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2. Standardized Test Prep
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Standardized Test Prep

3. Chapter 15 Table of Contents Section 1 History of Evolutionary Thought
Theory of Evolution
Chapter 15
Table of Contents
Section 1 History of Evolutionary Thought
Section 2 Evidence of Evolution
Section 3 Evolution in Action

4. Chapter 15 Objectives Section 1 History of Evolutionary Thought
Define the biological process of evolution.
Summarize the history of scientific ideas about evolution.
Describe Charles Darwin’s contributions to scientific thinking about evolution.
Analyze the reasoning in Darwin’s theory of evolution by natural selection.
Relate the concepts of adaptation and fitness to the theory of natural selection.

5. Chapter 15 The Idea of Evolution
Section 1 History of Evolutionary Thought
Chapter 15
The Idea of Evolution
Evolution is the process of change in the inherited characteristics within populations over generations such that new types of organisms develop from preexisting types.

6. Evolutionary Relationships Between Whales and Hoofed Mammals
Section 1 History of Evolutionary Thought
Chapter 15
Evolutionary Relationships Between Whales and Hoofed Mammals

7. The Idea of Evolution, continued
Section 1 History of Evolutionary Thought
Chapter 15
The Idea of Evolution, continued
Ideas of Darwin’s Time
Scientific understanding of evolution began to develop in the 17th and 18th centuries as geologists and naturalists compared geologic processes and living and fossil organisms around the world.

8. The Idea of Evolution, continued
Section 1 History of Evolutionary Thought
Chapter 15
The Idea of Evolution, continued
Ideas about Geology
Among geologists, Cuvier promoted the idea of catastrophism, and Lyell promoted uniformitarianism.

9. The Idea of Evolution, continued
Section 1 History of Evolutionary Thought
Chapter 15
The Idea of Evolution, continued
Lamarck’s Ideas on Evolution
Among naturalists, Lamarck proposed the inheritance of acquired characteristics as a mechanism for evolution.

10. Lamarck’s Theory of Evolution
Section 1 History of Evolutionary Thought
Chapter 15
Lamarck’s Theory of Evolution

11. Chapter 15 Darwin’s Ideas Descent with Modification
Section 1 History of Evolutionary Thought
Chapter 15
Darwin’s Ideas
Descent with Modification
Darwin wrote On the Origin of Species, in which he argued that descent with modification occurs, that all species descended from common ancestors, and that natural selection is the mechanism for evolution.

12. Section 1 History of Evolutionary Thought
Chapter 15
Darwin’s Voyage

13. Darwin’s Ideas, continued
Section 1 History of Evolutionary Thought
Chapter 15
Darwin’s Ideas, continued
Natural Selection
Organisms in a population adapt to their environment as the proportion of individuals with genes for favorable traits increases.
Those individuals that pass on more genes are considered to have greater fitness.

14. Section 1 History of Evolutionary Thought
Chapter 15
Natural Selection

15. Section 1 History of Evolutionary Thought
Chapter 15
Adaptation

16. Chapter 15 Objectives Section 2 Evidence of Evolution
Relate several inferences about the history of life that are supported by evidence from fossils and rocks.
Explain how biogeography provides evidence that species evolve adaptations to their environments.
Explain how the anatomy and development of organisms provide evidence of shared ancestry.
Compare the use of biological molecules with other types of analysis of evolutionary relationships.
Describe the ongoing development of evolutionary theory.

17. Chapter 15 The Fossil Record
Section 2 Evidence of Evolution
Chapter 15
The Fossil Record
Evidence of evolution can be found by comparing several kinds of data, including the fossil record, biogeography, anatomy and development, and biological molecules.
Evolutionary theories are supported when several kinds of evidence support similar conclusions.

18. The Fossil Record, continued
Section 2 Evidence of Evolution
Chapter 15
The Fossil Record, continued
The Age of Fossils
Geologic evidence supports theories about the age and development of Earth.

19. The Fossil Record, continued
Section 2 Evidence of Evolution
Chapter 15
The Fossil Record, continued
The Distribution of Fossils
The fossil record shows that the types and distribution of organisms on Earth have changed over time.

20. The Fossil Record, continued
Section 2 Evidence of Evolution
Chapter 15
The Fossil Record, continued
Transitional Species
Fossils of transitional species show evidence of descent with modification.

21. Evidence of Whale Evolution
Section 2 Evidence of Evolution
Chapter 15
Evidence of Whale Evolution

22. Section 2 Evidence of Evolution
Chapter 15
Biogeography
Biogeography, the study of the locations of organisms around the world, provides evidence of descent with modification.

