Chapter 17 - Processes of Evolution
Multiple Choice1.During a two week course of antibiotics, bacteria can go through over ____ generations.
a. / 100
b. / 500
c. / 1000
d. / 10,000
e. / 1,000,000
ANSWER: / c
DIFFICULTY: / Bloom’s: Remember
REFERENCES: / 17.1 Superbug Farms
LEARNINGOBJECTIVES: / UDOL.STES.16.17.1 - Examine how the overuse of antibiotics in poultry production as led the creation of superbugs.
2.In the United States, superbugs cause serious illness in over ____ people per year.
a. / 1000
b. / 100,000
c. / 1,000,000
d. / 2,000,000
e. / 5,000,000
ANSWER: / d
DIFFICULTY: / Bloom’s: Remember
REFERENCES: / 17.1 Superbug Farms
LEARNINGOBJECTIVES: / UDOL.STES.16.17.1 - Examine how the overuse of antibiotics in poultry production as led the creation of superbugs.
3.What is the term for a group of organisms of the same species that occupies a specified area?
a. / Individuals
b. / Species
c. / Population
d. / Polyploids
e. / Tribe
ANSWER: / c
DIFFICULTY: / Bloom’s: Remember
REFERENCES: / 17.2 Individuals Don’t Evolve, Populations Do
LEARNINGOBJECTIVES: / UDOL.STES.16.17.2 - Discuss the different factors contributing to microevolution.
4.Four of the following five events shuffles existing alleles into different combinations in sexually reproducing organisms. Which one is the exception?
a. / changes in chromosome number
b. / mutation
c. / independent assortment of chromosomes
d. / crossing over
e. / fertilization
ANSWER: / b
DIFFICULTY: / Bloom’s: Remember
REFERENCES: / 17.2 Individuals Don’t Evolve, Populations Do
LEARNINGOBJECTIVES: / UDOL.STES.16.17.2 - Discuss the different factors contributing to microevolution.
5.Which statement about gene mutations is FALSE?
a. / All mutations are transmitted to the next generation.
b. / Mutations are rare but their rates can be predicted.
c. / Mutations with beneficial effects will be favored by natural selection.
d. / Many mutations reduce an individual's chance of surviving and reproducing.
e. / Mutations with neutral effects neither help nor hurt the individual.
ANSWER: / a
DIFFICULTY: / Bloom’s: Remember
REFERENCES: / 17.2 Individuals Don’t Evolve, Populations Do
LEARNINGOBJECTIVES: / UDOL.STES.16.17.2 - Discuss the different factors contributing to microevolution.
6.Four of the following characterize a population in genetic equilibrium. Which one is the exception?
a. / large population size
b. / no mutations
c. / differential reproduction
d. / absence of gene flow
e. / random mating
ANSWER: / c
DIFFICULTY: / Bloom’s: Understand
REFERENCES: / 17.3 Genetic Equilibrium
LEARNINGOBJECTIVES: / UDOL.STES.16.17.3 - Examine the concept of genetic equilibrium under ideal conditions.
7.Which statement is TRUE?
a. / Environment can readily alter some genotypes.
b. / Genotype is manifested in phenotype.
c. / Unlike phenotypic variation, genetic variation is easily observable.
d. / Variation dies with individuals.
e. / Phenotype is seen physically in the genotype.
ANSWER: / b
DIFFICULTY: / Bloom’s: Understand
REFERENCES: / 17.2 Individuals Don’t Evolve, Populations Do
LEARNINGOBJECTIVES: / UDOL.STES.16.17.3 - Examine the concept of genetic equilibrium under ideal conditions.
8.Four of the following maintain genetic equilibrium and allele frequencies. Which one is the exception?
a. / lack of gene flow
b. / large population interbreeding freely
c. / differential survival and reproduction
d. / random mating
e. / absence of mutations
ANSWER: / c
DIFFICULTY: / Bloom’s: Understand
REFERENCES: / 17.3 Genetic Equilibrium
LEARNINGOBJECTIVES: / UDOL.STES.16.17.3 - Examine the concept of genetic equilibrium under ideal conditions.
