What you'll learn
In plain words: living things change over many generations, and all of them are related.
Think of a family. Children look a bit like their parents, but not exactly. Over hundreds of generations, those small differences add up. Evolution is the change in the inherited traits of a population over many generations. It is the big idea that ties biology together. It explains why life is so varied. It also explains why all living things are alike in deep ways. In this lesson you will learn:
- how natural selection works, step by step, and what an adaptation is;
- the evidence for evolution: fossils, comparative anatomy, embryos, DNA and proteins, and change we can observe today;
- what common ancestry means and how to read a cladogram;
- how one species can split into two (speciation).
How it shows up on the GED: expect these kinds of questions:
| You see | You do |
|---|---|
| A graph of a population changing over time | Pick the natural-selection explanation |
| A cladogram | Find shared traits or closest relatives |
| A fossil or protein table | Find a trend or judge a conclusion |
| A short passage about a species | Spot isolation or adaptation |
Many questions test the science practice of evaluating conclusions (sp-4) and of understanding scientific theories (sp-7).
Key terms
- evolution — change in the inherited traits of a population over generations.
- variation — inherited differences among individuals (some beetles dark, some light).
- natural selection — individuals with helpful inherited traits survive and have more young. So those traits become more common.
- fitness — an organism's ability to survive and reproduce in its environment (counted in offspring, not strength).
- adaptation — an inherited trait that helps a living thing survive or reproduce in its home (a polar bear's thick fur).
- fossil — preserved remains or traces of an ancient organism.
- transitional fossil — a fossil with features of an older group and a newer group. Example: Tiktaalik, a fish with limb-like fins.
- homologous structures — body parts built the same way because they came from a common ancestor. They may do different jobs (human arm, bat wing).
- analogous structures — body parts with the same job but different structure and origin (bird wing, insect wing).
- vestigial structure — a reduced body part with little or no function today (whale hip bones).
- common ancestor — an ancestral species from which two or more later species descended.
- cladogram — a branching diagram showing relationships based on shared derived traits.
- derived trait — a new trait that showed up in an ancestor and was passed to all its descendants (hair in mammals).
- species — a group whose members can interbreed and produce fertile offspring.
- speciation — the formation of a new species.
- geographic isolation — a physical barrier (river, mountain, sea) that separates a population.
- reproductive isolation — two groups can no longer interbreed and produce fertile offspring.
1. Natural selection: how populations change
In 1858, Charles Darwin and Alfred Russel Wallace proposed natural selection. Darwin's book On the Origin of Species followed in 1859. The idea rests on four observations, remembered as VIST:
- Variation: individuals in a population differ.
- Inheritance: many differences are passed from parents to offspring in their genes.
- Selection: more offspring are born than can survive. Individuals whose traits suit the environment are more likely to survive and reproduce.
- Time: over many generations, helpful traits become more common.
Where does variation come from? Two sources. First, mutations — random changes in DNA. Second, the shuffling of genes when egg and sperm form (meiosis) and join (fertilization). The environment does not create the helpful trait; it selects among traits that already exist.
Think of a sports team. The coach does not make new players. The coach picks the best ones already trying out. Nature works the same way.
Adaptations can be:
- structural: a cactus's spines, a duck's webbed feet;
- behavioral: birds migrating, opossums "playing dead";
- physiological: a snake's venom, an animal hibernating.
Evolution we can observe:
- Antibiotic resistance: when an antibiotic is used, the few bacteria with resistance genes survive and multiply. Soon most of the population is resistant. This is why doctors warn against overusing antibiotics.
- Peppered moths in England: during the Industrial Revolution, soot from factories darkened tree bark. Birds saw dark moths less easily on dark bark. So dark moths became more common. After clean-air laws, light moths became common again.
Key point: individuals do not evolve; populations do. A single bacterium does not "become" resistant because it needs to. Resistant bacteria were already present and out-reproduced the others.
2. Evidence for evolution
In plain words: many different kinds of clues all point to the same answer.