23. Anatomy and Physiology
Section 2 Evidence of Evolution
Chapter 15
Anatomy and Physiology
In organisms, analogous structures are similar in function but have different evolutionary origins.
Homologous structures have a common evolutionary origin.

24. Forelimbs of Vertebrates
Section 2 Evidence of Evolution
Chapter 15
Forelimbs of Vertebrates

25. Anatomy and Physiology, continued
Section 2 Evidence of Evolution
Chapter 15
Anatomy and Physiology, continued
A species with a vestigial structure probably shares ancestry with a species that has a functional form of the structure.

26. Section 2 Evidence of Evolution
Chapter 15
Vestigial Features

27. Anatomy and Physiology, continued
Section 2 Evidence of Evolution
Chapter 15
Anatomy and Physiology, continued
Related species show similarities in embryological development.

28. Similarities in Embryology
Section 2 Evidence of Evolution
Chapter 15
Similarities in Embryology

29. Chapter 15 Biological Molecules
Section 2 Evidence of Evolution
Chapter 15
Biological Molecules
Similarity in the subunit sequences of biological molecules such as RNA, DNA, and proteins indicates a common evolutionary history.

30. Hemoglobin Comparison
Section 2 Evidence of Evolution
Chapter 15
Hemoglobin Comparison

31. Chapter 15 Developing Theory
Section 2 Evidence of Evolution
Chapter 15
Developing Theory
Modern scientists integrate Darwin’s theory with other advances in biological knowledge.
Theories and hypotheses about evolution continue to be proposed and investigated.

32. Section 3 Evolution in Action
Chapter 15
Objectives
Describe how convergent evolution can result among different species.
Explain how divergent evolution can lead to species diversity.
Compare artificial selection and natural selection.
Explain how organisms can undergo coevolution.

33. Case Study: Caribbean Anole Lizards
Section 3 Evolution in Action
Chapter 15
Case Study: Caribbean Anole Lizards
Ongoing examples of evolution among living organisms can be observed, recorded, and tested.
In convergent evolution, organisms that are not closely related resemble each other because they have responded to similar environments.

34. Case Study: Caribbean Anole Lizards, continued
Section 3 Evolution in Action
Chapter 15
Case Study: Caribbean Anole Lizards, continued
Divergence and Radiation
In divergent evolution, related populations become less similar as they respond to different environments.
Adaptive radiation is the divergent evolution of a single group of organisms in a new environment.

35. Comparing Convergent and Divergent Evolution
Section 3 Evolution in Action
Chapter 15
Comparing Convergent and Divergent Evolution

36. Natural Selection of Anole Lizard Species
Section 3 Evolution in Action
Chapter 15
Natural Selection of Anole Lizard Species

37. Chapter 15 Artificial Selection
Section 3 Evolution in Action
Chapter 15
Artificial Selection
The great variety of dog breeds is an example of artificial selection.

38. Section 3 Evolution in Action
Chapter 15
Coevolution
The increasing occurrence of antibiotic resistance among bacteria is an example of coevolution in progress.

39. Chapter 15 Multiple Choice
Standardized Test Prep
Multiple Choice
1. What is the term for the idea that geologic processes occurring now on Earth are much the same as those that occurred long ago? A. catastrophism
B. uniformitarianism
C. adaptive radiation
D. convergent evolution

40. Multiple Choice, continued
Chapter 15
Standardized Test Prep
Multiple Choice, continued
1. What is the term for the idea that geologic processes occurring now on Earth are much the same as those that occurred long ago? A. catastrophism
B. uniformitarianism
C. adaptive radiation
D. convergent evolution

41. Multiple Choice, continued
Chapter 15
Standardized Test Prep
Multiple Choice, continued
2. What is the term for the biological process by which the kinds of organisms on Earth change over time?
F. evolution
G. superposition
H. biogeography
J. uniformitarianism

42. Multiple Choice, continued
Chapter 15
Standardized Test Prep
Multiple Choice, continued
2. What is the term for the biological process by which the kinds of organisms on Earth change over time?
F. evolution
G. superposition
H. biogeography
J. uniformitarianism

43. Multiple Choice, continued
Chapter 15
Standardized Test Prep
Multiple Choice, continued
3. When the internal structures of two species are very similar, what can be inferred about both species?
A. They share similar environments.
B. They evolved in similar environments.
C. They have similar external structures.
D. They evolved from a common ancestor.

