Mrs. Coggins AP Biology Class - Norfolk Public Schools

Mrs. Coggins AP Biology Class

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4th Block: sfrhxra

If you have any questions, you may contact me via email at [email protected] or you may

send a text to 513-445-2178. Please do not hesitate to reach out to me if you have any questions.

Assignment Schedule

mailto:[email protected]

Review Sheet for AP Biology 001 – Natural Selection Contributed by Winnie Litten — YouTube -‐ /mslittenbiology Twitter-‐@mslittenbiology

AP Biology 001 – Natural Selection Video Review Sheet www.bozemanscience.com/001-natural-selection

1. What did Charles Darwin do? He gave us a ….

2. Evolution is:

3. Gene Pool: all

4. Natural Selection: when you live or die based on..

5. As the environment changes you are:

6. Enough fitness (survive and reproduce) over time that can lead to:

7. Smallest unit that can evolve is a:

8. Two ways to get variety in a population: novel characteristics: _____________________

another way to get variety is _________________________.

9. What is the genotype of a light moth _______ for a dark moth ________________

10. Why did the light moth survive?

11. Why did the dark moth population increase?

12. Write the Hardy-Weinberg equation out:

13. Adaptation is a ______________________________________

14. Best definition of Natural Selection:

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Review Sheet for AP Biology 003 – Genetic Drift Contributed by Winnie Litten — YouTube -‐ /mslittenbiology Twitter-‐@mslittenbiology

AP Biology 003 – Genetic Drift Video Review Sheet www.bozemanscience.com/003-genetic-drift

1. Genetic Drift: Random _____________________ __________________

2. What happened to the p and q values when the numbers (sample size) got larger?

3. Evolution: if you ever change the

4. If we decrease the size, genetic drift starts to

5. Examples of Bottleneck effect –a. Defined: when population gets squeezed through

b. Northern Elephant Seals: they looked at _____________________ DNA and saw thatthey lost diversity. Also looked symmetry of skull and found:

6. Founder Effect:a. Defined: small population that

b. Pingelap: all dependents today from 20 people in the 1700’s, explain the effect of theLeader:

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7.5APBiologyHardy-WeinbergProblems Name:

1. 98outof200individualsinapopulationexpresstherecessivephenotype;whatpercentofthepopulationarehomozygousdominant?

Alleles PhenotypesD d DD Dd dd

p q p2 2pq q2

p+q=1 p2+2pq+q2=1

2. 98outof200individualsinapopulationexpresstherecessivephenotype;whatpercentofthepopulationareheterozygous?


p q p2 2pq q2

p+q=1 p2+2pq+q2=1

3. Brownhair(B)isdominanttoblondhair(b).Ifthereare168brownhairedindividualsinapopulationof200,whatisthepredictedfrequencyofheterozygotes?


p q p2 2pq q2

p+q=1 p2+2pq+q2=1

4. Ifblondsoccurin36%ofthepopulation(similartoabove),whatistheallelefrequencyforb?Alleles Phenotypes

D d DD Dd dd

p q p2 2pq q2

p+q=1 p2+2pq+q2=1

3

Hardy Weinberg Equilibrium

Name: ___________________________

1. What does the Hardy Weinberg principle state?

2. Does the Hardy Weinberg principle describe a real population, or a hypothetical population? Why?

2. What are the five conditions that must be met in order for a population to be in Hardy Weinberg equilibrium? For

each condition, explain how if violated, could lead to a change in the population over time.

3. What are the two equations for Hardy Weinberg equilibrium? What does each variable represent?

© Getting Down with Science4

Population Genetics

1. Define population in your own words

2. What is a gene pool? What does it mean if an allele becomes fixed?

3. Discuss the main mechanisms that drive evolution (ie mutations, genetic drift, etc).

4. Why are small populations more affected by genetic drift?

5. Natural selection alters phenotypic variations in three ways. Identify the three modes of natural selection and draw

the effect it will have on phenotypes on the graphs below.

6. Define relative fitness.

7. What is the difference between fitness and adaptations?

Name: __________________________

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Directions:

For problems 1-5 analyze the scenario and identify if it is an example of: the bottleneck effect, the founder effect, or

gene flow.

1. In the nineteenth century, northern elephant seals were nearly wiped out by

hunters. Their population was reduced to only 30 members. Conservation efforts

have brought those numbers up, but due to the decrease in the population, the

current population of northern elephant seals exhibits little genetic variation.

