Name:
Hour:
Toepfer
Biology
Chapter 2: Evolution Change Across Time Review
In addition to completing this review sheet you should read over all of your notes, reading guides,
quizzes, and labs/activities from class during this chapter.
Learning Target 1: Students will understand how hominids, like Lucy and Ardi, bridge the
gap between modern humans and early nonhuman primates.
1. What particular trait classifies hominids?
2. Compare and contrast Lucy and Ardi using evidence from the video clips we watched. Come up
with 3 comparisons and 3 contrasts.
3. Explain how Lucy and Ardi bridge the gap between modern humans and early nonhuman
primates.
4. Which fossil is better at bridging the gap between modern humans and early nonhuman
primates, Lucy or Ardi? Explain.
Learning Target 2: Students will understand that billions of years were required for the
evolutionary process to produce the great diversity of life on earth.
5. Describe the purpose of creating a timeline.
6. Explain what you learned from the timeline we created on the ceiling.
7. Describe the patterns you saw between biological and geological events.
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Learning Target 3: Students will understand the evidence that scientists use to support
biological change over time. (Your “Evidence for Change Across Time” Chart will be very helpful
for this section)
*****GO BACK TO YOUR EVIDENCE FOR CHANGE ACROSS TIME CHEAT SHEET CHART THAT YOU
FILLED OUT!!!! STUDY THIS and/or FINISH FILLING IT OUT!!!!****
8. Describe what a paleontologist studies, the evidence they use, and how that provides evidence
for evolution (be sure to discuss fossils, indirect, direct, stratigraphy, half-life and
radioactive dating).
9. Explain what an evolutionary biologist studies, the evidence they use, and how that provides
evidence for evolution (be sure to discuss homologous forelimbs and vestigial structures).
10. Describe what a developmental biologist studies, the evidence they use, and how that
provides evidence for evolution (be sure to discuss embryos and DNA).
11. Explain what a physical anthropologist studies, the evidence they use, and how that provides
evidence for evolution (Be sure to discuss mystery bones/skulls).
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12. Define the following and give an example:
a. Vestigial organ:
b. Homologous structure:
c. Analogous structure:
13. Define half-life and be able to calculate half-life when given an example.
Learning Target 4: Students will understand the mechanisms involved in biological change
over time (evolution).
14. What was Lamark’s contribution to the theory of evolution? Where did he make a mistake?
15. What is an acquired trait? Give an example.
16. Explain the Theory of Descent with Modification. Who proposed this theory?
17. Define natural selection. Who proposed this theory?
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18. Does an individual change over time, or does a population? Explain your answer.
19. Describe a real life example of natural selection and evolution in action (peppered moth,
bacteria, viruses, gallapagos finches, fish from BrainPop, etc.)
20. What are the 4 mechanisms of natural Selection? Give an example of each.
a.
C_______________________________:
b.
A_______________________________:
c.
F____________________________:
d.
V____________________________:
21. Describe how natural selection supports the theory of evolution.
22. List, describe, and give an example of the 3 types of natural selection.
a.
b.
c.
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23. List, describe, and give an example of the 3 patterns of evolution.
a.
b.
c.
Learning Target 5: Students will understand the impact that humans have on biological
evolution.
24. Describe the role that humans play in the evolution of bacteria, viruses and other living
organisms and how that evolution impacts humans.
25. Why can someone get sick with the flu even though they have gotten the flu vaccine? How does
this fit in with the ideas of natural selection and evolution?
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