1. Active Lecture Questions Copyright © 2011 Pearson Education Inc. Chapter 15 How Populations Evolve

2. Copyright © 2011 Pearson Education Inc.Biology: Life on Earth, 9e Methicillin-resistant Staphylococcus aureus is a bacterium that causes staph infections in hospitals. How do bacteria gain resistance to an antibiotic? 1.Treatment with an antibiotic causes the bacteria to mutate to adapt to the antibiotic. 2.The antibiotic stimulates the growth of bacterial cells. 3.Some of the bacteria already have a mutation that confers resistance to the antibiotic, allowing them to survive and pass on the advantageous gene to their offspring. 4.The hospital environment causes the bacteria to mutate.

3. Copyright © 2011 Pearson Education Inc.Biology: Life on Earth, 9e Methicillin-resistant Staphylococcus aureus is a bacterium that causes staph infections in hospitals. How do bacteria gain resistance to an antibiotic? 1.Treatment with an antibiotic causes the bacteria to mutate to adapt to the antibiotic. 2.The antibiotic stimulates the growth of bacterial cells. 3.Some of the bacteria already have a mutation that confers resistance to the antibiotic, allowing them to survive and pass on the advantageous gene to their offspring. 4.The hospital environment causes the bacteria to mutate.

4. Copyright © 2011 Pearson Education Inc.Biology: Life on Earth, 9e What is a population? 1.A species and its interaction with its environment 2.The biotic and abiotic components of an ecosystem 3.An individual organism and its niche 4.A group of interbreeding individuals that live in the same place at the same time and have the capacity to produce fertile offspring

5. Copyright © 2011 Pearson Education Inc.Biology: Life on Earth, 9e What is a population? 1.A species and its interaction with its environment 2.The biotic and abiotic components of an ecosystem 3.An individual organism and its niche 4.A group of interbreeding individuals that live in the same place at the same time and have the capacity to produce fertile offspring

6. Copyright © 2011 Pearson Education Inc.Biology: Life on Earth, 9e Order the following from largest to smallest in size: 1.Gene, chromosome, nucleotide, DNA molecule 2.Nucleotide, DNA molecule, gene, chromosome 3.Chromosome, DNA molecule, gene, nucleotide 4.DNA molecule, chromosome, nucleotide, gene

7. Copyright © 2011 Pearson Education Inc.Biology: Life on Earth, 9e Order the following from largest to smallest in size: 1.Gene, chromosome, nucleotide, DNA molecule 2.Nucleotide, DNA molecule, gene, chromosome 3.Chromosome, DNA molecule, gene, nucleotide 4.DNA molecule, chromosome, nucleotide, gene

8. Copyright © 2011 Pearson Education Inc.Biology: Life on Earth, 9e How might different versions of the same gene (alleles) be expressed at the level of the organism? 1.As identical genotypes 2.As different phenotypes 3.As identical traits 4.As chromatin or a chromosome

9. Copyright © 2011 Pearson Education Inc.Biology: Life on Earth, 9e How might different versions of the same gene (alleles) be expressed at the level of the organism? 1.As identical genotypes 2.As different phenotypes 3.As identical traits 4.As chromatin or a chromosome

10. Copyright © 2011 Pearson Education Inc.Biology: Life on Earth, 9e In beta fish, a single tail is dominant and a double tail is recessive. In a population of 200 beta fish, 25 fish have a double tail. What is the recessive allele frequency? 1.12.5% 2.25% 3.50% 4.75%

11. Copyright © 2011 Pearson Education Inc.Biology: Life on Earth, 9e In beta fish, a single tail is dominant and a double tail is recessive. In a population of 200 beta fish, 25 fish have a double tail. What is the recessive allele frequency? 1.12.5% 2.25% 3.50% 4.75%

12. Copyright © 2011 Pearson Education Inc.Biology: Life on Earth, 9e Evolutionary change occurs in association with all of the following except: 1.Mutations. 2.Gene flow. 3.Small population size. 4.Random mating.

13. Copyright © 2011 Pearson Education Inc.Biology: Life on Earth, 9e Evolutionary change occurs in association with all of the following except: 1.Mutations. 2.Gene flow. 3.Small population size. 4.Random mating.

14. Copyright © 2011 Pearson Education Inc.Biology: Life on Earth, 9e Why are mutations significant to populations? 1.Mutations produce genetic variation in a population. If the environment changes, part of the population will likely survive. 2.Mutations prevent genetic variation in a population. If the environment changes, part of the population will likely survive. 3.Mutations select for the most beneficial trait. If the environment changes, part of the population will survive. 4.Mutations weed out the weakest individuals in a population.

