Summarize the hypotheses about time, geologic change, and species change that were most common during the 1700s and early 1800’s (i.e., before Darwin’s voyage and later publications)
Describe what is meant by “population thinking.” How was it a new idea, and why is it essential for understanding evolutionary change?
Briefly describe each of Darwin’s four postulates for Evolution by Natural Selection. What does each one mean and how would you tell if a population meets that requirement?
State a connection between the idea of heritability and Darwin’s postulates for Evolution by Natural Selection
Define adaptation. What criterion must be met to call a trait an adaptation?
Recall some of the misconceptions related to evolution and state why they are inaccurate representations of the theory
Briefly explain how/why non-random mating (e.g., inbreeding) alters genotype frequencies but not allele frequencies
Briefly define genetic drift and state conditions that influence the extent to which genetic drift will affect allele frequencies in a population
State the five assumptions for a population in Hardy-Weinberg equilibrium. How would a violation of each assumption change allele frequencies (moving the population out of equilibrium)?
Demonstrate an understanding of the purpose of Hardy-Weinberg equilibrium calculations (i.e., the logic behind them)
Recall essential formulas within our “population genetics toolbox” and generally state what each one represents.
State whether the above equations/relationships are always true or only true in equilibrium.
Determine actual allele frequencies given actual genotype frequencies
Determine expected genotype frequencies from actual allele frequencies
Compare actual genotype frequencies to expected genotype frequencies to make a statement about whether a population is in evolutionary equilibrium or not
Interpret the results of a chi-square test