2. A population of blue jays feed on acorns from oak trees. During the winter, blue

jays often have to travel miles to find acorns. When they do, they take the acorns

back to their nests. This transfer of acorns from one location to a new location

can transfer alleles to other oak tree populations.

3. A recent volcanic eruption has separated a group of beetles from their original

population. This new group of beetles is unable to reconnect with their original

population.

4. Hurricane Hugo passed through Puerto Rico in 1989. The hurricane

significantly impacted the Puerto Rican Parrot (Amazona vittata) population. A

study found that the hurricane wiped out more than half of the parrot’s population.

5. The building of roads can significantly impact and fragment wildlife

populations. A study done at Banff National Park in Alberta, Canada sought to

determine whether or not wildlife crossings can help reduce fragmentation in both

grizzly and black bear populations. The study found that wildlife crossings

allowed bears that were once fragmented from other populations to reconnect.

Directions:

For problems 6-10 analyze the scenario and identify if it is an example of: directional selection, stabilizing selection, or

disruptive selection

6. Light colored oysters are able to blend into rocks in the shallow water. Dark

colored oysters are able to blend into rocks that are covered by shadows. The

intermediate colored oysters are unable to blend into either backdrop and are

therefore easily spotted by predators.

7. Cacti have two types of predators: one that preys on cacti with low numbers of

spines, and one that preys on cacti with many spines. Therefore, the most

successful cacti are those with an average number of spines.

8. After a fire went through a portion of the California chaparral, only the darkest

colored beetles were able to survive because they could easily blend into their

surroundings. Both the light and intermediate beetle colors were easily seen by

predators.

9. After the Industrial Revolution in London, England, dark colored peppered

moths were able to survive best in industrial areas. In rural areas, however, lighter

colored moths were able to survive best. Intermediate colored moths were unable

to survive in either rural or industrial areas.

10. Human birth weight averages approximately 3.5 kg (7.5 lb). Babies with a

lower birth weight tend to have health issues, and babies with a higher birth

weight tend to have difficulty passing through the birthing canal.

© Getting Down With Science6

Directions:

Read the following problem, examine the data given, graph the data, and answer the corresponding questions.

In 1977 the Galapagos Islands were affected by a major drought. At the time, researchers in the area had been studying

the beak depth of medium ground finches (Geospiza fortis). Ground finches have varying body sizes and beak depths

as a result of adaptations to their environments. The researchers had tagged the birds in order to keep track of them and

also keep track of any and all offspring that were produced. The scientists hoped to see natural selection at work as the

drought significantly affected the availability of food by reducing the amount of smal, softl seeds available, which left

primarily large, tough seeds that the finches rarely ate. Throughout the course of two years, the researchers recorded

beak depths. The data is below:

Data from 1976 population Data from 1978 population

Number of Finches Average Beak Depth (mm) Number of Finches Averrage Beath Depth (mm)

10 3 10 6

50 6 20 8

80 8 40 12

30 12 30 13

5 14 15 14

Use the space below to graph the average beak depth of the 1976 population vs the 1978 population.


Analysis Questions:

Use the information given to you and the graph you constructed to answer the following questions.

1. Describe the effect that the drought had on the average beak depth of the finches.

2. Examine your graph. How did natural selection alter the phenotype (ie what mode of natural selection is seen)?

3. Create a model to explain the results the researchers gathered on the effect of the drought on mean beak depth.

4. How did the drought affect the gene pool of the ground finch population?

5. Predict what might happen if the drought ended and it was followed by years of rain, which lead to an increase in

small, soft seeds.


Applying Hardy Weinberg to Population Genetics

Name: ___________________________

1. If 108 out of 300 individuals in a population

express the recessive phenotype, what percent

of the population are heterozygotes?

Show work here:

Show work here: 2. A population of birds may have red feathers

(the dominant phenotype) or orange feathers

(the recessive phenotype). Red feathered birds

have the genotype RR or Rr. Orange feathered

birds have the genotype rr. The frequency of

the RR genotype is .46.

a. What is the frequency of heterozygous

birds?

b. What is the frequency of the R allele?

c. What is the frequency of the r allele?

Show work here: 3. A population of mice contains 20 animals

with white tails and 30 animals with grey tails.

