Evolution

CLASS XII
 CONTENT

7.1 Origin of Life

7.2 Evolution of Life Forms – A Theory
7.3 What are the Evidences for Evolution?
7.4 What is Adaptive Radiation?
7.5 Biological Evolution
7.6 Mechanism of Evolution
7.7 Hardy – Weinberg Principle
7.8 A Brief Account of Evolution
7.9 Origin and Evolution of Man
 LEARNING OUTCOME

 explain the origin of life and its evolutionary history.

 evaluate and compare different theories of evolution.

 understand the mechanisms of evolution and the Hardy-Weinberg principle.

 apply knowledge of evolution to real-world scenarios, including the evolution of

humans.
Pre-Class Activity:

• Watch "The Origin of Life on Earth" Video (video 1 & 2)

• Read articles on the primordial soup theory and hydrothermal
vent theory.
Discussion time

 ORIGIN OF UNIVERSE
 ORIGIN OF EARTH
 ORIGIN OF LIFE
THEORIES OF ORIGIN OF LIFE

 THEORY OF SPECIAL CREATION

 THEORY OF PANSPERMIA
 THEORY OF SPONTANEOUS GENERATION
 THEORY OF CHEMICAL EVOLUTION
 EXPERIMENTAL PROOF
Activity time- Create a timeline of major events in the history of
life on Earth

 Think:
 Individually, reflect on the pre-class materials and jot down key events and
concepts related to the origin of life and early Earth conditions.
 Pair:
 pair up to discuss notes.
 compare the lists of key events and discuss any differences or similarities.
 start to organize these events in chronological order.
 Share:
 Finally, each group presents their timeline to the class,
 create a comprehensive timeline.
Homework & Pre-Class Activity:

 Prepare questions for class discussion based on the video and readings.
 Watch a documentary on Charles Darwin and his voyage on the HMS
Beagle. (https://www.youtube.com/watch?v=WAKppAtIeh8)
 Read an article on Alfred Russel Wallace’s contributions to evolutionary
theory
Discussion Time

 CHARLES DARWIN
 ALFRED WALLACE
Activity time

 Debate on different theories of evolution in groups

Homework & Pre-Class Activity:

 Watch a video on evidence for evolution.(video 3 & 4)

EVIDENCES OF EVOLUTION

 PALAENTOLOGICAL EVIDENCES
 COMPARATIVE ANATOMY MORPHOLOGICAL EVIDENCES
 Homologous organs/ Divergent evolution
 Analogous organs/ Convergent evolution
 EMBRYOLOGICAL EVIDENCES
 Paleontological evidences

 The study of fossil is called paleontology.

 Fossils are the remains or impressions of past organisms preserved in
sedimentary rocks or other media.
 Different-aged rock sediments in earth’s crust indicate the presence of
fossils of different life forms which died during the sediment formation.
 A variety of fossils ranging from the modern organisms to extinct
organisms can be observed.
 By studying the different sedimentary layers, the geological time period
in which the organism existed can be predicted, e.g., Dinosaurs.
 A. Homologous Organs

 The organs with same structural

design and origin but different
functions are called homologous
organs.
 For example, the forelimbs of some
animals like whales, bats, cheetah
and humans have similar anatomical
structure, i.e., all have humerus,
radius, ulna, carpals, metacarpals
and phalanges.
 Due to different needs, some
structures developed
differently. This is called
divergent evolution.
 Homology indicates common
ancestry.
 Other examples include
vertebrate hearts or brains in
animals, thorn and tendrils of
Bougainvillea and Cucurbita in
plants.
B. Analogous Organs

 The organs which are

anatomically different
but functionally similar
are called analogous
organs.
 For example, wings of
butterfly and birds.
 Due to same function, different structures
evolve similarly. This is called convergent
evolution.
 Other examples include
 Eye of octopus and mammals.
 Flippers of penguins and dolphins.
 Sweet potato (root modification) and
potato (stem modification).
 Similar habitat resulted in selection of similar
adaptive features in different groups of
organs but towards the same functions.
 EMBRYOLOGICAL EVIDENCES

 Embryos of different species can have

similarities that are not visible when the
organisms are fully formed.
 Many of these similarities are homologous
features. These features provide evidence
that the species are related through
evolution.
 For example, all vertebrate embryos
have homologous structures called
pharyngeal arches, or gill arches.
Biochemical evidence

 The similarities in proteins and genes performing a common

given function among diverse organisms give clues to common
ancestry.
 The metabolic processes in organisms are also similar with
same new materials and end products.
Biogeographical evidence

 Species restricted to a region develop unique

features. Also, species present in widely separated
regions show similarity of ancestry
ACTIVITY TIME

 CREATE A COMPARATIVE CHART OF DIFFERENT TYPES OF

EVIDENCES OF EVOLUTION.

