Chapter 22: Descent with Modification: A Darwinian View of Life

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1 Chapter 22: Descent with Modification Name Period Chapter 22: Descent with Modification: A Darwinian View of Life As you study this chapter, read several paragraphs at a time to catch the flow of ideas and understand the reasoning that is being described. In some places, the text describes a narrative or story of events that led to Darwin s theory of evolution. Therefore, first read the narrative to absorb the big picture and then return to answer the few questions that accompany this material. Overview 1. Define evolution broadly and then give a narrower definition, as discussed in the overview. Concept 22.1 The Darwinian revolution challenged the traditional view of a young Earth inhabited by unchanging species 2. Jean-Baptiste de Lamarck proposed a mechanism for how life changes over time. Explain the two principles of his mechanism. use and disuse inheritance of acquired characteristics 3. Although Lamarck s mechanism of evolution does not explain the changes in species over time, his thinking has been influential. What is considered to be the great importance of his ideas? Concept 22.2 Descent with modification by natural selection explains the adaptations of organisms and the unity and diversity of life 4. Charles Darwin proposed that the mechanism of evolution is natural selection and that it explains how adaptations arise. What are adaptations? Give two examples of adaptations.

2 Chapter 22: Descent with Modification 5. Explain the process of natural selection by summarizing Darwin s observations that drive changes in species over time: Observation 1. Variations in traits exist. Explanation 2. These variations (traits) are heritable. 3. Species overproduce. 4. There is competition for resources; not all offspring survive. 6. From these four observations, which two inferences did Darwin make? 7. It is important to remember that differences in heritable traits can lead to differential reproductive success. This means that the individuals who have the necessary traits to promote survival in the current environment will leave the most offspring. What can this differential reproductive success lead to over time? 8. To demonstrate your understanding of this section, complete the following sentences: do not evolve. evolve. Now, take out your highlighter and mark the information in the box above. Hold these ideas firmly in your brain! Finally, if you are ever asked to explain Darwin s theory of evolution by natural selection (a common AP essay question), do not pull out the phrase survival of the fittest. Instead, cite the points made in question 5 and explain the inferences that are drawn from them. Concept 22.3 Evolution is supported by an overwhelming amount of scientific evidence 9. How does the fossil record give evidence for evolution?

3 10. What is meant by each of the following terms? Give an example of each. Chapter 24: The Origin of Species Term Definition Example Homologous structures Vestigial structures Analogous structures 11. How do homologous structures give evidence for evolution? 12. What is summarized in an evolutionary tree? 13. Figure shows an evolutionary tree. What is indicated by each branch point or node? Mark each branch point. 14. What is indicated by the hatch marks? 15. Use the tree below to answer this question: Are crocodiles more closely related to lizards or to birds? Explain your response. 16. On the evolutionary tree, label the vertical lines to the right, and annotate the key feature that marks each group. 17. Organisms that are only distantly related can resemble each other. Explain convergent evolution, and describe how analogous structures can arise. 18. Convergent evolution might be summarized like this: Similar problem, similar solution. Can you give two examples of convergent evolution?

4 Name Period Chapter 23: The Evolution of Populations This chapter begins with the idea that we focused on as we closed the last chapter: Individuals do not evolve! Populations evolve. The Overview looks at the work of Peter and Rosemary Grant with Galápagos finches to illustrate this point, and the rest of the chapter examines the change in populations over time. As in the last chapter, first read each concept to get the big picture and then go back to work on the details presented by our questions. Don t lose sight of the conceptual understanding by getting lost in the details! Overview 1. What is microevolution? 2. What are the three main mechanisms that can cause changes in allele frequency? 3. Which is the only mechanism that is adaptive, or improves the match between organisms and their environment? Concept 23.1 Mutation and sexual reproduction produce the genetic variation that makes evolution possible 4. What is the ultimate source of new alleles? 5. Mutations are any change in the nucleotide sequence of an organism s DNA. These mutations provide the raw material from which new traits may arise and be selected. What occurs in a point mutation? 6. What is translocation? How could it be beneficial? 7. Much of the genetic variation that makes evolution possible comes through sexual reproduction. What are the three mechanisms by which sexual reproduction shuffles existing alleles?

5 Concept 23.2 The Hardy-Weinberg equation can be used to test whether a population is evolving 8. What is a population? 9. What is a gene pool? 10. The greater the number of fixed alleles, the lower the species diversity. What does it mean to say that an allele is fixed? 11. The Hardy-Weinberg principle is used to describe a population that is not evolving. What does this principle state? 12. If the frequency of alleles in a population remains constant, the population is at Hardy- Weinberg equilibrium. There are five conditions for Hardy-Weinberg equilibrium. It is very important for you to know these conditions, so enter them neatly into the box below. 1. CONDITIONS FOR HARDY-WEINBERG EQUILIBRIUM It is not very likely that all five of these conditions will occur, is it? Allelic frequencies change. Populations evolve. This data can be tested by applying the Hardy Weinberg equation. We will do this together in class, but start to get comfortable with the equation and it s variables now! Equation for Hardy-Weinberg Equilibrium p 2 + 2pq + q 2 = 1 Where p 2 is equal to the frequency of the homozygous dominant in the population, 2pq is equal to the frequency of all the heterozygotes in the population, and q 2 is equal to the frequency of the homozygous recessive in the population.

