Three lessons on microevolution. Isolation - as a driving factor in evolution What prevents the exchange of genetic information

BIOLOGY TEST GRADE 11

Part 1

Option 1
A1. Which of the scientists considered the striving for perfection to be the driving force of evolution and claimed
inheritance of acquired traits?
1) Carl Line
2) Jean-Baptiste Lamarck
3) Charles Darwin
4) A.N. Chetverikov
A2. A set of freely interbreeding individuals of the same species that exists for a long time
in a certain part of the range relatively apart from other populations of the same species,
called:
1) View
2) Population
3) Variety
4) Colony
A3. What criterion of species include the features of external and internal structure field
mice?
1) Morphological
2) Genetic
3) Environmental
4) Geographic
A4. Which criterion of the species include the totality of environmental factors, to which
adjusted polar bear?
1) Morphological
2) Genetic
3) Environmental
4) Geographic
A5. To statistics populations include:
1) Mortality
2) Number
3) Fertility
4) Growth rate
A6. What is the name of a random non-directional change in the frequencies of alleles and genotypes in
populations?
1) Mutational variability
2) Population waves
3) Gene drift
4) Insulation
A7. What are periodic and non-periodic population fluctuations called?
direction of increase or decrease in the number of individuals?
1) Waves of life
2) Gene drift
3) Insulation
4) Natural selection

IN 1. What evolutionary changes can be attributed to aromorphoses?
1) The appearance of a flower
2) The formation of organs and tissues in plants
3) The emergence of thermophilic bacteria
4) Atrophy of roots and leaves in dodder
5) Specialization of some plants for certain pollinators
6) Constant body temperature
IN 2. Evolutionary factors include:
1) Divergence
2) Hereditary variability
3) Convergence
4) Struggle for existence
5) Parallelism
6) Natural selection

Cause of plant death
A) the fruits, along with hay, fall into
stomach of herbivores
B) plants die from severe frosts and
droughts
C) seeds die in deserts and
Antarctica
D) plants crowd each other out
D) fruits are eaten by birds
E) plants die from bacteria and viruses
A form of struggle for existence
1) intraspecific
2) interspecific
3) fight against adverse conditions
BUT
B
AT
G
D
E

corresponds
Animal sign
A) sexual reproduction
B) education in cetacean flippers
C) the emergence of a 4-chambered heart
D) the emergence of an autotrophic method
food
D) the transformation of leaves into thorns
desert plants
E) loss of leaves, roots and chlorophyll in
dodder
Direction of evolution
1) aromorphosis (arogenesis)
2) idioadaptation (allogenesis)

BUT
B
AT
G
D
E

BIOLOGY TEST GRADE 11
ON THE TOPIC "BASIC DOCTRINES ABOUT EVOLUTION"
Part 1
For each task A1A15, 4 possible answers are given, of which only one is correct.
Option 2
A1. Who is the author of the first evolutionary doctrine?
1) Carl Line
2) Jean-Baptiste Lamarck
3) Charles Darwin
4) A.N. Chetverikov
A2. The structural unit of a species is...
1) Individual
2) Population
3) Colony
4) Flock
A3. What criterion of the species include the set of chromosomes characteristic of Homo sapiens: their
number, size, shape?
1) Morphological
2) Genetic
3) Environmental
4) Geographic
A4. To what criterion of the species is the growth of Grouse grandiflora in the forests on
rocky places?
1) Geographic
2) Morphological
3) Environmental
4) Ethological
A5. Population dynamics include:
1) Mortality
2) Number
3) Density
4) Structure
A6. Population waves are not caused by:
1) Seasonal temperature fluctuations
2) Natural disasters
3) Aggressiveness of predators
4) Mutational variability
A7. What hinders the exchange genetic information between populations?
1) Mutational variability
2) Population waves
3) Gene drift
4) Insulation
A8. What is the complex of diverse relationships between organisms and factors called?
inanimate and living nature:
1) Natural selection
2) Struggle for existence
3) Fitness

