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Study Guide for Test
Name
Evolution
Vocabulary
Understand and be able to use all of these words. Give examples when applicable, place words in a sentence,
connect two or more terms to make a sentence, draw a diagram to make sense of the word or concept.
Adaptation
Antibiotic
Bacteria
Biological Event
Common Ancestor
Comparisons of DNA
Competition
Convergent Evolution
Developmental Biology
Dikika Baby (Selam)
Divergent Evolution
Diversity
Big Concepts
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Embryonic Stages
Eukaryote
Evidence
Evolution
Evolutionary Biology
Fossils
Function of DNA
Generation
Geological Event
Half-Life
HIV
Hominid
Homologous Structures
Inference
Lucy
Mutation
Natural Selection
Niche
Overproduction
Paleontology
Pangea
Pesticide
Physical Anthropology
Plate Tectonics
Population
Prokaryote
Radioactive Isotope
Radioactive Decay
Scientific Names
Scientific Theory
Speciation
Stratigraphy
Structure of DNA
Variation
Vestigial Structures
Zebrafish Development
Revisit these big ideas and concepts through discussion with others. Re-read notes and lectures. Address each big
concept either verbally or written. Suggestion: Use this as a “to do” list and write all that you can about each big
idea.
Scientific Theories – characteristics and examples
The difference between evidence and inference
Earth’s Geologic and Biological History – relationships between events (i.e., what impacted what, and list a few examples)
Methods of fossil formation and fossil age determination
Be able to calculate half life problems given some information about isotopes present in a sample
Evidence that supports the theory of evolution (living organisms showing common ancestry and change across time) from multiple
perspectives/branches of science (i.e., know the research/evidence and which types of scientists contributed them)
Charles Darwin – his life, his theory (the main points), etc.
Natural Selection – examples (Peppered Moth, antibiotic resistant bacteria, Lemurus hypotheticus, Rock Pocket Mouse, etc).
Be able to explain how natural selection affects individuals and how it acts on populations.
Be able to predict the effects of natural selection on a population based on environment information given in a prompt or question
Know the role environment plays in natural selection
Understand and be able to explain the difference between convergent and divergent evolution, and identify cases of each
Antibiotic, antiviral and pesticide resistance. (Know specific ways bacteria/HIV/pests can become resistant and what humans can do to
help reverse antibiotic resistance)
Be able to explain the molecular mechanisms behind pigment determination in the Rock Pocket Mouse
Be able to explain how evolution accounts for the diversity of life on Earth using specific terms (see vocab list above)
Be able to analyze phylogenetic trees and make inferences about relatedness between species
Go through review Jeopardy! And the study tasks in class (or at home, via the linked sources)
Complete the rest of this review packet!
If you have time, try to do 1-2 extra credit opportunities
Read each scenario. Decide whether it is a case of overproduction, competition, variation, or natural
selection. Some situations may involve one or more causes. For example, a situation may involve
overproduction and competition. Write your decision and explain your reasoning.
1. A mother sea turtle crawls onto shore and lays over one
hundred eggs. The eggs hatch and more than half don’t
survive.
5. A species of road runners nest in the hollowed out bases of
cactus plants. In one area of the desert, land developers have
bought the land and have removed most of the old cacti. Only
the road runners who are the best nest builders are able to
survive.
2. Some species of geckoes are different shades of green.
These differences help the species survive in different types of
habitats in the regions where they live.
3. Humans can range in height from Minnie Me to Shaq.
These differences are due to the different genes that have been
passed down from parents to offspring.
4. A species of lions is living in the African plains. Over the
past year, there has been very little rain, which has caused the
water holes to dry up. Consequently, the antelope and other
mammals of the region are dying due to lack of water. The
lions are experiencing a great shortage of food. Only the best
hunters are surviving.
6. Rainbow trout live in the rivers of Minnesota. The mother
fish deposit hundreds of eggs into the water at one time. The
rainbow trout that survive are well adapted to the cold
temperature of the river. However, a few of the offspring can
survive in water up to 20 degrees colder. During one
especially cold winter, most of the plants the trout feed on in
the river dies from the cold. This caused a food shortage for
the rainbow trout that managed to survive the colder than
normal water.
7. Explain what mutation is (what it may look like, where specifically it may occur – get more specific than its cellular location!).
