The Speciation Song and Screencast
Student Learning Outcomes and Assessment
The animated song and screencast videos are intended to be used together to give
students an introduction to the processes that lead to speciation. It is intended for nonbiology majors (eg. CSUN BIOL100) but may serve as a fun review for majors as well.
After listening to the speciation song and the accompanying tutorial, students should:
- be familiar with the concept of gene pool isolation
- appreciate that genetic variation is a prerequisite for evolution
- be able to recognize examples of temporal, mechanical and behavioral isolation as
well as gamete incompatibility and hybrid inviability/sterility
- understand the difference between the Biological and Genealogical species concepts,
and when each is used (the morphological species concept was not covered here)
One way to present the material to students may be to show the song component in
class (<2 min long, captioned) and assign the screencast as a pre-quiz study aid. Links
to both could be made available in Moodle, along with a quiz comprised of some of the
questions below.
Videos are also present on youtube.com and can be found using the terms
"speciation animation csun".
Speciation Song: 1:40 http://www.youtube.com/watch?v=WDPsZPKSEFg
Speciation Screencast: 3:50 http://www.youtube.com/watch?v=PKb8Yi5xzhE
Any comments or questions, please contact me at cheryl.vanbuskirk@csun.edu
Multiple-choice Questions
1. Which best describes different biological species?
a) The two groups have differences in their DNA sequences.
b) Members of one group are unable to make fertile offspring with the other
group.
c) Members of one group are geographically isolated from the other group.
d) The two groups are morphologically distinguishable (they look different).
2. Which of the following might represent a gene flow barrier between two populations?
a) a mountain range
b) a body of water
c) a long distance
d) all of the above
3. It is possible for two populations to be isolated for a long period of time but still not
become distinct biological species.
a) True
b) False
4. Which of the following is an example of behavioral isolation?
a) The inability of flowers to cross-pollinate due to differences in blooming season.
b) Blue-footed boobies mate only with partners who dance with them.
c) The offspring of horses and donkeys are sterile.
d) The sperm of one coral species cannot penetrate the eggs of another coral species.
5. Which of the following is an example of mechanical isolation?
a) A ladybug is carried away by the wind and sets up a new population.
b) A type of bird will respond to only a particular type of mating song.
c) The genitals of different insect species cannot fit together.
d) The pollen of roses isn't recognized by the eggs of daffodils.
6. Which of the following is an example of temporal isolation?
a) The inability of flowers to cross-pollinate due to differences in blooming
season.
b) Blue-footed boobies mate only with partners who dance with them.
c) The offspring of horses and donkeys are sterile.
d) The sperm of one coral species cannot penetrate the eggs of another coral species.
7. Which of the following is an example of gamete incompatibility?
a) The genitals of different insect species cannot fit together.
b) A type of bird will respond to only a particular type of mating song.
c) A ladybug is carried away by the wind and sets up a new population.
d) The sperm of one coral species cannot penetrate the eggs of another coral
species.
8. The Genealogical species concept is most useful for classifying organisms that:
a) are extinct
b) reproduce sexually
c) reproduce asexually
d) look similar