Type of evidence Key significance Examples

 ADAPTIVE RADIATION

 It is the process of evolution of different species in a given

geographical area starting from a common point and radiating to
other geographical areas (habitats).
 Darwin's Finches

 Darwin travelled to Galapages Islands and observed many varieties of

finches on the same island.
 All varieties had evolved from original seed-eating finches.
 With alteration in beaks some became insectivorous and some vegetarian
 Placental animals in Australia

 A variety of placental mammals have evolved

which appear similar to a corresponding
marsupial. eg. Placental wolf and Tasmanian wolf
 When more than one adaptive radiation appear
to have occurred in an isolated geographical area
(representing different habitats), and two or more
groups of unrelated animals come to resemble
each other for similar mode of life or habitat, it is
called convergent evolution.
 For example, Australian marsupials, placental
mammals.
 Marsupials of Australia

 Within the Australian

continent, many different
marsupials or pouched
animals are seen.
 These have evolved from a
common ancestral stock,
but all within the Australian
island continent
Theories of Evolution (Biological
Evolution)

 Lamarck’s theory of evolution or Lamarckism

 Darwinian theory of evolution
 Mutation theory of evolution
 Neo Darwinism/ modern synthetic theory of
evolution
 Lamarck’s theory of evolution or
Lamarckism
 According to Lamarck, evolution of life
forms occurred due to use and disuse
of organs.
 Example, giraffes initially did not have
long necks. But to access leaves on
tall trees, they had to adapt by
elongating their necks. By passing
this acquired character to succeeding
generation, they acquired long necks.
 This theory is no more accepted
Natural selection

 Natural
selection is based on following factual
observations:
 Limited natural resources.
 Stable population size except seasonal fluctuation.
 Varying characteristics of members of a population.
 Most of the variations are inherited.
 Limited population size means there had been competition
for resources.
Activity time

 https://phet.colorado.edu/en/simulations/natural-selection
 https://askabiologist.asu.edu/peppered-moths-game/play.html
 PEPPERED MOTH

 Where do peppered moths live? ____________________________

 How do the moth larvae survive predators? _______________________
 What do the moths do during the winter? ______________________
 What color is the "typica" version of the moths?
____________________
 What color is the "carbonaria" version? _______________________
 How do adult moths survive predation? _______________________
 Natural Selection

 What was the industrial revolution? _________________

 What was causing the change in the color of the moths? _______________
 What is natural selection? _______________
 Why would dark moths have an advantage? ___________
 Dr. Kettlewell

 What is an entomologist? ________

 How do scientists test theories? _________________
 Dr. Kettlewelll predicted that clean forests would have
___________________ colored moths, and polluted forests would have
________________ colored moths.
 How did Kettlewell test his hypothesis? ________
 How did Kettlewell determine if moths lived longer than others?
_________________
Play the Game

 Complete the data table for the light forest and the dark forest
 Final Analysis

 Explain how the color of the moths increases or decreases their chances of survival.
 Explain the concept of natural selection using your moths as an example.
 Predict what would happen if there were no predators in the forest. Would the moth
colors have changed? Why or why not?
 Efforts to reduce pollution began occurring later in the century. If pollution near
factories was reduced, what would happen to the color of the moths? Explain your
answer.
 Kettlewell's experiment is included in most biology texts as an example of evolution
occuring. How do we know that the moths evolved?
 Industrial melanism

 In England, before industrialisation in 1850’s, white-winged moths were

more in number than dark-winged moths.
 But after industrialisation in 1920’s, dark-winged moths became more in
number than white winged moths.
 This is because during industrialisation, the tree trunks covered by white
lichens became dark due to deposition of dust and coal particles (soot and
smoke).
 As a result, white-winged moths could be easily picked up by predators
from the dark background and dark-winged moths survived.
 In mixed population, those that can better adapt, survived and there was
increase in their population size
 Chemical resistance

