Anthropology Appreciating Human Diversity 17Th edition By Kottak - Test Bank

Anthropology Appreciating Human Diversity 17Th edition By Kottak – Test Bank

 

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CHAPTER 5

EVOLUTION AND GENETICS

 

 

 

MULTIPLE-CHOICE QUESTIONS

 

1. We have learned that reliance on culture has increased in the course of human history. Yet the fact and mechanisms of evolution remain a key part of our human present and future because
2. the pace of evolution has been continuously increasing, as human cultural solutions have not been able to keep up with environmental changes such as global warming.
3. they determine, at the genetic level, our phenotype.
4. they provide the clues to building a better human race by promoting directed speciation.
5. people haven’t stopped adapting biologically.
6. they continue to justify anthropology’s biocultural perspective.

Answer: D

Learning Objective: Understand Charles Darwin’s and Alfred Russel Wallace’s theory of evolution by natural selection as well as other theories of life’s origins.

Topic: Theories of evolution and life’s origins

 

2. During the 18th century, many scholars became interested in biological diversity, human origins, and our position within the classification of plants and animals. At that time, the most commonly accepted explanation of the origin of species was
3. catastrophism, the belief that species arise from one another through a long and gradual process of transformation.
4. biblical punctuated equilibrium.
5. creationism, the belief that biological similarities and differences originated at Creation and that these characteristics, once set, could not change.
6. uniformitarianism, the belief that natural forces at work today also explain past events.
7. Mendelianism.

Answer: C

Learning Objective: Understand Charles Darwin’s and Alfred Russel Wallace’s theory of evolution by natural selection as well as other theories of life’s origins.

Topic: Theories of evolution and life’s origins

 

 

 

 

 

 

 

 

 

 

3. Although Darwin became the best-known evolutionist, the idea of evolution had been around well before him. Darwin’s key contribution was to propose a mechanism that drives evolution, which is known as
4. catastrophism.
5. mutation.
6. natural selection.
7. creationism.
8. lamarckianism.

Answer: C

Learning Objective: Understand Charles Darwin’s and Alfred Russel Wallace’s theory of evolution by natural selection as well as other theories of life’s origins.

Topic: Theories of evolution and life’s origins

 

4. The intelligent design (ID) movement asserts that life forms are too complex to have been formed by natural processes and must therefore have been created by a higher intelligence. Attempts have been made to teach ID as an alternative theory to Darwinian evolution in biology classes in several states in the United States; however,
5. as a federal district judge ruled in a 2005 Pennsylvania case, ID violates the ground rules of science by invoking supernatural causation and making assertions that cannot be tested or falsified, and thus ID does not belong in a school’s science curriculum.
6. ID should be taught as a hypothesis of human origins, not a theory.
7. ID should not be taught in schools, since it lacks a research and testing program and is unsupported by peer-reviewed research.
8. the teaching of ID should be restricted to extracurricular activities, since it holds no scientific or cultural value.
9. these attempts have always failed, because ID’s proponents argue that it should be taught in place of Darwinian evolution.

Answer: A

Learning Objective: Understand Charles Darwin’s and Alfred Russel Wallace’s theory of evolution by natural selection as well as other theories of life’s origins.

Topic: Theories of evolution and life’s origins

 

5. Darwin and Wallace simultaneously proposed which of the following theoretical models?
6. evolution
7. natural selection
8. creationism
9. uniformitarianism
10. transformism

Answer: B

Learning Objective: Understand Charles Darwin’s and Alfred Russel Wallace’s theory of evolution by natural selection as well as other theories of life’s origins.

Topic: Theories of evolution and life’s origins

 

 

 

 

6. Which of the following does NOT seek to explain the origin of species by referring to an outside agent?
7. evolution
8. catastrophism
9. creationism
10. extraterrestrial seeding
11. intelligent design

Answer: A

Learning Objective: Understand Charles Darwin’s and Alfred Russel Wallace’s theory of evolution by natural selection as well as other theories of life’s origins.

