Web Quest

Name: Date: Period: Anatomy and Physiology: Web Quest To prepare you to be the best and set you apart from the rest you will participate in a Web Quest!

Leaving off from the lecture, I left you to ponder if humans are animals or not. We will investigate this further in depth in this exercise. Animals are alive and so are we so we need to see what components constitute such a phenomenon. One example is a beating heart and blood, which stems from the cardiovascular system. We are well aware that we have one heart, but what about other creatures? Circulatory System: Continued

Activity #1: Watch this Video-Circulatory System Video(Stop at 7:25) Review and expand your knowledge Comparison of Heart Structures in Humans and Creatures Life Form Human Insect Bearded Dragon Birds and Mammals

Type of System

Chambers

What is another name for the AV valve?

What is interesting about the pulmonary artery?

What is the sequence in the process of blood going through the vessels? List these parts: Vein, Artery, Capillaries, Arterioles, and Venules

Most of the pressure is handled by which of the above?

How do arteries differ from the veins?

Activity #2- Review the overview and key before you compare the patterns of blood circulation of the hagfish, fish, lungfish, turtle, frog, turtle, crocodile, mammal, and bird in the online interactive below. Vertebrate Circulatorium

1. Which of the vertebrate(s) discussed have a heart with a single ventricle?

2. Do any of these creatures have a heart which pumps mixed blood? If so, which vertebrate(s)? 3. What distinguishes the blood vessels of the hagfish?

4. What differentiates the heart of a lungfish from that of a frog, crocodile, bird, mammal, and turtle?

Activity #3- These characteristics are not the only ones that make life happen in the animal kingdom. While watching the following clip list and define such traits. Animal Video

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6) What is the distinguishing factor between an invertebrate and vertebrate?

Focusing on vertebrates (See 6:48) What are some other defining characteristics of eight vertebrates discussed in the video? 1. 2. 3. 4. 5. 6. 7. Can you infer correlations to these characteristics to any of our other body systems? Ie. lungs, head, legs, and ability to produce milk

Generally speaking, how do we classify life?

Activity #4 - Explore Your Inner Animals Go through the click and learn tabs to answer the questions provided. Section 1—Eyes Click on the glowing hot spot for EYES. Watch the video clip and then click through the “NEXT” buttons or use the animal silhouettes to access additional materials while answering the following questions. 1. How do we know that Kramer cannot see the same way most humans can?

2. What are opsins and what do they do?

3. Both humans and monkeys like Kramer have opsins, but monkeys like Kramer cannot see the same range of colors that most humans can. Why not?

4. Describe what the “clues” scientists found in our DNA suggest about how humans might have evolved enhanced color vision.

Class Discussion 5. Dr. Shubin says that once our ancestors evolved a broader range of color vision, they could more easily find ripe fruits and young leaves. Why would this have been an advantage?

Section 2—Legs Click on the glowing hot spot for LEGS. Watch the video clip and then click the “NEXT” button or use the animal silhouette to access additional materials to help you answer the following questions.

1.

Based on the age of the rock in which the fossil was found, how long ago did Ardi live?

2. Why was finding a hominid of this age significant?

3. Describe the anatomical features of Ardi’s upper and lower pelvis and what they indicate about how Ardi may have moved.

4. What does Dr. Shubin mean when he describes Ardi as a “creature in transition”?

5. Does Ardi’s foot structure support or refute the idea that Ardi was a creature in transition? Explain your answer.

6. Dr. White and his team came to a surprising conclusion about the type of environment Ardi lived in. What type of environment was it, and what evidence led the team to this conclusion?

Class Discussion 7.

Discuss how the way Ardi moved could have provided an advantage in her environment.

Section 3—Ears

Use the slider below the body to rotate the human body until it is facing left. Click on the glowing hot spot for EARS. Watch the video clip to help you answer the following questions.

1. What are three bones are found in the middle ears of all mammals, including humans?

2. How do these three bones work together to produce sound?

3. Explain why mammalian ears are more sensitive to sound than those of reptiles.

4. Describe two pieces of evidence that the three ear bones of mammals like the opossum evolved from reptiles.

Section 4—Hands

Click on the glowing hot spot for HANDS. Watch the video clip and then click through the “NEXT” buttons or use the animal silhouettes to access additional clips and materials to help you answer the following questions.

1. Describe what features the modern human hand shares with the hand of the 50 million year-old primate, Notharctus.

2. Dr. Shubin explains that the earliest primate ancestors could access the “fine branch niche.” What is special about this niche, and how did their hand structure enable them to access it?

3. What characteristics of the modern human hand enable our “precision grip”?

4. Describe the basic pattern of the bones in the limbs of humans and other fourlimbed vertebrates (tetrapods) that Richard Owen first documented.

5. How did Darwin explain common patterns like these among vertebrates?

6. According to the last slide, what do a human hand, chicken wing, and fish fin have in common?

Section 5—Brain Use the slider below the body to rotate the human body until you are looking at its back. Watch the video clip and then click through the “NEXT” buttons or use the animal silhouettes to access an additional clip and materials to help you answer the following questions.

1. Dr. Shubin says that’s it is very hard for him to see any similarities between the human brain and amphioxus. Where does Dr. Holland tell us that the similarities are?

2. Describe how our human brain is similar to the brains of other primates.

3. According to the last slide, what feature of the human brain most likely accounts for the exceptional capability of humans compared to other primates?