9.The Hardy-Weinberg law is
a. / useful in determining the extent to which a sexually reproducing population is evolving.
b. / used to predict when genetic drift will occur in a sexually reproducing population.
c. / useful in determining the extent to which polyploidy is occurring in specific plant populations.
d. / used to predict when specific groups of organisms will become extinct.
e. / useful in determining if a patient has a genetic disease.
ANSWER: / a
DIFFICULTY: / Bloom’s: Apply
REFERENCES: / 17.3 Genetic Equilibrium
LEARNINGOBJECTIVES: / UDOL.STES.16.17.3 - Examine the concept of genetic equilibrium under ideal conditions.
Figure 17.3
10.If the population of flowers illustrated in the accompanying Punnett square is in genetic equilibrium, the frequency of the homozygous dominant genotype in the new generation will be ____.
a. / p2
b. / 2pq
c. / p2+ q2
d. / q2
e. / p2+ 2pq
ANSWER: / a
DIFFICULTY: / Bloom’s: Apply
REFERENCES: / 17.3 Genetic Equilibrium
PREFACENAME: / Figure 17.3
LEARNINGOBJECTIVES: / UDOL.STES.16.17.3 - Examine the concept of genetic equilibrium under ideal conditions.
11.If the frequency of a recessive gene in a population in genetic equilibrium is 40 percent, in the next generation. the frequency of that gene would be ____.
a. / 20 percent
b. / 40 percent
c. / 80 percent
d. / 2pq
e. / unpredictable
ANSWER: / b
DIFFICULTY: / Bloom’s: Apply
REFERENCES: / 17.3 Genetic Equilibrium
LEARNINGOBJECTIVES: / UDOL.STES.16.17.3 - Examine the concept of genetic equilibrium under ideal conditions.
12.If the frequency of expression of a recessive trait in a population is 16 percent, the frequency of the recessive allele is what percent?
a. / 16
b. / 25
c. / 40
d. / 50
e. / 67
ANSWER: / c
DIFFICULTY: / Bloom’s: Apply
REFERENCES: / 17.3 Genetic Equilibrium
LEARNINGOBJECTIVES: / UDOL.STES.16.17.3 - Examine the concept of genetic equilibrium under ideal conditions.
13.Which individuals will be LEAST favored when selection pressures acting on a population result in stabilizing selection?
a. / individuals at the lower end of the range of variation only
b. / individuals at the upper end of the range of variation only
c. / individuals distributed randomly within the range of variation
d. / the intermediate individuals within the range of variation
e. / extreme individuals at both ends of the range of variation
ANSWER: / e
DIFFICULTY: / Bloom’s: Apply
REFERENCES: / 17.4 Patterns of Natural Selection
LEARNINGOBJECTIVES: / UDOL.STES.16.17.4 - Examine the three modes of natural selection—directional, stabilizing, and disruptive selection.
Figure 17.6
14.As the trees in England become less sooty due to pollution controls on factories, which of the moths in the accompanying figure will be selected against?
a. / The dark moth on the dark tree
b. / The light moth on the light tree
c. / All of the light moths equally
d. / The dark moth on the light tree
e. / All of the dark moths equally
ANSWER: / d
DIFFICULTY: / Bloom’s: Understand
REFERENCES: / 17.5 Directional Selection
PREFACENAME: / Figure 17.6
LEARNINGOBJECTIVES: / UDOL.STES.16.17.5 - Outline directional selection using three examples.
15.When the rodenticide warfarin was first introduced, rats were very susceptible to it. The development of resistance to warfarin by rats was the result of
a. / special creation.
b. / natural selection of individuals that expressed genes for resistance.
c. / the high biotic potential of insects.
d. / a naturally occurring example of inheritance of acquired characteristics.
e. / mutation induced by DDT.
ANSWER: / b
DIFFICULTY: / Bloom’s: Remember
REFERENCES: / 17.5 Directional Selection
LEARNINGOBJECTIVES: / UDOL.STES.16.17.5 - Outline directional selection using three examples.
