10.

1 Classification
OCR Y1 / AS Level Biology A
Module 4 Biodiversity, evolution, and
disease
Chapter 10 Classification and Evolution
 DO NOW – 3,2,1
o Name 3 properties of
water
o Give 2 examples of
monosaccharides
o State 1 difference
between mitosis and 3 minutes

meiosis

End
 Learning Outcomes: CLASSIFICATION

By the end of this lesson, you will be able to demonstrate

knowledge, understanding and application of:
 LO1: the taxonomic hierarchy of biological classification of species
 LO2: the binomial system of naming species and the advantage of such a system

To achieve this, you will need to know:

 Know what classification is
 Know the taxonomic groups
 Know why scientists classify organisms
 Know the rules of the binomial naming system
 Classification systems – Carl Linnaeus

• Classification is the process by which living

organisms are sorted into groups
(taxa/taxonomic groups) based on their features
• There are seven groups ordered in a hierarchy
• Taxonomy - the study of the principles behind
classification (the study of the differences
between species e.g. morphology, nutrition
which are used place organisms in groups).
 Classification systems – Carl Linnaeus
• Carl Linnaeus set up the first true system of
classification which is still used today.
• He used the organisms’ observable
features and grouped them according to the
number of similarities present.
The taxonomic hierarchy
 Why do scientists need to classify
organisms?
1. To identify species
2. To predict characteristics
3. To evolutionary links
Create a mnemonic to remember the order of the
classification system
Domain 2 minutes
Kingdom
Phylum
Class
Order
Family
Genus
Species
 What is a species ?
• A species is defined as a group of
organisms that can reproduce to produce
fertile offspring.

Horse + Donkey = Mule

64 chromosomes 62 chromosomes 63 chromosomes
 Naming organisms
Why do we need a naming system for organisms?
Why do we need a naming system for organisms?

• The binomial naming system is universal and avoids

the confusion of using normal names.

e.g. Americans call this bird cockatoos, whereas

Australians call them flaming galas.
If the correct scientific name is used – Eolophus
roseicapillus – there’s no confusion
 Rules of writing a binomial name

1. The first name is always the Genus and

starts with a capital letter
2. The second name is the species which is
always lower case
3. It is written in italics or underlined
Exam question

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End
The correct answer is ….
Exit Ticket: CLASSIFICATION

You should now know:

 Know what classification is
 Know the taxonomic groups
 Know why scientists classify organisms
 Know the rules of the binomial naming system

Exit ticket – know more and remember more:

To demonstrate your knowledge, your challenge is to answer the
following questions:
 Exit ticket – MWB
1. According to phylogenetics, what is a species?
2. How many kingdoms are there?
3. Name three kingdoms
4. What does K, G, O, P, S, C and F stand for?
5. Write these in the correct order
6. What is the correct way of writing the genus and species
of an organisms?
7. What family do humans belong do?
8. What is our scientific name?
9. Which would have the most in common:
- members of the same order or the same family?
 10.2 The five kingdoms

OCR Y1 / AS Level Biology A

Module 4 Biodiversity, evolution, and
disease
Chapter 10 Classification and Evolution
 Learning Outcomes: THE FIVE KINGDOMS

By the end of this lesson, you will be able to demonstrate

knowledge, understanding and application of:
 LO1: the features used to classify organisms into the five kingdoms
 LO2: evidence that has been used more recently to clarify relationships including
evidence that has led to the classification of organisms into the three domains of life

To achieve this, you will need to know:

 Know the 5 kingdoms and their observable features
 Know the three-domain system
 Know how the 2 classification systems are different
DO NOW - CATCHPHRASE

