Evolution Student Objectives
Answer all numbered objectives in your BILL Book
Test Date:________________________
Enduring understanding 1.A: Change in the genetic makeup of a population over time is
evolution.
Essential knowledge 1.A.1: Natural selection is a major mechanism of evolution.
To demonstrate understanding of this concept, make sure you can utilize the following:
● Graphical analysis of allele frequencies in a population
● Application of the Hardy-Weinberg equilibrium equation
Student Objectives:
1. explain how natural selection leads to adaptation in a population. Provide an example to
illustrate.
2. define “fitness” as it relates to evolution.
3. Explain why genetic variation and mutation are important for natural selection in a changing
environment.
4. Predict and explain the effect that decreased genetic diversity would have on the evolution
of a species.
5. How does the environment affect the evolution of a species? Provide an example to
illustrate.
6. Explain the relationship between evolution and random events.
7. How does the study of a non-evolving population inform scientists as to the effects of
evolution?
8. What conditions must be met for a population to be non-evolving, are these conditions
frequently met? Explain why or why not.
9. Explain the kind of mathematical evidence that is used to investigate evolution.
10. (D.2.1) Define allele frequency and gene pool.
11. (D.2.2) State that evolution involves a change in allele frequency in a population’s gene
pool over a number of generations.
12. (D.4.1) Explain how the Hardy–Weinberg equation is derived.
13. (D.4.2) Calculate allele, genotype and phenotype frequencies for two alleles of a gene,
using the Hardy–Weinberg equation.
14. (D.4.3) State the assumptions made when the Hardy–Weinberg equation is used.
Essential knowledge 1.A.2: Natural selection acts on phenotypic variations in populations.
To demonstrate understanding, make sure you can explain examples like:
● Flowering time in relation to global climate change
● Peppered moth
● Sickle cell anemia
● DDT resistance in insects
● Artificial selection
● Loss of genetic diversity within a crop species
● Overuse of antibiotics
15. Provide examples of changes to an environment and give examples of possible
adaptations that such changes would select for in a population.
16. The production of new variations is a random process. Is natural selection also a random
process? Explain your reasoning.
17. Can a particular variation decrease the fitness of an individual, but increase the fitness of a
population?
18. How has human society affected the evolution of other species? Provide examples to
illustrate.
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Essential knowledge 1.A.3: Evolutionary change is also driven by random processes.
19. Explain why genetic drift is considered nonselective and how it causes evolution.
20. Explain how reduction of genetic variation within a given population effects the difference
between population of the same species.
Essential knowledge 1.A.4: Biological evolution is supported by scientific evidence from many
disciplines, including mathematics.
To demonstrate understanding, make sure you can do the following:
● Graphical analyses of allele frequencies in a population
● Analysis of sequence data sets
● Analysis of phylogenetic trees
● Construction of phylogenetic trees based on sequence data
21. What types of evidence are used to support evolution?
22. How are fossils dated and how does this relate to phylogenetic trees?
23. What is morphology and how is it used to support evolution?
24. Why are DNA and protein similarities used as evidence of evolution?
25. How are mathematical models applied to biological data sets to illustrate and support
evolution.
Enduring understanding 1.B: Organisms are linked by lines of descent from common
ancestry.
Essential knowledge 1.B.1: Organisms share many conserved core processes and features
that evolved and are widely distributed among organisms today.
26. Explain how structural and functional evidence supports the relatedness of all domains.
27. What is the role of DNA and RNA, how is this conversed through out all organisms.
28. Explain the conservation of metabolic pathways across all currently recognized domains.
29. To illustrate your understand that structural evidence supports the relatedness of all
eukaryotes. Choose one of the following and relate it to the conservation of structure in all
eukaryotes.
○ Cytoskeleton (a network of structural proteins that facilitate cell movement,
morphological integrity and organelle transport)
○ Membrane-bound organelles (mitochondria and/or chloroplasts)
○ Linear chromosomes
○ Endomembrane systems, including the nuclear envelope
Essential knowledge 1.B.2: Phylogenetic trees and cladograms are graphical representations
(models) of evolutionary history that can be tested.
30. Explain how phylogenetic trees and cladograms can represent traits that are either derived
or lost due to evolution by using one of the the following examples:
a. Number of heart chambers in animals
b. Opposable thumbs
c. Absence of legs in some sea mammals
31. How do phylogenetic trees and cladograms illustrate relatedness. How does this relate to
speciation?
32. Explain how phylogenetic trees and cladograms can be constructed.
33. How does the biological data used, new mathematical and computational ideas, and
current and emerging knowledge effect phylogenic trees and cladograms?
34. (D.5.1) Outline the value of classifying organisms.
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35. (D.5.2) Explain the biochemical evidence provided by the universality of DNA and protein
structures for the common ancestry of living organisms.
36. (D.5.3) Explain how variations in specific molecules can indicate phylogeny.
37. (D.5.4) Discuss how biochemical variations can be used as an evolutionary clock.