A detective trusts a story more when fingerprints, video and a witness all agree. Evolution is like that. It is a scientific theory — a broad explanation backed by many separate kinds of evidence.
| Evidence | What it shows | Example |
|---|---|---|
| Fossil record | Life has changed over time; older forms lie in deeper rock layers | Horse ancestors: small with 4 toes, then large with 1 toe |
| Transitional fossils | Links between major groups | Archaeopteryx (reptile and bird features); Tiktaalik (fish and four-limbed animal features) |
| Homologous structures | Common ancestry | Human arm, whale flipper, bat wing and cat leg all have one upper bone, two lower bones, wrist bones and digits |
| Vestigial structures | Remnants of ancestors' features | Whale and python hip bones; the human tailbone |
| Embryology | Related animals look alike early in development | Fish, chicken and human embryos all have pharyngeal pouches and a tail |
| DNA and proteins | The more similar the sequences, the more closely related | Human and chimpanzee DNA is about 98 to 99% identical |
| Direct observation | Evolution happening now | Antibiotic-resistant bacteria |
Reading rock layers (law of superposition): in undisturbed layers of sedimentary rock, lower layers are older. A fossil found in a deep layer is older than one in a layer above it. Radiometric dating of certain rocks gives ages in years.
Homologous vs. analogous: homologous structures share an origin but may do different jobs (a bat wing and a human hand). Analogous structures do the same job but evolved separately (a bird wing and a butterfly wing). Only homologous structures are evidence of a close common ancestor.
3. Common ancestry and cladograms
All living things are related through common ancestors, like branches of one huge family tree. Think of cousins. You did not come from your cousin. You both came from the same grandparents. Humans did not evolve from chimpanzees. Humans and chimpanzees both came from a shared ancestor. That ancestor lived millions of years ago. Since then, each line has kept evolving.
A cladogram shows these relationships:
- The tips are the organisms being compared (usually living species).
- Each node (branch point) is a common ancestor.
- Shared derived traits are marked along the main line. A trait is shared by every organism that branches off after (above) its mark.
- Two organisms are more closely related when their branches meet at a more recent node (higher on the tree).
| Trait | Lamprey | Shark | Frog | Lizard | Mouse |
|---|---|---|---|---|---|
| Vertebral column | ✓ | ✓ | ✓ | ✓ | ✓ |
| Jaws | ✓ | ✓ | ✓ | ✓ | |
| Four limbs | ✓ | ✓ | ✓ | ||
| Amniotic egg | ✓ | ✓ | |||
| Hair | ✓ |
A table like this is called a character table. You can turn it into a cladogram. The trait shared by the most organisms goes at the bottom. The trait shared by the fewest goes at the top.
Molecular evidence — clues from DNA and proteins — often agrees with cladograms. Species that split apart more recently have fewer differences in their DNA and proteins.
4. Speciation: how new species form
A species is a group of organisms that can interbreed and produce fertile offspring. Horses and donkeys can mate. But their young (mules) almost never can have young of their own. So horses and donkeys are separate species.
How speciation often happens:
- Isolation: a barrier splits a population in two. The barrier might be a river that changes course, a mountain range, or seas that cover a land bridge. This is geographic isolation.
- Different pressures: each group faces different food, climate and predators. Natural selection, and random chance, change each group differently. Mutations arise separately in each group.
- Reproductive isolation: after many generations, the groups are very different. Even if they meet again, they cannot breed, or their young cannot have young. They are now separate species.
Classic example: Darwin's finches on the Galápagos Islands. Finches on different islands evolved different beaks to fit the local food. Thick beaks crack seeds. Thin beaks catch insects. Over time, this produced more than a dozen species from one ancestral group.
Worked example 1: Explaining a change with natural selection
Stimulus: A farmer sprays a field with an insecticide every year. The table shows the percentage of beetles that survived each spraying.
| Year | 1 | 2 | 3 | 4 |
|---|---|---|---|---|
| Survival (%) | 2 | 15 | 48 | 81 |
Question: Which statement best explains the trend?
A. The insecticide caused the beetles to develop resistance. B. A few beetles were already resistant; they survived, reproduced, and passed on resistance. C. The farmer used less insecticide each year. D. Beetles learned to avoid the spray.