4) Variability
A9. What form of struggle for existence is the perch eating its fry?
1) Interspecies
2) Intraspecific
3) With adverse environmental conditions
4) Intraspecific mutual assistance
A10. What shape natural selection aims to preserve mutations leading to less
variability of the mean value of the trait?
1) Driving natural selection
2) Tearing natural selection
3) Stabilizing natural selection
4) Disruptive natural selection
A11. What evolutionary factor contributes to the emergence of barriers to free interbreeding
individuals?
1) Waves of life
2) Natural selection
3) Modifications
4) Insulation
A12. Which group of evidence for evolution organic world are phylogenetic
ranks?
1) Comparative anatomical
2) Embryological
3) Paleontological
4) Biogeographic
A13. Indicate the correct scheme for classifying plants:
1) Species genus family order class type
2) Species genus family order class type
3) Species genus family order class department
4) Species genus order family class type
A14. What organs arise as a result of divergence?
1) Homologous
2) Similar
3) Atavistic
4) Rudimentary
A15. Which of the following adaptations is classified as an idioadaptation?
1) The emergence of a chord
2) The emergence of a creeping stem in strawberries
3) Formation of 2 circles of blood circulation
4) Loss of circulatory organs in bull tapeworm

Part 2.
When completing tasks B1B2, select three correct answers out of six.
When completing tasks B3B4, establish a correspondence between the content of the first and second
column. Enter the numbers of the selected answers in the table.
IN 1. What are the characteristics of biological progress?
1) Reducing the number of species
2) Expansion of the range of the species
3) The emergence of new populations, species
4) Narrowing of the range of the species
5) Simplification of organization and transition to a sedentary lifestyle
6) Increase in the number of species
IN 2. What features illustrate the stabilizing form of natural selection?
1) Operates in changing environmental conditions
2) Operates under constant environmental conditions
3) Maintains the reaction rate of the trait
4) Changes the average value of the attribute either in the direction of decreasing its value, or in
direction of increase
5) Controls functioning organs
6) Leads to a change in the reaction rate
IN 3. Establish a correspondence between the death of plants and the form of the struggle for existence.
Cause of plant death
A) plants of the same species crowd out each other
B) plants die from viruses, fungi, bacteria
C) seeds die from severe frosts and drought
D) plants die from lack of moisture when
germination
D) people, cars trample young plants
E) birds eat the fruits of plants and
mammals
A form of struggle for existence
1) interspecific
2) intraspecific
3) fight against adverse
conditions
BUT
B
AT
G
D
E
AT 4. Establish a correspondence between the trait of an animal and the direction of evolution to which it
corresponds
Animal sign
A) reduction of the organs of vision in a mole
B) the presence of suckers in the liver fluke
B) warm-bloodedness
D) the emergence of a 4-chambered heart
D) loss of the nervous and digestive systems in
pork tapeworm
E) flattened body of a flounder
Direction of evolution
1) aromorphosis (arogenesis)
2) idioadaptation (allogenesis)
3) general degeneration (catagenesis)
BUT
B
AT
G
D
E

C1. What type of natural selection is shown in the figure? Under what environmental conditions does he
observed? What mutations does it retain?

Purpose: to identify the level of mastery of students educational material course "General
BIOLOGY TEST IN GRADE 11
INSTRUCTIONS FOR CARRYING OUT
biology" on topics covered

Estimated time to complete the administrative test is 40 minutes.
The topic "Fundamentals of the doctrine of evolution" is studied in the 11th grade in the course " General biology» and is
vast and rather complex topic.
In the course of studying this section, students become familiar with the history of evolutionary ideas, with
the works of C. Linnaeus, the teachings of J. B. Lamarck, the evolutionary theory of Ch. Darwin, the role of
evolutionary theory in the formation of a modern natural-science picture of the world. students
get acquainted with the synthetic theory of evolution. Studying the population as a structural unit
species, unit of evolution; driving forces of evolution, their influence on the gene pool of the population.
To reliably determine the level of assimilation of theoretical material by each student
it is advisable to use test control. The check includes skills not only
reproduce knowledge, but also apply it to formulate worldview conclusions and
generalizations. In addition, testing is a qualitative and objective way
assessment of students' knowledge, it puts all children on an equal footing, excluding subjectivity
teachers.
Testing tasks: to test knowledge of the history of evolutionary ideas, scientific merits of K. Linnaeus and
J. B. Lamarck, C. Darwin; systematize knowledge about the species, population, driving forces
evolution and its results; to test students' understanding of macroevolution and speciation,
the main directions of evolution of the organic world.
Test evaluation criteria.
All tasks are divided by difficulty levels.
Tasks basic level correspond to the minimum content of biological education and
requirements for the level of training of graduates. They are made in accordance with the standard
secondary biological education. For each question, answer options are provided.
of which only one is true. For the correct execution of each such task, 1 is set.
score.
Tasks of an increased level are aimed at testing the development of students more complex
content. They contain tasks with multiple choice answers from the given, on
establishing correspondence, determining the sequence of biological phenomena,
indication of the truth or falsity of statements. For the correct completion of each such task
given 2 points.
The part C task includes a free answer task. For the correct completion of the task
3 points are given.
Work structure:
1) According to the content, the work includes the following blocks:
 Development of the evolutionary teachings of Ch.Darwin
 Type and its criteria
 Populations

