Module 4 Intro

1. Module 4 Intro

1.27. Module Summary/Assessment

Module Summary and Assessment

Module 4—Mechanisms of Population Change

Module Summary

“It is not the strongest of the species that survives, nor the most intelligent that survives. It is the one that is the most adaptable to change.”

Charles Darwin – The Origin of Species

In this module you studied the mechanisms of population change and learned how changes in population can lead to evolution. Evolution is the change in populations over time. Variations are essential to a population’s survival. The variations or differences between individuals are created through sexual reproduction and mutations. Populations with greater variation are more likely to survive if their environment changes. Variations that give an organism an advantage are called adaptations.

In Lesson 2 of this module, you investigated past and present theories on which biologists base their theories. Two early theorists—Lamarck and Darwin—proposed theories of evolution and population change. A comparison of these two scientists showed that they had different ideas about how population characteristics changed over time. Darwin’s theory of natural selection is the theory that is widely accepted today, and it is used to explain how nature is involved in population change.

Throughout this module you read articles and viewed examples of populations evolving. These changes were explained by the theory of natural selection. Natural selection dictates that organisms most suited to survive in an environment because of their adaptations will live to reproduce and pass on these adaptations. Today’s scientists also have two theories proposing the rate of evolution. You studied the two different models—gradualism and punctuated equilibrium. The gradualism model describes evolution as a slow, steady, and continuous process; whereas the punctuated model describes evolution as a process that occurs in rapid bursts followed by long periods of little change. The speed at which evolution occurs is still up for debate, but scientists agree that populations have changed over time and evolution has occurred.

There is much evidence to support evolution. Some of this evidence was studied in Lesson 3. The fossil record has given scientists information about evolution for many years. Comparative anatomy and embryology are useful tools for distinguishing evolutionary relationships between different species of organisms. Biogeography, genetics, and biochemistry are some other areas of study where evidence for evolution can be found.

In the final lesson of this module, you learned about the methods by which new species can evolve. In order for change to occur, variation must be present in a population. There also must be environmental changes that encourage natural selection. Finally, there must be reproductive isolation. Barriers, such as geographical isolation or biological isolation, effectively prevent two populations from interbreeding. Over time, each population adapts to its environment. If the adaptations have become so different that successful mating will not occur, then speciation has taken place.

This module has allowed you to investigate the history of organisms on Earth. It also allows you to explain the process of evolution by looking at scientific theory and evidence supporting those theories. With this information, you can predict possible evolutionary outcomes based on your knowledge of natural selection and speciation.

Module Assessment

Module Project

Submit your Module Project to your teacher to be marked. Make sure that all of the following items have been covered. You will be working on this project through each lesson. At the end of Lesson 4 you will need to prepare the game, play, or podcast for submission. Use the self-evaluative chart to support a reflection on how well you used the focus questions in this project. Your teacher may request that your project be posted or shared with your peers.

A planning template to help you organize your project is available for download in Lesson 1 or here.

Purpose: Demonstrate your understanding of Module 4 by creating a game, podcast, or play that will educate people about evolution in a creative, fun, and entertaining way.

Requirements: The questions from the Get Focused section at the beginning of each lesson must be answered and explored while playing the game or watching the play or podcast. A checklist follows that is designed to help ensure you have included the necessary information in this project.

Choose Option A or B.

Option A—The Game of Evolution

Game Specifics

The game must be “playable.”
The game may be a board game, a card game, a trivia game, or in an electronic format. You may modify an existing game to meet your needs.
A list of game rules should be included.
The game board and pieces should all be based on a theme (something to do with evolution).
The game must educate and entertain.
All seven questions (in the following table) must be addressed and understood by the players by the end of the game.
A completed copy of the Project Questions Self-Checklist and Marking Rubric must be included with your project.

Option B—Evolution: The Play or Podcast

Play Specifics

The play may be in the form of a manuscript or an audio or video recording.
You may modify an existing play to meet your needs or create an original play.
The play must educate and entertain.
All seven questions (in the following table) must be addressed and understood by the audience at the end of the play.
A completed copy of the Project Questions Self-Checklist and Marking Rubric must be included with your project.

Project Questions Self-Checklist

Check the appropriate box.

Questions to Be Explored and Answered in the Project	I thoroughly and correctly explained this question.	I correctly explained this question.	I made an attempt to explain this question.	I did not attempt to explain this question.
How is sexual reproduction significant in creating variation within populations?
How can mutations improve or harm an individual organism’s chance for survival and reproduction?
How do variations lead to evolution of populations?
How do the Lamarckian and Darwinian explanations of evolutionary change compare?
What evidence exists to support the theory of evolution?
What is speciation and what conditions are required for this process?
How do scientists currently explain evolution?

Marking Rubric

	4	3	2	1
Questions to Be Explained and Answered	All seven questions are thoroughly explained and answered by playing or watching the project.	Most of the seven questions are explained and answered by playing or watching the project.	Some of the seven questions are explained and answered by playing or watching the project.	Few or none of the seven questions are explained and answered by playing or watching the project.	____ x 5 = ___/20
Scientific Content	The scientific content is correct and at an appropriate level for a Biology 20 student.	The scientific content is mostly correct and at an appropriate level for a Biology 20 student.	The scientific content has some errors.	The scientific content contains many errors.	____ x 2 = ___/8
Entertainment Value	The project was very entertaining and fun.	The project was entertaining.	The project had some entertainment value.	The project showed little or no entertainment value.	____ x 1 = ___/4
				PROJECT TOTAL	____/32