6 Concept 23.3 Natural selection, genetic drift, and gene flow can alter allele frequencies in a population 13. First, let s try to summarize the big idea from this section. Scan through the entire concept to pull out this information. Three major factors alter allelic frequency and bring about evolutionary change. List each factor, and give an explanation. Factor Explanation 14. Which of the factors above results in a random, non-adaptive change in allelic frequencies? 15. Which of the factors above tends to reduce the genetic differences between populations and make populations more similar? 16. Of the three factors you listed above, only one results in individuals that are better suited to their environment. Which is it? 17. Explain what happens in each of these examples of genetic drift: founder effect bottleneck effect Concept 23.4 Natural selection is the only mechanism that consistently causes adaptive evolution 18. In evolutionary terms, fitness refers only to the ability to leave offspring and contribute to the gene pool of the next generation. It may have nothing to do with being big, or strong, or aggressive. Define relative fitness. 19. What is the relative fitness of a sterile mule?

7 20. Figure is important because it helps explain the three modes of selection. Label each type of selection, and fill in the chart to explain what is occurring. Type of Selection How It Works Stabilizing Directional Disruptive 21. Discuss what is meant by heterozygote advantage, and use sickle-cell anemia as an example. 22. Finally, give four reasons why natural selection cannot produce perfect organisms.

8 Name Period Chapter 24: The Origin of Species Overview 1. Define speciation. 2. Distinguish between microevolution and macroevolution. Concept 24.1 The biological species concept emphasizes reproductive isolation 3. Use the biological species concept to define species. 4. What is required for the formation of new species? 5. What are hybrids? 6. Explain the two types of barriers that maintain reproductive isolation. 7. The following charts summarize the various ways that reproductive isolation is maintained. Explain and give an example of each type of isolating mechanism. Prezygotic Reproductive Barriers Habitat isolation Temporal isolation Explanation Example Behavioral isolation Mechanical isolation Gametic isolation

9 Postzygotic Reproductive Barriers Reduced hybrid viability Reduced hybrid fertility Explanation Example Hybrid breakdown 8. The concept of reproductive isolation is essential for an understanding of speciation, so we are going to have you look at it again. Refer to Figure 24.3, and label the sketch below. Name each type of isolating mechanism. Concept 24.2 Speciation can take place with or without geographic separation 9. Gene flow can be interrupted in two main ways. Explain and give an example of each by labeling and annotating this figure, which shows allopatric or sympatric speciation. fish

10 10. Sympatric speciation occurs in populations that live in the same geographic area. How is this possible? 11. Your response to question 12 should have listed polyploidy, habitat differentiation, and sexual selection. Explain what happens in sexual selection, and how this process can drive sympatric speciation. Concept 24.4 Speciation can occur rapidly or slowly, and it can result from changes in few or many genes 12. Stephen Jay Gould and Niles Eldredge coined the term punctuated equilibria. What is meant by a punctuated pattern? 13. This figure shows 2 different views of speciation. Label this figure, and explain how each of the pictures explains speciation.

11 Chapter 25: The History of Life on Earth Name Period Chapter 25: The History of Life on Earth Overview 1. In the last chapter, you were asked about macroevolution. To begin this chapter, give some examples of macroevolution. Include at least one novel example not in your text. Concept 25.1 Conditions on early Earth made the origin of life possible 2. How old is the planet? How old is the earliest evidence of life on Earth? 3. The current theory of the origin of life suggests a sequence of four main stages. Summarize them here In your chart above, the first stage is the synthesis of organic molecules. Consider the early planet, probably thick with water vapor and stinky with methane, ammonia, and hydrogen sulfide. What gas was missing from this early mix? 5. A. I. Oparin and J. B. S. Haldane hypothesized that the early atmosphere was a reducing environment. What did they suggest was the source of energy for the early organic synthesis?

12 Chapter 25: The History of Life on Earth Haldane hypothesis with this apparatus. (It is shown in Chapter 4, Figure 4.2, so you have seen it before.) Explain the elements of this experiment, using arrows to indicate what occurs in various parts of the apparatus. 7. What was collected in the sample for chemical analysis? What was concluded from the results of this experiment? 8. What did Thomas Cech propose was the first genetic material, DNA or RNA? 9. What are ribozymes? 10. Explain the evidence for an early RNA world. Concept 25.3 Key events in life s history include the origins of single-celled and multicelled organisms and the colonization of land 13. What was the earliest form of life on the planet? How long ago did this life-form first occur? 14. What unique ability was originated with cyanobacteria? How did this alter life on Earth and lead to a wave of mass extinctions? 15. The first eukaryotes did not appear until approximately 2.1 billion years ago. What is the name of the theory that explains the evolution of eukaryotes?

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