CELLULOSE
DO NOW - CATCHPHRASE

CARBOHYDRATE
DO NOW - CATCHPHRASE

HAEMOGLOBIN
STARTER - WORDSEARCH

4 minutes

End
 THE 5 KINGDOMS

PROTOCTISTA ANIMALIA

BACTERIA PLANTAE

FUNGI
 PROKARYOTAE
• Unicellular
• No nucleus or other membrane bound organelles
• Instead they have a ring of ‘naked’ DNA
• 70S ribosomes
• Autotrophic, heterotrophic, or parasitic
• Examples include: bacteria such as E. coli,
Staphylococcus aureus and Bacillus anthracis
EUKARYOTES
 PROTOCTISTA
• Mainly unicellular
• Contain a nucleus and other membrane-bound organelles
• Some have chloroplasts
• Can be sessile (immobile) and mobile with the help of cilia and
flagella
• Nutrients acquired by photosynthesis (autotrophic feeders),
ingestion of other organisms (heterotrophic feeders) or
parasitic
• Examples include Paramecium and Amoeba
 FUNGI
• Unicellular or multicellular
• Contain a nucleus, membrane-bound organelles and cell
wall made from chitin
• No chloroplasts or chlorophyll
• No mechanisms for locomotion
• Nutrients acquired by absorption (from decaying materials –
saprophytic feeders), some are parasitic
• Examples include : mushrooms, moulds, yeast
 PLANTAE
• Multicellular
• Nucleus, membrane-bound organelles including chloroplasts,
cell wall made from cellulose
• Most don’t move, gametes however move using cilia or flagella
• Nutrients acquired via photosynthesis (autotrophic feeders-
make their own food)
• Store food as starch
• Examples include : flowering plants such as roses, trees such as
oak, and grasses
 ANIMALIA
• Multicellular
• Nucleus, membrane-bound organelles, No cell wall, no
chloroplasts
• Move with the aid of cilia, flagella, contractile proteins -
muscular organs
• Nutrients acquired by ingestion (heterotrophic feeders)
• Examples include : mammals, reptiles, birds, insects etc
 New classification systems
More recently, scientists use DNA and proteins to classify organisms
1. The more similar the sequence of DNA is in 2
organisms, the more closely they are related.
– The more mutations that accumulate overtime, the more
different the species are and therefore, more distantly
related.
2. The more similar the sequence of amino acids
in proteins, the more closely they are related.
– Scientists study the proteins cytochrome C and RNA
polymerase.
 THE 3 DOMAINS

More recently, scientists investigated the RNA of ribosomes in

organisms. They found that a group of prokaryotes were
significantly different to the rest. So the kingdom of prokaryotes
was split into 2 domains: ARCHAEA and BACTERIA.
 3 DOMAIN SYSTEM – Carl Woese
1. Eukarya – have 80S ribosomes:
– RNA polymerase contains 12 proteins
2. Archaea – have 70S ribosomes:
– RNA polymerase contains 8 - 10 proteins
3. Bacteria – have 70S ribosomes:
– RNA polymerase contains 5 proteins
The three domain, six classification
system
Exit Ticket: THE FIVE KINGDOMS

You should now know:

 Know the 5 kingdoms and their observable features
 Know the three-domain system
 Know how the 2 classification systems are different

Exit ticket – know more and remember more:

To demonstrate your knowledge, your challenge is to answer the
following questions:
Exit ticket

4 minutes

End
Exit ticket
 10.3 Phylogeny

OCR Y1 / AS Level Biology A

Module 4 Biodiversity, evolution, and
disease
Chapter 10 Classification and Evolution
 DO NOW – Guess the emojis

1.

2.

3.
 Learning Outcomes: Phylogeny

By the end of this lesson, you will be able to demonstrate

knowledge, understanding and application of:
 LO1: the relationship between classification and phylogeny

To achieve this, you will need to know:

 Know what phylogeny is
 Know what phylogenetic trees are
 Know the advantages of phylogenetic classification
 Phylogeny

• Phylogeny is the study of the evolutionary

history of groups of organisms. It tells us
whose related to whom and how closely they
are related.
 How do you interpret phylogenetic trees?
• The tips of the tree represent groups of
descendent organisms (species)
• The nodes (where new lines branch off)
represent common ancestors of those
descendants
• 2 descendants from the same node are
called sister groups.
How do you interpret phylogenetic trees?
GIVE IT A GO!

