interest grabber yes, no, or maybe some traits, such as a widow’s peak, fall into neat categories:...
TRANSCRIPT
Interest Grabber
Yes, No, or Maybe
Some traits, such as a widow’s peak, fall into neat categories: You either have a widow’s peak or you don’t. Other traits, such as height, aren’t so easy to categorize.
Section 16-1
Interest Grabber continued
1. Make a list of physical traits that you think are influenced by genes.Then, write next to each trait whether you have the trait or not(e.g., a widow’s peak) or whether there are many variations of thetrait (e.g., hair color).
2. Are most of the traits you listed clear-cut or are they mostly traitsthat have many variations? Which traits in your list are difficult tocategorize?
3. Compare your list with that of another student. Did he or she think ofany traits that you missed? Why do you think some traits are clear-cut,while others are not?
Section 16-1
Answers
1.Students’ answers will include dimples
and detached earlobes.
2. Most traits listed likely have many variations.
3.Some students may suggest that patterns of inheritance for traits with many variations (polygenic) are more complex than for clear-cut (single-gene) ones.
Section Outline
16–1 Genes and Variation
A. Darwin’s Ideas Revisited
B. Gene Pools
C.Sources of Genetic Variation
1.Mutations
2.Gene Shuffling
D.Single-Gene and Polygenic Traits
Section 16-1
Darwin’s Ideas
Darwin did not know how heredity worked:
1. He did not know the source of the variation that was so central to his theory.
2. He could not explain how inheritable traits were passed from one generation to the next.
Words to Know
Gene pool – combined genetic information of all the members of a particular population
Relative frequency – the number of times an allele occurs in a gene pool compared with the number of times other alleles occur
The two main sources of genetic variation are mutations and the genetic shuffling that results from sexual reproduction.
Mutation – any change in the sequence of DNA
Mutations
•Can occur because of mistakes in the replication of DNA•Can be a result of radiation or chemicals in the environment•Can be limited to one or a few bases of DNA •Can affect lengthy segments of a chromosome•Do not always affect an organism’s phenotype – its physical, behavioral, and biochemical characteristics (Example: A DNA codon altered by a point mutation from GGA to GGU will still code for the same amino acid, glycine.)•Many mutations do change the phenotype•Some mutations affect fitness; others do not affect the organism’s ability to survive and reproduce
Words to Know
The number of phenotypes produced for a given trait depends on how many genes control the trait.
Single-gene trait – a trait controlled by a single gene that has two alleles (Widow’s peak)
Polygenic traits – traits controlled by two or more genes; each gene of a polygenic trait often has two or more alleles (Height)
Fre
qu
enc
y o
f P
hen
oty
pe
Phenotype (height)
Generic Bell Curve for Polygenic Trait
Section 16-1
Sample Population
48% heterozygous
black
36% homozygous
brown
16% homozygous
black
Frequency of Alleles
allele for brown fur
allele for black fur
Figure 16–2 Relative Frequencies of Alleles
Section 16-1
Fre
qu
ency
of
Ph
eno
typ
e(%
)100
80
60
40
20
0 Widow’s peak No widow’s peak
Phenotype
Figure 16–3 Phenotypes for Single-gene Trait
Section 16-1
Interest Grabber
. . . All the Help I Can Get
Natural selection operates on traits in different ways. You might be ableto predict which traits natural selection would favor if you think about the demands of an organism’s environment.
Section 16-2
1. Choose an animal that you know something about, such as a deer, and write its name at the top of a sheet of paper. Then, divide your paper into two columns, and write the heading Trait in one column and Advantage in the other.
2. Under Trait, write in several of the animal’s traits.
3. Under Advantage, write in how you think the trait would be helpful to the animal.
1.Animal choices should be sufficiently familiar that students can describe several traits.
2. Students should list traits such as size, color, and specialized behavior.
3. Students should indicate that adaptive value is clearer for some traits than for others. For example, white-tailed deer raise their tails upon sensing a predator. This may be an alarm signal for other deer, or it may induce the predator to chase the now-conspicuous deer.
