Anthropology Appreciating Human Diversity 18th Edition By Conrad Kottak - Test Bank

Anthropology Appreciating Human Diversity 18th Edition By Conrad Kottak – Test Bank

 

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Anthropology: Appreciating Human Diversity, 18e (Kottak)

Chapter 5   Evolution and Genetics

 

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

1. A) 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.
2. B) they determine, at the genetic level, our phenotype.
3. C) they provide the clues to building a better human race by promoting directed speciation.
4. D) people haven’t stopped adapting biologically.
5. E) they continue to justify anthropology’s biocultural perspective.

 

Answer:  D

Topic:  Theories of evolution and life’s origins

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

Accessibility:  Keyboard Navigation

 

2) During the eighteenth 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

1. A) catastrophism, the belief that species arise from one another through a long and gradual process of transformation.
2. B) biblical punctuated equilibrium.
3. C) creationism, the belief that biological similarities and differences originated at Creation and that these characteristics, once set, could not change.
4. D) uniformitarianism, the belief that natural forces at work today also explain past events.
5. E) Mendelianism.

 

Answer:  C

Topic:  Theories of evolution and life’s origins

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

Accessibility:  Keyboard Navigation

 

 

 

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

1. A) catastrophism.
2. B) mutation.
3. C) natural selection.
4. D) creationism.
5. E) lamarckianism.

 

Answer:  C

Topic:  Theories of evolution and life’s origins

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

Accessibility:  Keyboard Navigation

 

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,

1. A) 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.
2. B) ID should be taught as a hypothesis of human origins, not a theory.
3. C) ID should not be taught in schools, since it lacks a research and testing program and is unsupported by peer-reviewed research.
4. D) the teaching of ID should be restricted to extracurricular activities, since it holds no scientific or cultural value.
5. E) these attempts have always failed, because ID’s proponents argue that it should be taught in place of Darwinian evolution.

 

Answer:  A

Topic:  Theories of evolution and life’s origins

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

Accessibility:  Keyboard Navigation

 

 

 

5) Darwin and Wallace simultaneously proposed which of the following theoretical models?

1. A) evolution
2. B) natural selection
3. C) creationism
4. D) uniformitarianism
5. E) transformism

 

Answer:  B

Topic:  Theories of evolution and life’s origins

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

Accessibility:  Keyboard Navigation

 

6) Which of the following does NOT seek to explain the origin of species by referring to an outside agent?

1. A) evolution
2. B) catastrophism
3. C) creationism
4. D) extraterrestrial seeding
5. E) intelligent design

 

Answer:  A

Topic:  Theories of evolution and life’s origins

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

Accessibility:  Keyboard Navigation

 

7) What is the term for the belief that explanations for past events should be sought in ordinary forces that are at work today?

1. A) uniformitarianism
2. B) speciation
3. C) creationism
4. D) recombination
5. E) catastrophism

 

Answer:  A

Topic:  Theories of evolution and life’s origins

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

Accessibility:  Keyboard Navigation

 

 

 

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

1. A) set the foundations for molecular dating techniques.
2. B) confirmed that the world was only 6,000 years old.
3. C) influenced the work of Darwin’s own grandfather, who would eventually set young Darwin on the path of scientific research.
4. D) confirmed Linnaeus’s comprehensive and still influential taxonomic system, which was key to formulating a mechanism that drives evolution.
5. E) 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

Topic:  Theories of evolution and life’s origins

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

Accessibility:  Keyboard Navigation

 

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

1. A) the toughest members of their population having the longest life span.
2. B) differential reproductive success.
3. C) the most fit members collecting the most resources from the environment.
4. D) the survival of those members of their population that practice true altruism.
5. E) survival success in any environment.

 

Answer:  B

Topic:  Theories of evolution and life’s origins

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

Accessibility:  Keyboard Navigation

 

10) For natural selection to work on a particular population,

1. A) the members must have a sufficiently long life span.
2. B) the environment must remain constant.
3. C) the members must have a strong will to survive.
4. D) there must be variety within that population.
5. E) there must be genotypic diversity but phenotypic homogeneity.