 Struggle for the existence of its form
 Natural selection and its forms
Genetic composition and changes in the gene pool of populations

 Isolation mechanisms. Speciation
 Macroevolution and its evidence
 System of plants and animals - display of evolution

The main directions of evolution of the organic world
2) According to the levels of tasks, the work allows you to identify the assimilation of the material at the base,
elevated and high levels.
3) By forms test items the work consists of tests with the choice of one correct
answer option, open type with a short answer, open type with a full expanded
answer.
Distribution of work tasks by content:
Blocks
Test numbers
assignments
A1
A2, A3, A4
A5
A6, A7
Development of evolutionary doctrine
Ch. Darwin
Type e its criteria
Populations
Genetic composition and variation
population gene pool
The struggle for the existence of her form A8, A9
Natural selection and its forms
isolation mechanisms.
Speciation
macroevolution and its
proof of
plant and animal system
evolution display
Main directions of evolution
organic world
TOTAL10
A10
A11
15
A12
A13
A14, A15
Number
assignments
1
Percentage of jobs for
this block
6,7%
3
1
2
2
1
1
1
1
2
15
20%
6,7%
13,3%
13,3%
6,7%
6,7%
6,7%
6,7%
13,3%
100%
Distribution of work tasks in parts.
№
1
2
3
Parts of work
Number of jobs
Part 1 (A)
Part 2 (B)
Part 3 (C)
Total
15
4
1
20
Maximum
primary score
15
8
3
26
Job type
With a choice
response
With a brief
answer
With deployed
answer
Distribution of work tasks by level of complexity:
Difficulty level
assignments
Test numbers
assignments
Number of jobs
Base
A1A15
15
Percentage of jobs for
given level
DifficultyС1:
1) Stabilizing selection
2) Observed in relatively
constant environmental conditions
environments
3) Saves mutations leading to
less variability of the mean
feature values
driving selection
Observed in unidirectional
C1:
1)
2)
changing environmental conditions
3)
Saves mutations leading to
other extreme manifestations of magnitude
sign (either in the direction of strengthening or in
weakening side)
Evaluation system for completed test work (scale of conversion to assessment):
Maximum points for work 26
A grade of "2" is given if the student scored less than 33% of total number points
Score "3" if scored from 33% to 48% of points
Grade "4" if the student scored from 49% to 81% of the points
Score "5" if the student scored over 82% of the points
Grade "2"
Grade "3"
Rating "4"
Rating "5"
Less than 8 points
8 to 12 points
13 to 21 points
22 to 26 points

Recognizing the reality of the species, Darwin proved that in nature there is a process speciation- the emergence of new species on the basis of existing ones under the influence of the driving forces of evolution. According to modern ideas about evolution, the formation of a new species occurs within a population - elementary unit evolution. Populations are genetically open systems. And as long as there is a flow of genes between them as a result of the migration of individuals, the species remains a single genetically closed system. However, the emergence of isolation (barrier) between two populations leads to the accumulation of hereditary differences in them, which prevent the individuals of these populations from crossing at subsequent meetings. This proves that populations are becoming genetically closed systems and hence new species. This means that the process of speciation has taken place.

Speciation is an evolutionary process of transformation of genetically open systems - populations - into genetically closed systems - new species.

Speciation is a complex and lengthy process that includes intermediate stages and requires the presence of certain factors.

Speciation factors

In populations of one species, the action of the prerequisites of evolution leads to the emergence of a diversity of genotypes and phenotypes. This is the basis for the struggle for existence and natural selection. The action of natural selection on populations whose living conditions are different makes them slightly different. However, the differences between individuals that have arisen as a result of selection will be smoothed out if the individuals of the populations begin to interbreed with each other. In order for the process of speciation to begin at the level of these populations, isolation between them is necessary, which prevents the exchange of genetic information. There are two forms of isolation: geographical and biological.

Geographic (spatial) isolation- isolation of a certain population from another population of the same species by some barriers that are difficult to overcome. The first reason is large territorial gaps between populations in species with mosaic ranges. The occurrence of these gaps may be associated with glaciers, human activities, or the dispersal of populations outside the original range. The second reason is the geographical barriers separating populations (rivers, mountains, gorges, forest areas, meadows, swamps). Geographical isolation prevents individuals from separated populations from interbreeding freely due to the impossibility of their meeting due to a geographical barrier.

biological isolation due to biological differences between individuals of populations. Depending on the nature of the differences, four types of biological isolation are distinguished: ecological, ethological, morphophysiological and genetic.

