Download Study Guide for Exam I

BIL 107 – Introduction to Evolution
STUDY GUIDE FOR EXAM I
The first exam will cover material in Chapters 1-5. The following checklist should help you
focus on what’s most important, but don’t think of it as a substitute for reading the notes
and text! And, of course, you’ll always do much better if you come to class and have things
explained in person. Otherwise…caveat emptor (since you’re paying to be here!).
Common Misconceptions about Evolution
Know the meaning/definition of evolution, organic evolution. Be able to recognize an
example of organic evolution, which is NOT a change in a single individual, but rather a
change in a population over generations.
Understand the difference between theories about evolution vs. theories about the origin
of life. Know that evolution does not have a “goal” and be able to distinguish between
examples illustrating this type of misconception.
Know why organisms do not evolve things because they “need” them. Understand how
natural selection is the basis for much of evolution, though random processes also play a
role. The linked site (UC Berkeley Evolution 101) in Lecture #1 is very helpful, and you
should consider this part of your assigned reading (If you’re too eager to go to Lecture 1,
the link can be found here:
http://evolution.berkeley.edu/evosite/misconceps/index.shtml
Read all through the last page: “Misconception: “Evolution is itself ‘religious,’ so
requiring teachers to teach evolution violates the First Amendment.” These pages are quick
and easy to read, and are not to be memorized. Simply read and understand the message!
The Evolution of Evolutionary Thought
Know the meaning/significance of: biodiversity, “descent with modification”, taxonomy vs.
systematics. Systema naturae and who wrote it.
Know the order of the taxonomic hierarchy, from largest (most inclusive) to smallest (least
inclusive). (“Did King Philip come over from Germany stoned?”)
Know the proper way to write a scientific name: It consists of the genus (capitalized) and
the species epithet (lower case), and both words in italics.
Know the contributions to understanding the origin of life of: Francesco Redi, Anton van
Leewenhoek, Louis Pasteur, Harold Miller and Stanley Urey
Know the contributions to the understanding how life evolves of: Jean Baptiste Lamarck,
Georges Cuvier, Nicholas Steno, Thomas Malthus, James Hutton and Charles Lyell, Charles
Darwin.
Darwin’s Journey
In terms of Darwin’s life, travels and science, know the significance of: HMS Beagle,
Galapagos Islands, Alfred Wallace, “survival of the fittest” (does that really mean anything?
If so, what?) Know specifically what is meant by the term evolutionary fitness.
Understand the four basic tenets of Darwin’s theory of natural selection.
Know the meaning/significance of: species, population, scientific hypothesis, theory, law.
What the Rocks Tell Us
Know the meaning/significance of: fossil, sedimentary vs. igneous rock (which one
generally has the fossils in it? Why?), body fossils vs. trace fossils, gastrolith, coprolith,
mold, cast, altered vs. unaltered fossils.
What characteristics of an organism are conducive to fossilization? What environmental
conditions are conducive to fossilization?
Know the definition/meaning of: atom, molecule, electron, proton, neutron, organic vs.
inorganic molecules, isotope, radioactive decay, half-life,
Know the basic difference between relative dating and radiometric dating. (Don’t
memorize the specific techniques for radiometric dating, but know that fossils can be dated
by measuring the amounts of radioactive isotope and its stable decay product.) Which
technique allows a scientist to give an actual age, in years, to a fossil? Which radioactive
isotope is best for dating relatively recent fossils? (HINT: You’re made up mostly of this
one, and you stop taking up the radioactive form once you die.) Which one is best for
dating the very oldest fossils? (HINT: This is the one profiled in your textbook.)
Know the approximate ages of: the universe, the solar system, life on earth. On that
famous 24-hour clock, how long have we modern humans been here?
What Living Things Tell Us
Know the four basic lines of evidence for evolution.
Know what is meant by a homology, and why these are important bits of evidence for
evolution. Understand homology at the various levels (morphology, ontogeny, molecules).
What is the difference between a homology and analogy. Be able to tell the difference if I
were to describe examples you’ve never heard before (these won’t be tricky!).
How do scientists know how to tell if structures are homologous?
Know what is means by primitive vs. derived characters, and be able to recognize
examples you’ve never heard of before. (Meaning: concentrate on knowing what these
terms MEAN; don’t just memorize examples without knowing what the terms mean.)
Know the meaning of: atavistic, exaptation, vestigial, ontogeny, phylogeny, heterochrony,
paedomorphy.
The Tree of Life
Know what is meant by: phylogeny, taxonomy, systematics, phylogenetic tree, cladogram,
monophyletic group vs. polyphyletic group (which is the one we try to construct? Which do
we try to avoid?)
Be able to read a phylogenetic tree. Where are the hypothetical ancestors? Where are
the descendants, living and extinct?
Why is it more useful to use shared, derived characters than primitive ones to classify
organisms into smaller, more specific groups?