16.Stabilizing selection occurs when
a. / the environment controls which organisms will survive.
b. / humans determine which organisms will survive.
c. / the extremes of the population have a lesser chance to survive.
d. / the extremes of the population have a better chance to survive.
e. / the organisms on one extreme of the population have a better chance to survive than those on the other extreme.
ANSWER: / c
DIFFICULTY: / Bloom’s: Remember
REFERENCES: / 17.6 Stabilizing and Disruptive Selection
LEARNINGOBJECTIVES: / UDOL.STES.16.17.6 - Demonstrate the principles of stabilizing selection and disruptive selection using examples.
17.Disruptive selection occurs when
a. / the environment controls which organisms will survive.
b. / humans determine which organisms will survive.
c. / the extremes of the population have a lesser chance to survive.
d. / the extremes of the population have a better chance to survive.
e. / the organisms on one extreme of the population have a better chance to survive than those on the other extreme.
ANSWER: / d
DIFFICULTY: / Bloom’s: Remember
REFERENCES: / 17.6 Stabilizing and Disruptive Selection
LEARNINGOBJECTIVES: / UDOL.STES.16.17.6 - Demonstrate the principles of stabilizing selection and disruptive selection using examples.
Figure 17.9
18.The graph above shows the survival of sociable weavers as a function of body mass. Sociable weaver body mass seems to be an example of ____.
a. / directional selection
b. / stabilizing selection
c. / sexual selection
d. / disruptive selection
e. / artificial selection
ANSWER: / b
DIFFICULTY: / Bloom’s: Apply
REFERENCES: / 17.6 Stabilizing and Disruptive Selection
PREFACENAME: / Figure 17.9
LEARNINGOBJECTIVES: / UDOL.STES.16.17.1 - Examine how the overuse of antibiotics in poultry production as led the creation of superbugs.
19.Male mallard ducks have had emerald green head feathers and wings with metallic blue patches for hundreds of years, whereas females have been drab, brown-feathered ducks. This phenotypic situation suggests that mallards may be an example of ____.
a. / directional selection
b. / Polyploidy
c. / allopatric speciation
d. / disruptive selection
e. / sexual selection
ANSWER: / e
DIFFICULTY: / Bloom’s: Understand
REFERENCES: / 17.7 Fostering Diversity
LEARNINGOBJECTIVES: / UDOL.STES.16.17.7 - Differentiate between sexual dimorphism and balanced dimorphism using examples.
20.Sexual dimorphism has arisen as a result of ____.
a. / stabilizing selection
b. / heterozygote superiority
c. / kin selection
d. / sexual selection
e. / directional selection
ANSWER: / d
DIFFICULTY: / Bloom’s: Remember
REFERENCES: / 17.7 Fostering Diversity
LEARNINGOBJECTIVES: / UDOL.STES.16.17.7 - Differentiate between sexual dimorphism and balanced dimorphism using examples.
21.Two or more alleles of a gene present at relatively high frequencies in a population’s gene pool is known as ____.
a. / disruptive selection
b. / sexual dimorphism
c. / directional selection
d. / stabilizing selection
e. / balanced polymorphism
ANSWER: / e
DIFFICULTY: / Bloom’s: Remember
REFERENCES: / 17.7 Fostering Diversity
LEARNINGOBJECTIVES: / UDOL.STES.16.17.7 - Differentiate between sexual dimorphism and balanced dimorphism using examples.
22.The persistence of the sickle-cell anemia allele in some African populations is the result of ____.
a. / a high rate of mutation of the normal allele to the sickle-cell anemia allele
b. / the advantage of the heterozygous form over the homozygous forms
c. / nonrandom mating
d. / a decline in the occurrence of malaria in Africa
e. / genetic drift
ANSWER: / b
DIFFICULTY: / Bloom’s: Remember
REFERENCES: / 17.7 Fostering Diversity
LEARNINGOBJECTIVES: / UDOL.STES.16.17.7 - Differentiate between sexual dimorphism and balanced dimorphism using examples.
