Evolutionary Biology Spring 2011 Study Questions
EEB2245/2245W
The following study questions are designed to help you think about the lecture material. They are not comprehensive questions. Exam material is NOT limited to the topics in study questions and will not follow this format.
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Contents
Lecture 1 ( Jan 20, 2011)
1- What is speciation?
2- What are three ways relationships among organisms can be depicted or described?
3- What are the three main questions evolutionary biologists study?
4- What is homology?
5- Explain how the Permian Mass Extinction had a large effect on the diversity of life on Earth. How did that extinction influence the diversity of life present on Earth now?
6- Describe three different patterns in the diversity of life that evolutionary biology seeks to explain.
Lecture 2 (Jan 25, 2011)
Give an example of the fit between an organism and its environment.
Why do we focus on genetic differences in studying evolutionary change?
Suppose you observe that the average weight of squirrels on campus is greater than their average weight on Horsebarn Hill. Give an example in which this difference in weight is the result of an evolutionary change. Given an example in which this difference is not the result of an evolutionary change. Describe an experiment you could do to determine whether the difference is due to an evolutionary change or not.
What is the relationship between Mendelian genetics and population genetics?
What are the variables used to describe the genetic composition of a population?
In general terms, what genotype frequencies are expected under the Hardy-Weinberg equilibrium?
What happens to genotype frequencies in a population under Hardy-Weinberg equilbrium? What happens to allele frequencies?
Hardy-Weinberg practice: try the 
problems here to get practice with describing the genetic composition of a population and determining Hardy-Weinberg proportions.
Lecture 3 (Feb 3, 2011)
While studying anole lizards you observe that some lizards are more green in color (found mainly on tree leaves) while others are more brown in color (found mainly on tree trunks). In order for this phenotype to be an evolutionary change what must be the source of variation? How could you test to see the source of this phenotype variation?
Why do we use allele and genotypes frequencies instead of the number of gametes or individuals in a population?
How many generations does it take for a population to establish genotype frequencies in HWE (Hardy-Weinberg equilibrium) given all the assumptions are met?
Why does population size matter when studying population genetics?
What effect does genetic drift have on: (a) genetic variation (b) genotype frequencies (are they in Hardy-Weinberg proportions or not? Do they change from generation to generation?)
What does it mean when an allele has ‘been fixed’ or ‘gone to fixation’ in a population?
HWE assumes that there is no new genetic mutations. However, all new genetic variation occurs through mutation. Why do we mostly ignore this assumption violation?
You observe the genotype frequencies of a cow population for 2 generations. The allele frequencies and genotype frequencies do not change. Is this population in HWE? Why or why not.
Lecture 4 (Feb 8, 2011)
Which assumption of the HWE do both mutation and migration violate and why?
If an A allele has a frequency of 0.95 in a population, will this always fixed through drift? What is the probability the A allele will be fixed?
What is migration in an evolutionary sense and why is it important for understanding evolution in populations? Give an example of migration and explain its effects on allele frequencies.
In the Continent to Island Migration model, it is assumed that the frequency of the continent allele, pc, stays the same. Why is this a reasonable assumption?
How can you calculate the allele frequency of an island population after 1 generation of migration?
What factor(s) affects the rate of homogenization of allele frequencies when populations are connected by migration?
