Evolution and Biodiversity Test Review
(Chapters 4, 5-except 5.3, and 9)
Chapter 4 and Class Notes: Evolution and Biodiversity
Be able to explain the major branches in “tree of life”: Bacteria, Archaea, Eukarya
Be able to list the taxonomic levels: Kingdom, Phylum, Class, Order, Family, Genus, Species.
Be able to define species. Know that a scientific name is “Genus species”.
Be able to define evolution. Be able to define adaptation (adaptive trait), and selective
pressure.
Be able to explain the 3 conditions required for natural selection: variability in population
(produced through random mutations), heritability of trait, differential reproduction
(differences in survival and/or reproductive success).
Be able to name 3 limitations to natural selection (see notes).
Be able to explain the 4 processes that can change the gene pool: mutation, natural
selection, gene flow, genetic drift. Be able to explain that changes to the gene pool due to
genetic drift may not result in adaptive traits, and know why genetic drift is more likely to
occur in a small population.
Be able to define antibiotic resistance, and explain how the adaptation of antibiotic
resistance can arise in a bacteria population.
Be able to explain how a population’s reproductive capacity may affect how quickly a species
can adapt (even if favorable genes are present in the population.)
Be able to explain types of natural selection: directional, stabilizing, diversifying, including
how does each of these affect the normal distribution of allele frequency. Be able to identify
examples.
Be able to identify the two components of species diversity: species richness and species
evenness. Be able to explain each term.
Be able to explain some of the reasons that biodiversity is important.
Be able to define bioremediation, phytoremediation and mycoremediation.
Be able to define convergence/ convergent evolution (see notes)
Be able to define divergence and speciation. Be able to explain the role geographic isolation
or reproductive isolation may have in these processes.
Be able to explain 4 misconceptions about evolution (see notes).
Additional resources (optional):
http://evolution.berkeley.edu/evolibrary/home.php
http://evolution.berkeley.edu/evolibrary/news/080301_elephantshrew
Be able to define habitat and niche, and be able to distinguish between these terms.
Be able to define generalist species and specialist species and identify advantages and
disadvantages of each strategy.
Be able to define species diversity and its two main components: species richness and
species evenness.
Be able to explain the Theory of Island Biogeography (species equilibrium model), including
how the size of an island or its distance from the mainland is likely to affect its diversity.
Be able to define non-native species (exotic, alien, invasive), endemic species, indicator
species, keystone species
Chapter 5 (Except 5.3): Species Interactions
Be able to define interspecific competition including interference vs. exploitation
competition. Be able to explain the Competitive Exclusion Principal. Be able to define
resource partitioning, identify how it might affect the distribution of two species for resource
usage and understand that resource partitioning is an evolutionary process.
Be able to explain coevolution and identify examples. (Be sure not to mix-up with convergent
evolution.)
Be able define symbiotic relationship and each of the three types of symbioitic relationships:
mutualism, commensalism, and parasitism. Be able to identify examples of each.
Be able to define ecological succession and distinguish between primary vs. secondary
succession. Be able to explain the general trend of succession.
Be able to explain the factors that affect the stability of an ecosystem: inertia/persistence
and resilience.
Be able to explain the edge effect.
Chapter 9: Sustaining Biodiversity
Be able to define background extinction, mass extinction, endangered species, and
threatened species.
Be able to name some causes of species depletions/premature extinctions, including the two
most common causes: habitat loss/fragmentation and invasive species.
Be able to name characteristics of extinction-prone species (Table 9-5 on page 188).
Be able to explain why top consumers are more vulnerable to extinction: supported by a
greater amount of biomass due to energy pyramid and also potential biomagnification of any
toxin (see notes).
Be able to explain US laws regarding species protection: Endangered Species Act of 1973 and
the agencies involved (US Fish and Wildlife Service and National Marine Fisheries Service).
Be able to describe the two international treaties that aim to protect species.