 

Answer:  D

Topic:  Theories of evolution and life’s origins

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

Accessibility:  Keyboard Navigation

 

11) Which of the following statements about natural selection is FALSE?

1. A) Natural selection operates directly on genetic variety.
2. B) Natural selection is the sum of environmental forces that conditions the survival of particular phenotypes.
3. C) Natural selection operates with respect to specific environments.
4. D) Natural selection is most obvious when there is competition among a population for strategic resources.
5. E) Natural selection was first scientifically described by Darwin and Wallace.

 

Answer:  A

Topic:  Theories of evolution and life’s origins

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

Accessibility:  Keyboard Navigation

 

12) Adaptive traits are

1. A) favored by natural selection.
2. B) caused by mutation.
3. C) not selected from one generation to the next.
4. D) selected against.
5. E) usually recessive alleles.

 

Answer:  A

Topic:  Theories of evolution and life’s origins

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

Accessibility:  Keyboard Navigation

 

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

1. A) in each generation, individual giraffes strain their necks to reach food just a bit higher, and that this straining somehow modifies their genetic material.
2. B) 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.
3. C) a need for a longer neck activates the long-neck gene throughout development.
4. D) natural selection works on the genotype, not the phenotype.
5. E) the presence of variety among a population works against the advantages of natural selection.

 

Answer:  A

Topic:  Theories of evolution and life’s origins

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

Accessibility:  Keyboard Navigation

 

14) Why are genetics and evolution so important to anthropology?

1. A) They give anthropology some credibility as a scientific field.
2. B) They provide the key to understanding the rate of environmental change throughout human history.
3. C) They define humans’ position at the top of the hierarchy of biological diversity.
4. D) They help anthropologists document and explain human biological diversity.
5. E) They determine the clear distinction between biological and cultural forces acting through human history.

 

Answer:  D

Topic:  Mendel’s experiments

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

Accessibility:  Keyboard Navigation

 

15) Mendelian genetics studies

1. A) changes in gene frequencies in breeding populations.
2. B) the ways in which chromosomes transmit genes across generations.
3. C) how nuclear DNA transmits information to other parts of the cell.
4. D) evolution in pea plants.
5. E) phenotypic mutations.

 

Answer:  B

Topic:  Mendel’s experiments

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

Accessibility:  Keyboard Navigation

 

16) Gregor Mendel’s work with hereditary traits of pea plants

1. A) confirmed the paint-pot theory of inheritance.
2. B) was the basis for Darwin’s theory of evolution.
3. C) led to the formulation of the law of independent assortment.
4. D) discredited the phenomenon of balanced polymorphism.
5. E) proved that natural selection operates on genotypes.

 

Answer:  C

Topic:  Mendel’s experiments

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

Accessibility:  Keyboard Navigation

 

 

 

17) What role do recombination and independent assortment play in evolution?

1. A) They work to limit the amount of variation in a population.
2. B) They increase the frequencies of deleterious genes.
3. C) They work to limit the number of potential phenotypes.
4. D) They act to create genetic variability in a breeding population.
5. E) They act to reduce the overall fitness of a breeding population.

 

Answer:  D

Topic:  Mendel’s experiments

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

Accessibility:  Keyboard Navigation

 

18) What is the process by which sex cells are produced?

1. A) directional selection
2. B) recombination
3. C) mitosis
4. D) independent assortment
5. E) meiosis

 

Answer:  E

Topic:  DNA and evolution

Learning Objective:  Summarize the significance of DNA’s functions for evolution.

Accessibility:  Keyboard Navigation

 

19) DNA molecules

1. A) were discovered in the decade after Darwin’s death.
2. B) make up genes and chromosomes, which are basic hereditary units.
3. C) initiate and guide the construction of complex sugars.
4. D) are made up of three bases: adenine, cytosine, and factor.
5. E) are the messenger molecules of RNA.

 

Answer:  B

Topic:  DNA and evolution

Learning Objective:  Summarize the significance of DNA’s functions for evolution.

