5.4 Evolution—Campbell chapters 22, 23, 24, and 25.
Assessment Statements
• Define evolution. (5.4.1)
• Outline the evidence for evolution provided by the fossil record, selective breeding of domesticated animals and homologous structures. (5.4.2)
• State that populations tend to produce more offspring than the environment can support. (5.4.3)
• Explain that the consequence of the potential overproduction of offspring is a struggle for survival. (5.4.4)
• State that the members of a species show variation. (5.4.5)
• Explain how sexual reproduction promotes variation in a species. (5.4.6)
• Explain how natural selection leads to evolution. (5.4.7)
• Explain two examples of evolution in response to environmental change; one must be antibiotic resistance in bacteria. (5.4.8)
Chapter 22 Presentation-Descent with Modification: A Darwinian View of Life
5.4 Evolution—Campbell chapters 22, 23, 24, and 25.
Assessment Statements
• Define evolution. (5.4.1)
• Outline the evidence for evolution provided by the fossil record, selective breeding of domesticated animals and homologous structures. (5.4.2)
• State that populations tend to produce more offspring than the environment can support. (5.4.3)
• Explain that the consequence of the potential overproduction of offspring is a struggle for survival. (5.4.4)
• State that the members of a species show variation. (5.4.5)
• Explain how sexual reproduction promotes variation in a species. (5.4.6)
• Explain how natural selection leads to evolution. (5.4.7)
• Explain two examples of evolution in response to environmental change; one must be antibiotic resistance in bacteria. (5.4.8)
Extension:
D4: The Hardy-Weinberg Principle (HL only)—Campbell chapter 23.
Assessment Statements
• Explain how the Hardy–Weinberg equation is derived. (D4.1)
• Calculate allele, genotype and phenotype frequencies for two alleles of a gene, using the Hardy–Weinberg equation. (D4.2)
• State the assumptions made when the Hardy–Weinberg equation is used. (D4.3)
Chapter 23 Presentation-The Evolution of Populations
5.4 Evolution—Campbell chapters 22, 23, 24, and 25.
Assessment Statements
• Define evolution. (5.4.1)
• Outline the evidence for evolution provided by the fossil record, selective breeding of domesticated animals and homologous structures. (5.4.2)
• State that populations tend to produce more offspring than the environment can support. (5.4.3)
• Explain that the consequence of the potential overproduction of offspring is a struggle for survival. (5.4.4)
• State that the members of a species show variation. (5.4.5)
• Explain how sexual reproduction promotes variation in a species. (5.4.6)
• Explain how natural selection leads to evolution. (5.4.7)
• Explain two examples of evolution in response to environmental change; one must be antibiotic resistance in bacteria. (5.4.8)
Options D—D2: Species and Speciation (HL & SL)—Campbell chapter 24.
Assessment Statements
• Define allele frequency and gene pool. (D2.1)
• State that evolution involves a change in allele frequency in a population’s gene pool over a number of generations. (D2.2)
• Discuss the definition of the term species. (D2.3)
• Describe three examples of barriers between gene pools. (D2.4)
• Explain how polyploidy can contribute to speciation. (D2.5)
• Compare allopatric and sympatric speciation. (D2.6)
• Outline the process of adaptive radiation. (D2.7)
• Compare convergent and divergent evolution. (D2.8)
• Discuss ideas on the pace of evolution, including gradualism and punctuated equilibrium. (D2.9)
• Describe one example of transient polymorphism. (D2.10)
• Describe sickle-cell anemia as an example of balanced polymorphism. (D2.11)
Chapter 24 Presentation-The Origin of Species
5.4 Evolution—Campbell chapters 22, 23, 24, and 25.
Assessment Statements
• Define evolution. (5.4.1)
• Outline the evidence for evolution provided by the fossil record, selective breeding of domesticated animals and homologous structures. (5.4.2)
• State that populations tend to produce more offspring than the environment can support. (5.4.3)
• Explain that the consequence of the potential overproduction of offspring is a struggle for survival. (5.4.4)
• State that the members of a species show variation. (5.4.5)
• Explain how sexual reproduction promotes variation in a species. (5.4.6)
• Explain how natural selection leads to evolution. (5.4.7)
• Explain two examples of evolution in response to environmental change; one must be antibiotic resistance in bacteria. (5.4.8)
D1: Origin of Life on Earth (HL & SL)—Campbell chapter 25, 28.
Assessment Statements
• Describe four processes needed for the spontaneous origin of life on Earth. (D1.1)
• Outline the experiments of Miller and Urey into the origin of organic compounds. (D1.2)
• State that comets may have delivered organic compounds to Earth. (D1.3)
• Discuss possible locations where conditions would have allowed the synthesis of organic compounds. (D1.4)
• Outline two properties of RNA that would have allowed it to play a role in the origin of life. (D1.5)
• State that living cells may have been preceded by protobionts, with an internal chemical environment different from their surroundings. (D1.6)
• Outline the contribution of prokaryotes to the creation of an oxygen-rich atmosphere. (D1.7)
• Discuss the endosymbiotic theory for the origin of eukaryotes. (D1.8)
Chapter 25 Presentation-The History of Life on Earth
D5: Phylogeny and Systematics (HL only)—Campbell chapter 26.