Topic: Theories of evolution and life’s origins

 

7. What is the term for the belief that explanations for past events should be sought in ordinary forces that are at work today?
8. uniformitarianism
9. speciation
10. creationism
11. recombination
12. catastrophism

Answer: A

Learning Objective: Understand Charles Darwin’s and Alfred Russel Wallace’s theory of evolution by natural selection as well as other theories of life’s origins.

Topic: Theories of evolution and life’s origins

 

8. Sir Charles Lyell, the father of geology, influenced Darwin with his principle of catastrophism, the view that extinct species were destroyed by fires, floods, and other catastrophes. His geological research was also critical in Darwin’s own formulations because it
9. set the foundations for molecular dating techniques.
10. confirmed that the world was only 6,000 years old.
11. influenced the work of Darwin’s own grandfather, who would eventually set young Darwin on the path of scientific research.
12. confirmed Linnaeus’s comprehensive and still influential taxonomic system, which was key to formulating a mechanism that drives evolution.
13. cast serious doubt on the belief that the world was only 6,000 years old, allowing for a much broader time span for the gradual biological changes to take place as seen in the fossil record.

Answer: E

Learning Objective: Understand Charles Darwin’s and Alfred Russel Wallace’s theory of evolution by natural selection as well as other theories of life’s origins.

Topic: Theories of evolution and life’s origins

 

 

 

 

 

9. Natural selection is the process by which the forms most fit to survive and reproduce in a given environment do so in greater numbers than others in the same population. But more than survival of the fittest, natural selection is the natural process that leads to
10. the toughest members of their population having the longest life span.
11. differential reproductive success.
12. the most fit members collecting the most resources from the environment.
13. the survival of those members of their population that practice true altruism.
14. survival success in any environment.

Answer: B

Learning Objective: Understand Charles Darwin’s and Alfred Russel Wallace’s theory of evolution by natural selection as well as other theories of life’s origins.

Topic: Theories of evolution and life’s origins

 

10. For natural selection to work on a particular population
11. their members must have a sufficiently long life span.
12. the environment must remain constant.
13. there must be a strong will to survive among the members of the population.
14. there must be variety within that population.
15. there must be genotypic diversity but phenotypic homogeneity.

Answer: D

Learning Objective: Understand Charles Darwin’s and Alfred Russel Wallace’s theory of evolution by natural selection as well as other theories of life’s origins.

Topic: Theories of evolution and life’s origins

 

11. Which of the following statements about natural selection is NOT true?
12. Natural selection operates directly on genetic variety.
13. Natural selection is the sum of environmental forces that conditions the survival of particular phenotypes.
14. Natural selection operates with respect to specific environments.
15. Natural selection is most obvious when there is competition among a population for strategic resources.
16. Natural selection was first scientifically described by Darwin and Wallace.

Answer: A

Learning Objective: Understand Charles Darwin’s and Alfred Russel Wallace’s theory of evolution by natural selection as well as other theories of life’s origins.

Topic: Theories of evolution and life’s origins

 

 

 

 

 

 

 

 

 

 

12. Adaptive traits are
13. favored by natural selection.
14. caused by mutation.
15. not selected from one generation to the next.
16. selected against.
17. usually recessive alleles.

Answer: A

Learning Objective: Understand Charles Darwin’s and Alfred Russel Wallace’s theory of evolution by natural selection as well as other theories of life’s origins.

Topic: Theories of evolution and life’s origins

 

13. This chapter describes the case of giraffes’ long necks to illustrate how natural selection works on variety within a population. This explanation contrasts with the incorrect alternative of the inheritance of acquired characteristics, which suggests that
14. in each generation, individual giraffes strain their necks to reach food just a bit higher, and that this straining somehow modifies their genetic material.
15. in each generation, individual giraffes mate with giraffes having longer necks because they are better at getting food, and their offspring’s neck size results in an average of the parents’ neck sizes.
16. a need for a longer neck activates the long-neck gene throughout development.
17. natural selection works on the genotype, not the phenotype.
18. the presence of variety among a population works against the advantages of natural selection.