Grey tails are the dominant trait.

a. What is the frequency of the white allele?

b. What is the frequency of the grey allele?

c. What is the frequency of heterozygotes?

d. What is the frequency of mice

homozygous for the grey allele?

For each problem, assume the population is in Hardy Weinberg equilibrium.


4. Freckles (F) are dominant to no freckles (f).

If there are 201 people with freckles in a

population of 300 people:

a. What is the predicted frequency of

heterozygotes?

b. What is the predicted frequency of

homozygous dominant?

c. What is the predicted frequency of

homozygous recessive?

Show work here:

5. A population of 5,000 humans has 2,312

individuals with the blood type AA, 2,176

individuals with blood type AB and 512

individuals with the blood type BB.

a. What is the frequency of each genotype in

this population?

b. What is the frequency of the A allele?

c. What is the frequency of the B allele?

d. If the next generation contained 45,000

individuals, how many individuals would

have blood type BB, assuming the

population is in Hardy-Weinberg

equilibrium?

Show work here:

6. Approximately 1 in 3500 newborns in the

United States are born with cystic fibrosis. C is

the normal allele, dominant over the recessive

c allele. Individuals must be homozygous for

the recessive allele to have the disease.

a. What percent of the above population has

cystic fibrosis?

b. Assuming a Hardy-Weinberg

Equilibrium, how many newborns would

have cystic fibrosis in a population of

10,000 people?

Show work here:


Name: _______________________________________

Hardy Weinberg and Chi Square

In the year 3000, engineers at MIT finally create the technology necessary for time travel. You, who somehow

are still alive (Time Lord perhaps?), decide that you want to make your AP biology teacher proud and use this

wonderful new time travel technology to do some statistical analysis. Thinking about where to go, you

remember once reading an article that said the Tyrannosaurus Rex likely had feathers! Since you have a taste

for danger, you become determined to conduct field work on the genetics of this now extinct animal-and of

course you also want to see their short little arms and possibly

feather covered bodies! You jump on a plane and head to

South Dakota, where the remains of one of the largest flesh-

eaters to have ever inhabited Earth, named Sue, were found

(named after Sue Hendrickson who discovered the fossils).

Once you reach South Dakota, you use your time travel

technology to turn back time...67 million years!

Once you turn back time, you begin your studies. To your surprise, not all Tyrannosaurus Rex have feathers! It

seems like having feathers is a dominant trait. You realize this discovery could change our understanding of

evolution*gasp*. You begin gathering DNA samples from a population of T-Rex. You determine that having

feathers (F) is dominant to not having feathers (f). You obtain the data in the chart below:

Time (days) Feathered (FF) Feathered (Ff) Non-Feathered (ff) Total

1 210 230 60 500

1. Use the observed genotypic frequencies to calculate the frequencies of the F and f alleles in the population of

T-Rex. (Hint: the frequency of an allele in a gene pool is the number of copies of that allele divided by the total

number of copies of alleles).

2. Next, use the Hardy Weinberg equation (p2 + 2pq + q

2 = 1) to calculate the EXPECTED genotypic

frequencies of the population (FF, Ff, ff), if it were in Hardy Weinberg equilibrium.

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3. Next, calculate the actual OBSERVED frequencies of each genotype (FF, Ff, ff). (Hint: the observed

frequencies are the number of individuals with that genotype divided by the total number of individuals).

4. Compare the observed frequencies in step 3 to the expected frequencies calculated in step 2 for day 1. Is the

T-Rex population in Hardy Weinberg equilibrium? Is evolution occurring to the population?

5. One year later you return to South Dakota to take data again. This time, you observe 700 Tyrannosaurus Rex.

If this population of T-Rex is in Hardy Weinberg equilibrium, how many T-Rex would you expect to have

feathers? How many would you expect to have no feathers?

6. As you observe the animals and analyze DNA samples, you record the following data for day 365:

Time (days) Feathered (FF) Feathered (Ff) Non-Feathered (ff) Total

1 210 230 60 500

365 321 340 39 700

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7. Using the data for day 365, calculate the OBSERVED genotypic frequencies (FF, Ff, ff).

8. Compare these observed frequencies to the EXPECTED frequencies in step 2. Is the population of T-Rex in

Hardy Weinberg equilibrium at day 365? Is evolution occurring to the population?

9. To be confident in your conclusions about the T-Rex population at day 365, you conduct a Chi Square

analysis.

a. State the null hypothesis for the experiment.

b. Fill in the chart below with the data you have gathered.