Accessibility:  Keyboard Navigation

 

 

 

20) Mutations are the most important source of variety on which natural selection depends and operates. There are two forms of mutations,

1. A) both discovered by Mendel.
2. B) cancer-causing mutations and chromosomal rearrangement.
3. C) and both occur only during the development of an individual.
4. D) called base substitution mutation and chromosomal rearrangement.
5. E) and both always result in phenotypic change.

 

Answer:  D

Topic:  Mechanisms of genetic evolution and their evolutionary roles

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

Accessibility:  Keyboard Navigation

 

21) The term gene pool refers to all the

1. A) alleles, genes, chromosomes, and genotypes within a breeding population.
2. B) mutations in a breeding population.
3. C) alleles, genes, chromosomes, and genotypes of the animal kingdom.
4. D) processes of achieving a perfect fit to the environment.
5. E) mechanisms of competition over strategic resources.

 

Answer:  A

Topic:  Population genetics

Learning Objective:  Recall the subject matter of population genetics.

Accessibility:  Keyboard Navigation

 

22) Human biology

1. A) is no longer affected by evolutionary processes.
2. B) remains the best explanation for genetic evolution.
3. C) is all in the genes.
4. D) is 75 percent genotype and 25 percent phenotype.
5. E) is not set at birth but has considerable plasticity.

 

Answer:  E

Topic:  Population genetics

Learning Objective:  Recall the subject matter of population genetics.

Accessibility:  Keyboard Navigation

 

 

 

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

1. A) directional selection of the fittest alleles in a breeding population.
2. B) a change in gene frequency; that is, in the frequency of alleles in a breeding population from generation to generation.
3. C) a change in the gene frequency within the DNA of a single individual organism.
4. D) the survival of the chemically fittest allele in the gene pool.
5. E) a change in gene frequency caused by either chromosomal rearrangement or recombination.

 

Answer:  B

Topic:  Mechanisms of genetic evolution and their evolutionary roles

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

Accessibility:  Keyboard Navigation

 

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

1. A) sexual selection, mutation, and human biological plasticity.
2. B) independent assortment, recombination, and mutation.
3. C) random genetic drift and random gene flow.
4. D) phenotypic straining through the organism’s development and mutations across the generations.
5. E) natural selection, mutation, random genetic drift, and gene flow.

 

Answer:  E

Topic:  Mechanisms of genetic evolution and their evolutionary roles

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

Accessibility:  Keyboard Navigation

 

 

 

25) The example of the sickle-cell allele demonstrates a key aspect of evolution through natural selection, in that

1. A) adaptation and fitness are in relation to the individual organism, not the general population.
2. B) human populations in the tropics are the most susceptible to random changes caused by natural selection.
3. C) natural selection increases the variety in a population upon which subsequent natural selective processes can act.
4. D) adaptation and fitness are in relation to specific environments; traits are not universally adaptive or maladaptive.
5. E) although natural selection usually acts upon the phenotype, it can sometimes act upon the genotype.

 

Answer:  D

Topic:  Mechanisms of genetic evolution and their evolutionary roles

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

Accessibility:  Keyboard Navigation

 

26) Which of the following statements about individuals with the HbS allele in the homozygous form is TRUE?

1. A) They lack the capacity to digest lactose.
2. B) They usually develop fatal cases of sickle-cell anemia.
3. C) They rarely develop any form of sickle-cell anemia before reaching reproductive age.
4. D) They are usually found in temperate regions of the world.
5. E) They always develop fatal cases of sickle-cell anemia late in life.

 

Answer:  B

Topic:  Mechanisms of genetic evolution and their evolutionary roles

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

Accessibility:  Keyboard Navigation

 

27) Which of the following statements about the HbS allele is FALSE?

1. A) It is found in higher gene frequencies in regions where malaria is endemic.
2. B) It causes sickle-cell anemia in homozygous individuals.
3. C) In areas where malaria has been reduced through drainage and insecticides, its frequency declines.
4. D) Heterozygous individuals have an increased immunity to malaria.
5. E) Homozygous individuals usually develop fatal cases of dysentery.