Think-aloud:
- The trend: survival rises sharply each year, which is typical of selection.
- Natural selection needs pre-existing variation. The 2% that survived in Year 1 must have already been resistant.
- Eliminate A: the chemical doesn't create resistance; it selects for it. Eliminate C: the stimulus gives no information about the amount sprayed. Eliminate D: learned behavior is not inherited.
Answer: B.
Worked example 2: Reading a cladogram
Stimulus: use the five-vertebrate cladogram above.
Question: Which trait do the lizard and the mouse share that the frog does not?
Think-aloud:
- Find the frog's branch. The next trait mark above it is amniotic egg.
- Everything branching after that mark (lizard, mouse) has the trait. The frog branched off before it, so it does not.
- Check: hair comes after the lizard branch (mouse only), so it is not shared by the lizard. Four limbs comes before the frog branch, so the frog has it too.
Answer: the amniotic egg.
Worked example 3: Using rock layers
Stimulus: A cliff shows four undisturbed layers of sedimentary rock.
| Layer (top to bottom) | Fossils found |
|---|---|
| Layer 1 (top) | Fossil W, a large mammal |
| Layer 2 | Fossil X, a small mammal |
| Layer 3 | Fossil Y, a reptile |
| Layer 4 (bottom) | Fossil Z, a fish |
Question: Which fossil is the oldest, and what pattern does the column suggest?
Think-aloud:
- Law of superposition: in undisturbed layers, the bottom layer is the oldest. Layer 4 holds Fossil Z, so Z (the fish) is the oldest.
- Reading upward (older to younger): fish → reptile → small mammal → large mammal.
- Pattern: the kinds of organisms changed over time, consistent with the fossil record's order of appearance.
- Trap: don't assume the largest fossil is the oldest. Position, not size, tells relative age.
Answer: Fossil Z; life forms changed over time from fish to reptiles to mammals in this location.
Worked example 4: Homologous structures
Stimulus: A human arm, a whale flipper and a bat wing are used for lifting, swimming and flying. Yet each has the same bones in the same order. There is one upper bone, two lower bones, a group of wrist bones and five sets of finger bones.
Question: What is the best explanation for this similarity?
A. The three animals live in the same environment. B. The structures do the same job. C. The three animals inherited this bone pattern from a common ancestor. D. Each animal developed the pattern because it needed it.
Think-aloud:
- The jobs are different (lifting, swimming, flying), so B is false.
- The environments differ (land, ocean, air), so A is false.
- Same structure but different jobs is the definition of homologous structures. They point to a common ancestor.
- D is the "need" misconception.
Answer: C.
Common mistakes to avoid
- "Individuals adapt because they need to." Wrong: an individual's inherited traits don't change to meet its needs. Populations change because individuals with helpful traits leave more offspring.
- "The environment creates the helpful trait." Wrong: antibiotics don't create resistance, and soot doesn't create dark moths. The variation existed first; the environment selects it.
- "Humans evolved from chimpanzees (or monkeys)." Wrong: humans and chimpanzees share a common ancestor. Evolution is a branching tree, not a ladder between living species.
- "Survival of the fittest means the strongest wins." Wrong: fitness means reproductive success in a given environment. A small, camouflaged animal may be fitter than a large one.
- Misreading cladograms. Two names printed side by side are not necessarily the closest relatives. Find where their branches meet; the more recent the node, the closer the relationship.
- "Looking different means a different species." Wrong: dog breeds look very different but are one species. The test is whether groups can interbreed and produce fertile offspring.
GED strategy for evolution questions
- Look for VIST in every natural-selection answer. The right choice usually mentions three things: differences that already existed, a better chance to survive or reproduce, and passing traits down over generations.
- Eliminate "need" and "try" language. Choices saying organisms change in order to or because they need to are almost always wrong.
- On cladograms, trace branches down to where they meet. Read trait marks as a timeline: everything above a mark has that trait.
- On fossil or protein tables, check the direction (oldest → newest; fewer differences = closer relatives) before choosing a trend.