Genotype FF Ff ff Total

Observed--O

Expected--E

O-E

(O-E)2

(O-E)2/E

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c. Determine your degrees of freedom

d. Compare your chi square value to the critical value on the degrees of freedom chart.

e. What does this result mean for the population of Tyrannosaurus Rex?

10. If you were to come back to the site and analyze genetic data again in 5 years, what would you expect to see

in terms of the genotypic frequencies? (I.e. are some genotypes being selected for or selected against?)

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7.6APBio,ThreeDomainsofLife Name:______________________

LO:Describethefundamentalmolecularandcellularfeaturessharedacrossalldomainsoflife,whichprovideevidenceofcommonancestry.

Domain KeyCharacteristics FeaturessharedwithotherDomains

ConservedCoreBiologicalProcesses

Bacteria

Archaea

Eukarya

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AP Bio 7.9 Phylogeny Name: _______________________

Learning Objective 7.9: Describe the types of evidence that can be used to infer an evolutionary relationship.

Cladogram Information: A cladogram is an evolutionary tree based on cladistics. DNA analysis has allowed cladistics to confirm and reform past evolutionary trees. This exercise uses characteristics you are familiar with rather than DNA.

1. From the data in the chart below you will construct a cladogram in which branch points are derivedcharacteristics. You will determine if a shark is more closely related to lizards or bony fish. For eachcharacteristic, write “+” if the animal has the characteristic, and “-” if the animal does not have thecharacteristic. You may need to use the internet to find out which organisms have which traits.

2. Look at your cladogram. Organisms will go in the numbered boxes (1-6), and derived characteristicswill go in the shaded boxes (A-F).

3. The organism with the fewest characteristics (one in this case) will go in box #1 and the organisms withthe most characteristics will go in box #6.

4. Complete the cladogram and the analysis questions that follow.

Derived Characteristics

Organisms

Monkey Bony Fish Lizard Shark Kangaroo Bird

Lungs

Vertebral Column

Placenta

Bony skeleton

Hair

Endothermic

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Phylogeny

Name: ___________________________

Phylogenetic trees and cladograms are commonly used to depict the evolutionary history of species, populations,and

genes, and are widely used in the fields of biology, physiology, ecology, and molecular biology. So, what’s the

difference between phylogenetic trees and cladograms? Phylogenetic trees represent a more accurate evolutionary

history, based on a multitude of evidence, while cladograms are more of a hypothesis of evolutionary history based on

derived traits. Additionally, branch length in phylogenetic trees often represents the amount of change over time, while

branch length in cladograms is meaningless. While there are differences between phylogenetic trees and cladograms,

the terms are often used interchangeably, and their basic structure is the same.

Species

Trait A B C D

Backbone 0 1 1 1

Tail 0 0 1 1

Jaw Bone 0 0 0 1

Time

As descendant populations emerge from ancestral species, it forms a

lineage, which can be depicted as a line in a phylogenetic tree. If a

divergence event occurs, then the single lineage can split into two.

This splitting is represented as a branch point, or node. Each node

represents the most recent common ancestor for the lineages

diverging from that node. The root of the tree is the common ancestor

of all organisms in the tree. If a root is present, the tree is said to be

rooted. When determining evolutionary relationships using

cladograms, derived traits are used as evidence of common ancestry.

Derived traits are traits that evolved in the lineage leading up to a

clade and that sets members of that clade apart from other individuals.

Derived traits are represented on cladograms on the lineage in which

they evolved.

R= root

N= node N

N R

Many trees also include an outgroup, which is the organism that is the least closely related to the rest. Examine the

chart below and the corresponding phylogenetic tree to answer the questions.

1. Which species represents the outgroup? Why?

2. Define derived traits. What derived traits are being used as

evidence for common ancestry in the phylogenetic tree?

3. What derived traits are shared between species B and C?

4. What derived traits are shared between species C and D

A

B

C

D

Backbone

Tail

Jaw bone

© Getting Down with Science 17

Directions:

Examine the data given in the chart below; 0 means the trait is absent, 1 means the trait is present. The data represents

the evolutionary history of a group of aliens. Use the data to construct your own phylogenetic tree.

