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Evolution: Natural Selection, Evidence and Common Ancestry

Learn how natural selection changes populations, the fossil, anatomical and molecular evidence for evolution, how to read cladograms, and how new species form.

Key idea

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 seeYou do
A graph of a population changing over timePick the natural-selection explanation
A cladogramFind shared traits or closest relatives
A fossil or protein tableFind a trend or judge a conclusion
A short passage about a speciesSpot isolation or adaptation

Many questions test the science practice of evaluating conclusions (sp-4) and of understanding scientific theories (sp-7).

Words to know

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.

All Science words in the glossary

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:

  1. Variation: individuals in a population differ.
  2. Inheritance: many differences are passed from parents to offspring in their genes.
  3. Selection: more offspring are born than can survive. Individuals whose traits suit the environment are more likely to survive and reproduce.
  4. Time: over many generations, helpful traits become more common.
Natural selection in four steps (VIST), shown with beetles and an insecticide. Variation: beetles differ, and a few are already resistant. Inheritance: offspring inherit their parents' traits through genes. Selection: the spray kills most beetles; resistant beetles survive and reproduce. Time: over generations, resistance becomes common. Small beetle icons in each box show resistant beetles (green) becoming most of the population. Natural selection in four steps (VIST) Variation Beetles differ; a few are already resistant. Inheritance Offspring inherit their parents' traits (genes). Selection Spray kills most; resistant beetles survive, reproduce. Time Over generations, resistance becomes common. = resistant beetle = not resistant = killed

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.

EvidenceWhat it showsExample
Fossil recordLife has changed over time; older forms lie in deeper rock layersHorse ancestors: small with 4 toes, then large with 1 toe
Transitional fossilsLinks between major groupsArchaeopteryx (reptile and bird features); Tiktaalik (fish and four-limbed animal features)
Homologous structuresCommon ancestryHuman arm, whale flipper, bat wing and cat leg all have one upper bone, two lower bones, wrist bones and digits
Vestigial structuresRemnants of ancestors' featuresWhale and python hip bones; the human tailbone
EmbryologyRelated animals look alike early in developmentFish, chicken and human embryos all have pharyngeal pouches and a tail
DNA and proteinsThe more similar the sequences, the more closely relatedHuman and chimpanzee DNA is about 98 to 99% identical
Direct observationEvolution happening nowAntibiotic-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).
Cladogram of five animals. A main line rises from a common ancestor at the bottom left. Branches split off in this order: Lamprey first, then Shark, then Frog, then Lizard; the line ends at Mouse. Each branch point is marked with a dot. Traits marked on the main line: vertebral column (before the Lamprey branch, shared by all five), jaws (after Lamprey, before Shark; shared by Shark, Frog, Lizard, Mouse), four limbs (after Shark; shared by Frog, Lizard, Mouse), amniotic egg (after Frog; shared by Lizard and Mouse), hair (after Lizard; Mouse only). Lamprey Shark Frog Lizard Mouse Vertebral column Jaws Four limbs Amniotic egg Hair Common ancestor
TraitLampreySharkFrogLizardMouse
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:

  1. 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.
  2. 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.
  3. 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.
Three panels showing speciation. Panel 1: one population of identical organisms (circles). Panel 2: a river cuts through the area and splits the population into two groups (geographic isolation). Panel 3: after many generations the two groups have changed differently (blue circles on one side, red triangles on the other) and can no longer interbreed and produce fertile offspring: they are now separate species. 1. One population 2. A barrier splits it (geographic isolation) 3. Groups change over time; cannot interbreed (new species) river

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

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.

