Download Supplemental File S5. Coevolution or not

Coevolution or not? Crossbills, Squirrels, and Pinecones
S5 Summative Assessment Questions
Anne-Marie Hoskinson, Laura Conner, Susan Hester, Mary Beth Leigh, Andrew P. Martin, Tom Powers
There are many possible choices for quiz and exam questions. We have included samples of
multiple-choice and short-answer questions that instructors can adapt using their own
examples and formats.
Sample multiple-choice exam questions
What is the difference between evolution and coevolution?
a. they are not different
b. coevolution is the only way more than one species can evolve
c. coevolution results when two or more species interact
d. evolution does not occur when species do not interact
Correct: C
Which of the following describes a coevolutionary relationship?
a. The gazelle population of the savannah has evolved quick speed because faster
gazelles have escaped predation and bred more than slower gazelles.
b. Squirrels in areas with pinecones have evolved stronger jaws than squirrels in
areas without pinecones.
c. Both finches and parrots are selected for deeper, stronger beaks in years when only
large, hard seeds are available.
d. All of the above describe coevolutionary relationships.
e. None of the above, on its own, describes a coevolutionary relationship.
Correct: E
Sample short-answer questions:
What are the conditions for coevolution to occur? Give an example.
How could coevolution result from selection in a predator-prey interaction? Give an
example.
Explain why a single wolf chasing a single moose could not result in coevolution between
them.
Sample data-analysis questions
Questions 1-5 below refer to the following figure.
Parasites infect many species of snails. Snails from two distant lake populations (Lake Mary
and Lake Alex) were experimentally exposed to parasites from Lake Mary. The infection
rates for the two different snail populations were then measured. These data are presented
in the figure below.
(after Lively, C. M. 1989)
Data analysis multiple-choice questions:
1. Which of the following is/are supported by the data shown in the graph? (Choose
all that apply.)
(a) Lake Mary parasites are adapted to infect Lake Mary snails.
(b) Lake Mary parasites are adapted to infect Lake Alex snails.
(c) Lake Mary snails are adapted to resist infection by Lake Mary parasites, because
snails will naturally evolve to resist infection by their local parasites.
(d) Lake Alex snails are adapted to resist infection by Lake Mary parasites.
(e) Neither Lake Alex nor Lake Mary snails are adapted to resist infection by Lake Mary
parasites.
Correct: A. As written, and as aligned with our objectives of data interpretation
and argumentation, D is not “correct” because there is no evidence given in the
graph to indicate any kind of resistance conferred to the Lake Alex snails.
2. Which of the following is/are supported by the data shown in the graph? (Choose
all that apply.)
(a) Lake Mary snails and Lake Mary parasites are definitely coevolving.
(b) Lake Alex snails and Lake Mary parasites are definitely coevolving.
(c) Lake Mary snails and Lake Mary parasites are definitely NOT coevolving.
(d) Lake Mary snails and Lake Alex parasites MAY be coevolving (additional data are
needed).
(e) Lake Mary snails and Lake Mary parasites MAY be coevolving (additional data are
needed).
Correct: E
Data analysis and explanation short-answer questions
3. Describe the evolutionary relationship illustrated by the data presented in the
graph.
4. Describe additional data that would support a coevolutionary relationship between
one of the snail populations and the parasite population. Include a sketch of what a
graph of these data would look like.
5. Why are additional data needed before you can conclude that there is a
coevolutionary relationship between one of the snail populations and the parasite
population?
Evaluation criteria:
We use the same criteria to evaluate our students’ responses to these kinds of
questions as those we emphasized during the class period. That is, we look for
correct figure interpretation (whether the axes are identified, whether the data
summary accurately describes the data) and students’ construction of scientific
argument: a valid claim (i.e. about data they’d collect) and evidence that
supports the claim. Conceptually, student responses should indicate
comprehension and mastery of the two criteria for coevolution (co-location and
reciprocal effect on other species’ trait) and no naïve conceptions or
misconceptions, as described in the manuscript.