4 minutes

End
ANSWERS
 Advantages of phylogenetic classification
• Phylogeny produces a continuous tree,
unlike classification which separates
organisms into categories.
• Hierarchical nature can be misleading as it
implies that different groups within the same
classification are comparable
Exit Ticket: Phylogeny

You should now know:

 Know what phylogeny is
 Know what phylogenetic trees are
 Know the advantages of phylogenetic classification

Exit ticket – know more and remember more:

To demonstrate your knowledge, your challenge is to answer the
following questions:
EXIT TICKET

3 minutes
EXIT TICKET
10.4 Evidence for evolution

OCR Y1 / AS Level Biology A

Module 4 Biodiversity, evolution, and
disease
Chapter 10 Classification and Evolution
DO NOW

3 minutes
The correct answer is ….
 Learning Outcomes: Evidence for evolution

By the end of this lesson, you will be able to demonstrate

knowledge, understanding and application of:
 LO1: the evidence for the theory of evolution by natural selection, including fossils, DNA,
and molecular evidence
 LO2: the contribution of Darwin and Wallace in formulating the theory of evolution by
natural selection
To achieve this, you will need to know:
 Know what evolution is
 Know the evidence for evolution
 Know what fossils are
 Know all the different evidence for evolution
 Know how Charles Darwin developed the theory of evolution
 Know how fossils provide evidence for evolution
The theory of evolution– Charles Darwin
 The theory of evolution– Charles Darwin
• Charles Darwin made four observations in
proposing his theory:
1. Parents produce more offspring than can
survive
2. Populations tend to remain constant
3. Offspring look similar to parents
4. No two individuals look identical
 The theory of evolution– Charles Darwin
• From these observations, he deducted that:
 There is genetic variation in a population.
 New alleles arise due to random gene mutations.
 All individuals are subject to selection pressure e.g. disease,
predation, antibiotic use, insecticide use.
 Some individuals are more likely to survive because they are better
adapted than others (due to the combination of alleles they
possess).
 Those that survive will reproduce and pass on the alleles coding for
the variation to their offspring.
 Over MANY generations, the frequency of the alleles increases in
the population.
 The population becomes adapted.
 Gradually over time many small changes and adaptations in a
population leads to the formation of a new species.
The theory of evolution– Alfred Wallace
 Evidence for evolution
1. Palaeontology: Darwin used many fossils
as evidence for his theory.
– Fossils are remains of organisms preserved
in rock. They can take 2 forms:
• 1- imprints of ancient organisms
• 2- the remains of organisms that have died and
become mineralised
 Evidence for evolution
1. Palaeontology: Darwin used many fossils
as evidence for his theory.
– Fossils are remains of organisms preserved
in rock. They can take 2 forms:
• 1- imprints of ancient organisms
• 2- the remains of organisms that have died and
become mineralised
 Evidence for evolution
2. Comparative anatomy: comparing similarities and
differences in the anatomy of different organisms.
– Homologous structures (structures that perform
different functions in different organisms but are
fundamentally the same) provide evidence for
divergent evolution: “different species have
evolved from a common ancestor”. E.g. pentadactyl
limbs
 Evidence for evolution
3. Comparative biochemistry: comparing
similarities and differences in proteins and
other molecules.
– DNA
– Cytochrome C – protein involved in respiration
– Ribosomal RNA
• These are all universal molecules
Exit Ticket: EVIDENCE FOR EVOLUTION

You should now know:

 Know what evolution is
 Know the evidence for evolution
 Know what fossils are
 Know all the different evidence for evolution
 Know how Charles Darwin developed the theory of evolution
 Know how fossils provide evidence for evolution

Exit ticket – know more and remember more:

To demonstrate your knowledge, your challenge is to answer the
following questions:
EXIT TICKET