Environmental isolation due to a shift in reproductive periods (terms of flowering, nesting, mating, spawning) or different breeding sites, which prevents free crossing of individuals in populations.

If populations of herbaceous plants fall into a zone of increased moisture, then their flowering time is shifted compared to other populations. In birds, populations of the same species may differ in terms of nesting and mating, depending on the location of nests in different parts crowns of trees or in the shrub layer.

Ethological isolation due to the peculiarities of the behavior of individuals during the mating season. At first glance, insignificant differences in courtship rituals in the exchange of visual, sound, chemical signals can lead to the termination of this ritual and the restriction of mating.

Morphophysiological isolation due to differences in the size of individuals or in the structure of male copulatory organs (some species of pulmonary mollusks, rodents). It does not interfere with the meeting of the sexes, but prevents the crossing of individuals due to the impossibility of fertilization.

genetic isolation due to large chromosomal and genomic rearrangements that cause differences in the number, shape and composition of chromosomes. It does not interfere with the meeting of the sexes and fertilization. But it excludes the exchange of genetic information between populations due to the death of zygotes after fertilization, varying degrees sterility of hybrids and their reduced viability.

The action of any form of isolation on evolutionary material is non-directional, but prerequisite enhancing genetic differences between populations. An important characteristic of isolation is its duration, due to which the action of multidirectional natural selection leads to a divergence of signs of populations - divergences. As a result, populations become varieties, or race. Maintaining isolation leads to increased differences between varieties, and they turn into subspecies. If increasing differences between subspecies prevents them from interbreeding, then they have become genetically closed systems. There was a reproductive isolation between them. The subspecies have become new species.

Thus, the factors of speciation are:

1. prerequisites for evolution: mutational and combinative variability, population waves, gene flow and drift, isolation;
2. driving forces of evolution: struggle for existence, natural selection.

The processes occurring within a species at the population level under the influence of these factors and leading to the formation of new species can be considered as First stage evolution - microevolution.

Further, evolution continues at the level of species, genera, families according to the same mechanism and under the influence of the same prerequisites and driving forces of evolution. This stage of evolution is called macroevolution. Microevolution and macroevolution are stages of a single evolutionary process.

Speciation methods

Depending on the form of isolation of populations, two methods of speciation are distinguished: allopatric and sympatric.

allopatric(from Greek. allos- different, patris- motherland) speciation proceeds in the presence of geographic isolation. Populations of the same species are separated by large distances or geographical barriers. The resulting geographic races and subspecies have ranges that do not overlap with the maternal range. An example of allopatric speciation is the presence of two subspecies of the American squirrel and three subspecies of blue jays. They live in different geographical areas North America. On the Eurasian continent, there are three subspecies of the great tit, which were formed as a result of geographic isolation. There are also subspecies of sparrows, wrens, woodpeckers, which have different distribution areas.

Sympatric speciation(from Greek. syn- together, patris- homeland) occurs in the presence of biological isolation. Populations of the same species are within the maternal range, but cannot interbreed due to biological differences between their individuals. Sympatric speciation can manifest itself in plants with the specialization of pollinating insects in the pollination of flowers of a certain shape. For example, bees are an isolating factor between races of snapdragon plants. They never move from flying around the flowers of one race to another. Some plants (large rattle, white mari) form seasonal races that differ in terms of flowering. In a number of fish species (herring, perch, carp, etc.), seasonal races coexist with different spawning periods.

Speciation factors are: preconditions and driving forces of evolution. Allocate geographical and biological forms of isolation. Depending on the form of isolation, allopatric or sympatric speciation can occur in nature. Speciation is the result of microevolution.

Purpose of the event: to identify the level of mastering the educational material of the course "General Biology" by students based on the results of the 1st half of the year.

The test is compiled on the topic: "Basic teachings about evolution" to the textbook A.A. Kamensky, E.K. Kriksunov, V.V. Pasechnik.

The estimated time to complete the administrative test is 40 minutes.

Subject"Fundamentals of the doctrine of evolution" is studied in the 11th grade in the course "General Biology" and is an extensive and rather complex topic.

During the study of this section, students get acquainted with the history of evolutionary ideas, with the works of C. Linnaeus, the teachings of J. B. Lamarck, the evolutionary theory of Ch. Darwin, the role of evolutionary theory in the formation of the modern natural-science picture of the world is studied. Students are introduced to the synthetic theory of evolution. They study the population as a structural unit of a species, a unit of evolution; driving forces of evolution, their influence on the gene pool of the population.