 

Answer:  E

Topic:  Mechanisms of genetic evolution and their evolutionary roles

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

Accessibility:  Keyboard Navigation

 

28) The study of sickle-cell anemia and its relation to malarial environments demonstrates that

1. A) homozygotes lack the capacity to digest lactose.
2. B) a maladaptive allele may be preserved if it provides an advantage.
3. C) selection removes recessive alleles from the gene pool faster than it does dominant alleles.
4. D) heterozygotes are not as selectively fit as are dominant homozygotes.
5. E) natural selection improves a gene pool by wiping out deleterious alleles.

 

Answer:  B

Topic:  Mechanisms of genetic evolution and their evolutionary roles

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

Accessibility:  Keyboard Navigation

 

29) Fixation due to random genetic drift is more rapid in

1. A) blue-eyed persons.
2. B) small populations.
3. C) the punctuated equilibrium model of evolution.
4. D) the formation of a new species.
5. E) tropical environments.

 

Answer:  B

Topic:  Mechanisms of genetic evolution and their evolutionary roles

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

Accessibility:  Keyboard Navigation

 

30) To what does the term gene flow refer?

1. A) the random loss of genes through sampling error
2. B) the genetic mutations that occur during meiosis
3. C) the movement of alleles from one chromosome to another
4. D) the exchange of genetic material between populations of the same species
5. E) a random pattern of chromosome mutations

 

Answer:  D

Topic:  Mechanisms of genetic evolution and their evolutionary roles

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

Accessibility:  Keyboard Navigation

 

 

 

31) Against what does gene flow act?

1. A) migration
2. B) speciation
3. C) natural selection
4. D) mutations
5. E) balanced polymorphisms

 

Answer:  B

Topic:  Mechanisms of genetic evolution and their evolutionary roles

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

Accessibility:  Keyboard Navigation

 

32) In the debate of how speciation occurs, advocates of punctuated equilibrium

1. A) describe macroevolution as the gradual accumulation of evolutionary changes over time.
2. B) agree with the advocates of intelligent design on views about the flaws in fossil-dating techniques.
3. C) define species the same way creationists and gradualists do.
4. D) have revived Darwin’s classic description of change over time.
5. E) suggest that long periods of stability, during which species change little, are interrupted by evolutionary leaps.

 

Answer:  E

Topic:  Continuum of evolutionary change

Learning Objective:  Describe the continuum of evolutionary change in the contemporary study of biological evolution.

Accessibility:  Keyboard Navigation

 

33) Which of the following best describes microevolution?

1. A) genetic changes in a population without speciation
2. B) the divergence of one ancestral species into two
3. C) the formation of a new species
4. D) the exchange of genetic material through interbreeding
5. E) long periods of stability with occasional evolutionary leaps

 

Answer:  A

Topic:  Continuum of evolutionary change

Learning Objective:  Describe the continuum of evolutionary change in the contemporary study of biological evolution.

Accessibility:  Keyboard Navigation

 

 

 

34) How have modern-day creationists sometimes misunderstood the contrast between microevolution and macroevolution to comment on evolution?

1. A) by noting that no degree of phenotypical difference is implied by the term macroevolution
2. B) by suggesting that macroevolution, in contrast to microevolution, cannot be demonstrated based on the fossil record
3. C) by suggesting that speciation occurs after intense competition
4. D) by avoiding the sharp contrast between microevolution and macroevolution
5. E) by arguing that the fossil record supports macroevolution but not microevolution

 

Answer:  B

Topic:  Continuum of evolutionary change

Learning Objective:  Describe the continuum of evolutionary change in the contemporary study of biological evolution.

Accessibility:  Keyboard Navigation

 

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

 

Answer:  FALSE

Topic:  Theories of evolution and life’s origins

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

Accessibility:  Keyboard Navigation

 

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

 

Answer:  FALSE

Topic:  Theories of evolution and life’s origins

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

Accessibility:  Keyboard Navigation

 

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

Topic:  Theories of evolution and life’s origins

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

Accessibility:  Keyboard Navigation

 

 

 

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

 

Answer:  TRUE

Topic:  Theories of evolution and life’s origins

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

Accessibility:  Keyboard Navigation

 

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

 

Answer:  FALSE

Topic:  Theories of evolution and life’s origins

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

Accessibility:  Keyboard Navigation

 

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

 

Answer:  FALSE

Topic:  Mendel’s experiments

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

Accessibility:  Keyboard Navigation

 

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

 

Answer:  TRUE

Topic:  Mendel’s experiments

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

Accessibility:  Keyboard Navigation

 

42) Recessive traits are expressed only in homozygous individuals.