Answer: A

Learning Objective: Understand Charles Darwin’s and Alfred Russel Wallace’s theory of evolution by natural selection as well as other theories of life’s origins.

Topic: Theories of evolution and life’s origins

 

14. Why are genetics and evolution so important to anthropology?
15. They give anthropology some credibility as a scientific field.
16. They provide the key to understanding the rate of environmental change throughout human history.
17. They define humans’ position at the top of the hierarchy of biological diversity.
18. They help anthropologists document and explain human biological diversity.
19. They determine the clear distinction between biological and cultural forces acting through human history.

Answer: D

Learning Objective: Understand Gregor Mendel’s experiments, their implications for evolution, and key contributions of Mendelian genetics to the study of hereditary traits.

Topic: Mendel’s experiments

 

 

 

 

 

 

 

15. What does Mendelian genetics study?
16. changes in gene frequencies in breeding populations
17. the ways in which chromosomes transmit genes across generations
18. how nuclear DNA transmits information to other parts of the cell
19. evolution in pea plants
20. phenotypic mutations

Answer: B

Learning Objective: Understand Gregor Mendel’s experiments, their implications for evolution, and key contributions of Mendelian genetics to the study of hereditary traits.

Topic: Mendel’s experiments

 

16. Gregor Mendel’s work with hereditary traits of pea plants
17. confirmed the paint-pot theory of inheritance.
18. was the basis for Darwin’s theory of evolution.
19. led to the formulation of the law of independent assortment.
20. discredited the phenomenon of balanced polymorphism.
21. proved that natural selection operates on genotypes.

Answer: C

Learning Objective: Understand Gregor Mendel’s experiments, their implications for evolution, and key contributions of Mendelian genetics to the study of hereditary traits.

Topic: Mendel’s experiments

 

17. What role do recombination and independent assortment play in evolution?
18. They work to limit the amount of variation in a population.
19. They increase the frequencies of deleterious genes.
20. They work to limit the number of potential phenotypes.
21. They act to create genetic variability in a breeding population.
22. They act to reduce the overall fitness of a breeding population.

Answer: D

Learning Objective: Understand Gregor Mendel’s experiments, their implications for evolution, and key contributions of Mendelian genetics to the study of hereditary traits.

Topic: Mendel’s experiments

 

18. What is the process by which sex cells are produced?
19. directional selection
20. recombination
21. mitosis
22. independent assortment
23. meiosis

Answer: E

Learning Objective: Understand the functions of DNA’s significance for evolution, the two primary types of cell division, the process of crossing over, and instances of genetic mutation.

Topic: The functions of DNA’s significance for evolution

 

 

 

19. DNA molecules
20. were discovered in the decade after Darwin’s death.
21. make up genes and chromosomes, which are basic hereditary units.
22. initiate and guide the construction of complex sugars.
23. are made up of three bases: adenine, cytosine, and factor.
24. are the messenger molecules of RNA.

Answer: B

Learning Objective: Understand the functions of DNA’s significance for evolution, the two primary types of cell division, the process of crossing over, and instances of genetic mutation.

Topic: The functions of DNA’s significance for evolution

 

20. Mutations are the most important source of variety on which natural selection depends and operates. There are two forms of mutations,
21. both discovered by Mendel.
22. cancer-causing mutations and chromosomal rearrangement.
23. and both occur only during the development of an individual.
24. called base substitution mutation and chromosomal rearrangement.
25. and both always result in phenotypic change.

Answer: D

Learning Objective: Understand the key mechanisms of genetic evolution and the role each mechanism plays in evolution.