23.The sharp reduction of the gene pool and the numbers of a population through a severe epidemic is an example of ____.
a. / natural selection
b. / genetic isolation
c. / the bottleneck effect
d. / the founder effect
e. / the wild card effect
ANSWER: / c
DIFFICULTY: / Bloom’s: Remember
REFERENCES: / 17.8 Genetic Drift and Gene Flow
LEARNINGOBJECTIVES: / UDOL.STES.16.17.8 - Examine the impact of genetic drift and gene flow on the genetic diversity of a population.
24.When a population goes through a bottleneck, ____.
a. / genetic drift is likely to occur
b. / mutation rates increase
c. / extinction rates decrease
d. / natural selection decreases in intensity
e. / inbreeding decreases
ANSWER: / a
DIFFICULTY: / Bloom’s: Remember
REFERENCES: / 17.8 Genetic Drift and Gene Flow
LEARNINGOBJECTIVES: / UDOL.STES.16.17.8 - Examine the impact of genetic drift and gene flow on the genetic diversity of a population.
25.Gene flow ____.
a. / has a homogenizing influence between two populations
b. / speeds up the divergence of two populations
c. / increases the genetic variation between populations
d. / is promoted by isolating mechanisms
e. / promotes inbreeding
ANSWER: / a
DIFFICULTY: / Bloom’s: Remember
REFERENCES: / 17.8 Genetic Drift and Gene Flow
LEARNINGOBJECTIVES: / UDOL.STES.16.17.8 - Examine the impact of genetic drift and gene flow on the genetic diversity of a population.
26.What is a type of postzygotic reproductive isolating mechanism?
a. / temporal isolation
b. / mechanical isolation
c. / behavioral isolation
d. / hybrid sterility
e. / sexual deselection
ANSWER: / d
DIFFICULTY: / Bloom’s: Remember
REFERENCES: / 17.9 Reproductive Isolation
LEARNINGOBJECTIVES: / UDOL.STES.16.17.9 - Examine the process of reproductive isolation and the different methods of reproductive isolation.
27.Four of the following are characteristics of a species. Which one is the exception?
a. / They exist in one or more groups.
b. / They produce fertile offspring.
c. / They are reproductively isolated from other groups.
d. / They are identical in appearance.
e. / They interbreed.
ANSWER: / d
DIFFICULTY: / Bloom’s: Understand
REFERENCES: / 17.9 Reproductive Isolation
LEARNINGOBJECTIVES: / UDOL.STES.16.17.9 - Examine the process of reproductive isolation and the different methods of reproductive isolation.
28.Speciation occurs ____.
a. / after populations become reproductively isolated
b. / when mutations generate observable differences
c. / when transitional forms develop between different populations
d. / when natural selection pressures reach their maximum
e. / randomly as mutations build up in a population
ANSWER: / a
DIFFICULTY: / Bloom’s: Understand
REFERENCES: / 17.9 Reproductive Isolation
LEARNINGOBJECTIVES: / UDOL.STES.16.17.9 - Examine the process of reproductive isolation and the different methods of reproductive isolation.
29.The situation in which an embryo produced as a result of a mating between individuals of different species is incompatible with the mother and is subsequently aborted is an example of ____.
a. / temporal isolation
b. / hybrid inviability
c. / mechanical isolation
d. / gametic mortality
e. / behavioral isolation
ANSWER: / b
DIFFICULTY: / Bloom’s: Remember
REFERENCES: / 17.9 Reproductive Isolation
LEARNINGOBJECTIVES: / UDOL.STES.16.17.9 - Examine the process of reproductive isolation and the different methods of reproductive isolation.
30.Prezygotic reproductive isolation occurs ____.
a. / just after the union of the egg and sperm nuclei
b. / during embryo development
c. / during fetal development
d. / after birth
e. / before the mating pair comes into contact
ANSWER: / e
DIFFICULTY: / Bloom’s: Remember
REFERENCES: / 17.9 Reproductive Isolation
LEARNINGOBJECTIVES: / UDOL.STES.16.17.9 - Examine the process of reproductive isolation and the different methods of reproductive isolation.
