Name: ______________________________________ Date: _______________ Hour: _____

Evolution Test Review Guide

Directions: Use your notes, labs and any handouts to answer each of the following questions. If data is provided, then use the data to answer the question. All answers must be written in one or more complete sentences unless you are asked to graph, list, a question indicates a 1-word answer, or do math.

In this population the male salmon will fight for access to certain water territories so they can reproduce with the females. Females are left alone as they are needed to produce offspring.

Table 1: Phenotype and Allele Frequency of Male Salmon

Generation

Frequency of phenotype of fish Frequency of surviving alleles

Large Male (AA)

Small Male (Aa)

Small Female Looking

Male (aa)

A a

1 0.25 0.50 0.25 0.50 0.5010 0.63 0.01 0.36 0.80 0.30

1. Graph the data on the axes below.a. Make a LINE GRAPH of the phenotype frequencies for generation 1 & generation 10. (6pts)

a. Summarize the graph by answering the following questions: (3pts)a) What is the selection pattern seen with the phenotype frequency (direction, stabilizing, or

disruptive)? _________________________b) What is the selection pressure on the fish? (i.e., what agent is affecting the organism’s

ability to survive?) __________________________c) Explain how the graph illustrates that an organism with a heritable advantage will be more

prevalent in the environment than one that doesn’t have that trait.

1.0

.9

.8

.7

.6

.5

.4

.3

.2

.1

0

Frequency of Phenotype

Large Male Small Male Male that looks female

Key:

Name: ______________________________________ Date: _______________ Hour: _____

p2 + 2pq + q2 = 1 and p + q = 1

2. A population of Teddy Grahams has an allele frequency of 0.98 for the dominant allele (sad bear, arms down). What are all allele and genotype frequencies for the population? Show your work in the space below. (5pts)

p = ____________________q = ____________________p2 = ___________________2pq = __________________q2 = ___________________

3. If there are 10,000 Teddy Grahams in the population, then how many Teddy Grahams have each genotype? Please show all work below. (3pts)

# of p2 (arms down) = _______________# of 2pq (arms down) = _______________# of q2 (arms up) = _________________

4. In the Teddy Graham and Strawfish labs, which Hardy-Weinberg condition(s) was/were violated? What evidence do we have that evolution occurred? (2pts)

Name: ______________________________________ Date: _______________ Hour: _____

5. Draw a cladogram using the following data, and then answer the questions below using your cladogram.

The number of amino acid differences in cytochrome c among various organisms

Organism Human Chimpanzee Rhesus Monkey Lemur Cow

Human 0 2 14 18 26Chimpanzee 0 12 15 24

Rhesus Monkey 0 4 12Lemur 0 8Cow 0

Cladogram (2pts)

a. Which 2 organisms in the cladogram are the most closely related? Explain why using the numbers from the data table above. (2pts)

b. Which 2 organisms are the least closely related? Explain why using the numbers from the data table above. (2pts)

c. Where would a dog fit onto your cladogram? _____________________________ (1pt)a. You haven’t been given any cytochrome c information for the dog. Explain why you answered

the way that you did. (1pt)

Name: ______________________________________ Date: _______________ Hour: _____

Table 1: Year 1 of Study of 3 Lakes in Africa and the Number of 4 Fish Species

Environmental Condition(s) Number of individuals in each fish speciesSpecies 1 Species 2 Species 3 Species 4

Lake 1: Deep, algae at surface only, many larger predator fish (day and night), unpolluted 900 200 0 0

Lake 2: Shallow, algae throughout, few predator fish (but only during day), unpolluted 0 400 700 0

Lake 3: Medium depth, algae in ½ lake, some predator fish (but only at night), unpolluted 100 900 100 0

Table 2: Year 500 of Study of 3 Lakes in Africa and the Number of 4 Fish Species

Environmental Condition(s) Number of individuals in each fish speciesSpecies 1 Species 2 Species 3 Species 4

Lake 1: Deep, algae at surface only, many larger predator fish (day and night), unpolluted 900 200 0 0

Lake 2: Shallow, algae from medium depth to bottom, few predator fish (but only during day), some

pollution0 150 500 0

Lake 3: Medium depth, algae in ½ lake, some predator fish (but only at night), very polluted 0 0 150 300

6. Which species of fish prefers the deepest water? _________________ (1pt)a. Use the numbers from the table to explain your answer. (1pt)

b. What environmental condition(s) lead to the emergence of species 4 during the 500 years of the study? (1pt)

c. What happened to species 1 in lake 3 during the 500 years of the study? (1pt)

d. Explain why this might have occurred. (1pt)

e. Based on the data in table 1, what do you think the primary selection pressure for species 2 is? __________________________ (1pt)

f. Use the numbers from the table to explain your answer. (1pt)

Name: ______________________________________ Date: _______________ Hour: _____

7. Above you will see two species of spotted owls. Use the image to answer the following questions.

a. Based on the map above, what type of prezygotic isolating mechanism are these owls most likely experiencing?

b. There are three different types of speciation that we have talked about. What type of speciation is this and how do you know (allopatric, parapatric, sympatric)?

c. The owl wing and the butterfly wing are both used for flight but have a different structure. What type of structure would this represent?

d. Based off of your answer to the question above, would you say butterflies and owls share a common ancestor? Explain how you know.

Name: ______________________________________ Date: _______________ Hour: _____

8. Think back to “The Origin of Humans” video we watched in class.

a. List the three traits that are unique to humans. Discuss which trait evolved first.

b. What evidence is there for our early ancestors being bipedal?

9. In Indonesia, a typhoon destroyed a large majority of the population on a small island. The few individuals that survived went on to repopulate the island; however, much of the genetic variation had been lost and genetic abnormalities became prevalent. Which of the following phenomena describes this scenario?

A. The founder effectB. The bottleneck effectC. The gene flow effectD. The punctuated equilibrium effect

10. In the Strawfish Revisited lab, the blue and yellow fish populations were separated on each side of the pond due to a predator in the middle. Assume that over time the yellow fish evolved a defensive sword (like swordfish) to fight back against the predators. The yellow fish killed off all their predators, which now allowed the blue fish to freely swim across the pond. When the blue and yellow fish tried mating, the yellow fish’s sword prevented successful mating. This is an example of

A. Ecological isolation.B. Temporal isolation.C. Behavioral isolation.D. Mechanical isolation.

11. Which of the following is an example of a postzygotic isolating mechanism?A. A population of white rhinos is hunted nearly to extinction.B. A subpopulation of blue footed boobies gives a mating dance that is not acknowledged by another part

of the population. C. A tiger and a lion reproduce to form a sterile liger.D. A subpopulation of fruit flies is unable to mate with their larger counterparts due to differences in size.

12. Which of the following is an example of genetic drift?A. A small population of mice with equal proportions of black and white fur gradually shifts to

predominately black fur over several generations.B. Two cicadas will only be able to share genetic data once every 221 years.C. Cheetahs skin can be grafted from one organism to another because they are so genetically similar.D. 200 Amish coming over from Europe and growing to a population of 250,000 by only mating with

other Amish, resulting in large amounts of inbreeding.