Topic: Mechanisms of genetic evolution and their evolutionary roles

 

21. The term gene pool refers to all the
22. alleles, genes, chromosomes, and genotypes within a breeding population.
23. mutations in a breeding population.
24. alleles, genes, chromosomes, and genotypes of the animal kingdom.
25. processes of achieving a perfect fit to the environment.
26. mechanisms of competition over strategic resources.

Answer: A

Learning Objective: Remember the subject matter of population genetics.

Topic: Population genetics

 

22. Human biology
23. is no longer affected by evolutionary processes.
24. remains the best explanation for genetic evolution.
25. is all in the genes.
26. is 75 percent genotype and 25 percent phenotype.
27. is not set at birth but has considerable plasticity.

Answer: E

Learning Objective: Remember the subject matter of population genetics.

Topic: Population genetics

 

 

 

 

23. Early on in this chapter, we learned that evolution refers to descent with modification over generations. Geneticists, however, have an even more specific definition of evolution:
24. directional selection of the fittest alleles in a breeding population.
25. a change in gene frequency; that is, in the frequency of alleles in a breeding population from generation to generation.
26. a change in the gene frequency within the DNA of a single individual organism.
27. the survival of the chemically fittest allele in the gene pool.
28. a change in gene frequency caused by either chromosomal rearrangement or recombination.

Answer: B

Learning Objective: Understand the key mechanisms of genetic evolution and the role each mechanism plays in evolution.

Topic: Mechanisms of genetic evolution and their evolutionary roles

 

24. Any factor that contributes to the change in allele frequency in a breeding population from generation to generation is considered a mechanism of genetic evolution. Those mechanisms are
25. sexual selection, mutation, and human biological plasticity.
26. independent assortment, recombination, and mutation.
27. random genetic drift and random gene flow.
28. phenotypic straining through the organism’s development and mutations across the generations.
29. natural selection, mutation, random genetic drift, and gene flow.

Answer: E

Learning Objective: Understand the key mechanisms of genetic evolution and the role each mechanism plays in evolution.

Topic: Mechanisms of genetic evolution and their evolutionary roles

 

25. The example of the sickle-cell allele demonstrates a key aspect of evolution through natural selection, in that
26. adaptation and fitness are in relation to the individual organism, not the general population.
27. human populations in the tropics are the most susceptible to random changes caused by natural selection.
28. natural selection increases the variety in a population upon which subsequent natural selective processes can act.
29. adaptation and fitness are in relation to specific environments; traits are not universally adaptive or maladaptive.
30. although natural selection usually acts upon the phenotype, it can sometimes act upon the genotype.

Answer: D

Topic: Learning Objective: Understand the key mechanisms of genetic evolution and the role each mechanism plays in evolution.

Topic: Mechanisms of genetic evolution and their evolutionary roles

 

 

 

 

26. Which of the following statements about individuals with the Hb^S allele in the homozygous form is true?
27. They lack the capacity to digest lactose.
28. They usually develop fatal cases of sickle-cell anemia.
29. They rarely develop any form of sickle-cell anemia before reaching reproductive age.
30. They are usually found in temperate regions of the world.
31. They always develop fatal cases of sickle-cell anemia late in life.

Answer: B

Learning Objective: Understand the key mechanisms of genetic evolution and the role each mechanism plays in evolution.

Topic: Mechanisms of genetic evolution and their evolutionary roles

 

27. Which of the following statements about the Hb^S allele is NOT true?
28. It is found in higher gene frequencies in regions where malaria is endemic.
29. It causes sickle-cell anemia in homozygous individuals.
30. In areas where malaria has been reduced through drainage and insecticides, its frequency declines.
31. Heterozygous individuals have an increased immunity to malaria.
32. Homozygous individuals usually develop fatal cases of dysentery.

Answer: E

Learning Objective: Understand the key mechanisms of genetic evolution and the role each mechanism plays in evolution.