To reliably determine the level of assimilation of theoretical material by each student, it is advisable to use test control. The test includes the ability not only to reproduce knowledge, but also to apply it to formulate worldview conclusions and generalizations. In addition, testing is a qualitative and objective way of assessing the knowledge of students, it puts all children on an equal footing, excluding the subjectivity of the teacher.

Testing tasks: to check the knowledge of the history of evolutionary ideas, the scientific merits of C. Linnaeus and J. B. Lamarck, C. Darwin; to systematize knowledge about the species, population, driving forces of evolution and its results; check students' understanding of macroevolution and speciation, the main directions of evolution of the organic world.

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Option 1

Part 1

one is correct.

A1. Which of the scientists considered the striving for perfection to be the driving force of evolution and claimed the inheritance of acquired traits?

1. Karl Liney
2. Jean-Baptiste Lamarck
3. Charles Darwin
4. A.N. Chetverikov

A2. A set of freely interbreeding individuals of the same species, which exists for a long time in a certain part of the range relatively apart from other sets of the same species, is called:

1. population
2. Variety
3. The colony

A3. What criterion of species include the features of the external and internal structure of the field mouse?

1. Morphological
2. genetic
3. Ecological
4. Geographic

A4. What criterion of species refers to the totality of environmental factors to which the polar bear is adapted?

1. Morphological
2. genetic
3. Ecological
4. Geographic

A5. Population statistics include:

1. Mortality
2. population
3. fertility
4. growth rate

A6. What is a random non-directional change in the frequencies of alleles and genotypes in populations called?

1. Mutational variability
2. population waves
3. Gene drift
4. Insulation

A7. What are periodic and non-periodic fluctuations in the population size in the direction of increase or decrease in the number of individuals called?

1. Waves of life
2. Gene drift
3. Insulation
4. Natural selection

A8. An example of an intraspecific struggle for existence is the relationship:

1. Black cockroaches among themselves
2. Black and red cockroaches
3. Black cockroaches with pesticides
4. Black cockroaches and black rats

A9. What form of struggle for existence is the most intense?

A10. What form of natural selection operates under gradually changing environmental conditions?

1. Driving natural selection

A11. Biological isolation is due to:

1. A small number of species
2. Impossibility of mating and fertilization
3. Geographic barriers
4. combinative variability

A12. Which group of evidence for the evolution of the organic world includes the similarity of the embryos of reptiles and birds?

1. Comparative anatomical
2. Embryological
3. Paleontological
4. biogeographic

A13. Specify the correct scheme for classifying animals:

A14. What organs arise as a result of convergence?

1. Homologous
2. Similar
3. atavistic
4. Rudimentary

A15. Which of the following devices not is an aromorphosis?

1. The origin of the spine in chordates
2. Elephant's trunk
3. Formation of a 3-chambered heart in amphibians

Part 2

three correct answers out of six.

IN 1. What evolutionary changes can be attributed to aromorphoses?

1. The appearance of a flower
2. Formation of organs and tissues in plants
3. The emergence of thermophilic bacteria
4. Atrophy of roots and leaves in dodder
5. Specialization of some plants for certain pollinators
6. Constant body temperature

IN 2. Evolutionary factors include:

1. Divergence
2. hereditary variability
3. Convergence
4. Struggle for existence
5. Parallelism
6. Natural selection

Administrative test in biology for the 1st half of the 11th grade

On the topic "Basic teachings about evolution"

to the textbook A.A. Kamensky, E.K. Kriksunov, V.V. Pasechnik

Option 2

Part 1

For each task A1-A15, 4 answer options are given, of which only one is correct.

1. Karl Liney
2. Jean-Baptiste Lamarck
3. Charles Darwin
4. A.N. Chetverikov

A2. The structural unit of a species is...

1. Individual
2. population
3. The colony
4. flock

A3. To what criterion of species is the set of chromosomes characteristic of Homo sapiens referred: their number, size, shape?

1. Morphological
2. genetic
3. Ecological
4. Geographic

A4. To what criterion of species is the growth of Grouse large-flowered in forests on rocky places?

1. Geographic
2. Morphological
3. Ecological
4. ethological

A5. Population dynamics include:

1. Mortality
2. population
3. Density
4. Structure

A6. Cause of population waves is not:

1. Seasonal temperature fluctuations
2. Natural disasters
3. Aggressiveness of predators
4. Mutational variability

A7. What prevents the exchange of genetic information between populations?

1. Mutational variability
2. population waves
3. Gene drift
4. Insulation

A8. What is the name of the complex of various relationships between organisms and factors of inanimate and living nature:

1. Natural selection
2. Struggle for existence
3. Fitness
4. Variability

A9. What form of struggle for existence is the perch eating its fry?