Year1234
Survival (%)2154881

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:

  1. The trend: survival rises sharply each year, which is typical of selection.
  2. Natural selection needs pre-existing variation. The 2% that survived in Year 1 must have already been resistant.
  3. 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.
Bar graph of the percentage of beetles that survived each yearly insecticide spraying: Year 1, 2%; Year 2, 15%; Year 3, 48%; Year 4, 81%. Survival rises because resistant survivors pass resistance to their offspring. 0 20 40 60 80 100 2 Year 1 15 Year 2 48 Year 3 81 Year 4 Beetles surviving (%) Beetles surviving each yearly spraying Survival rises because resistant survivors pass resistance to their offspring.

Answer: B.

Worked example

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:

  1. Find the frog's branch. The next trait mark above it is amniotic egg.
  2. Everything branching after that mark (lizard, mouse) has the trait. The frog branched off before it, so it does not.
  3. 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

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 2Fossil X, a small mammal
Layer 3Fossil 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:

  1. Law of superposition: in undisturbed layers, the bottom layer is the oldest. Layer 4 holds Fossil Z, so Z (the fish) is the oldest.
  2. Reading upward (older to younger): fish → reptile → small mammal → large mammal.
  3. Pattern: the kinds of organisms changed over time, consistent with the fossil record's order of appearance.
  4. Trap: don't assume the largest fossil is the oldest. Position, not size, tells relative age.
Four undisturbed sedimentary rock layers. 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. An arrow beside the layers points up from older (bottom) to younger (top). Caption: the bottom layer is the oldest, so Fossil Z, the fish, is the oldest. Undisturbed rock layers in a cliff Layer 1 (top) Fossil W: large mammal Layer 2 Fossil X: small mammal Layer 3 Fossil Y: reptile Layer 4 (bottom) Fossil Z: fish younger older Read upward: older to younger Bottom layer = oldest, so Fossil Z (the fish) is the oldest.

Answer: Fossil Z; life forms changed over time from fish to reptiles to mammals in this location.

Worked example

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.

Homologous structures: simplified skeletons of a human arm (lifting), a whale flipper (swimming) and a bat wing (flying). Each has the same bones in the same order, color-coded: one upper bone (blue), two lower bones (red), a group of wrist bones (green) and five sets of finger bones. In the flipper the bones are short and the fingers sit inside a paddle; in the bat wing four fingers are very long and support a skin membrane. Same pattern, different jobs: evidence of a common ancestor. Upper bone Two lower bones Wrist bones Finger bones Human arm (lifting) Whale flipper (swimming) Bat wing (flying)

Think-aloud:

  1. The jobs are different (lifting, swimming, flying), so B is false.
  2. The environments differ (land, ocean, air), so A is false.
  3. Same structure but different jobs is the definition of homologous structures. They point to a common ancestor.
  4. D is the "need" misconception.

Answer: C.

Common mistake

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.
Test strategy

GED strategy for evolution questions

  1. 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.
  2. Eliminate "need" and "try" language. Choices saying organisms change in order to or because they need to are almost always wrong.
  3. On cladograms, trace branches down to where they meet. Read trait marks as a timeline: everything above a mark has that trait.
  4. On fossil or protein tables, check the direction (oldest → newest; fewer differences = closer relatives) before choosing a trend.
  5. 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.
  6. 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

Evolution
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.

Line graph: percentage of dark-colored beetles in the population by generation after the eruption. Generation 0: 10%; generation 5: 20%; generation 10: 40%; generation 15: 70%; generation 20: 85%. 0 20 40 60 80 100 0 5 10 15 20 10% 20% 40% 70% 85% Generations after the eruption Dark-colored beetles (%)

Which explanation for the change in the beetle population is best supported by the passage and graph?

Answer choices
Hint

The passage says both colors were already present before the eruption. Ask which beetles birds could see more easily on dark ash.

Check yourself

EvolutionFill in
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.

Line graph: percentage of dark-colored beetles in the population by generation after the eruption. Generation 0: 10%; generation 5: 20%; generation 10: 40%; generation 15: 70%; generation 20: 85%. 0 20 40 60 80 100 0 5 10 15 20 10% 20% 40% 70% 85% Generations after the eruption 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.

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.
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