Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
50 Cards in this Set
- Front
- Back
Genetic drift
|
The random fluctuation in allele frequency that occurs in finite populations.
|
|
Cnidaria
|
The animal phylum that is the sister group to Bilateria.
|
|
Stephen Jay Gould
|
Help to resurrect modern evo-devo with his book called Ontogeny and Phylogeny
|
|
Ecdysozoa
|
A clade of animals that includes nematodes and arthropods.
|
|
Positive Assortative Mating
|
Genotypically similar individuals are more likely to mate with each other
|
|
Cambrian period
|
Witness to the origin of nearly every modern animal phylum.
|
|
choanoflagellates
|
The sister group to all metazoans.
|
|
mosasaurs
|
Extinct relatives of snakes.
|
|
Archean era
|
Witness to the origin of life.
|
|
Lophotrochozoa
|
A clade of animals that includes annelids and mollusks.
|
|
Bergmann’s Rule
|
The observed negative correlation between body mass and temperature in warmblooded animals.
|
|
Alfred Russell Wallace
|
One of the first scientists to study biogeography and use this as evidence for evolution.
|
|
Adaptation
|
A trait that evolved by natural selection.
|
|
Homoplasy
|
Non-homologous characters due to convergence or reversals.
|
|
Evolutionary species concept
|
A single lineage of ancestor-descendant populations which maintains its identity from other such lineages and which has its own evolutionary tendencies and historical fate.
|
|
Diversifying selection
|
Individuals exhibiting the mean value for a phenotype are the least fit.
|
|
Microevolution
|
Change with inheritance over a small number of generations.
|
|
Mesozoic period
|
Known as the age of the dinosaurs.
|
|
Alleles
|
Variants present at a particular locus in the genome.
|
|
Phenotype
|
A characteristic of an organisms, or group of organisms.
|
|
Ontology
|
The study of being.
|
|
An expectation of neutrality
|
The synonymous rate of substitution equals the non-synonymous rate of
substitution |
|
Geodispersal
|
Range expansion due to the disappearence of a geographical barrier.
|
|
Polymorphism
|
The presence of many allelic variants in a population.
|
|
monophyly
|
A group that includes an ancestor and all its descendents.
|
|
Hardy-Weinberg equilibrium
|
The null hypothesis for evolution within populations.
|
|
Inbreeding depression
|
Decrease in overall fitness of individuals in a population due to increased deleterious homozygous recessive individuals.
|
|
Sex
|
The shuffling of genetic material
|
|
Indirect Fitness
|
Fitness that an allele confers on other individuals carrying a copy of that allele.
|
|
Another name for sex
|
Copulation
|
|
The K-T extinction
|
Witness to the largest mass extinction in the history of life.
|
|
Allopatric speciation
|
Speciation through the breakup of continents.
|
|
Altruism hypothesis
|
Altruistic traits can evolve if the benefit to relatives outweighs the cost to
the donor. |
|
gene flow
|
movement of alleles between populations due to migration of individuals carrying those alleles; mutation still has to give rise to variation in a different population
|
|
Genetic Drift
|
random fluctuations of allele frequency in populations of finite size
|
|
Recombination
|
he process by which a strand of genetic material (usually DNA; but can also be RNA) is broken and then joined to a different DNA molecule; without mutation, there wouldn’t be different variants that could recombine to form new combinations
|
|
List an example given in class of reproductive isolation in two species that co-occur in the same region.
|
Brown trout – temporal isolation
Behavioural isolation – insect songs Fertilization barriers – marine invertebrates |
|
Describe why reproductive isolation is important for the speciation process (and why physical isolation alone is not enough).
|
Insures that they can’t reproduce. Without reproductive isolation mechanisms in place, once
isolate populations can resume interbreeding if the physical barrier disappears. |
|
The biological species concept states that “species are groups of actually or potentially interbreeding populations which are reproductively isolated from other such groups”. Describe why, ontologically, this concept is strong, but epistemologically, it is difficult to apply.
|
It takes into account reproduction isolation such that there can not longer be gene flow between the two species. This would ensure the speciation processs. It is difficult to recognize in nature because a lot of individuals simply don’t interbreed because they never have the opportunity (distance) and it is difficult to test in the lab because these are not natural conditions.
|
|
Vicariance
|
fragmentation of the environment (as by splitting of a tectonic plate) in contrast to dispersal as a factor in promoting biological evolution by division of large populations into isolated subpopulations
|
|
How can one explain how beak depth can change so quickly (in just one or a few generations) from what we know about the developmental mechanisms underlying beak depth?
|
Simple changes in regulation of developmental regulatory genes (BMP4) can have dramatic changes in beak size.
|
|
Using an example of a pathway/gene given in class (Hox, Dll, Mads-Box), explain why the
quote “Nature is prodigal in variety, but sparing in innovation” appropriately describes the lessons we have learned from modern studies of evolutionary developmental biology |
All of these organisms have the same genetic pathway. Phenotypic diversity is generated NOT by
the evolution of new pathways, but by simple changes in the regulation of these pathways in time and space. |
|
Hox
|
conserved general role in axial patterning in all of animals
|
|
Dll
|
conserved role in specifying a secondary axis (appendage).
|
|
Mads-box
|
conserved role is specifying whorl identity.
|
|
Give one example of a trait in figs that you think evolved by natural selection and describe how this trait might be an adaptation to its pollinator.
|
-Chemical cues – attract pollinator
-Shape of ostiole-fit the head of the wasp -morphology – style length fits ovipositer, but different lengths encourage the wasp explore different flowers and pollinate them as she tries them out. |
|
Give one example of a trait in wasps that you think evolved by natural selection and describe how this trait might be an adaptation to its host.
|
-Males-specialized mouthparts to bore holes.
-Females mouth parts and legs adapted for entering ostiole. -Female pouches to hold pollen |
|
Briefly describe macroevolutionary evidence that would support your hypothesis that figs/wasps have a close coevolutionary relationship.
|
Congruence in speciation patterns
|
|
Briefly describe an experiment that could be used to test whether one of the traits of interest (fig or wasp) is adaptive (this was not given in class so you will have to use your creativity in designing a simple experiment).
|
Most straight-forward examples would be inter-species swaps:
For example: wasp head/fig osteole fit like lock and key; ovipostor/style fit like lock and key; chemical cues emitted by fig are wasp specific. One could rear non-coevolved wasps/figs and look at fitness (offspring production) in both figs and wasps. |
|
What ratio of heterozygotes to homozygotes are produced with inbreeding/selfing occurring in the population?
|
fewer heterozygotes and more homozygotes than expected
|