1. Interspecific
2. Intraspecific
3. With adverse environmental conditions
4. Intraspecific Mutual Assistance

A10. What form of natural selection tends to preserve mutations that lead to less variation in the average value of a trait?

1. Driving natural selection
2. Tearing natural selection
3. Stabilizing natural selection
4. Disruptive natural selection

A11. What evolutionary factor contributes to the emergence of barriers to free interbreeding of individuals?

1. Waves of life
2. Natural selection
3. Modifications
4. Insulation

A12. To which group of evidence for the evolution of the organic world do phylogenetic series belong?

1. Comparative anatomical
2. Embryological
3. Paleontological
4. biogeographic

A13. Indicate the correct scheme for classifying plants:

1. Species genus family order class type
2. species genus family order class type
3. species genus family order class department
4. Species genus order family class type

A14. What organs arise as a result of divergence?

1. Homologous
2. Similar
3. atavistic
4. Rudimentary

A15. Which of the following adaptations is classified as an idioadaptation?

1. The emergence of the chord
2. The emergence of a creeping stem in strawberries
3. Formation of 2 circles of blood circulation
4. Loss of circulatory organs in bull tapeworm

Part 2.

When completing tasks B1-B2, selectthree correct answers out of six.

When completing tasks B3-B4, establish a correspondence between the contents of the first and second columns. Enter the numbers of the selected answers in the table.

IN 1. What are the characteristics of biological progress?

1. Species decline
2. Expansion of the range of the species
3. The emergence of new populations, species
4. Narrowing of the range of the species
5. Simplify organization and transition to a sedentary lifestyle
6. Increasing the number of species

IN 2. What features illustrate the stabilizing form of natural selection?

1. Operates in changing environmental conditions
2. Operates under constant environmental conditions
3. Maintains the reaction rate of the trait
4. Changes the average value of a feature either in the direction of decreasing its value, or in the direction of increasing
5. Controls functioning organs
6. Leads to a change in the rate of reaction

IN 3. Establish a correspondence between the death of plants and the form of the struggle for existence.

AT 4. Establish a correspondence between the sign of an animal and the direction of evolution to which it corresponds

C1. What type of natural selection is shown in the figure? Under what environmental conditions does it occur? What mutations does it retain?

INSTRUCTIONS FOR CARRYING OUT

Administrative testIN BIOLOGY IN 11 CLASS

(I half of 2013-2014 academic year)

Purpose of the event:to identify the level of mastering the educational material of the course "General Biology" by students based on the results of the 1st half of the year.

The test is compiled on the topic: "Basic teachings about evolution" totextbook A.A. Kamensky, E.K. Kriksunov, V.V. Pasechnik.

The estimated time to complete the administrative test is 40 minutes.

Subject "Fundamentals of the doctrine of evolution" is studied in the 11th grade in the course "General Biology" and is an extensive and rather complex topic.

In this section, students will become familiar with andthe history of evolutionary ideas, with the works of K. Linnaeus, the teachings of J. B. Lamarck, the evolutionary theory of Ch. Darwin, the role of evolutionary theory in the formation of the modern natural-science picture of the world is being studied. Students are introduced to the synthetic theory of evolution. They study the population as a structural unit of a species, a unit of evolution; driving forces of evolution, their influence on the gene pool of the population.

To reliably determine the level of assimilation of theoretical material by each student, it is advisable to use test control. The test includes the ability not only to reproduce knowledge, but also to apply it to formulate worldview conclusions and generalizations. In addition, testing is a qualitative and objective way of assessing the knowledge of students, it puts all children on an equal footing, excluding the subjectivity of the teacher.

Testing tasks: to check the knowledge of the history of evolutionary ideas, the scientific merits of C. Linnaeus and J. B. Lamarck, C. Darwin; to systematize knowledge about the species, population, driving forces of evolution and its results; check students' understanding of macroevolution and speciation, the main directions of evolution of the organic world.

Test evaluation criteria.

All tasks are divided by difficulty levels.

The tasks of the basic level correspond to the minimum content of biological education and the requirements for the level of training of graduates. They are compiled in accordance with the standard of secondary biological education. Each question has multiple answers, of which only one is correct. For the correct performance of each such task, 1 point.

Tasks of an increased level are aimed at testing the development of more complex content by students. They contain tasks with a choice of several answers from the given ones, to establish correspondence, to determine the sequence of biological phenomena, to indicate the truth or falsity of statements. For the correct performance of each such task, 2 points each.