31.Allopatric speciation requires ____.
a. / accelerated gene flow
b. / physical separation
c. / physical diversity
d. / behavioral diversity
e. / sexual selection
ANSWER: / b
DIFFICULTY: / Bloom’s: Remember
REFERENCES: / 17.10 Allopatric Speciation
LEARNINGOBJECTIVES: / UDOL.STES.16.17.10 - Examine the process of allopatric speciation using examples.
32.The effectiveness of geographic barriers in promoting speciation is related most to ____.
a. / the absolute size of the barrier
b. / the inability of the organisms to overcome the barrier
c. / the speed at which the barrier forms
d. / how long the barrier exists
e. / the size of the population it separates
ANSWER: / b
DIFFICULTY: / Bloom’s: Remember
REFERENCES: / 17.10 Allopatric Speciation
LEARNINGOBJECTIVES: / UDOL.STES.16.17.10 - Examine the process of allopatric speciation using examples.
33.Which of the following is the best definition of sympatric speciation?
a. / species that evolve due to geographical distance
b. / mechanical isolation acts to prevent speciation
c. / breeding behavior that prevents the organisms from breeding due to differences in their breeding time
d. / ecological isolation
e. / divergence within a population leads to speciation in the absence of a physical barrier to gene flow.
ANSWER: / e
DIFFICULTY: / Bloom’s: Remember
REFERENCES: / 17.10 Allopatric Speciation
LEARNINGOBJECTIVES: / UDOL.STES.16.17.10 - Examine the process of allopatric speciation using examples.
34.What is the type of speciation that can occur in an instant with a change in chromosome number?
a. / temporal
b. / mechanical
c. / behavioral
d. / ecological
e. / sympatric
ANSWER: / e
DIFFICULTY: / Bloom’s: Remember
REFERENCES: / 17.11 Other Speciation Models
LEARNINGOBJECTIVES: / UDOL.STES.16.17.11 - Differentiate between sympatric speciation and parapatric speciation using examples.
35.Speciation caused by a change in the course of a river is an example of ____ speciation.
a. / divergent
b. / parapatric
c. / allopatric
d. / convergent
e. / sympatric
ANSWER: / c
DIFFICULTY: / Bloom’s: Remember
REFERENCES: / 17.11 Other Speciation Models
LEARNINGOBJECTIVES: / UDOL.STES.16.17.11 - Differentiate between sympatric speciation and parapatric speciation using examples.
36.What can result in speciation within a few generations?
a. / development of a physical barrier
b. / polyploidy arising in a plant species
c. / postzygotic isolating mechanisms
d. / change in environmental conditions
e. / the introduction of a new predator into an area
ANSWER: / b
DIFFICULTY: / Bloom’s: Understand
REFERENCES: / 17.11 Other Speciation Models
LEARNINGOBJECTIVES: / UDOL.STES.16.17.11 - Differentiate between sympatric speciation and parapatric speciation using examples.
37.Parapatric speciation occurs most often ____.
a. / within in the same home range
b. / populations inhabiting different areas while maintaining contact along a common border
c. / within a group of interbreeding populations
d. / on either side of geographic barriers
e. / by polyploidy
ANSWER: / b
DIFFICULTY: / Bloom’s: Remember
REFERENCES: / 17.11 Other Speciation Models
LEARNINGOBJECTIVES: / UDOL.STES.16.17.11 - Differentiate between sympatric speciation and parapatric speciation using examples.
38.An organism is found to be almost unchanged from its 200 million year old fossil. This is an example of ____.
a. / stasis
b. / coevolution
c. / mass extinction
d. / adaptive radiation
e. / idealized design
ANSWER: / a
DIFFICULTY: / Bloom’s: Remember
REFERENCES: / 17.12 Macroevolution
LEARNINGOBJECTIVES: / UDOL.STES.16.17.12 - Distinguish the evolutionary processes of macroevolution from macroevolution.
