1. Principles of Evolution
Chapter 14
Principles of Evolution

2. Yes. Mutations always encode for favorable traits.
If a mutation occurs in one member of a population, does that constitute evolution?
Yes. Any change in an individual always results in evolution of the entire population.
Yes. Mutations always encode for favorable traits.
No. Mutations always lead to death.
No. Evolution is a product of change in the population, not in the individual.
Question: 14-1
Answer: 4
Diff: Easy
Text Ref: Sections 14.1 & 14.3
Skill: Factual
Also relates to: Chapters 9, 10, 11, & 12
Notes:
This question will help students understand that evolution is the product of change in the population and not in the individual. That concept, if not explicitly pointed out, is hard for students to grasp. As it is put so eloquently in the textbook, “Notice that natural selection acts on individuals within a population. Selection’s influence on the fates of individuals eventually has consequences for the population as a whole. Over generations, the population changes as the percentage of individuals inheriting favorable traits increases. An individual cannot evolve, but a population can.”

3. Yes. Mutations always encode for favorable traits.
If a mutation occurs in one member of a population, does that constitute evolution?
Yes. Any change in an individual always results in evolution of the entire population.
Yes. Mutations always encode for favorable traits.
No. Mutations always lead to death.
No. Evolution is a product of change in the population, not in the individual.
Question: 14-1
Answer: 4
Diff: Easy
Text Ref: Sections 14.1 & 14.3
Skill: Factual
Also relates to: Chapters 9, 10, 11, & 12
Notes:
This question will help students understand that evolution is the product of change in the population and not in the individual. That concept, if not explicitly pointed out, is hard for students to grasp. As it is put so eloquently in the textbook, “Notice that natural selection acts on individuals within a population. Selection’s influence on the fates of individuals eventually has consequences for the population as a whole. Over generations, the population changes as the percentage of individuals inheriting favorable traits increases. An individual cannot evolve, but a population can.”

4. Bred them to see whether they could produce fertile offspring.
How would Darwin have determined whether the Patagonian hare from Ecuador and lop-eared rabbits from England were the same species? He would have:
Looked at both types. If they look alike as adults, then they are the same species.
Compared their behaviors to see whether they are the same in different environments.
Bred them to see whether they could produce fertile offspring.
Seen whether they occupy the same niche within different environments.
Question: 14-2
Answer: 3
Diff: Moderate
Text Ref: Section 14.2
Skill: Conceptual
Notes:
This question aims at getting students to understand the meaning of the term “species.” It also should get them thinking that similar animals exist in different parts of the world and are specifically adapted to their environments.

5. Bred them to see whether they could produce fertile offspring.
How would Darwin have determined whether the Patagonian hare from Ecuador and lop-eared rabbits from England were the same species? He would have:
Looked at both types. If they look alike as adults, then they are the same species.
Compared their behaviors to see whether they are the same in different environments.
Bred them to see whether they could produce fertile offspring.
Seen whether they occupy the same niche within different environments.
Question: 14-2
Answer: 3
Diff: Moderate
Text Ref: Section 14.2
Skill: Conceptual
Notes:
This question aims at getting students to understand the meaning of the term “species.” It also should get them thinking that similar animals exist in different parts of the world and are specifically adapted to their environments.

6. In the figure, fossils of the most recently evolved species would be located in which rock layers?
Uppermost layers
Middle layers
Lowermost layers
Earth’s core
Question: 14-3
Answer: 1
Diff: Easy
Text Ref: Section 14.1
Skill: Factual
Notes:
This question emphasizes the strong support that the fossil record provides for the process of evolution.
Figure 14-4

7. In the figure, fossils of the most recently evolved species would be located in which rock layers?
Uppermost layers
Middle layers
Lowermost layers
Earth’s core
Question: 14-3
Answer: 1
Diff: Easy
Text Ref: Section 14.1
Skill: Factual
Notes:
This question emphasizes the strong support that the fossil record provides for the process of evolution.
Figure 14-4

8. A major trend in evolution is that _________ forms give rise to ___________ ones.
Larger; smaller
Smaller; larger
Simple; more complex
More complex; simple
Question: 14-4
Answer: 3
Diff: Moderate
Text Ref: Section 14.1
Skill: Conceptual
Notes:
Although this seems to be an obvious concept, it should be emphasized, because students will see this trend as they study the diversity of organisms and systems in other Units. Students should understand that evolution occurs as species change over time and become better adapted to their environment.
Many students think that evolution always leads to larger size. That is not always true, as illustrated by the glyptodonts, which are distant relatives of the armadillos, weighed more than 1,000 kg. and were the size of a car.