The part C task includes a free answer task. For the correct performance of the task is set 3 points.

Work structure:

1) According to the content, the work includes the following blocks:

• Type and its criteria
• Populations

2) According to the levels of tasks, the work allows you to identify the assimilation of the material at the basic, advanced and high levels.

3) According to the forms of test tasks, the work consists of tests with the choice of one correct answer, open type with a short answer, open type with a full detailed answer.

Distribution of work tasks by content:

Distribution of work tasks in parts.

Distribution of work tasks by level of complexity:

Answers to the tasks of the administrative test:

In populations of one species, the action of the prerequisites of evolution leads to the emergence of a diversity of genotypes and phenotypes. This is the basis for the struggle for existence and natural selection. There are two forms of isolation: geographical and biological.

Geographical (spatial) isolation is the isolation of a certain population from another population of the same species by some barriers that are difficult to overcome. The first reason is large territorial gaps between populations in species with mosaic ranges. The occurrence of these gaps may be associated with glaciers, human activities, or the dispersal of populations outside the original range. The second reason is the geographical barriers separating the populations (rivers, mountains, gorges, forest areas, meadows, swamps). Geographical isolation prevents individuals from separated populations from interbreeding freely due to the impossibility of their meeting due to a geographical barrier.

Biological isolation is due to biological differences between individuals in populations. Depending on the nature of the differences, four types of biological isolation are distinguished: ecological, ethological, morphophysiological and genetic.

Ecological isolation is caused by a shift in reproductive periods (the timing of flowering, nesting, mating, spawning) or different breeding sites, which prevents free crossing of individuals in populations.
Ethological isolation is due to the behavior of individuals during the mating season. At first glance, insignificant differences in courtship rituals in the exchange of visual, sound, chemical signals can lead to the termination of this ritual and the restriction of mating.

Morphophysiological isolation is due to differences in the size of individuals or in the structure of the reproductive systems (some species of pulmonary molluscs, rodents). It does not interfere with the meeting of the sexes, but prevents the crossing of individuals due to the impossibility of fertilization.

Genetic isolation is due to large chromosomal and genomic rearrangements that cause differences in the number, shape, and composition of chromosomes. It does not interfere with the meeting of the sexes and fertilization. But it excludes the exchange of genetic information between populations due to the death of zygotes after fertilization, varying degrees of sterility of hybrids and their reduced viability.

The effect of any form of isolation on evolutionary material is not directed, but is a necessary condition for enhancing genetic differences between populations. An important characteristic of isolation is its duration, due to which the action of multidirectional natural selection leads to a divergence of the signs of populations - divergence. As a result, populations turn into varieties, or races. Maintaining isolation leads to increased differences between varieties, and they turn into subspecies. If increasing differences between subspecies prevents them from interbreeding, then they have become genetically closed systems. There was a reproductive isolation between them. Subspecies evolved into new species.

Thus, the factors of speciation are:
1. prerequisites for evolution: mutational and combinative variability, population waves, gene flow and drift, isolation;
2. driving forces of evolution: struggle for existence, natural selection

Question 1. What are the main factors of evolution.
According to the synthetic theory of evolution, the elementary evolutionary phenomenon from which speciation begins is a change in the genetic composition (genetic constitution, or gene pool) of a population. Events and processes that contribute to overcoming the genetic inertia of populations and leading to a change in their gene pools are called elementary eulogy factors. The main factors (forces) of evolution are:
1) Factors causing changes in the gene pool of a population. These include hereditary variability, which supplies a population with new genetic material, and population waves, isolation, which form differences between the gene pools of different populations.
2) A factor that allows a population to develop independently relative to other populations or divides the original population into two or more new ones. That factor is isolation.
3) A factor that directs the evolutionary process and ensures that certain adaptations and changes in organisms are fixed in the population. This factor is natural selection.

Question 2. What factor ensures the emergence of new genetic material in a population?
Mutational variability is a factor that ensures the emergence of a fundamentally new genetic material.
Under favorable conditions of existence, small differences between individuals of the same species are not very noticeable and do not play a significant role. However, in adverse conditions even small hereditary changes can be decisive and determine which individuals in a population will die and which will survive. Hereditary variability provides material for the evolutionary process.
Mutations occur with a certain frequency in all organisms inhabiting our planet. The place of mutation (gene and chromosome) is random, therefore mutations can affect any traits and properties of an individual, including those affecting viability, reproduction, and behavior. In a number of generations, the vast majority of mutations are preserved, starting with those that arose in the oldest ancestors. As a result, the set of mutations in two populations of the same species is very similar. On the other hand, different mutations will also be present. Their number is an indicator of how long two populations have been isolated from each other.
Thus, the mutation process is the source of the reserve of hereditary variability of populations. By maintaining a high degree of genetic diversity in populations, it provides the basis for natural selection to operate.

