Evolution Unit Test – Topics worth Reviewing
1. Descent with Modification: A Darwinian View of Life
 What Darwin Never Knew – Part 2 (video and questions)
 Textbook photocopies – Chapter 22.1, 22.2
 Individuals that Influenced Darwin worksheet – Aristotle, Linnaeus, Cuvier, Button, Lyell, Lamarck
 Why is Lamarck’s theory of use and disuse wrong?
2. Evidence of Evolution
 Powerpoint – Evidence of Evolution by Natural Selection
 Review: Natural Selection (aka Survival of the Fittest) – first powerpoint slide
 Fossil Record - transitional fossils
 Comparative Anatomy – homologous structures, analogous structures, vestigial
structures/organs
 Biogeography – divergent and convergent evolution, parallel evolution
 Comparative embryology
 Molecular Record – DNA sequences, amino acid sequences
 Artificial Selection
 Why Does Evolution Matter Now?
 “Instant evolution” of Darwin’s finches, human evolution, misuse of antibiotics and evolution of
bacteria
3. Evolution of Populations
 Powerpoint – Evolution of Populations
 Individuals do not evolve: Natural selection acts on individuals, but populations evolve
 Definitions: evolution, fitness, population genetics, population, gene pool, sexual dimorphisms,
intrasexual selection, intersexual selection, bottleneck effect, founder effect, industrial
melanism
 Where does variation come from? Mutation, sexual recombination
 Agents of evolutionary change – mutation, gene flow, non-random mating (sexual selection),
genetic drift(bottleneck effect, founder effect), natural selection
 Modes of Selection – directional, disruptive, stabilizing
 Homework Questions photocopied from text
4. Measuring Evolution of Populations
 Powerpoint – Measuring Evolution of Populations
 Definitions: allele frequency, evolution (in terms of allele frequencies)
 Hardy Weinberg equations – know how to use them and what they mean, and what each part
represents. (p, q, p2, q2, 2pq, p+q=1, p2+2pq+q2=1)
 What does the Hardy Weinberg equation assume? Non-evolving population (no agents of
evolutionary change)
 Why use the Hardy Weinberg equation if it assumes something that never really happens in
nature?
 Given expected (H-W equilibrium) and actual sampled data, be able to hypothesize reasons
for discrepancy.
 Application of Hardy Weinberg Principle
 Sickle-cell Anemia, malaria and heterozygous advantage
 Hardy Weinberg problems – complete dominance vs. incomplete dominance/co-dominance, NO
X2 ANALYSIS
5. Lab: Examining the Parameters of the Hardy-Weinberg Equation using an Excel
Spreadsheet
 Effect of ________ on allele and genotype frequencies
 genetic drift, allele frequencies, selection against homozygous dominant individuals, selection
against homozygous recessive individuals, selection against heterozygous individuals, selection
for dominant allele, selection for recessive allele, differential mutation rates, equal mutation
rates, immigration of homozygous dominant individuals, immigration of homozygous recessive
individuals, immigration of heterozygous individuals
 Deme 1.0 Population Genetics Assessment
6. The Origin of Species (Speciation)
 Chapter 24 Textbook printout
 Question sheet: AP Biology – Chapter 24 – The Origin of Species
 Biological species concept
 Patterns of speciation (anagenesis vs. cladogenesis),
 Prezygotic barriers (temporal isolation, habitat isolation, behavioral isolation, mechanical
isolation, gamete isolation)
 Postzygotic barriers (hybrid inviability or reduced viability, hybrid sterility)
 Modes of speciation (allopatric vs. sympatric),
 Adaptive radiation and island chains
 Polyploidy (e.g. horse + donkey = mule)
 Rate of speciation (gradualism vs. punctuated equilibrium)
 Microevolution vs. macroevolution
 Complex structures are not necessarily better than more primitive structures
 Evolutionary trends (convergent evolution and analogous traits vs. parallel evolution vs. coevolution)
 Speciation in Real Time – article – be able to identify evidence of speciation in Central European
Blackcap and Finches
7. Lab: Evolution and Classification
 Introductory section is very important!
 Know order of Linnaeus’ classifications system: KPCOFGS
 Taxonomic classifications are a reflection of evolutionary history.
 Types of evidence can elucidate evolutionary relationships:
 Compare living species (watch for analogous structures and convergent evolution)
 compare fossils (con - fossil record is incomplete)
 compare molecular homologies (compare DNA and amino acid sequences)
 The greater the resemblances between two species (in terms of 1, 2, and 3 above), the more
recently they diverged from a common ancestor.
 For example: Humans are more closely related to chimpanzees as we share more than 99%
of the same DNA sequences. We share a more recent common ancestor with chimpanzees
than we do with any other species. Chimpanzees and humans diverged from each other
millions of years ago. We did not evolve from chimpanzees!
 Be able to read a phylogenetic tree (e.g. be able to identify the most recent common ancestor
of two species
 Lab: Classification and Evolution of Caminalcules
 Classification using Linnaeus’ classification system
 Phylogenetic tree illustrating Linnaeus’ taxonomy
 Phylogenetic tree using fossil record and time data
 Evolution and Classification Lab – Discussion Questions
 Topics Covered:
 rapid speciation (rapid diversification), gradualism, both together = punctuated
equilibrium
 extinction
 convergent evolution (Species X and Y both have ___, but their more recent common
ancestor, Z, did not.)
 vestigial structures