- For "best evidence" questions, test the definition or the specific link. For speciation, that means reproductive isolation. For a cause-and-effect hypothesis, it means evidence that the cause and the effect happened at matching times.
- Separate data from conclusion. Watch for wrong choices that go beyond the data. Examples: one living species turning into another, or predicting the far future.
Check yourself
Beetles After the Eruption
On a small island, a population of ground beetles includes both light-brown and dark-brown individuals. Shell color is inherited: parents pass it on to their offspring. Birds that hunt by sight are the beetles' main predators.
Before a volcano erupted, the island's ground was covered with light, sandy soil, and only about 10% of the beetles were dark. The eruption covered the ground with dark ash that stayed in place for many years. Scientists sampled the beetle population every five generations after the eruption and recorded the percentage of dark-colored beetles.
Which explanation for the change in the beetle population is best supported by the passage and graph?
Hint
The passage says both colors were already present before the eruption. Ask which beetles birds could see more easily on dark ash.
Step-by-step solution
Where the answer comes from: the passage says the population already "includes both light-brown and dark-brown individuals," that "shell color is inherited," and that birds "hunt by sight." After dark ash covered the ground, the graph shows dark beetles rising from 10% to 85% over 20 generations.
Step by step (the parts of natural selection):
- Variation: both colors existed before the eruption.
- Inheritance: color is passed from parents to offspring.
- Selection: on dark ash, light beetles stand out, so birds eat more of them. Dark beetles are more likely to survive and reproduce.
- Time: over many generations, the dark-color trait becomes more common in the population.
Answer: On the dark ash, dark beetles were harder for birds to see, so more of them survived and reproduced, passing dark color to their offspring.
Why the others fail: individual beetles cannot change their inherited shell color because they need to (A). The passage says dark beetles existed before the ash, so the ash did not create them (C). Choice D reverses the predator effect: if birds preferred dark beetles, the dark share would fall.
Tip: natural selection acts on variation that already exists. Populations change over generations; individuals do not evolve during their lifetimes.
Check yourself
Beetles After the Eruption
On a small island, a population of ground beetles includes both light-brown and dark-brown individuals. Shell color is inherited: parents pass it on to their offspring. Birds that hunt by sight are the beetles' main predators.
Before a volcano erupted, the island's ground was covered with light, sandy soil, and only about 10% of the beetles were dark. The eruption covered the ground with dark ash that stayed in place for many years. Scientists sampled the beetle population every five generations after the eruption and recorded the percentage of dark-colored beetles.
According to the graph, by how many percentage points did the share of dark-colored beetles increase from generation 0 to generation 20?
percentage points
Type your answer in the box. Fractions like 3/4 are fine.
Hint
Read the value at generation 0 and the value at generation 20, then subtract.
Step-by-step solution
Where the answer comes from: the graph shows 10% dark beetles at generation 0 and 85% at generation 20.
Step by step:
- Read the start value: generation 0 is 10%.
- Read the end value: generation 20 is 85%.
- Subtract: 85 - 10 = 75 percentage points.
Answer: 75 percentage points.
Percentage points vs. percent change: a change from 10% to 85% is an increase of 75 percentage points (a simple difference). The percent change would be \dfrac{75}{10} \times 100 = 750\%, a different quantity. Read which one the question asks for.
Tip: on line graphs, put your finger on the x-axis value, go straight up to the line, then straight across to the y-axis. The labeled data points on this graph make reading easier, but always check the axis titles and units.
Summary
- Natural selection (VIST): existing variation + inheritance + selection pressure + time → helpful traits become more common. Populations evolve; individuals do not.
- Adaptations are inherited traits (structural, behavioral, physiological) that aid survival and reproduction. Fitness = reproductive success.
- Evidence: fossils (deeper layers are older; transitional forms), homologous and vestigial structures, and embryos. Also DNA and protein similarity, and change we can watch, such as antibiotic resistance.
- Common ancestry: life is a branching tree. On a cladogram, a trait is shared by all branches above its mark, and closer relatives meet at a more recent node.
- Speciation: isolation → different selection → reproductive isolation. Species = groups that can interbreed and produce fertile offspring.