38. (D.5.5) Define clade and cladistics.
39. (D.5.6) Distinguish, with examples, between analogous and homologous characteristics.
40. (D.5.7) Outline the methods used to construct cladograms and the conclusions that can
be drawn from them.
41. (D.5.8) Construct a simple cladogram.
42. (D.5.9) Analyse cladograms in terms of phylogenetic relationships.
43. (D.5.10) Discuss the relationship between cladograms and the classification of living
organisms.
Enduring understanding 1.C: Life continues to evolve within a changing environment.
Essential knowledge 1.C.1: Speciation and extinction have occurred throughout the Earth’s
history.
44. Explain how adaptive radiation and new habitats becoming available affects the speciation
rate.
45. Explain how species extinction rates are rapid at times of ecological stress by applying the
concept to one of the following examples.
a. Five major extinctions
b. Human impact on ecosystems and species extinction rates
Essential knowledge 1.C.2: Speciation may occur when two populations become
reproductively isolated from each other.
46. Explain how speciation occurs, including allopatric, sympatric, and parapatric speciation.
Be sure to discuss pre-and post-zygotic mechanisms that can maintain reproductive
isolation and prevent gene flow.
47. What is the rate of most speciation, and how does polyploidy change the rate of speciation.
48. (D.2.3) Discuss the definition of the term species.
49. (D.2.4) Describe three examples of barriers between gene pools.
50. (D.2.5) Explain how polyploidy can contribute to speciation.
51. (D.2.6) Compare allopatric and sympatric speciation.
52. (D.2.7) Outline the process of adaptive radiation.
53. (D.2.8) Compare convergent and divergent evolution.
54. (D.2.9) Discuss ideas on the pace of evolution, including gradualism and punctuated
equilibrium.
55. (D.2.10) Describe one example of transient polymorphism.
56. (D.2.11) Describe sickle-cell anemia as an example of balanced polymorphism.
Essential knowledge 1.C.3: Populations of organisms continue to evolve.
57. Using an example below, describe the scientific evidence that supports the idea that
evolution continues to occur.
a. Chemical resistance (mutations for resistance to antibiotics, pesticides, herbicides or
chemotherapy drugs occur in the absence of the chemical)
b. Emergent diseases
c. Observed directional phenotypic change in a population (Grants’ observations of
Darwin’s finches in the Galapagos)
d. A eukaryotic example that describes evolution of a structure or process such as
heart chambers, limbs, the brain and the immune system
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Enduring understanding 1.D: The origin of living systems is explained by natural processes.
Essential knowledge 1.D.1: There are several hypotheses about the natural origin of life on
Earth, each with supporting scientific evidence.
58. List the various hypotheses about the natural origin of life on earth with the scientific
evidence that supports each model.
59. Discuss what was required of Primitive Earth for the synthesis of organic molecules
60. Identity what could have occurred to these newly synthesized organic molecules to further
the development of earth.
61. Why are polymers with the ability to replicate, store and transfer information important to
the origin of life.
62. Describe the organic soup model the solid reactive surfaces where these reactions could
have occurred.
63. Explain the RNA World hypothesis
64. D.1.1
Describe four processes needed for the spontaneous origin of life on Earth.
65. D.1.2
Outline the experiments of Miller and Urey into the origin of organic compounds.
66. D.1.3
State that comets may have delivered organic compounds to Earth.
67. D.1.4
Discuss possible locations where conditions would have allowed the synthesis of
organic compounds.
68. D.1.5
Outline two properties of RNA that would have allowed it to play a role in the
origin of life.
69. D.1.6
State that living cells may have been preceded by protobionts, with an internal
chemical environment different from their surroundings.
70. D.1.7
Outline the contribution of prokaryotes to the creation of an oxygen-rich
atmosphere.
71. D.1.8
Discuss the endosymbiotic theory for the origin of eukaryotes.
72. (D.3.1) Outline the method for dating rocks and fossils using radioisotopes, with
reference to 14C and 40K.
73. (D.3.2) Define half-life.
74. (D.3.3) Deduce the approximate age of materials based on a simple decay curve for a
radioisotope.
75. (D.3.4) Describe the major anatomical features that define humans as primates.
76. (D.3.5) Outline the trends illustrated by the fossils of Ardipithecus ramidus,
Australopithecus including A. afarensis and A. africanus, and Homo including H. habilis, H.
erectus, H. neanderthalensis and H. sapiens.
77. (D.3.6) State that, at various stages in hominid evolution, several species may have
coexisted.
78. (D.3.7) Discuss the incompleteness of the fossil record and the resulting uncertainties
about human evolution.
79. (D.3.8) Discuss the correlation between the change in diet and increase in brain size
during hominid evolution.
80. (D.3.9) Distinguish between genetic and cultural evolution.
81. (D.3.10) Discuss the relative importance of genetic and cultural evolution in the recent
evolution of humans.
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