15. Copyright © 2011 Pearson Education Inc.Biology: Life on Earth, 9e Why are mutations significant to populations? 1.Mutations produce genetic variation in a population. If the environment changes, part of the population will likely survive. 2.Mutations prevent genetic variation in a population. If the environment changes, part of the population will likely survive. 3.Mutations select for the most beneficial trait. If the environment changes, part of the population will survive. 4.Mutations weed out the weakest individuals in a population.

16. Copyright © 2011 Pearson Education Inc.Biology: Life on Earth, 9e Two populations of gorillas, one living in the mountains and one living in the valley, no longer mate or exchange alleles in their gene pools. What can happen? 1.With no gene flow, the two populations will remain identical with each other. 2.With no gene flow, the two populations may become so different that they become different species. 3.With no gene flow, each population will have an increased number of mutations. 4.With no gene flow, the two populations will express their alleles or show their traits differently.

17. Copyright © 2011 Pearson Education Inc.Biology: Life on Earth, 9e Two populations of gorillas, one living in the mountains and one living in the valley, no longer mate or exchange alleles in their gene pools. What can happen? 1.With no gene flow, the two populations will remain identical with each other. 2.With no gene flow, the two populations may become so different that they become different species. 3.With no gene flow, each population will have an increased number of mutations. 4.With no gene flow, the two populations will express their alleles or show their traits differently.

18. Copyright © 2011 Pearson Education Inc.Biology: Life on Earth, 9e Why does genetic drift affect a small population more than it affects a large population? 1.A small population will be left with more allele variations. 2.A chance event is more likely to eliminate an allele from a small population, leaving it with reduced allelic variation. 3.Genetic drift always kills off small populations. 4.A small population will experience gene flow.

19. Copyright © 2011 Pearson Education Inc.Biology: Life on Earth, 9e Why does genetic drift affect a small population more than it affects a large population? 1.A small population will be left with more allele variations. 2.A chance event is more likely to eliminate an allele from a small population, leaving it with reduced allelic variation. 3.Genetic drift always kills off small populations. 4.A small population will experience gene flow.

20. Copyright © 2011 Pearson Education Inc.Biology: Life on Earth, 9e Why do many purebred German shepherds, golden retrievers, and Doberman pinschers have hip dysplasia and related joint disorders? 1.Breeding is random. 2.Breeding is not random. 3.They are from a small population. 4.They are from a large population.

21. Copyright © 2011 Pearson Education Inc.Biology: Life on Earth, 9e Why do many purebred German shepherds, golden retrievers, and Doberman pinschers have hip dysplasia and related joint disorders? 1.Breeding is random. 2.Breeding is not random. 3.They are from a small population. 4.They are from a large population.

22. Copyright © 2011 Pearson Education Inc.Biology: Life on Earth, 9e Why is natural selection also called “survival of the fittest”? 1.The strongest organisms will always survive. 2.Those organisms with the most advantageous traits must mate. 3.Individuals with advantageous traits survive to pass the traits on to their offspring. 4.There is an origin of the species.

23. Copyright © 2011 Pearson Education Inc.Biology: Life on Earth, 9e Why is natural selection also called “survival of the fittest”? 1.The strongest organisms will always survive. 2.Those organisms with the most advantageous traits must mate. 3.Individuals with advantageous traits survive to pass the traits on to their offspring. 4.There is an origin of the species.

24. Copyright © 2011 Pearson Education Inc.Biology: Life on Earth, 9e Newts of the genus Taricha are poisonous, deterring their predators from eating them. The common garter snake, a predator, has evolved a resistance to the newt toxins. This situation is an example of: 1.Competition. 2.Natural selection. 3.Sexual selection. 4.Coevolution.

25. Copyright © 2011 Pearson Education Inc.Biology: Life on Earth, 9e Newts of the genus Taricha are poisonous, deterring their predators from eating them. The common garter snake, a predator, has evolved a resistance to the newt toxins. This situation is an example of: 1.Competition. 2.Natural selection. 3.Sexual selection. 4.Coevolution.