Assessment Statements
• Outline the value of classifying organisms. (D5.1)
• Explain the biochemical evidence provided by the universality of DNA and protein structures for the common ancestry of living organisms. (D5.2)
• Explain how variations in specific molecules can indicate phylogeny. (D5.3)
• Discuss how biochemical variations can be used as an evolutionary clock. (D5.4)
• Define clade and cladistics. (D5.5)
• Distinguish, with examples, between analogous and homologous characteristics. (D5.6)
• Outline the methods used to construct cladograms and the conclusions that can be drawn from them. (D5.7)
• Construct a simple cladogram. (D5.8)
• Analyse cladograms in terms of phylogenetic relationships. (D5.9)
• Discuss the relationship between cladograms and the classification of living organisms. (D5.10)
5.5 Classification—Campbell chapter 26, 28, 29, and 30.
Assessment Statements
• Outline the binomial system of nomenclature. (5.5.1)
• List seven levels in the hierarchy of taxa—kingdom, phylum, class, order, family, genus and species—using an example from two different kingdoms for each level. (5.5.2)
• Distinguish between the following phyla of plants, using simple external recognition features: bryophyta, filicinophyta, coniferophyta and angiospermophyta. (5.5.3)
• Distinguish between the following phyla of animals, using simple external recognition features: porifera, cnidaria, platyhelminthes, annelida, mollusca and arthropoda. (5.5.4)
• Apply and design a key for a group of up to eight organisms. (5.5.5)
Chapter 26 Presentation-Phylogeny and the Tree of Life
D1: Origin of Life on Earth (HL & SL)—Campbell chapter 25, 28.
Assessment Statements
• Describe four processes needed for the spontaneous origin of life on Earth. (D1.1)
• Outline the experiments of Miller and Urey into the origin of organic compounds. (D1.2)
• State that comets may have delivered organic compounds to Earth. (D1.3)
• Discuss possible locations where conditions would have allowed the synthesis of organic compounds. (D1.4)
• Outline two properties of RNA that would have allowed it to play a role in the origin of life. (D1.5)
• State that living cells may have been preceded by protobionts, with an internal chemical environment different from their surroundings. (D1.6)
• Outline the contribution of prokaryotes to the creation of an oxygen-rich atmosphere. (D1.7)
• Discuss the endosymbiotic theory for the origin of eukaryotes. (D1.8)
5.5 Classification—Campbell chapter 26, 28, 29, and 30.
Assessment Statements
• Outline the binomial system of nomenclature. (5.5.1)
• List seven levels in the hierarchy of taxa—kingdom, phylum, class, order, family, genus and species—using an example from two different kingdoms for each level. (5.5.2)
• Distinguish between the following phyla of plants, using simple external recognition features: bryophyta, filicinophyta, coniferophyta and angiospermophyta. (5.5.3)
• Distinguish between the following phyla of animals, using simple external recognition features: porifera, cnidaria, platyhelminthes, annelida, mollusca and arthropoda. (5.5.4)
• Apply and design a key for a group of up to eight organisms. (5.5.5)
5.5 Classification—Campbell chapter 26, 28, 29, and 30.
Assessment Statements
• Outline the binomial system of nomenclature. (5.5.1)
• List seven levels in the hierarchy of taxa—kingdom, phylum, class, order, family, genus and species—using an example from two different kingdoms for each level. (5.5.2)
• Distinguish between the following phyla of plants, using simple external recognition features: bryophyta, filicinophyta, coniferophyta and angiospermophyta. (5.5.3)
• Distinguish between the following phyla of animals, using simple external recognition features: porifera, cnidaria, platyhelminthes, annelida, mollusca and arthropoda. (5.5.4)
• Apply and design a key for a group of up to eight organisms. (5.5.5)
Chapter 29 Presentation-Plant Diversity I: How Plants Colonized Land
Chapter 30 Presentation-Plant Diversity II: The Evolution of Seed Plants
D3: Human Evolution (HL & SL)—Campbell chapter 34 and DeSalle chapter 32, section 3.
Assessment Statements
• Outline the method for dating rocks and fossils using radioisotopes, with reference to 14C and 40K. (D3.1)
• Define half-life. (D3.2)
• Deduce the approximate age of materials based on a simple decay curve for a radioisotope. (D3.3)
• Describe the major anatomical features that define humans as primates. (D3.4)
• Outline the trends illustrated by the fossils of Ardipithecus ramidus, Australopithecus including A. afarensis and A. africanus, and Homo including H. habilis, H. erectus, H. neanderthalensis and H. sapiens. (D3.5)
• State that, at various stages in hominid evolution, several species may have coexisted. (D3.6)
• Discuss the incompleteness of the fossil record and the resulting uncertainties about human evolution. (D3.7)
• Discuss the correlation between the change in diet and increase in brain size during hominid evolution. (D3.8)
• Distinguish between genetic and cultural evolution. (D3.9)
• Discuss the relative importance of genetic and cultural evolution in the recent evolution of humans. (D3.10)