

  • Could you use this model to PREDICT, the phenotype of an individual who is Aa?

Warm-up Questions (5/9)

  • Why is vitamin D important to our health?

Driving Question (5/9)

  • How did geography play a role in the evolution of different skin tones?

Vitamin D

  • We need sunlight to synthesize (make) Vitamin D!

  • However, now we can take Vitamin D supplements and it is also in some foods like fatty fish (salmon, cod etc.)

  • Helps our body absorb Calcium which is important for strong bones and teeth.

  • Supports a healthy immune system.

Agenda

  • Add checkpoint #2 to tracking log

  • Review #16 How we get our skin tones

  • #17 Analyzing & Interpreting data: Human Skin Color

  • Review Blooket

Upcoming

  • Melanin Checkpoint #3 next class

  • Summative on May 15th (through document #15)

Analyzing Interpreting Data

  • I do not analyze the data. (Not enough Evidence)

  • I attempt to analyze the data. (Beginning)

  • I analyze the data by:
    -describing trends and/or patterns in the data
    -describing relationships between variables

  • identifying specific data points
    I explicitly reference relevant feature(s) of the data/graph when analyzing experimental results (Developing)

  • I accurately analyze the data. I reference specific numbers (including units) in the data when appropriate. and/or I interpret the data by using it as evidence to: - Draw conclusions - Evaluate a hypothesis - Support explanations about relevant biology concepts. (Progressing)

  • I accurately interpret the data. I use this to make an accurate prediction. and/or I evaluate uncertainty in the data. (Achieving)

Identifying and Interpreting Strategy

1² Strategy
Identify & Interpret

Identify - Step 1

  • (

Create Graphs and Solve Problems

  • Developing: I create a graph between the relevant independent and dependent variables; axes are labeled.

  • Progressing:

    • Variables are on the correct axes and are labeled with the correct variables and units.

    • The data is plotted correctly.

    • I have chosen the right type of graph for the data and the right data to graph

  • Achieving (target):

    • The axes scales are correct and use most of the graph area.

    • A descriptive, relevant title is included.

    • If appropriate:

      • A trendline is drawn

      • A key is included

Adapation & Natural Selection Vocabulary

  • Adaptation: a trait that increases an organism’s fitness (ability to survive and reproduce). It gives the organism a selective advantage
    Natural selection : organisms that are better adapted to their env. survive and reproduce more offspring

  • Selective pressure/force: the environmental condition that kills individuals without the adaptation
    Predation (hawk) = selective pressure

Albinism Model

  • Developing: I develop and/or revise a model that contains labeled components (relevant parts) and labeled Interactions (relevant relationships between the components)

  • All components and interactions are labeled. My model includes mechanisms (helps to explain why or how the phenomena is happening) by connecting to relevant big ideas, processes, theories, or laws. and/or I can use a model to make a prediction.

Important Mice Notes

  • Rock Pocket Mouse Population Over Time: Graph displaying population size of mice (number) over time at four different locations (A, B, A, B). Key: Black mice, White mice. Time is oldest to most recent.

  • Populations of Mice (roqmann): Graph displaying number of K.P. Mice at different locations over time. Key: Light colored mice, Dark colored mice. Time: oldest to most recent.

  • Color Variation Over Time in Rock Rocket Mouse Populations: Graph showing population size (number of mice) over time at location A and location B for both dark and light mice. Time: Oldest, Second Oldest, Third, Latest, Oldest

Mutations:

  • MC1R gene sequence in Pinacate Light Mouse:

    • DNA: ATG CCC ATG CAG GAG CCC CAG AGG AGG CTA CTG GGT CCT TTC AAC TCC ACC CGC ACA GGC

    • DNA: TAC GGG TAC GTC CTC GGG GTC TCC TCC GAT GAC CCA GGA AAG TTG AGG TGG GCG TGT CCG

    • mRNA: AUG CCC AUG CAG GAG CCC CAG AGG AGG CUA CUG GGU CCU UUC AAC UCC ACG CGC ACA GGC

    • AAS: MET Pro Met Gln Glu Pro Gln Arg Arg Leu Leu Gly Pro Phe Asn Ser Thr Arg Thr Gly

  • MC1R gene sequence in Pinacate Dark Mouse:

    • DNA: ATG CCC ATG CAG GAG CCC CAG AGG AGG CTA CTG GGT CCT TTC AAC TCC ACC AGC ACA GGC

    • DNA: TAC GGG TAC GTC CTC GGG GTC TCC TCC GAT GAC CCA GGA AAG TTG AGG TGG TCG TGT CCG

    • mRNA: AUG CCC AUG CAG GAG CCC CAG AGG AGG CUA CUG GGU CCU UUC AAC UCC ACG AGC ACA GGC

    • AAS: MET Pro Met Gln Glu Pro Gln Arg Arg Leu Leu Gly Pro Phe Asn Ser Thr