8. Explain what may cause mutations to happen.
9. In what cells must mutation occur in order to pass mutations onto future generations?
10. A scientist is studying a species of gopher found in North America. Some of the areas where these gophers live and burrow have
hard packed soil. Other areas contain soil that is more lightly packed and loose, and still other areas contain both types of soil. The
animals that live in the area with hard packed soil have thick short claws. Those in the areas with more loosely packed soil have long
thin claws. There is wide variation in claw shape among animals living in areas where both types of soil exist. Which statement best
explains this distribution of gopher types?
a. Both the areas with hard packed soil and the areas with looser soil were colonized by animals from the mixed soil area. The
hard packed soil area happened to be colonized by animals that by chance had thicker claws, and those with thinner longer
claws happened to colonize the areas with less densely packed soil.
b. Each type of environment was probably colonized by gophers with variation in claw type, but over time each individual
changed its traits to ones needed to live best in each area so all the gophers in the hard packed soil had only the traits needed
to live there and, similarly, because the gophers in the loosely packed soil needed particular traits, they changed their traits to
suit that environment.
c. Animals with thick short claws are better able to burrow in dense soil, so in hard packed soil areas those animals with thicker
claws were better able to survive and reproduce. In areas with loose soil, animals that thin long claws better for moving larger
amounts of soil were the ones most likely to survive and produce offspring.
d. The animals in the hard packed soil areas needed to have claws adapted to hard soil, so a mutation arose to provide that trait.
The animals in the less dense soil areas also needed to adapt, so they had a mutation that made their claws suitable for soil in
their area.
11. A population of a particular shoreline plant has existed for a long period of time under conditions of stable temperature and sea
level. Years ago, these plants were tall with very long roots and thin leaves, traits adapted for windy conditions well above the high
tide line. Due to global climate change, a significant rise in sea level occurs and persists over multiple plant generations. A group of
scientists measures this same population of plants, and finds that they are now on average shorter with much thicker leaves and even
longer roots, traits adapted for being submerged at each high tide. Explain the change in the population.
a. The traits in the plant population randomly changed, and would have done so regardless of an increase in rainfall.
b. Due to the increased sea level, mutations occurred that led to some of the plants being shorter with thicker leaves, allowing
them to withstand submergence at high tide.
c. Each plant evolved to become shorter with thicker leaves in order to thrive in this wetter environment. They then passed
these traits on to their offspring.
d. Shorter plants with thicker leaves that already existed in the population were better able to thrive and generate offspring
under the new conditions.
12. Individuals in a large insect population display wide variation in the shape of their nectar-gathering mouthparts. A new food
source, with flowers of different shapes, replaces the previous one, and insects with shorter, thicker mouthparts are much more
efficient at gathering nectar from the new type of flower. Over multiple generations, what will likely happen to the variation of mouth
parts within the population of insects?
a. The variation in mouth parts will remain exactly the same, because variation occurs randomly.
b. Shorter, thicker mouth parts will become more prevalent in the insect population, although some variation will continue to
exist.
c. The change in food source will lead to the occurrence of more mutations that result in shorter, thicker mouth parts.
d. Because natural selection favors shorter, thicker mouth parts, all individuals will have short, thick mouth parts after multiple
generations.
13. Revisit the Half Life Problems (practice worksheet). In the space below, try to answer 2-3 problems you didn’t answer the first
time around. The key will be available online.
14. Revisit the M&Ms Lab. Given the same data and graph used for the last problems, how much time would you estimate it would
take if 42% of the sample has decayed? Show your work.
Explain what it means, at the atomic level, for Carbon 14 to decay. In your answer, explain what product is formed as a result.
Interpret the phylogenetic tree below and answer the questions provided.
15. Which 2 species are the most closely
related? Explain how you know.
16. Which 2 species are the most distantly
related? Explain how you know.
17. Which species is the oldest? Explain.
18. Use the image taken from our textbook to explain which two groups of primates would be considered the most closely
related. Explain why.
19. Darwin and Wallace both gathered a large number of observations and facts on which they based their theories. Which of the
following types of evidence was NOT part of the evidence they gathered?
a. fossil evidence
b. anatomical evidence
c. geographical distribution
d. genetic evidence
20. The diagrams below illustrate the bones in the forelimbs of four different organisms. Although these limbs all look different, they
share some common patterns. These common patterns suggest that
a. These organisms are members of the same species.
b. The organisms existed at about the same point in time.
c. These organisms share a common ancestor.
d. These organisms have exactly the same genes.
Revisit your Evidence for Change Across Time Project. Write down 2-3 major ideas learned from each branch of science in the space below.
Paleontology:
Physical Anthropology:
Evolutionary Biology:
Developmental Biology:
Crossword! 
Change in Living Organisms Across Time
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Down
1. The animal that Darwin studied in detail during his travels to
South America
2. One of Darwin's Six Main Points that discusses that living space
and food are limited, so offspring from each generation must
compete among themselves in order to live
3. An organism that was studied to model natural selection (2
words)
4. The study and comparison of structures in related organisms
8. Small differences within a population of organisms of the same
species
10. An organism's place or role in its environment
Across
3. The study of structures of humans over time
5. A vestigial structure that is theorized to have aided human
ancestors in digestion
6. One of the traits (variation) in the Musical Chair Lemur
population
7. A living organism (type of plant) that is used to show the idea of
a common ancestor for living things
9. An inherited trait that improves an organisms' chance of
survival and reproduction in a given environment
11. The scientist who is credited with the theory of natural
selection
12. An upright, bipedal complex animal (Lucy was an example of
this)
13. What actually changes due to natural selection
14. The chicken wing, bat wing, and human arm are examples of
these types of structures