26. Copyright © 2011 Pearson Education Inc.Biology: Life on Earth, 9e A farmer uses insecticide but still gets crop damage. Many of the targeted insects developed insecticide resistance. What mode of natural selection has occurred? 1.Directional selection 2.Stabilizing selection 3.Artificial selection 4.Coevolution

27. Copyright © 2011 Pearson Education Inc.Biology: Life on Earth, 9e A farmer uses insecticide but still gets crop damage. Many of the targeted insects developed insecticide resistance. What mode of natural selection has occurred? 1.Directional selection 2.Stabilizing selection 3.Artificial selection 4.Coevolution

28. Copyright © 2011 Pearson Education Inc.Biology: Life on Earth, 9e In an island population of birds, the large birds eat the only seeds available, which are large, and the small birds feed on flower nectar. The medium-sized birds have a hard time eating both the seeds and the nectar. What mode of natural selection has occurred? 1.Directional selection 2.Stabilizing selection 3.Disruptive selection 4.Coevolution

29. Copyright © 2011 Pearson Education Inc.Biology: Life on Earth, 9e In an island population of birds, the large birds eat the only seeds available, which are large, and the small birds feed on flower nectar. The medium-sized birds have a hard time eating both the seeds and the nectar. What mode of natural selection has occurred? 1.Directional selection 2.Stabilizing selection 3.Disruptive selection 4.Coevolution

30. Copyright © 2011 Pearson Education Inc.Biology: Life on Earth, 9e One allele encodes for normal hemoglobin, forming biconcave red blood cells; another allele encodes for defective hemoglobin, forming irregularly shaped red blood cells that cause sickle-cell anemia. What is the benefit of having both alleles in a population? 1.Through natural selection, individuals with the sickle-cell allele will be removed from the gene pool. 2.The different phenotypes produced are favored under different environmental conditions. 3.Individuals with the sickle-cell allele enjoy an increased fitness. 4.They provide variation in the population.

31. Copyright © 2011 Pearson Education Inc.Biology: Life on Earth, 9e One allele encodes for normal hemoglobin, forming biconcave red blood cells; another allele encodes for defective hemoglobin, forming irregularly shaped red blood cells that cause sickle-cell anemia. What is the benefit of having both alleles in a population? 1.Through natural selection, individuals with the sickle-cell allele will be removed from the gene pool. 2.The different phenotypes produced are favored under different environmental conditions. 3.Individuals with the sickle-cell allele enjoy an increased fitness. 4.They provide variation in the population.

32. Copyright © 2011 Pearson Education Inc.Biology: Life on Earth, 9e Suppose that 16% of a population exhibits a recessive phenotype. What does this 16%, as a decimal, represent in the Hardy-Weinberg equation? 1. p 2 2. 2pq 3. q 2 4. p

33. Copyright © 2011 Pearson Education Inc.Biology: Life on Earth, 9e Suppose that 16% of a population exhibits a recessive phenotype. What does this 16%, as a decimal, represent in the Hardy-Weinberg equation? 1. p 2 2. 2pq 3. q 2 4. p

34. Copyright © 2011 Pearson Education Inc.Biology: Life on Earth, 9e If q = 0.4 and p = 0.6 for a population, then 2pq = _____. 1.0.6 2.0.24 3.0.36 4.0.48

35. Copyright © 2011 Pearson Education Inc.Biology: Life on Earth, 9e If q = 0.4 and p = 0.6 for a population, then 2pq = _____. 1.0.6 2.0.24 3.0.36 4.0.48

36. Copyright © 2011 Pearson Education Inc.Biology: Life on Earth, 9e If q = 0.4, p = 0.6, and 2pq = 0.48 for a population, then the Hardy-Weinberg equation must add up to ____. 1.1 2.2 3.3 4.4

37. Copyright © 2011 Pearson Education Inc.Biology: Life on Earth, 9e If q = 0.4, p = 0.6, and 2pq = 0.48 for a population, then the Hardy-Weinberg equation must add up to ____. 1.1 2.2 3.3 4.4

38. Copyright © 2011 Pearson Education Inc.Biology: Life on Earth, 9e Suppose that the dishes shown in Step 3 of the figure contained both streptomycin and gentamicin. A small group of colonies resulted in all three dishes in Step 4. Why? 1.All resulting colonies were resistant to both antibiotics. 2.Some resulting colonies were resistant to one antibiotic, but not the other. 3.All bacteria in Step 1 were resistant to one antibiotic. 4.All bacteria in Step 1 were resistant to both antibiotics. Figure 15-3

39. Copyright © 2011 Pearson Education Inc.Biology: Life on Earth, 9e Suppose that the dishes shown in Step 3 of the figure contained both streptomycin and gentamicin. A small group of colonies resulted in all three dishes in Step 4. Why? 1.All resulting colonies were resistant to both antibiotics. 2.Some resulting colonies were resistant to one antibiotic, but not the other. 3.All bacteria in Step 1 were resistant to one antibiotic. 4.All bacteria in Step 1 were resistant to both antibiotics. Figure 15-3