Topic: Mechanisms of genetic evolution and their evolutionary roles

 

28. The study of sickle-cell anemia and its relation to malarial environments demonstrates that
29. homozygotes lack the capacity to digest lactose.
30. a maladaptive allele may be preserved if it provides an advantage.
31. selection removes recessive alleles from the gene pool faster than it does dominant alleles.
32. heterozygotes are not as selectively fit as are dominant homozygotes.
33. natural selection improves a gene pool by wiping out deleterious alleles.

Answer: B

Learning Objective: Understand the key mechanisms of genetic evolution and the role each mechanism plays in evolution.

Topic: Mechanisms of genetic evolution and their evolutionary roles

 

29. Fixation due to random genetic drift is more rapid in
30. blue-eyed persons.
31. small populations.
32. the punctuated equilibrium model of evolution.
33. the formation of a new species.
34. tropical environments.

Answer: B

Learning Objective: Understand the key mechanisms of genetic evolution and the role each mechanism plays in evolution.

Topic: Mechanisms of genetic evolution and their evolutionary roles

 

30. What does the term gene flow refer to?
31. the random loss of genes through sampling error
32. the genetic mutations that occur during meiosis
33. the movement of alleles from one chromosome to another
34. the exchange of genetic material between populations of the same species
35. a random pattern of chromosome mutations

Answer: D

Learning Objective: Understand the key mechanisms of genetic evolution and the role each mechanism plays in evolution.

Topic: Mechanisms of genetic evolution and their evolutionary roles

 

31. What does gene flow act against?
32. migration
33. speciation
34. natural selection
35. mutations
36. balanced polymorphisms

Answer: B

Learning Objective: Understand the key mechanisms of genetic evolution and the role each mechanism plays in evolution.

Topic: Mechanisms of genetic evolution and their evolutionary roles

 

32. In the debate of how speciation occurs, advocates of punctuated equilibrium
33. describe macroevolution as the gradual accumulation of evolutionary changes over time.
34. agree with the advocates of intelligent design on views about the flaws in fossil-dating techniques.
35. define species the same way creationists and gradualists do.
36. have revived Darwin’s classic description of change over time.
37. suggest that long periods of stability, during which species change little, are interrupted by evolutionary leaps.

Answer: E

Learning Objective: Remember the continuum of evolutionary change in the contemporary study of biological evolution, as identified by Kottak.

Topic: Continuum of evolutionary change

 

33. Which of the following best describes microevolution?
34. genetic changes in a population without speciation
35. the divergence of one ancestral species into two
36. the formation of a new species
37. the exchange of genetic material through interbreeding
38. long periods of stability with occasional evolutionary leaps

Answer: A

Learning Objective: Remember the continuum of evolutionary change in the contemporary study of biological evolution, as identified by Kottak.

Topic: Continuum of evolutionary change

 

34. How have modern-day creationists sometimes misunderstood the contrast between microevolution and macroevolution to comment on evolution?
35. by noting that no degree of phenotypical difference is implied by the term macroevolution
36. by suggesting that macroevolution, in contrast to microevolution, cannot be demonstrated based on the fossil record
37. by suggesting that speciation occurs after intense competition
38. by avoiding the sharp contrast between microevolution and macroevolution
39. by arguing that the fossil record supports macroevolution but not microevolution

Answer: B

Learning Objective: Remember the continuum of evolutionary change in the contemporary study of biological evolution, as identified by Kottak.

Topic: Continuum of evolutionary change

 

 

TRUE/FALSE QUESTIONS

 

35. The theory of creationism argues that all the species present today were created as natural selection selected the fittest individuals.

Answer: False

Learning Objective: Understand Charles Darwin’s and Alfred Russel Wallace’s theory of evolution by natural selection as well as other theories of life’s origins.

Topic: Theories of evolution and life’s origins

 

36. The inheritance of acquired characteristics is central to Darwin’s theory of evolution.

Answer: False

Learning Objective: Understand Charles Darwin’s and Alfred Russel Wallace’s theory of evolution by natural selection as well as other theories of life’s origins.