44. Multiple Choice, continued
Chapter 15
Standardized Test Prep
Multiple Choice, continued
3. When the internal structures of two species are very similar, what can be inferred about both species?
A. They share similar environments.
B. They evolved in similar environments.
C. They have similar external structures.
D. They evolved from a common ancestor.

45. Multiple Choice, continued
Chapter 15
Standardized Test Prep
Multiple Choice, continued
The graph below shows the variation in average beak size in a group of finches in the Galápagos Islands over time. These finches eat mostly seeds. Use the graph to answer the question that follows.
4. Beak size in these finches is correlated to the size of seeds they can eat. What can be inferred from the graph?
F. In wet years, the finches that survive are mostly those that can eat larger seeds.
G. In dry years, the finches that survive are mostly those that can eat larger seeds.
H. In all years, the finches that survive are mostly those that can eat larger seeds.
J. In all years, the finches that survive are mostly those that can eat smaller seeds.

46. Multiple Choice, continued
Chapter 15
Standardized Test Prep
Multiple Choice, continued
The graph below shows the variation in average beak size in a group of finches in the Galápagos Islands over time. These finches eat mostly seeds. Use the graph to answer the question that follows.
4. Beak size in these finches is correlated to the size of seeds they can eat. What can be inferred from the graph?
F. In wet years, the finches that survive are mostly those that can eat larger seeds.
G. In dry years, the finches that survive are mostly those that can eat larger seeds.
H. In all years, the finches that survive are mostly those that can eat larger seeds.
J. In all years, the finches that survive are mostly those that can eat smaller seeds.

47. Multiple Choice, continued
Chapter 15
Standardized Test Prep
Multiple Choice, continued
5. vestigial : functional :: vacated :
A. used
B. visceral
C. broken
D. occupied

48. Multiple Choice, continued
Chapter 15
Standardized Test Prep
Multiple Choice, continued
5. vestigial : functional :: vacated :
A. used
B. visceral
C. broken
D. occupied

49. Multiple Choice, continued
Chapter 15
Standardized Test Prep
Multiple Choice, continued
The diagram below shows possible evolutionary relationships between some organisms. Use the diagram to answer the question that follows.
6. What does the diagram imply about warbler finches and armadillos?
F. They are unrelated.
G. They are equally related to glyptodonts.
H. They share a common ancestor.
J. They did not evolve from older forms of life.

50. Multiple Choice, continued
Chapter 15
Standardized Test Prep
Multiple Choice, continued
The diagram below shows possible evolutionary relationships between some organisms. Use the diagram to answer the question that follows.
6. What does the diagram imply about warbler finches and armadillos?
F. They are unrelated.
G. They are equally related to glyptodonts.
H. They share a common ancestor.
J. They did not evolve from older forms of life.

51. Chapter 15 Short Response Standardized Test Prep
The human body has a tailbone but no tail. It also has an organ called the appendix, which is attached to the intestines but does not serve a function in digestion.
How would an evolutionary biologist explain the presence of these structures in the human body?

52. Short Response, continued
Chapter 15
Standardized Test Prep
Short Response, continued
The human body has a tailbone but no tail. It also has an organ called the appendix, which is attached to the intestines but does not serve a function in digestion.
How would an evolutionary biologist explain the presence of these structures in the human body?
Answer:
The human tailbone and appendix are vestigial structures that have little or no function in human bodies, but that are very similar to structures with functional roles in other primate species.

53. Chapter 15 Extended Response
Standardized Test Prep
Extended Response
An example of an acquired characteristic is large leg muscles built up in an individual by frequent running. An example of an inherited characteristic is the maximum height to which an individual can grow.
Part A Explain the difference between inherited and acquired characteristics.
Part B Contrast two historical theories that
explained evolution, based on either acquired characteristics or inherited characteristics.

54. Extended Response, continued
Chapter 15
Standardized Test Prep
Extended Response, continued
Answer:
Part A An inherited characteristic is controlled by genes and can be passed on to offspring. An acquired trait is developed or acquired during an organism’s lifetime, and cannot be passed on to offspring.

55. Extended Response, continued
Chapter 15
Standardized Test Prep
Extended Response, continued
Answer:
Part B Both Darwin’s theory and Lamarck’s theory attempted to explain evolution in terms of individuals, their characteristics, and their environments. Both theories held that populations would evolve adaptations to their environments over time. Darwin’s theory was based on changes in the inherited characteristics of individuals in populations. In Darwin’s model, evolution could occur over generations. Lamarck’s theory was based on acquired characteristics in individuals that then would become inherited. In Lamarck’s model, evolution could occur within one lifetime. Darwin’s theory has gained wide scientific acceptance, whereas Lamarck’s theory has not.