Character Staversons Bladyblats Pingests Persnippys Crabbils

Horns 0 1 1 1 1

Fangs 0 0 1 1 1

Three eyes 0 0 0 1 1

Tentacles 0 0 0 0 1

1. Which alien species represents the outgroup?

2. What derived traits are shared between the persnippys

and crabbils?

3. What derived traits are shared between the staversons

and bladyblats?

4. Which two alien species are likely to be the most

related? Why?

Construct your cladogram here:

5. Which two alien species are likely the least related? Why?

6. In this cladogram, how many times have lineages diverged?

7. On your cladogram, circle the most recent common ancestor of the pingests and persnippys.


Reading Phylogenetic Trees

Phylogenetic trees and cladograms can be represented in a variety of ways. For example, look at the three cladograms

below; each is a different shape, but they each represent the same evolutionary history. It might be difficult to see at

first that these three phylogenetic trees contain the same information. Think of trees as flexible, rather than rigid

structures. For example, phylogenetic trees can be rotated, twisted, or bent without changing the information it

contains. As you become more familiar with trees, this will become clearer.

Directions:

To help you see the similarities between each tree above, you will be using colors and shapes to highlight the different

parts of EACH tree. For each of the three trees do the following:

1. Identify the outgroup and box the whole lineage in red.

2. Identify the most recent common ancestor for species A and B. Circle it in blue.

3. Identify the most recent common ancestor for species C and D. Circle it in green.

4. Place a star at the most recent common ancestor that A-D share.

5. Place a triangle at the most recent common ancestor that A-E share.

Use the trees above to answer the following questions (remember each tree shows identical information):

6. Which letter represents the outgroup?

7. Which is more closely related: A and B or A and C. Why? (hint: find the most recent common ancestor)

8. Which is more closely related: A and B or C and D? Why?


Practice Problems

Directions:

Examine each chart: 0 means the trait is absent, 1 means the trait is present. Finish the cladograms by adding both the

derived trait and species.

A B C D E

Backbone 0 1 1 1 1

Jaw 0 0 1 1 1

Legs 0 0 0 1 1

Hair 0 0 0 0 1

Species

Der

ived

Tra

it

F G H I J

Jaws 0 1 1 1 1

Lungs 0 0 1 1 1

Claws 0 0 0 0 1

Fur 0 0 0 0 1

Species

Der

ived

Tra

it

K L M N O P Q

Jaws 0 1 1 1 1 1 1

Lungs 0 0 1 1 1 1 1

Claws 0 0 0 0 1 1 1

Fur 0 0 0 0 0 0 1

Species

Der

ived

Tra

it


Directions:

Examine the chart below: 0 means the trait is absent, 1 means the trait is present. Construct your own cladogram using

the information from the chart as a guide.

Sharks Clownfish Frogs Gorillas Guinea Pigs Crocodiles Birds

Backbone 1 1 1 1 1 1 1

Bony

Skeleton

0 1 1 1 1 1 1

Four limbs 0 0 1 1 1 1 1

Amniotic

egg

0 0 0 1 1 1 1

Hair 0 0 0 1 1 0 0

Diapsid 0 0 0 0 0 1 1

Species

Der

ived

Tra

it

Construct your cladogram in the space below:


Directions:

Examine the chart below: 0 means the trait is absent, 1 means the trait is present. Notice that a couple of things are

different from the previous charts. Firstly, the derived traits and species name have switched axis. Secondly, you will

see that in this chart there are derived traits that have evolved independently in different organisms. Use the principle

of maximum parsimony to make a draft of the cladogram. The theory of maximum parsimony states that the

simplest explanation consistent with the data should be examined first. The most parsimonious trees require the fewest

evolutionary events. Construct your own cladogram using the information from the chart as a guide.

1 2 3 4 5 6 7 8

Lamprey 0 0 0 0 0 0 0 0

Salmon 1 0 0 0 1 1 0 0

Tuna 1 0 0 0 1 1 1 0

Mackerel 1 1 0 0 0 0 0 0

Trout 1 1 1 1 0 0 0 0

Halibut 1 1 1 1 1 1 0 0

Mahi Mahi 1 1 1 1 1 1 1 1

Spec

ies

Derived Trait

Construct your cladogram in the space below:


Analysis

1.Is your cladogram based on morphology or DNA homology?

2.The outgroup of a cladogram shares little or no characteristics with the rest of thegroup. Which organism forms the outgroup and what is the shared derived trait?

