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Chapter Presentation
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Visual Concepts
Standardized Test Prep
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Chapter 15
Theory of Evolution
Table of Contents
Section 1 History of Evolutionary Thought
Section 2 Evidence of Evolution
Section 3 Evolution in Action
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Chapter 15
Section 1 History of Evolutionary
Thought
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.
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Chapter 15
Section 1 History of Evolutionary
Thought
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.
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Chapter 15
Section 1 History of Evolutionary
Thought
Evolutionary Relationships Between Whales
and Hoofed Mammals
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Chapter 15
Section 1 History of Evolutionary
Thought
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.
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Chapter 15
Section 1 History of Evolutionary
Thought
The Idea of Evolution, continued
• Ideas about Geology
– Among geologists, Cuvier promoted the idea of
catastrophism, and Lyell promoted
uniformitarianism.
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Chapter 15
Section 1 History of Evolutionary
Thought
The Idea of Evolution, continued
• Lamarck’s Ideas on Evolution
– Among naturalists, Lamarck proposed the
inheritance of acquired characteristics as a
mechanism for evolution.
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Chapter 15
Section 1 History of Evolutionary
Thought
Lamarck’s Theory of Evolution
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Chapter 15
Section 1 History of Evolutionary
Thought
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.
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Chapter 15
Section 1 History of Evolutionary
Thought
Darwin’s Voyage
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Chapter 15
Section 1 History of Evolutionary
Thought
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.
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Chapter 15
Section 1 History of Evolutionary
Thought
Natural Selection
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Chapter 15
Section 1 History of Evolutionary
Thought
Adaptation
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Chapter 15
Section 2 Evidence of Evolution
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.
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Chapter 15
Section 2 Evidence of Evolution
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.
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Chapter 15
Section 2 Evidence of Evolution
The Fossil Record, continued
• The Age of Fossils
– Geologic evidence supports theories about the
age and development of Earth.
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Chapter 15
Section 2 Evidence of Evolution
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.
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Chapter 15
Section 2 Evidence of Evolution
The Fossil Record, continued
• Transitional Species
– Fossils of transitional species show evidence of
descent with modification.
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Chapter 15
Section 2 Evidence of Evolution
Evidence of Whale
Evolution
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Chapter 15
Section 2 Evidence of Evolution
Biogeography
• Biogeography, the study of the locations of
organisms around the world, provides evidence of
descent with modification.
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Chapter 15
Section 2 Evidence of Evolution
Anatomy and Physiology
• In organisms, analogous structures are similar in
function but have different evolutionary origins.
• Homologous structures have a common
evolutionary origin.
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Chapter 15
Section 2 Evidence of Evolution
Forelimbs of
Vertebrates
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Chapter 15
Section 2 Evidence of Evolution
Anatomy and Physiology, continued
• A species with a vestigial structure probably shares
ancestry with a species that has a functional form of
the structure.
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Chapter 15
Section 2 Evidence of Evolution
Vestigial Features
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Chapter 15
Section 2 Evidence of Evolution
Anatomy and Physiology, continued
• Related species show similarities in embryological
development.
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Chapter 15
Section 2 Evidence of Evolution
Similarities in Embryology
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Chapter 15
Section 2 Evidence of Evolution
Biological Molecules
• Similarity in the subunit sequences of biological
molecules such as RNA, DNA, and proteins indicates
a common evolutionary history.
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Chapter 15
Section 2 Evidence of Evolution
Hemoglobin
Comparison
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Chapter 15
Section 2 Evidence of Evolution
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.
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Chapter 15
Section 3 Evolution in Action
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.
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Chapter 15
Section 3 Evolution in Action
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.
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Chapter 15
Section 3 Evolution in Action
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.
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Chapter 15
Section 3 Evolution in Action
Comparing Convergent and
Divergent Evolution
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Chapter 15
Section 3 Evolution in Action
Natural Selection of Anole Lizard Species
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Chapter 15
Section 3 Evolution in Action
Artificial Selection
• The great variety of dog breeds is an example of
artificial selection.
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Chapter 15
Section 3 Evolution in Action
Coevolution
• The increasing occurrence of antibiotic resistance
among bacteria is an example of coevolution in
progress.
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Chapter 15
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
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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
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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
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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
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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.
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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.
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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.
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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.
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Chapter 15
Standardized Test Prep
Multiple Choice, continued
5. vestigial : functional :: vacated :
A. used
B. visceral
C. broken
D. occupied
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Chapter 15
Standardized Test Prep
Multiple Choice, continued
5. vestigial : functional :: vacated :
A. used
B. visceral
C. broken
D. occupied
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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.
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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.
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Chapter 15
Standardized Test Prep
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?
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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.
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Chapter 15
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.
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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.
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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.
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