If there are “CUES” listed within the question, please USE them and UNDERLINE them in your answer!

Chapter 22 1. Compare & contrast the evolutionary views of Lamarck & Darwin. (CUES: use, disuse, natural selection, acquired characteristics, descent with modification) 2. Review Figures 14.4 & 14.6 (pp 255 & 256) on the relationship between genotype & phenotype. In a particular pea population, suppose that white flowers are favored by natural selection. Predict what would happen over time to occurrence of the p allele in the population & explain your reasoning. (CUES: allelic frequency, genotype, phenotype) 3. Explain how the following statement is inaccurate: “Antibiotics have created drug resistant MRSA (methicillin-resistant Staphylococcus aureus).” (CUES: natural selection, favored traits, environment, reproduction) 4. When exploring outdoors, a fellow student asks “Why does that male cardinal have such a brilliant red color?” Identify the risks and benefits to this coloration. (CUES: sexual selection, predation, reproduction, genes) 5. Describe the lines of evidence that support the theory of evolution. (CUES: homologous, analogous, divergent, convergent, fossil record, biogeography, embryology)

Chapter 23 1. Suppose a population of organisms with 30,000 gene loci is fixed at half of these loci and has 2 alleles at each of the other loci. How many different types of alleles are found in its entire gene pool? Explain your reasoning. 2. a. Explain why genetic variation within a population is a prerequisite for evolution. (CUES: allele frequency, natural selection) b. List at least three factors that can produce genetic variation within a population. 3. Distinguish genetic drift from gene flow in terms of how they occur & their implications for future genetic variation within a population. (CUES: population size, migration, isolation) 4. a. A biologist finds a population of small arthropods on a Pacific island with white sand beaches in between black lava flows. Most of the arthropods are either dark gray or very light gray, but less than 10% of the population is an intermediate gray color. What type of selection is this? Explain why this would happen. b. In lizards, it has been shown that there is an optimum size egg for survival: eggs that are too big or too small usually do not hatch. Identify this pattern of selection. 5. Would individuals who are heterozygous for the sickle-cell allele be selected for or against in a region free of malaria? Explain.

Chapter 24 1. Suppose you are studying 2 birds that live in a forest and are not known to interbreed. One species feeds & mates in the treetops and the other on the ground. But in captivity, the birds can interbreed and produce viable, fertile offspring. What type of reproductive barrier most likely keeps these species separate in nature? Explain. (CUES: isolation, speciation) 2. Construct a cladogram from the table. Identify the locations at which each trait arose. JAWS LUNGS CLAWS/NAILS FEATHERS FUR Lamprey - - - - - Perch + - - - - Salamander + + - - - Lizard + + + - - Pigeon + + + + - Mouse + + + - + Chimpanzee + + + - + 3. Summarize the key differences between allopatric and sympatric speciation. Which type of speciation is more common and why? (CUES: geographic isolation, gene flow) 4. a. For the cichlids that populate the sandy areas of Lake Malawi versus those that populate the rocky areas of the lake, does this represent allopatric or sympatric speciation? Why? b. Some of the cichlids in the rocky area evolved into plankton eating fish while others in the rocky area became algae eating fish. Does this suggest allopatric or sympatric speciation? Why? 5. Describe the difference between autopolyploidy & allopolyploidy. 6. Describe how punctuated equilibrium is different from gradualism.

Chapter 25 1. Decide whether each of the following pairs of structures more likely represents analogy or homology and explain your reasoning. a. A porcupine’s quills and a cactus’ spines b. A cat’s paw and a human hand c. An owl’s wing and a hornet’s wing 2. Describe continental drift and discuss how it can impact evolution. (CUES: climate, geographic isolation, allopatric speciation) 3. Describe the taxonomic hierarchy of organisms and then discuss which levels of classification humans share with leopards. 4. How has molecular biology helped in classifying organisms? (CUES: homologous genes, DNA sequencing, BLAST) 5. What is a molecular clock & what assumptions underlie the use of a molecular clock. (CUES: DNA mutations)

Chapter 26 1. In changing from an RNA world to today’s DNA world, genetic information must have flowed from RNA to DNA. After reviewing Figure 17.3 & Figure 18.10, suggest how this could have occurred. Is such a flow a common occurrence today? (CUES: transcription, enzyme, reverse transcriptase, retrovirus) 2. Your measurements indicate that a fossilized skull you unearthed has a carbon-14/carbon-12 ratio about 1/32 that of the skulls of present-day animals. What is the approximate age of the fossilized skull. Show your work! 3. The first appearance of free oxygen in the atmosphere likely triggered a massive wave of extinction among the prokaryotes of the time. Why? (CUES: aerobic, anaerobic) 4. Describe the rise in multicellularity during the evolution of organisms.

“ Can Credit” Question Artificial selection is essential to developing mass-produced agricultural crops. Use the following website to answer the questions below: http://evolution.berkeley.edu/evolibrary/news/070201_corn a) Describe the (4-step) basic process of artificially selecting for a successful agricultural crop. b) Why are many artificially-selected and genetically-modified crops today considered “at-risk”? How, specifically, could this cause a worldwide food shortage in the future?