3.Which two species would you expect to have the most similar DNA?

4.Which trait evolved first, lungs or hair?

5.Are sharks more related to lizards or bony fish?

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7.10 AP Bio Speciation Chart Name: __________________________________________________

LO 7.10 Describe the conditions under which new species may arise.

Note: speciation can take place without geographic separation; it depends on ways gene flow is interrupted.

Method Greek meaning Definition How gene flow is interrupted Case study (example)

Allopatric “Allo” + “patria”=

Sympatric “Sym” + “patria”=

Parapatric “Para” + “patria”=

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7.11APBioExtinctionHomeworkWS Name:_____________________

1. Describefactorsthatleadtotheextinctionofapopulation.

2. Explainhowtheriskofextinctionisaffectedbychangesintheenvironment.

3. Explainspeciesdiversityinanecosystemasafunctionofspeciationandextinctionrates.

4. Explainhowextinctionscanmakenewenvironmentsavailableforadaptiveradiation.

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2.11APBioExtinction,“RacingExtinction”VideoWorksheet Name:_______________________________

1. Eachyear______________________speciesshouldgoextinct;howevertherateis_________________now

thanitshouldbe.

2. Somebiologistspredictthatin100years,_________________________________________.

3. __________________________________________arethelargestspeciesonearth.Theywerehuntedto2%of

theirpopulationbutarenowbeingdecimatedbyshipping.

4. DescribethecollectionofChrisClarkattheCornellBioacousticsLab.

___________________________________________________________________________________

5. Therehavebeen_______________________extinctionsonearth.

6. DefineAnthropocene:________________________________________

7. The_______________________iswideopeninHongKong

8. Describethereason250,000sharksarecaughtdaily:

____________________________________________________________________________________

9. Sharkshavesurvived________________________________.

10. Extinctionisoftendrivenby____________________________________________________.

11. The_______________________________controlclimate.

12. Onecommonfactorinall5massextinctionswasaspikein_______________________.

13. OnehalftoonethirdofglobalCO2goesintotheoceansandforms__________________________________.

14. Becoming______________________________________wouldsavehabitatsbecauseforestswouldnotbe

convertedintofarms.

15. Three-fourthsofallagriculturallandisusedfor___________________________________________________.

16. Phytoplanktonproduces_____________________________________________webreathe.Wemayhavelost

40%ofthephytoplanktoninthelast50years.

17. Animalscouldnothaveexistedonlandifplanktonhadnot__________________________________________.

18. Allspeciesof_____________________________________________areendangered.

19. Asthearcticwarms,the_________________________________bubblesoutoftheground26

20. Ifthereismassivedeathintheoceans,itwillleadtoa________________________________________.

21. Onelineofdefenseittokeependangeredspeciesin________________________________________.

22. LamakaraIndonesiaiswheremore________________________________arekilledthananywhereelse.

ThepeoplethererealizethattheMantasaredyingout.

23. KissimmeeFloridaisthelastplaceyoucanseea__________________________________________________.

24. The____________________________________________isnowa“green”building.

25. Bringingnaturetothecitymayhelpto_________________________________.

26. MantaRaysarenow___________________________________________________.

27. InLamakaraeffortwasmadetoconvertahuntingculturetoa__________________________________.

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7.12APBioVariationsinPopulationsCaseStudies Name:_____________________________________

LO7.12:Explainhowthegeneticdiversityofaspeciesorpopulationaffectsitsabilitytowithstandenvironmentalpressures.

Species Website Environmentalpressures SummaryofGeneticsandConservation

CaliforniaCondors

https://www.smithsonianmag.com/smart-news/california-condor-nearly-went-extinct-now-1000th-chick-recovery-program-has-hatched-180972698/

https://www.sciencedaily.com/releases/2016/10/161016141132.htm

Black-footedferrets

https://nationalzoo.si.edu/animals/black-footed-ferret

https://dnr.maryland.gov/wildlife/Documents/BottleneckGenes.pdf

Prairiechickens

https://animals.net/prairie-chicken/

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5367285/

https://abcbirds.org/bird/greater-prairie-chicken/

Potatoblight

http://maize.teacherfriendlyguide.org/index.php/genetic-diversity-and-evolution/consequences-of-low-diversity

Cornrust http://maize.teacherfriendlyguide.org/index.php/genetic-diversity-and-evolution/consequences-of-low-diversity

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