Evolution and Biodiversity Test Review
(Chapters 4, 5-except 5.3, and 9)
Chapter 4: Evolution and Biodiversity

Know the major branches in “tree of life”: Bacteria, Archaea, Eukarya. Know which ones are
Prokaryotes and which one is Eukaryotes.

Be able to define species. Know that a scientific name is “Genus species”.

Be able to define evolution. 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.

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 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.

Be able to explain and identify types of natural selection: directional, stabilizing, diversifying.

Be able to define convergence/ convergent evolution.

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 why species go extinct, and what an adaptive radiation is.

Be able to explain 4 misconceptions about evolution.

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, foundation species.
Chapter 5 (Except 5.3): Species Interactions

Be able to define predation and interspecific competition, including interference vs. exploitation
competition. Be able to explain the Competitive Exclusion Principle.

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 trends in succession (i.e. trends in plant size, diversity, NPP)

Know the terms climax (mature) community, pioneer species, and disturbance, and how they relate to
succession.

Be able to explain the factors that affect the stability of an ecosystem: inertia/persistence and resilience.
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; requiring large unfragmented habitat; and potential biomagnification
of any toxin.

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.

Be able to explain what a biodiversity hotspot is, and which areas tend to become hotspots. Understand
issues with trying to preserve species on a global scale.