Biology 3.5 Demonstrate understanding of evolutionary processes leading to speciation
CORE KNOWLEDGE
Demonstrated by…
Students will be expected to utilise the core knowledge outlined in the statements below to describe, explain and discuss
aspects of evolution in novel and applied situations or examples.
1.
2.
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5
Define the term species and associated
concepts.
Evaluate the types of evidence that support
evolutionary theory
Describe the role of mutation, gene flow and
genetic drift on allele frequencies
Explain the concept of natural selection and
link its role to speciation
Sequence ways in which speciation occurs.
6
Classify Reproductive isolating mechanisms
to include geographic barriers and biological
isolating mechanisms that prevent gene flow
and lead to speciation.
7.
Compare and contrast patterns of evolution.
8
Recognize that evolutionary change at the
population and species level both reflect
underlying changes in allele frequencies of
the evolution populations
Describe examples of allopatric and sympatric
speciation in New Zealand and factors that
may have led to the speciation in each case.
Understand and provide reasons as to
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Including biological species concept, cline, ring species, subspecies, demes.
Evidence may include examples from Aotearoa /NZ and should include
 Fossil evidence
 Comparative anatomy (homologous and analogous structures)
 Molecular biology (proteins and DNA analysis)
 Biogeography
Including concepts of population bottleneck, founder effect,
Apply the concepts of disruptive, directional and stabilising selection to speciation
Define allopatric and sympatric speciation.
Changes in populations and species reflect changes in allele frequencies (except after
polyploidy).
To include:
 geographical barriers e.g. landform, climate changes and glacial/interglacial periods and
associated sea level changes
 biological isolating mechanisms, including:
o pre-zygotic i.e. temporal (e.g. breeding times), ecological (e.g. habitat differences),
behavioural and structural (e.g. morphological) barriers
o post-zygotic i.e. polyploidy.
To include Convergent, divergent (incl. adaptive radiation), co-evolution
The speed of evolutionary change i.e. punctuated equilibrium, gradualism
Define common ancestor, extinction.
New Zealand examples presented with the correct associated biological patterns of speciation
for each example given e.g. ratites, Nothofagus.
E.g. lack of gene flow between two populations separated by a geographic barrier (e.g.
how or why the evolutionary process
leads to speciation.
11
Communicate ideas clearly and succinctly
using the biological language relevant to
this topic.
river/sea) may permit divergence in gene pools of the populations. Ultimately this may result in
a biological barrier to gene flow and therefore speciation.
E.g. interpreting evolutionary trees and relating to geographic distributions / dispersal routes
etc.
E.g. the effect of climate change on evolutionary processes e.g. glacial/interglacial
E.g. compare and contrast punctuated equilibrium and gradualism as ways in which
evolutionary change occurs. Evaluate the relative speed and the potential degree of genetic
divergence of each.
The core language appropriate to this unit is listed in the attached vocabulary list.
KEY WORDS
MUTATION, TIME, SYMPATRIC, HYBRID INVIABILITY, GENE FLOW, GENETIC DRIFT, POLYPLOIDY, HYBRID STERILITY, MEIOSIS
POPULATION BOTTLENECK
NICHE
DIFFERENTIATION
GAMETE INCOMPATIBILITY, GENE POOL FOUNDER EFFECT
REPRODUCTIVE ISOLATING MECHANISMS
HYBRID BREAKDOWN, NATURAL
SELECTION
SPECIES TEMPORAL
AUTOPOLYPLOIDY, DISRUPTIVE SELECTION
RING ECOLOGICAL ALLOPOLYPLOIDY, DIRECTIONAL SELECTION
CLINE,
STRUCTURAL (MORPHOLOGICAL)
COMPETITION, STABILISING SELECTION DEME GEOGRAPHIC PREDATION, CHANGE IN ALLELE FREQUENCY, SPECIATION,
BEHAVIOURAL TEMPERATURE, CHANCE,ALLOPATRIC MATE SELECTION
ADAPTATION, CO EVOLUTION CONVERGENT DIVERGENT
ADAPTIVE RADIATION,
PUNCTUATED EQUILIBRIUM
GRADUALISM PREDATOR PREY
MUTUALISM, PRE ZYGOTIC
POST ZYGOTIC EVOLUTION
POLLINATOR SYNDROMES+