1. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Theory of Evolution Chapter 15 Table of Contents Section 1 History of Evolutionary Thought Section 2 Evidence of Evolution Section 3 Evolution in Action

2. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Chapter 15 Objectives 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. Section 1 History of Evolutionary Thought

3. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 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. Section 1 History of Evolutionary Thought

4. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Chapter 15 Section 1 History of Evolutionary Thought Evolutionary Relationships Between Whales and Hoofed Mammals

5. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 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. Section 1 History of Evolutionary Thought

6. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 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. –Characteristics acquired over an organisms lifetime were passed on. Section 1 History of Evolutionary Thought

7. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 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. Section 1 History of Evolutionary Thought

8. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Chapter 15 Darwin’s Voyage Section 1 History of Evolutionary Thought

9. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 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. Allelic frequency changes. –Those individuals that pass on more genes are considered to have greater fitness. Section 1 History of Evolutionary Thought

10. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Chapter 15 Natural Selection Section 1 History of Evolutionary Thought

11. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Chapter 15 Adaptation Section 1 History of Evolutionary Thought Darwin’s Finches

12. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Chapter 15 Objectives 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. Section 2 Evidence of Evolution

13. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 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. Section 2 Evidence of Evolution

14. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Chapter 15 The Fossil Record, continued The Age of Fossils –Geologic evidence supports theories about the age and development of Earth. Section 2 Evidence of Evolution

15. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 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. Section 2 Evidence of Evolution

16. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Chapter 15 The Fossil Record, continued Transitional Species –Fossils of transitional species show evidence of descent with modification. Section 2 Evidence of Evolution

17. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Evidence of Whale Evolution Section 2 Evidence of Evolution Chapter 15

18. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Chapter 15 Biogeography Biogeography, the study of the locations of organisms around the world, provides evidence of descent with modification. Section 2 Evidence of Evolution

19. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Chapter 15 Anatomy and Physiology In organisms, analogous structures are similar in function but have different evolutionary origins. –Analogous traits are similar because they are used similarily but were developed separately and do not have a common evolutionary origin (like an insect wing and a bat wing). Homologous structures have a common evolutionary origin. Section 2 Evidence of Evolution

20. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Chapter 15 Forelimbs of Vertebrates- Section 2 Evidence of Evolution Homologous structures have a common evolutionary origin.

21. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu homologous

22. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 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. Section 2 Evidence of Evolution

23. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Chapter 15 Vestigial Features Section 2 Evidence of Evolution

24. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Chapter 15 Anatomy and Physiology, continued Related species show similarities in embryological development. Section 2 Evidence of Evolution

25. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Similarities in Embryology

26. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Chapter 15 Biological Molecules Similarity in the subunit sequences of biological molecules such as RNA, DNA, and proteins indicates a common evolutionary history. Section 2 Evidence of Evolution

27. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Chapter 15 Section 2 Evidence of Evolution Hemoglobin Comparison

28. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Differences in hemoglobin polypeptide

29. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 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. Section 2 Evidence of Evolution

30. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 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. Section 3 Evolution in Action

31. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 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. Section 3 Evolution in Action

32. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Chapter 15 Comparing Convergent and Divergent Evolution Section 3 Evolution in Action Convergent Evolution

33. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Convergent Evolution

34. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 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. Section 3 Evolution in Action

35. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Chapter 15 Natural Selection of Anole Lizard Species Section 3 Evolution in Action

36. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Divergent Evolution- Descent with Modification of a species

37. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Chapter 15 Artificial Selection The great variety of dog breeds is an example of artificial selection. Section 3 Evolution in Action

38. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Chapter 15 Coevolution The increasing occurrence of antibiotic resistance among bacteria is an example of coevolution in progress. – “the change of a biological object triggered by the change of a related object” Section 3 Evolution in Action

39. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Coevolution Some Central American Acacia species have hollow thorns and pores at the bases of their leaves that secrete nectar. These hollow thorns are the exclusive nest-site of some species of ant that drink the nectar. But the ants are not just taking advantage of the plant—they also defend their acacia plant against herbivores

40. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 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 Standardized Test Prep Chapter 15

41. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 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 Standardized Test Prep Chapter 15

42. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 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 Standardized Test Prep Chapter 15

43. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 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 Standardized Test Prep Chapter 15

44. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 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. Standardized Test Prep Chapter 15

45. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 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. Standardized Test Prep Chapter 15

46. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Multiple Choice, continued 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. Chapter 15 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. Standardized Test Prep

47. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Multiple Choice, continued 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. Chapter 15 Standardized Test Prep 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.

48. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Multiple Choice, continued 5. vestigial : functional :: vacated : A. used B. visceral C. broken D. occupied Chapter 15 Standardized Test Prep

49. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Multiple Choice, continued 5. vestigial : functional :: vacated : A. used B. visceral C. broken D. occupied Chapter 15 Standardized Test Prep

50. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Multiple Choice, continued 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. Chapter 15 The diagram below shows possible evolutionary relationships between some organisms. Use the diagram to answer the question that follows. Standardized Test Prep

51. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Multiple Choice, continued 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. Chapter 15 Standardized Test Prep The diagram below shows possible evolutionary relationships between some organisms. Use the diagram to answer the question that follows.

52. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Short Response 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? Chapter 15 Standardized Test Prep

53. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 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. Chapter 15 Standardized Test Prep

54. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 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. Chapter 15 Standardized Test Prep

55. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 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. Chapter 15 Standardized Test Prep

56. Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 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. Chapter 15 Standardized Test Prep