 

Answer:  TRUE

Topic:  Mendel’s experiments

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

Accessibility:  Keyboard Navigation

 

 

 

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

 

Answer:  FALSE

Topic:  Mendel’s experiments

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

Accessibility:  Keyboard Navigation

 

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

Topic:  Mechanisms of genetic evolution and their evolutionary roles

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

Accessibility:  Keyboard Navigation

 

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

 

Answer:  TRUE

Topic:  Mendel’s experiments

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

Accessibility:  Keyboard Navigation

 

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

Topic:  DNA and evolution

Learning Objective:  Summarize the significance of DNA’s functions for evolution.

Accessibility:  Keyboard Navigation

 

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

 

Answer:  FALSE

Topic:  DNA and evolution

Learning Objective:  Summarize the significance of DNA’s functions for evolution.

Accessibility:  Keyboard Navigation

 

 

 

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

 

Answer:  TRUE

Topic:  Mechanisms of genetic evolution and their evolutionary roles

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

Accessibility:  Keyboard Navigation

 

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

 

Answer:  FALSE

Topic:  Mechanisms of genetic evolution and their evolutionary roles

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

Accessibility:  Keyboard Navigation

 

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

 

Answer:  FALSE

Topic:  Mechanisms of genetic evolution and their evolutionary roles

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

Accessibility:  Keyboard Navigation

 

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

 

Answer:  TRUE

Topic:  Mechanisms of genetic evolution and their evolutionary roles

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

Accessibility:  Keyboard Navigation

 

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

 

Answer:  FALSE

Topic:  Mechanisms of genetic evolution and their evolutionary roles

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

Accessibility:  Keyboard Navigation

 

 

 

53) The HbS 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

Topic:  Mechanisms of genetic evolution and their evolutionary roles

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

Accessibility:  Keyboard Navigation

 

54) Mutations introduce genetic variation into a gene pool.

 

Answer:  TRUE

Topic:  Mechanisms of genetic evolution and their evolutionary roles

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

Accessibility:  Keyboard Navigation

 

55) Gene flow between populations works to prevent speciation.

 

Answer:  TRUE

Topic:  Mechanisms of genetic evolution and their evolutionary roles

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

Accessibility:  Keyboard Navigation

 

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

 

Answer:  TRUE

Topic:  Continuum of evolutionary change

Learning Objective:  Describe the continuum of evolutionary change in the contemporary study of biological evolution.

Accessibility:  Keyboard Navigation

 

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?

 

Answer:  Answers will vary

Topic:  Theories of evolution and life’s origins

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

Accessibility:  Keyboard Navigation

 

 

 

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

 

Answer:  Answers will vary

Topic:  Theories of evolution and life’s origins

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

Accessibility:  Keyboard Navigation

 

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

 

Answer:  Answers will vary

Topic:  Population genetics

Learning Objective:  Recall the subject matter of population genetics.

Accessibility:  Keyboard Navigation

 

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

 

Answer:  Answers will vary

Topic:  Continuum of evolutionary change

Learning Objective:  Understand the key mechanisms of genetic evolution and the role each mechanism plays in evolution.; Describe the continuum of evolutionary change in the contemporary study of biological evolution.

Accessibility:  Keyboard Navigation

 

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

 

Answer:  Answers will vary

Topic:  Continuum of evolutionary change

Learning Objective:  Describe the continuum of evolutionary change in the contemporary study of biological evolution.

Accessibility:  Keyboard Navigation

 

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

 

Answer:  Answers will vary

Topic:  Continuum of evolutionary change

Learning Objective:  Describe the continuum of evolutionary change in the contemporary study of biological evolution.

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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.

 

Answer:  Answers will vary

Topic:  Continuum of evolutionary change

Learning Objective:  Describe the continuum of evolutionary change in the contemporary study of biological evolution.

Accessibility:  Keyboard Navigation