10 minutes
EXIT TICKET
 10.5 Types of variation

OCR Y1 / AS Level Biology A

Module 4 Biodiversity, evolution, and
disease
Chapter 10 Classification and Evolution
DO NOW

4 minutes
 Learning Outcomes: Types of variation

By the end of this lesson, you will be able to demonstrate

knowledge, understanding and application of:
 LO1: interspecific and intraspecific variation
 LO2: genetic and environmental causes of variation
 LO3: the differences between continuous variation and discontinuous variation using
examples from plants, animals, and microorganisms

To achieve this, you will need to know:

 Know what causes variation
 Know the types of variation
 Know the genetic causes of variation
 Know the environmental causes of variation
 Know the differences between continuous and discontinuous variation
 VARIATION
• Variation is the differences that exist between
organisms.
– Intraspecific variation occurs between members of
the same species. E.g. colour, height, sequence of
amino acids in proteins etc
– Interspecific variation occurs between members of
different species and depends on how closely they
are related.
 CONTINUOUS VARIATION
• Continuous variation is when there are no
distinct categories. The data can take any
value within a range.
• This type of variation is caused by:
– A number of genes interacting with each other
– Environment
• It is usually presented in the form of a histogram
 DISCONTINUOUS VARIATION
• Discontinuous variation is when there are
distinct categories.
• This type of variation is caused by:
– A single gene / very few genes
• It is usually presented in the form of a bar
chart.
 CAUSES OF VARIATION
1. GENETIC :
– Alleles
– Mutations
– Meiosis
– Sexual reproduction
– Chance
2. ENVIRONMENTAL
Inherited or Environmental?

O T H
OR B
Inherited or Environmental?
The size and shape of ear lobes

rited
I nhe
Inherited or Environmental?
Tongue rolling

rited
I nhe
Inherited or Environmental?
Language

nta l
v iro nme
En
Inherited or Environmental?
Scars

nta l
v iro nme
En
Inherited or Environmental?
Height

nta l
Inher
ited v iro nme
En
Inherited or Environmental?
Natural hair type

rited
I nhe
Inherited or Environmental?
Weight

nta l
Inher
ited v iro nme
En
Inherited or Environmental?
Colourblindness

Normal Vision Simulated

rited
Colourblind Vision
I nhe
Inherited or Environmental?
Disease

nta l
Inher
ited v iro nme
En
Exit Ticket: TYPES OF VARIATION

You should now know:

 Know what causes variation
 Know the types of variation
 Know the genetic causes of variation
 Know the environmental causes of variation
 Know the differences between continuous and discontinuous variation

Exit ticket – know more and remember more:

To demonstrate your knowledge, your challenge is to answer the
following questions:
EXIT TICKET

4 minutes
EXIT TICKET
10.6 Investigating variation

OCR Y1 / AS Level Biology A

Module 4 Biodiversity, evolution, and
disease
Chapter 10 Classification and Evolution
DO NOW

4 minutes
DO NOW
 Learning Outcomes: INVESTIGATING VARIATION

By the end of this lesson, you will be able to demonstrate

knowledge, understanding and application of:
 LO1: standard deviation as a measure of spread of data
 LO2: Student’s t test to compare means of data values of two populations
 LO3: correlation coefficient
To achieve this, you will need to know:
 Know what standard deviation is used for
 Know what the student’s t test is used for
 Know what correlation coefficient is used for
 Know how to calculate standard deviation
 Know how to calculate student’s t test
 Know how to interpret t test and standard deviation values
 Know how to calculate correlation coefficient
 MEAN
• To investigate variation in a population, you
first need to collect samples.
• You can use mean to measure how much
variation there is in a population.
• Most samples will include values either side of
the mean, producing a bell-shaped graph.
This is called a normal distribution.
 NORMA DISTRIBUTION CURVES
1.The mean, mode and median are the same
2.Distribution has a bell shape which is
symmetrical to the mean
3.50% of values are less than the mean and
50% more
4.Most values lie close to the mean
 STANDARD DEVIATION
• The standard deviation can be used to measure
the amount of variation or spread of variation
about the mean.
CALCULATING STANDARD DEVIATION
1. WRITE OUT THE EQUATION
2. WORK OUT THE MEAN