Topic: Theories of evolution and life’s origins

 

37. Uniformitarianism states that the natural forces at work today have more or less been the same as those at work in the past.

Answer: True

Learning Objective: Understand Charles Darwin’s and Alfred Russel Wallace’s theory of evolution by natural selection as well as other theories of life’s origins.

Topic: Theories of evolution and life’s origins

 

38. Darwin proposed the theory of evolution, although the fact of evolution was known well before his work.

Answer: True

Learning Objective: Understand Charles Darwin’s and Alfred Russel Wallace’s theory of evolution by natural selection as well as other theories of life’s origins.

Topic: Theories of evolution and life’s origins

 

 

 

 

39. Intelligent design explains some biological facts that evolution cannot explain.

Answer: False

Learning Objective: Understand Charles Darwin’s and Alfred Russel Wallace’s theory of evolution by natural selection as well as other theories of life’s origins.

Topic: Theories of evolution and life’s origins

 

40. Mendelian genetics studies the ways in which gene frequencies vary in communities from generation to generation.

Answer: False

Learning Objective: Understand Gregor Mendel’s experiments, their implications for evolution, and key contributions of Mendelian genetics to the study of hereditary traits.

Topic: Mendel’s experiments

 

41. One of Gregor Mendel’s contributions to genetics was his discovery that traits are inherited as discrete units.

Answer: True

Learning Objective: Understand Gregor Mendel’s experiments, their implications for evolution, and key contributions of Mendelian genetics to the study of hereditary traits.

Topic: Mendel’s experiments

 

42. Recessive traits are expressed only in homozygous individuals.

Answer: True

Learning Objective: Understand Gregor Mendel’s experiments, their implications for evolution, and key contributions of Mendelian genetics to the study of hereditary traits.

Topic: Mendel’s experiments

 

43. Genotype refers to expressed physical traits based on their genetic makeup.

Answer: False

Learning Objective: Understand Gregor Mendel’s experiments, their implications for evolution, and key contributions of Mendelian genetics to the study of hereditary traits.

Topic: Mendel’s experiments

 

44. Balanced polymorphism refers to two or more alleles of the same gene that maintain constant frequencies in a population from generation to generation.

Answer: True

Learning Objective: Understand the key mechanisms of genetic evolution and the role each mechanism plays in evolution.

Topic: Mechanisms of genetic evolution and their evolutionary roles

 

45. Mendel’s concept of independent assortment is based on the fact that individual traits are inherited independently of one another.

Answer: True

Learning Objective: Understand Gregor Mendel’s experiments, their implications for evolution, and key contributions of Mendelian genetics to the study of hereditary traits.

Topic: Mendel’s experiments

 

46. In molecular genetics, the term crossover refers to a site on the DNA molecule where homologous chromosomes have exchanged segments by breakage and reattachment.

Answer: True

Learning Objective: Understand the functions of DNA’s significance for evolution, the two primary types of cell division, the process of crossing over, and instances of genetic mutation.

Topic: The functions of DNA’s significance for evolution

 

47. Mitosis is the special process by which sex cells are produced.

Answer: False

Learning Objective: Understand the functions of DNA’s significance for evolution, the two primary types of cell division, the process of crossing over, and instances of genetic mutation.

Topic: The functions of DNA’s significance for evolution

 

48. Genetic evolution involves changes in gene frequencies between generations within a given breeding population.

Answer: True

Learning Objective: Understand the key mechanisms of genetic evolution and the role each mechanism plays in evolution.

Topic: Mechanisms of genetic evolution and their evolutionary roles

 

49. Natural selection is the only mechanism driving genetic evolution.

Answer: False

Learning Objective: Understand the key mechanisms of genetic evolution and the role each mechanism plays in evolution.