Question 3. Will there be selection for carriers of recessive mutations?
As a rule, carriers of recessive mutations (heterozygous organisms) do not noticeably differ in properties from homozygous dominant organisms. Moreover, in the heterozygous state, many mutations increase the viability of individuals. Therefore, selection on such individuals usually does not work. After a certain time, the population can accumulate enough big number recessive alleles, i.e. the proportion of heterozygous organisms will increase. This will lead to an increase in the likelihood of their meeting and, as a result, to the birth (in 25% of cases) of recessive homozygotes. It should also be borne in mind that in nature mutations occur in combinations with each other. Some combinations due to the interaction of genes can be positive for an individual, increasing its viability. This is where natural selection comes into play.

Question 4. Give an example illustrating the change in the significance of a mutation when environmental conditions change.
Mutations that are harmful in some conditions can increase the viability of an individual in other environmental conditions. Mutations that are harmful under certain conditions can increase viability. individuals in other environmental conditions. For example, wingless or poorly winged mutants have an advantage on oceanic islands and mountain passes where strong winds blow. For similar reasons, the formation of such species now exterminated by man as the dodo and wingless auk occurred.
An example is a mutation in insects that provides resistance to a particular pesticide. For a long time, this mutation will be neutral, and its occurrence in the population is low. But once the pesticide is used to control insects, the mutation will become useful, as it will ensure the survival of individuals in the changed conditions. Due to the action of selection, the proportion of this mutation in the gene pool of the population will increase sharply - the faster, the more severe the selection is, that is, the greater the percentage of individuals die in each generation from the action of the pesticide. It is clear that such events will manifest themselves much brighter if the pesticide resistance mutation is dominant.

Question 5. Is the mutation process capable of exerting a directing influence on the process of evolution, and why?
The mutation process is a random, non-specific phenomenon. Mutations occur non-directionally, do not have an adaptive value, i.e., cause an indefinite hereditary variability(according to Ch. Darwin). With equal probability, mutations can lead to changes in any organ systems. Thus, the mutation process in itself is not capable of exerting a guiding effect on the course of evolution.

Question 6. What is genetic drift?
Gene drift- this is a process of random non-directional change in the frequencies of alleles in a population. It is observed when a population passes through a state of small numbers (the so-called "bottleneck" effect, which occurs as a result of epidemics, natural disasters). As a result of random genetic drift, genetically homogeneous populations living in similar conditions may gradually lose their original similarity. Genetic drift is one of the factors contributing to population change.

Question 7. What factor leads to the termination of the exchange of genetic information between populations? What is its evolutionary significance?
The termination of the exchange of genetic information is facilitated by isolation - the restriction or cessation of interbreeding of individuals belonging to different populations. Isolation can be spatial and ecological.
Geographical isolation consists in the spatial separation of populations due to landscape features within the range of the species - the presence of water barriers for "land" organisms, land areas for hydrobiont species, alternation of elevated areas and plains. It is promoted by a sedentary or immobile (in plants) lifestyle.
Ecological isolation occurs if individuals are separated by ecological obstacles within the same landscape, for example, the probability of meeting the inhabitants of shallow and deep parts of the reservoir during the breeding season is very small. Long-term ecological isolation contributes to the divergence of populations up to the formation of new species. So, it is assumed that human and pig roundworms, morphologically similar, originated from common ancestor. Their divergence, according to one hypothesis, was facilitated by the ban on human consumption of pork meat, which, for religious reasons, extended to significant masses of people for a long time. Ecological isolation exists due to the nuances of the courtship ritual, coloring, smells, "singing" of females and males from different populations. So, subspecies of goldfinches - gray-headed and black-headed have pronounced marks on the head. Hooded crows from the Crimean and North Ukrainian populations, outwardly indistinguishable, differ in cawing. In physiological isolation, interbreeding is prevented by differences in the structure of the reproductive organs or simply by a difference in body size. In plants, the adaptation of the flower to a particular type of pollinator leads to this form of isolation.
Isolation in the process of speciation interacts with other elementary evolutionary factors. It enhances the genotypic differences created by the mutation process and genetic combinatorics. The intraspecific groupings that arise due to isolation differ in genetic composition and experience unequal selection pressure. The evolutionary significance of isolation lies in the fact that it consolidates and enhances the genetic differences between populations and creates the prerequisites for the further transformation of these populations into separate species.