9. A major trend in evolution is that _________ forms give rise to ___________ ones.
Larger; smaller
Smaller; larger
Simple; more complex
More complex; simple
Question: 14-4
Answer: 3
Diff: Moderate
Text Ref: Section 14.1
Skill: Conceptual
Notes:
Although this seems to be an obvious concept, it should be emphasized, because students will see this trend as they study the diversity of organisms and systems in other Units. Students should understand that evolution occurs as species change over time and become better adapted to their environment.
Many students think that evolution always leads to larger size. That is not always true, as illustrated by the glyptodonts, which are distant relatives of the armadillos, weighed more than 1,000 kg. and were the size of a car.

10. What is the difference between a theory and a hypothesis?
A theory is widely supported by scientific evidence; a hypothesis is an educated guess that can be disproved.
A hypothesis cannot be disproved; a theory is an educated guess.
A theory is true; a hypothesis is false.
A hypothesis is true; a theory is false.
Question: 14-5
Answer: 1
Diff: Moderate
Text Ref: Section 14.3
Skill: Factual
Also relates to: Chapter 1
Notes:
Use this question if you want to emphasize the distinction between a theory and a hypothesis with regard to evolution.

11. What is the difference between a theory and a hypothesis?
A theory is widely supported by scientific evidence; a hypothesis is an educated guess that can be disproved.
A hypothesis cannot be disproved; a theory is an educated guess.
A theory is true; a hypothesis is false.
A hypothesis is true; a theory is false.
Question: 14-5
Answer: 1
Diff: Moderate
Text Ref: Section 14.3
Skill: Factual
Also relates to: Chapter 1
Notes:
Use this question if you want to emphasize the distinction between a theory and a hypothesis with regard to evolution.

12. Homologous structures. Vestigial structures. Analogous structures.
In the figure, the forelimbs of the bird, seal, and human are referred to as:
Homologous structures.
Vestigial structures.
Analogous structures.
Convergent structures.
Question: 14-6
Answer: 1
Diff: Moderate
Text Ref: Section 14.3
Skill: Application
Also relates to Chapter 9
Notes:
It is good for students to see that the structures of evolutionarily related animals are similar. Remind students that the use of the term “homologous” to describe structures infers similarities. Remind them also about homologous chromosomes (covered in Chapter 9).
Figure 14-8

13. Homologous structures. Vestigial structures. Analogous structures.
In the figure, the forelimbs of the bird, seal, and human are referred to as:
Homologous structures.
Vestigial structures.
Analogous structures.
Convergent structures.
Question: 14-6
Answer: 1
Diff: Moderate
Text Ref: Section 14.3
Skill: Application
Also relates to Chapter 9
Notes:
It is good for students to see that the structures of evolutionarily related animals are similar. Remind students that the use of the term “homologous” to describe structures infers similarities. Remind them also about homologous chromosomes (covered in Chapter 9).
Figure 14-8

14. Convergent; different Divergent; different
Homologous structures, like those of the bird, seal, and human, exhibit __________ evolution, meaning that these animals evolved from a ____________ ancestor.
Convergent; common
Divergent; common
Convergent; different
Divergent; different
Question: 14-7
Answer: 2
Diff: Moderate
Text Ref: Section 14.3
Skill: Application
Notes:
Many students confuse the concepts of convergent and divergent evolution and get the terms backward. It takes a question such as this to help students understand that organisms with homologous structures show divergent evolution as each evolves, becoming better adapted to its respective environment.

15. Convergent; different Divergent; different
Homologous structures, like those of the bird, seal, and human, exhibit __________ evolution, meaning that these animals evolved from a ____________ ancestor.
Convergent; common
Divergent; common
Convergent; different
Divergent; different
Question: 14-7
Answer: 2
Diff: Moderate
Text Ref: Section 14.3
Skill: Application
Notes:
Many students confuse the concepts of convergent and divergent evolution and get the terms backward. It takes a question such as this to help students understand that organisms with homologous structures show divergent evolution as each evolves, becoming better adapted to its respective environment.

16. Homologous; convergent Homologous; divergent Analogous; convergent
The wings of insects and birds are ________ structures and exhibit _________ evolution.
Homologous; convergent
Homologous; divergent
Analogous; convergent
Analogous; divergent
Question: 14-8
Answer: 3
Diff: Hard
Text Ref: Section 14.3
Skill: Application
Notes:
Students need practice applying these anatomical terms, and this question will also help students understand where divergent and convergent evolution apply.