39.Adaptive radiation is demonstrated by ____.
a. / the dinosaurs going extinct
b. / coelecanths remaining similar over hundreds of millions of years
c. / the evolution of mammals after dinosaurs went extinct
d. / rats and resistance to warfarin
e. / warbler body mass and survival
ANSWER: / c
DIFFICULTY: / Bloom’s: Understand
REFERENCES: / 17.12 Macroevolution
LEARNINGOBJECTIVES: / UDOL.STES.16.17.12 - Distinguish the evolutionary processes of macroevolution from macroevolution.
Matching
Choose the most appropriate letter for each.
a. / a reference point that implies stability of gene frequencies through generations
b. / encompasses all of those actually or potentially interbreeding populations that are reproductively isolated from other such groups
c. / the genes of an entire population
d. / the frequency of homozygous dominants in a population
e. / the frequencies of dominant and recessive alleles in a population
f. / the frequency of heterozygotes in a population
g. / the frequency of homozygous recessives in a population
h. / heterozygote advantage in regions where malaria is found
i. / pesticide-resistant pests
DIFFICULTY: / Bloom’s: Remember
REFERENCES: / 17.3 Genetic Equilibrium
LEARNINGOBJECTIVES: / UDOL.STES.16.17.3 - Examine the concept of genetic equilibrium under ideal conditions.
40.p+ q
ANSWER: / e
41.p2
ANSWER: / d
42.2pq
ANSWER: / f
43.genetic equilibrium
ANSWER: / a
44.q2
ANSWER: / g
Choose the most appropriate letter for each.
a. / a reference point that implies stability of gene frequencies through generations
b. / encompasses all of those actually or potentially interbreeding populations that are reproductively isolated from other such groups
c. / the genes of an entire population
d. / the frequency of homozygous dominants in a population
e. / the frequencies of dominant and recessive alleles in a population
f. / the frequency of heterozygotes in a population
g. / the frequency of homozygous recessives in a population
h. / heterozygote advantage in regions where malaria is found
i. / pesticide-resistant pests
DIFFICULTY: / Bloom’s: Remember
REFERENCES: / 17.9 Reproductive Isolation
LEARNINGOBJECTIVES: / UDOL.STES.16.17.9 - Examine the process of reproductive isolation and the different methods of reproductive isolation.
45.species
ANSWER: / b
Choose the most appropriate letter for each.
a. / a reference point that implies stability of gene frequencies through generations
b. / encompasses all of those actually or potentially interbreeding populations that are reproductively isolated from other such groups
c. / the genes of an entire population
d. / the frequency of homozygous dominants in a population
e. / the frequencies of dominant and recessive alleles in a population
f. / the frequency of heterozygotes in a population
g. / the frequency of homozygous recessives in a population
h. / heterozygote advantage in regions where malaria is found
i. / pesticide-resistant pests
DIFFICULTY: / Bloom’s: Remember
REFERENCES: / 17.5 Directional Selection
LEARNINGOBJECTIVES: / UDOL.STES.16.17.5 - Outline directional selection using three examples.
46.directional selection
ANSWER: / i
Choose the most appropriate letter for each.
a. / a reference point that implies stability of gene frequencies through generations
b. / encompasses all of those actually or potentially interbreeding populations that are reproductively isolated from other such groups
c. / the genes of an entire population
d. / the frequency of homozygous dominants in a population
e. / the frequencies of dominant and recessive alleles in a population
f. / the frequency of heterozygotes in a population
g. / the frequency of homozygous recessives in a population
h. / heterozygote advantage in regions where malaria is found
i. / pesticide-resistant pests
DIFFICULTY: / Bloom’s: Remember
REFERENCES: / 17.2 Individuals Don’t Evolve, Populations Do
LEARNINGOBJECTIVES: / UDOL.STES.16.17.2 - Discuss the different factors contributing to microevolution.
47.gene pool
ANSWER: / c
Choose the most appropriate letter for each.