 Excessive use of herbicides and pesticides has resulted in

evolution of resistant varieties of microbes in much lesser time
scale.
 Microbes are also becoming resistant to antibiotics and drugs
because of same reason.
 As a result, pathogenic bacteria are appearing in very short
period.
Mutation theory of evolution

 This was put forth by Hugo de Vries based on his work on

evening-primrose (Oenothera lamarckiana).
 According to him, evolution is caused by sudden large differences
in the population, i.e., mutation and not the minor variations as
per Darwin.
 He believed that mutation caused speciation and called it
saltation or single step large mutation.
 Mutations are random and directionless in contrast to small
directional variations as per Darwin.
 Evolution was gradual for Darwin while de Vries believed saltation
 Hardy–Weinberg Principle

 This principle states that allelic frequencies in a population are stable

and remain constant from generation to generation, i.e., gene pool
(total number of genes and their alleles in a population) is constant.
This is called genetic equilibrium or Hardy–Weinberg equilibrium.
 Sum total of all allelic frequencies is 1.
 It can be expressed as p2 + 2pq + q2 = 1
where p and q are frequencies of AA and aa respectively, and 2pq is of
Aa.
 Disturbances in genetic equilibrium result in evolution.
 Factors Affecting Hardy–Weinberg
Equilibrium

 Gene migration or gene flow: When individuals migrate to another

place or population, new genes or alleles are added to new
population and are lost from old population, in turn changing the
frequencies. When gene migration occurs many times, it is called
gene flow.
 Genetic drift: Changes occurring in frequencies by chance is called
genetic drift. Sometimes, due to changes in allele frequency in new
population, some form a different species. This effect is called
founder effect and the original drifted population is called founder.
 Mutation: Advantageous mutations lead to new phenotypes and
over few generations, result in speciation.
 Genetic recombination: During gametogenesis, variations due to
recombination result in new phenotypes.
 Natural selection: Heritable variations that enable survival of the
fittest will leave greater number of progeny. Natural selection
can have following three effects:
 (a) Stabilisation: Larger number
of individuals acquire mean
character value so peak gets
higher and narrower.
 (b) Directional change: Large
number of individuals acquire value
other than mean character value so
peak shifts in one direction.
 (c) Disruption: Large number of
individuals acquire peripheral
character values at both ends of
the distribution curve and hence 2
peaks are formed.
ACTIVITY TIME

 https://www.labxchange.org/library/items/lb:LabXchange:d884c485:lx_simulation:1?fulls
creen=true

 https://www.netlogoweb.org/launch#https://www.netlogoweb.org/assets/modelslib/Curric
ular%20Models/CT-STEM/Hardy%20Weinberg%20Equilibrium.nlogo
 Evolution of plants

 Plants invaded land before

animals.
 Bryophytes originated earlier
than the vascular plants like
pteridophytes and
gymnosperms.
 The first vascular plants
developed in Silurian period.
 Sea weeds and few plants
existed around 320 mya.
 Giant ferns (pteridophytes) fell
to form coal deposits slowly
 Evolution of animals

 Around 500 mya, invertebrates originated and were active.

 Around 350 mya, jawless fish and amphibious fish with stout and strong
fins originated.
 In 1938, a fish caught in South Africa, Coelocanth, which was thought to
be extinct and were called lobefins.
 Lobefins were the first amphibians and ancestors of modern-day frogs.
 Around 200 mya, reptiles dominated the earth. They lay thick-shelled
eggs which do not dry up in Sun, unlike those of amphibians.
 Some of land reptiles went back into water to evolve into fish-like reptiles
200 mya (e.g., Ichthyosaurs).
 The land reptiles were dinosaurs, of which Tyrannosaurus rex was
biggest. Tyrannosaurus rex was 20 feet height and had huge
fearsome dagger-like teeth.
 Dinosaurs suddenly disappeared around 65 mya. Some say reptiles
evolved into birds.
 The first mammals that evolved in Jurassic period were like shrews.
 Some mammals lived only in water, e.g., whales, dolphins, seals and
sea cows
 https://www.youtube.com/watch?v=RTX9si5RBb0