Topic: Mechanisms of genetic evolution and their evolutionary roles

 

50. Natural selection operates directly on the genotype of an organism.

Answer: False

Learning Objective: Understand the key mechanisms of genetic evolution and the role each mechanism plays in evolution.

Topic: Mechanisms of genetic evolution and their evolutionary roles

 

51. Directional selection works to reduce genetic variation by removing maladaptive traits from the gene pool.

Answer: True

Learning Objective: Understand the key mechanisms of genetic evolution and the role each mechanism plays in evolution.

Topic: Mechanisms of genetic evolution and their evolutionary roles

 

52. Directional selection has eliminated sickle-cell anemia from all human populations, except those in regions where diabetes is endemic.

Answer: False

Learning Objective: Understand the key mechanisms of genetic evolution and the role each mechanism plays in evolution.

Topic: Mechanisms of genetic evolution and their evolutionary roles

 

53. The Hb^S allele has been maintained in certain populations in Africa, India, and the Mediterranean because heterozygous individuals with this allele are less susceptible to malaria.

Answer: True

Learning Objective: Understand the key mechanisms of genetic evolution and the role each mechanism plays in evolution.

Topic: Mechanisms of genetic evolution and their evolutionary roles

 

54. Mutations introduce genetic variation into a gene pool.

Answer: True

Learning Objective: Understand the key mechanisms of genetic evolution and the role each mechanism plays in evolution.

Topic: Mechanisms of genetic evolution and their evolutionary roles

 

55. Gene flow between populations works to prevent speciation.

Answer: True

Learning Objective: Understand the key mechanisms of genetic evolution and the role each mechanism plays in evolution.

Topic: Mechanisms of genetic evolution and their evolutionary roles

 

56. Microevolution refers to small-scale change in allele frequencies over generations without speciation.

Answer: True

Learning Objective: Remember the continuum of evolutionary change in the contemporary study of biological evolution, as identified by Kottak.

Topic: Continuum of evolutionary change

 

 

ESSAY QUESTIONS

 

57. Identify and discuss Charles Darwin’s major contribution to the study of life forms. What was new about Darwin’s views, and what had previously been proposed by others?

Learning Objective: Understand Charles Darwin’s and Alfred Russel Wallace’s theory of evolution by natural selection as well as other theories of life’s origins.

Topic: Theories of evolution and life’s origins

 

58. “Evolution is just a theory!” How would you respond to someone who challenges you with such a statement?

Learning Objective: Understand Charles Darwin’s and Alfred Russel Wallace’s theory of evolution by natural selection as well as other theories of life’s origins.

Topic: Theories of evolution and life’s origins

 

59. How is evolution defined by population geneticists? What are the major mechanisms of genetic evolution?

Learning Objective: Remember the subject matter of population genetics.

Topic: Population genetics

 

60. Identify and discuss the genetic sources of variety on which natural selection may operate.

Learning Objective: Understand the key mechanisms of genetic evolution and the role each mechanism plays in evolution.

Learning Objective: Remember the continuum of evolutionary change in the contemporary study of biological evolution, as identified by Kottak.

Topic: Continuum of evolutionary change

 

61. Why is the difference between microevolution and macroevolution hard to distinguish?

Learning Objective: Remember the continuum of evolutionary change in the contemporary study of biological evolution, as identified by Kottak.

Topic: Continuum of evolutionary change

 

62. Give an example of how punctuated equilibrium would work.

Learning Objective: Remember the continuum of evolutionary change in the contemporary study of biological evolution, as identified by Kottak.

Topic: Continuum of evolutionary change

 

63. One of anthropology’s main lessons is that biology, language, and culture do not go together in neat bundles. Using what you have learned from this chapter, explain what this statement means, and provide examples that support your answer.

Learning Objective: Remember the continuum of evolutionary change in the contemporary study of biological evolution, as identified by Kottak.

Topic: Continuum of evolutionary change