Section Outline
16–2 Evolution as Genetic ChangeA. Natural Selection on Single-Gene Traits
B. Natural Selection on Polygenic Traits
1. Directional Selection
2. Stabilizing Selection
3. Disruptive Selection
C. Genetic Drift
D. Evolution Versus Genetic Equilibrium
1. Random Mating
2. Large Population
3. No Movement Into or Out of the Population
4. No Mutations
5. No Natural Selection
Section 16-2
Natural Selection on Single-Gene Traits
1. Natural selection on single-gene traits can lead to changes in allele frequencies and thus to evolution.
Example: • If a population of lizards lives in dark soil, those with
red skin coloring would be easier prey. Eventually, more lizards with dark coloring would survive and change the gene pool frequencies.
Natural Selection on Polygenic Traits
Natural selection can affect the distribution of phenotypes in any of three ways:
1. Directional selection
2. Stabilizing selection
3. Disruptive selection
Directional Selection
Individuals at one end of the curve have higher fitness than individuals in the middle or at the other end; entire curve shifts
Example: An increase in the average size of the beaks in a particular species of Galapagos finches; better fitness as they competed for food
Directional Selection
Food becomes scarce.
Key
Low mortality, high fitness
High mortality, low fitness
Figure 16–6 Graph of Directional Selection
Section 16-2
Stabilizing Selection
Individuals near the center of the curve have higher fitness than individuals at either end of the curve; keeps the center of the curve at its current position, but it narrow the overall graph
Example: Human infants at birth- low birth weight babies are less likely to survive and large birth weight babies are more likely to have difficulty being born
Key
Per
cen
tag
e o
f P
op
ula
tio
n
Birth Weight
Selection against both
extremes keep curve narrow and in same
place.
Figure 16–7 Graph of Stabilizing Selection
Section 16-2
Low mortality, high fitness
High mortality, low fitness
Stabilizing Selection
Disruptive Selection
Individuals at the upper and lower ends of the curve have higher fitness than individuals near the middle; the single curve splits into two curves
Example: A population of birds lives in an area where medium-sized seeds become less common. Birds with unusually small or large beaks would have higher fitness.
Disruptive Selection
Largest and smallest seeds become more common.
Nu
mb
er o
f B
ird
sin
Po
pu
lati
on
Beak Size
Population splits into two subgroups specializing in different seeds.
Beak Size
Figure 16–8 Graph of Disruptive Selection
Nu
mb
er o
f B
ird
sin
Po
pu
lati
onKey
Low mortality, high fitness
High mortality, low fitness
Section 16-2
Genetic Drift
•A random change in allele frequency•In small populations, individuals that carry a particular allele may leave more descendents than other individuals, just by chance. Over time, a series of chance occurrences of this type can cause an allele to become common in a population.•Can occur when a small group of individuals colonizes a new habitat
Founder Effect
A situation in which the allele frequencies change as a result of the migration of a small subgroup of a population
Example: Evolution of several hundred species of fruit flies on the Hawaiian Islands (All descended from the same mainland)
Sample of Original Population
Founding Population A
Founding Population B
Descendants
Genetic Drift
Section 16-2
Sample of Original Population
Founding Population A
Founding Population B
Descendants
Genetic Drift
Section 16-2
Sample of Original Population
Founding Population A
Founding Population B
Descendants
Genetic Drift
Section 16-2
Interest Grabber
Country Cousin/City Cousin
What happens when a population or group of living things is dividedinto two separate groups in two separate environments? To understand what goes on, think about someone who lives in another part of theUnited States or in another country.
Section 16-3
1. Make a list of everyday things that this person encounters that you don’t. For example, does he or she eat different kinds of food? Does he or she live in a climate different from yours?
2. All humans are the same species. What might happen if groups of humans were separated for millions of years in very different environments, such as those you have just described?
Answers
Country Cousin/City Cousin
1.Students’ lists should include several
social/environmental factors.
2.Students may understand that humans would evolve separately in response to different environmental pressures.
Section Outline
16–3 The Process of SpeciationA. Isolating Mechanisms
1. Behavioral Isolation
2. Geographic Isolation
3. Temporal Isolation
B. Testing Natural Selection in Nature
1. Variation
2. Natural Selection
3. Rapid Evolution
C. Speciation of Darwin’s Finches
1. Founders Arrive
2. Separation of Populations
3. Changes in the Gene Pool
4. Reproductive Isolation
5. Ecological Competition
6. Continued Evolution
Section 16-3
Concept Map
Section 16-3
results from
which include
produced by produced byproduced by
which result in
which result in
Reproductive Isolation
Isolating mechanisms
Behavioral isolation Temporal isolationGeographic isolation
Behavioral differences Different mating timesPhysical separation
Independentlyevolving populations
Formation ofnew species