• 22 + 27 + 26 + 29 = 104
• 104 / 4 =
26
3. WORK OUT FOR EACH VALUE

16
1
0
9
4. ADD THESE NUMBERS TOGTHER
 5. DIVIDE THE NUMBER BY (n-1)

• n = 4 (number of values)
•n – 1 = 3
• 26 / 3 = 8.66…(2 sig. fig)
 6. FIND THE SQUARE ROOT

•
(to 2 sig.fig)
GIVE IT A GO!

10 minutes
= (23 + 22 + 20 + 28 + 31 + 23 + 25 + 24 + 24 + 22) ÷ 10

= 24.2
(23 – 24.2)2 + (22 – 24.2)2 + (20 – 24.2)2 + (28 -24.2)2
+ (31 – 24.2)2 + (23 -24.2)2 + (25 – 24.2)2 + (24 –
24.2)2 + (24 – 24.2)2 + (22 – 24.2)2
= 91.6

= 91.6 ÷ 9 = 10.18

s = √10.18 = 3.2
The spread of the data is 24.2 + or – 3.2
or
21.0µm – 27.4µm
TURN AND TALK

10 minutes
TURN AND TALK
RANGE vs STANDARD DEVIATION
CHECKPOINT – complete this question independently

15 minutes
Mark your answers
DO NOW

4 minutes
 Student’s t test
What can this test tell you?
• If there is a statistically significant
difference between two means, from two
sets of data when:

• The sample size is less than 25.

• The data is normally distributed
 WHAT IS THE NULL HYPOTHESIS

• Before calculating the t-test, you need to produce a null

hypothesis
• The null hypothesis (H0) is always boring. It’s the
hypothesis that states that there is no significant
difference between x and y.
• It is the job of your experiment to prove it wrong.
EXAMPLE
 1. STATE THE NULL HYPOTHESIS

“ There will be no difference in the ivy petiole length of

leaves growing in the light, compared with those in the
shade.”
CALCULATING THE STUDENT’S T TEST
2. FIND THE DIFFERENCE BETWEEN THE
PETIOLE LENGTHS

38.9 - 52.8
= (-) 13.9
IGNORE the minus
3. SQUARE THE SD AND DIVIDE BY NUMBER IN
SAMPLE (FOR BOTH)
4. ADD BOTH ANSWERS TOGETHER.

22.201 + 22.208
= 45.002
 5. SQUARE ROOT THE VALUE

√ 45. 0 02=6. 7 1
6. CALCULATE STUDENT’S T TEST

T test value =
2.07
7. Calculate degrees of freedom

Number in Number in
sample 1 sample 2

Df = (10 + 10) -2
Df = 18
8. COMPARE T-TEST VALUE TO CRITICAL VALUE (0.05)
 9. MAKE A CONCLUSION

• If the t-test value is MORE than the critical value

(p=0.05), the null hypothesis will be REJECTED –
there IS a significant difference between the 2
means.
• If the t-test value is LESS than the critical value
(p=0.05), the null hypothesis will be ACCEPTED –
there IS NO significant difference between the 2
means.
GIVE IT A GO !

10 minutes
Mark your answers
Mark your answers
EXIT TICKET – TYPES OF VARIATION RECAP

3 minutes
MARK YOUR ANSWER
DO NOW
Which graph shows a positive, negative and
correlation at all ?
WORKED EXAMPLE – USING SPEARMAN’S RANK
1. RANK BOTH SETS OF DATA – HIGHEST VALUE
= 1, THEN 2 ETC ..
2. WORK OUT THE DIFFERENCE IN RANKS
3. SQUARE THE DIFFERENCE IN RANKS
4. FIND THE NUMBER OF DATA PAIRS (n)

THERE ARE 7 DATA PAIRS

n=7
5. ADD ALL THE INFORMATION TO THE FORMULA

What is the correlation between monthly rainfall and

average height?
 POSITIVE OR NEGATIVE CORRELATION?
• If the answer is +1, there is a perfect positive
correlation
• If the answer is 0, there is no correlation
• If the answer is -1, it is a perfect negative correlation
What was the null hypothesis of the investigation?
• To decide whether the null hypothesis can be
accepted or rejected, you need to consult a table of
critical values.