Class Discussion 4.“Studying the DNA of ancient organisms is a window into our distant past,” according to Dr. Shubin. Discuss how what you have learned about amphioxus supports this statement.

Section 6—Back Click on the glowing hot spot for BACK. Watch the video clip and then click the “NEXT” button or use the animal silhouette to access an additional clip to help you answer the following questions. 1. What is another word for coccyx?

2. What is one of the easiest ways to distinguish an ape from a monkey?

3. Discuss how the shape of the sacral vertebrae of the fossil ape Proconsul provides evidence that it may have been one of the first tailless apes.

4. Explain how going from walking on all fours to walking on just two feet affects balance.

Class Discussion 5. Organisms have traits that reflect “trade-offs”—the evolution of one feature that provides an advantage may result in another feature or characteristic that is a disadvantage. Use the example of the human spine to illustrate this concept.

Section 7—Teeth Use the slider below the body to rotate the human body until it is facing right. Watch the video clip and then click through the “NEXT” buttons or use the animal silhouettes to access an additional clip and materials to help you answer the following questions.

1. Describe the teeth of a typical reptile.

2. How do the teeth of Gorgonopsid differ from those of reptiles? What can paleontologists infer from these teeth about how Gorgonopsid ate?

3. What is EDA and why is it important that it is found in both humans and fish?

4. Humans have both molars with flat surfaces and pointed canines. What does this suggest about the diet of human ancestors?

Activity #5-

Branching off from the last activity, you will now categorize each section of content and correlate it to a human body system; explaining why it is significant. You will also supply one interesting thing you learned about either the specific body part or the system as a whole entity. Look through the systems of the body to explore the implications of particular organs. Get Body Smart a) Eyes-

b) Legs-

c) Ears-

d) Hands-

e) Brain-

f) Back-

g) Teeth-

Activity #6- Read:

Evolution in Cladograms

Explain the four key features of cladograms. Root

Nodes

Outgroup

Clades

What kind of features are cladograms contracted upon?

Compare and contrast innate characteristics of the six selected organisms in a well thought out paragraph.

Activity# 7- Lizard Evolution Virtual Lab: https://media.hhmi.org/biointeractive/vlabs/lizard2/?_ga=2.157508350.554704355.15516390671179037145.1551639067

Answer the following questions as you finish each module of the virtual lab or as a final assessment after completing the entire virtual lab.

Module 1: Ecomorphs 1. At the beginning of the virtual lab, you were asked to sort eight lizards into categories. What criteria did you initially use to make your groups? Did you revise your criteria later? Why?

2. An adaptation is a structure or function that is common in a population because it enhances the ability to survive and reproduce in a particular environment. Provide one example and an explanation of one adaptation in the Anolis lizards.

3. Provide one evolutionary explanation for why lizards living in the same part of the habitat (i.e.,grass) would have similar characteristics.

4. What is an ecomorph? Provide one example from the virtual lab.

5. How is an ecomorph different from a species?

6. Explain how a particular body feature of one of the lizard ecomorphs from the virtual lab is anadaptation to their particular niche.

Module 2: Phylogeny 1. In module 1, you identified which species of lizards were most similar to one another based onrelative limb length and toe pad size. In this module, you determined which lizards are moresimilar to one another based on what type of information?

2. Are the species of lizard that are more similar to one another according to body type also more closely related based on the results obtained in this module? Explain your answer.

3. The figures below show two phylogenetic trees similar to the one you constructed in the virtual lab but with more lizards. The trees below show the evolutionary relationships among species from four ecomorphs from the four largest Caribbean islands.

Figure 1. Phylogeny of anole lizards on four of the major Caribbean islands color-coded according to geographical distribution. Light dotted line, Puerto Rico; small dashed line, Cuba; large dashed line, Hispaniola; and solid line, Jamaica.

Figure 2. Phylogeny of anole lizards in the four major Caribbean islands colored in according to eco morph. Light dotted line, twig; small dashed line, trunk-ground; large dashed line, trunk-crown; solid line, grass-bus.

4.

What conclusion can you draw about the evolution of the Anolis lizards based on these figures?

5. What is convergent evolution? Use evidence from the trees to explain how the Anolis lizards are an example of this concept.

Module 4: Dewlap Colors 1.Anolis cristatellus and A. cooki are both trunk-ground anoles that live on Puerto Rico. A. cristatellus lives in a shady, forest environment, while A. cooki lives in an open, sunny environment. What is an adaptive explanation for why the dewlap of one species evolved to be brighter and that of another species darker?

2.From the bar graph generated in the virtual lab (see below), how do the dewlap colors of the two species compare?

3. How would you determine whether the difference between the two populations is statistically significant?

4. If a species of anoles with dark dewlaps colonized a heavily forested island, predict what would happen over time to the color of the dewlap. Using your knowledge of natural selection and genetics, explain your prediction.

Extension Questions

1. To minimize interspecific competition, organisms often divide the limited available resources in an area, a concept called “resource partitioning.” As an example of this concept, the figure below illustrates how different species of warblers utilize different portions of an individual tree.

Figure 3. Different species of North American warblers live in different parts of the same trees. The shaded areas indicate the habitats each warbler species occupies.

Explain how the different species of anoles on an island demonstrate “resource partitioning” similar to the warblers in the figure.

2. Explain how resource partitioning can promote long-term coexistence of competing species, thus increasing biodiversity.