17. Homologous; convergent Homologous; divergent Analogous; convergent
The wings of insects and birds are ________ structures and exhibit _________ evolution.
Homologous; convergent
Homologous; divergent
Analogous; convergent
Analogous; divergent
Question: 14-8
Answer: 3
Diff: Hard
Text Ref: Section 14.3
Skill: Application
Notes:
Students need practice applying these anatomical terms, and this question will also help students understand where divergent and convergent evolution apply.

18. Which postulate about evolution is FALSE?
Populations exhibit variation.
Variations are due to traits inherited by offspring from parents.
Every individual in a population reproduces.
The best-suited individuals can have the most offspring.
Question: 14-9
Answer: 3
Diff: Moderate
Text Ref: Section 14.2
Skill: Factual
Notes:
The postulates can be difficult for students to remember and understand. This question gets students to analyze each postulate to see which one does not belong. It is a good question to have students work on in small groups before polling.

19. Which postulate about evolution is FALSE?
Populations exhibit variation.
Variations are due to traits inherited by offspring from parents.
Every individual in a population reproduces.
The best-suited individuals can have the most offspring.
Question: 14-9
Answer: 3
Diff: Moderate
Text Ref: Section 14.2
Skill: Factual
Notes:
The postulates can be difficult for students to remember and understand. This question gets students to analyze each postulate to see which one does not belong. It is a good question to have students work on in small groups before polling.

20. Brightly colored male peacocks and drably colored females show that:
The females have to be well protected by the males.
The same agent of natural selection works on both sexes.
Different agents of natural selection work on the two sexes.
Natural selection has influenced only the males, not the females.
Question: 14-10
Answer: 3
Diff: Hard
Text Ref: Section 14.4
Skill: Application
Notes:
In Chapter 15, students will learn about the different modes of natural selection. This question serves as an introduction to the concept of natural selection.

21. Brightly colored male peacocks and drably colored females show that:
The females have to be well protected by the males.
The same agent of natural selection works on both sexes.
Different agents of natural selection work on the two sexes.
Natural selection has influenced only the males, not the females.
Question: 14-10
Answer: 3
Diff: Hard
Text Ref: Section 14.4
Skill: Application
Notes:
In Chapter 15, students will learn about the different modes of natural selection. This question serves as an introduction to the concept of natural selection.

22. Within a population, the different colors and patterns of eyes are:
Produced in anticipation of environmental forces.
The results of chance mutations.
Reflections of the colors in the environment.
Created by the environmental effects on the phenotype.
Question: 14-11
Answer: 2
Diff: Moderate
Text Ref: Section 14.4
Skill: Conceptual
Also relates to: Chapter 10 & 15
Notes:
This question foreshadows Chapter 15. It will get students thinking about the role of mutation in evolution. This concept is often difficult for students to understand and will need extra attention.

23. Within a population, the different colors and patterns of eyes are:
Produced in anticipation of environmental forces.
The results of chance mutations.
Reflections of the colors in the environment.
Created by the environmental effects on the phenotype.
Question: 14-11
Answer: 2
Diff: Moderate
Text Ref: Section 14.4
Skill: Conceptual
Also relates to: Chapter 10 & 15
Notes:
This question foreshadows Chapter 15. It will get students thinking about the role of mutation in evolution. This concept is often difficult for students to understand and will need extra attention.

24. Which is NOT an example of artificial selection?
Golden retriever
House cat
Weeds in a garden
Insect-resistant tomatoes
Question: 14-12
Answer: 3
Diff: Moderate
Text Ref: Section 14.4
Skill: Conceptual
Also relates to: Chapter 15
Notes:
Only weeds in a garden are an example of natural selection. The other examples are a result of human intervention in the process of selecting desirable traits in different organisms. Weeds in a garden occur as a result of natural selection between the weeds and other plants.

25. Which is NOT an example of artificial selection?
Golden retriever
House cat
Weeds in a garden
Insect-resistant tomatoes
Question: 14-12
Answer: 3
Diff: Moderate
Text Ref: Section 14.4
Skill: Conceptual
Also relates to: Chapter 15
Notes:
Only weeds in a garden are an example of natural selection. The other examples are a result of human intervention in the process of selecting desirable traits in different organisms. Weeds in a garden occur as a result of natural selection between the weeds and other plants.