The correlation
coefficient was 0.893
which is more than the
critical value. Therefore,
we can reject the null
hypothesis.
Exit Ticket: TYPES OF VARIATION

You should now know:

 Know what standard deviation is used for
 Know what the student’s t test is used for
 Know what correlation coefficient is used for
 Know how to calculate standard deviation
 Know how to calculate student’s t test
 Know how to interpret t test and standard deviation values
 Know how to calculate correlation coefficient

Exit ticket – know more and remember more:

To demonstrate your knowledge, your challenge is to answer the
following questions:
EXIT TICKET

10 minutes
EXIT TICKET
 10.7 Adaptations

OCR Y1 / AS Level Biology A

Module 4 Biodiversity, evolution, and
disease
Chapter 10 Classification and Evolution
 Learning Outcomes: ADAPTATIONS

By the end of this lesson, you will be able to demonstrate

knowledge, understanding and application of:
• LO1: the different types of adaptations of organisms to their environment
• LO2: why organisms from different taxonomic groups may show similar anatomical
features
To achieve this, you will need to know:
• Know what adaptations are
• Know the different types of adaptations
• Know how behavioral, anatomical, and physiological adaptations help organisms to
survive
• Know how anatomical adaptations provide evidence for evolution
DO NOW

10 minutes
 WHY DO ORGANISMS HAVE ADAPTATIONS?

• An ecological niche is the match of a species to

a specific environmental condition. It describes
how an organism adapts to the distribution of
resources and competitors.
 WHAT ARE ADAPTATIONS?
• Adaptations are characteristics to increase the chance of
survival and reproduction in its environment.
• There are 3 types of adaptations:
1. ANATOMICAL
2. PHYSIOLOGICAL
3. BEHAVIOURAL
 ANATOMICAL ADAPTATIONS
• Anatomical adaptations are structures to
increase the chance of survival and
reproduction. E.g body coverings, camouflage, and
mimimcry.
 MARRAM GRASS
• Curled leaves – protect leaves from wind
• Hairs on inside surface of leaves to trap moisture
• Stomata sunk into pits to minimise water loss
• Thick waxy cuticle on leaves to reduce water loss
through evaporation
 PHYSIOLOGICAL ADAPTATIONS
• Physiological adaptations are PROCESSES in
the body to increase the chance of survival
and reproduction. E.g. bacteria produce antibiotics
to kill other bacteria to decrease competition, poison
production, and water-holding
 BEHAVIOURAL ADAPTATIONS
• Behavioural adaptations are BEHAVIOURS to
increase the chance of survival and
reproduction. E.g seasonal behaviours, courtship, etc
SURVIVAL BEHAVIOURS
INNATE BEHAVIORAL ADAPTATIONS
LEARNED BEHAVIORAL ADAPTATIONS
 TASK
• Complete the table in your booklet which
challenges you to state whether a particular
adaptation of the Marram grass is
behavioural, physiological or anatomical

3 minutes
P

A
 TASK

Challenge your current understanding by adding one of the following examples

to each adaptation description (3 marks)

e.g. an earthworm contracts and withdraws into its burrow when touched by a
child to avoid the possibility of being eaten

e.g. the yeast Saccharomyces can respire sugars both aerobically and
anaerobically depending on the availability of oxygen

e.g. Marram grass have long roots to reach water that is deep underground

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End
Physiological An adaptation that ensures the yeast Saccharomyces
the correct functioning of cell can respire sugars both
processes aerobically and
anaerobically depending on
the availability of oxygen

Behavioural An aspect of the behaviour of an earthworm contracts

an organism that helps it to and withdraws into its
survive in the conditions it burrow when touched by a
lives in child to avoid the possibility
of being eaten

Anatomical Any structure that enhances Marram grass have long

the survival chances of an roots to reach water that is
organism deep underground
GIVE IT A GO !

3 minutes
MARK YOUR ANSWERS !
 CONVERGENT EVOLUTION

• Anatomical adaptations provide evidence

for CONVERGENT EVOLUTION.
• Unrelated species develop similar traits
due to living in similar environments . E.g
analogous structures
ANALOGOUS STRUCTURES
ANALOGOUS STRUCTURES
MARSUPIAL AND PLACENTAL MAMMALS

• These 2 types of mammals have very

different methods of reproduction. Yet,
marsupials in Australia and placentals in
America share many common features
due to their similar climates and food
supplies
MARSUPIAL AND PLACENTAL MAMMALS
MARSUPIAL AND PLACENTAL MAMMALS
 MARSUPIAL AND PLACENTAL MAMMALS
• Flying squirrels and sugar gliders are both nocturnal,
tree-dwelling animals. It therefore makes sense that they
have evolved large eyes to help them see in the dark, fur
coats to keep them warm at night, and the marvelous
adaptation of a stretchy skin membrane between their
front and back legs, to allow them to effectively glide from
tree to tree.
 MARSUPIAL AND PLACENTAL MAMMALS
But you'd be surprised to discover that these animals
are not close relatives. In fact, rodents like the flying
squirrel are more closely related to primates (like
ourselves), or any other placental mammal, than they
are to the sugar glider, which is a marsupial.
Exit Ticket: ADAPTATIONS

You should now know:

• Know what adaptations are
• Know the different types of adaptations
• Know how behavioral, anatomical, and physiological adaptations help
organisms to survive
• Know how anatomical adaptations provide evidence for evolution

Exit ticket – know more and remember more:

To demonstrate your knowledge, your challenge is to answer the
following questions:
EXIT TICKET

3 minutes
MARK YOUR ANSWERS
10.8 Changing populations
characteristics
OCR Y1 / AS Level Biology A
Module 4 Biodiversity, evolution, and
disease
Chapter 10 Classification and Evolution
 Learning Outcomes: Changing populations
characteristics

By the end of this lesson, you will be able to demonstrate

knowledge, understanding and application of:
 LO1: the mechanism by which natural selection can affect the characteristic of a
population over time
 LO2: how evolution in some species has implications for human populations

To achieve this, you will need to know:

 Know what natural selection is
 Know examples of natural selection in insects and microorganisms
DO NOW – CATCHPHRASE
DO NOW – CATCHPHRASE
DO NOW – CATCHPHRASE
ANSWER THE QUESTION

3 minutes
 Selection pressures
• Selection pressures are factors that affect the
organisms chances of survival and reproductive
success
• Examples:
– Disease
– Predators
– Natural disasters
– Competitions for food
 Natural selection
Organisms that are more adapted to their environment are more
likely to survive and reproduce
APPLICATION QUESTION

10 minutes
Mark your answers
 Modern examples of natural selection
• Antibiotic-resistant bacteria:
• MRSA has developed resistance to many anti-
biotics, as the non-resistant individuals died
whereas the resistant individuals survived and
reproduced more resistant offspring.
 Modern examples of natural selection
• Pesticide resistance:
• Pesticides are chemicals that kills insects that
damage crops (pests)
• Example: DDT resistance in mosquitoes
Exit Ticket: CHANGING POPULATION
CHARACTERISTICS
You should now know:
 Know what natural selection is
 Know examples of natural selection in insects and microorganisms

Exit ticket – know more and remember more:

To demonstrate your knowledge, your challenge is to answer the
following questions:
COMPLETE THESE QUESTIONS ON MWB

4 minutes
ANSWERS