Campbell Essential BiologyWeek 7EvolutionCHA.docx

Campbell Essential Biology
Week 7
Evolution
CHARLES DARWIN AND THE ORIGIN OF SPECIESCharles
Darwin published On the Origin of Species by Means of Natural
Selection, November 24, 1859. Darwin presented two main
concepts:Life evolves Change occurs as a result of “descent
with modification,” with natural selection as the mechanism
Natural SelectionNatural selection is a process in which
organisms with certain inherited characteristics are more likely
to survive and reproduce than are individuals with other
characteristics.
Natural selection leads to:A population (a group of individuals
of the same species living in the same place at the same time)
changing over generations Evolutionary adaptation
Jean Baptiste Lamarck suggested that organisms evolved by the
process of adaptation by the inheritance of acquired
characteristics, now known to be incorrect.If we cut off the tails
of mice for many generations, we would eventually have mice

with no tails born.
Darwin’s Theory of Natural SelectionDarwin based his theory
of natural selection on two key observations:All species tend to
produce excessive numbers of offspring Organisms vary, and
much of this variation is heritable
Observation 1: OverproductionAll species tend to produce
excessive numbers.This leads to a struggle for
existence.Observation 2: Individual variationVariation exists
among individuals in a population.Much of this variation is
heritable.Inference: Differential reproductive success
(natural selection)Those individuals with traits best suited to
the local environment generally leave a larger share of
surviving, fertile offspring.
Mechanisms of EvolutionThe main causes of evolutionary
change are:Genetic driftBottleneck effectFounder effectGene
flowNatural selectionMutationsNonrandom MatingMigration
Three General Outcomes of Natural SelectionDirectional
selection:Shifts the phenotypic “curve” of a population Selects
in favor of some extreme phenotypeDisruptive selection can
lead to a balance between two or more contrasting phenotypic
forms in a population.Stabilizing selection:Favors intermediate
phenotypes Is the most common

Original
population
Evolved
population
Phenotypes (fur color)
Frequency
of individuals
Original
population
(a) Directional selection
(b) Disruptive selection
(c) Stabilizing selection
Figure 13.28
*
Figure 13.28 Three general effects of natural selection on a
phenotypic character
Sexual SelectionSexual dimorphism is:A distinction in
appearance between males and femalesNot directly associated
with reproduction or survivalSexual selection is a form of
natural selection in which inherited characteristics determine
mating preferences.
Sexual Selection
Click on the links below to view presentations on Sexual
Selection:
Sexual selection peacock

Sexual selection: pheasant
What is a Species?The biological species concept defines a
species as“A group of populations whose members have the
potential to interbreed and produce fertile offspring”
Reproductive Barriers between SpeciesPrezygotic barriers
prevent mating or fertilization between
species.Include:Temporal isolationHabitat isolationBehavioral
isolationMechanical isolationGametic isolation
Postzygotic barriers operate if:Interspecies mating occurs and
Hybrid zygotes formPostzygotic barriers include:Reduced
hybrid viabilityReduced hybrid fertilityHybrid breakdown
Mechanisms of SpeciationA key event in the potential origin of
a species occurs when a population is severed from other
populations of the parent species.Species can form
by:Allopatric speciation, due to geographic isolationSympatric
speciation, without geographic isolation
Allopatric speciation
Simpatric speciation
Figure 14.6

*
Figure 14.6 Two modes of speciation
What is the Tempo of Speciation?There are two contrasting
models of the pace of evolution:The gradual model, in which
big changes (speciations) occur by the steady accumulation of
many small changes The punctuated equilibria model, in which
there areLong periods of little change, equilibrium, punctuated
byAbrupt episodes of speciation
Week 2: Psychodynamic Theories
The shoe that fits one person pinches another; there is no recipe
for living that suits all cases.
—Carl Jung, Modern Man in Search of a Soul
Although more than a century has passed since Freud began
using the term psychoanalysis, his work remains a seminal piece
in the psychotherapy field. However, as you have undoubtedly
encountered in your professional and personal life, no idea,
process, or person is perfect. Furthermore, interventions that
meet the needs of one individual might ultimately fail when
used with another. Just as values, ideas, and living standards
evolve, so do the theories that counselors apply. Although many
theories, such as Freud’s psychoanalysis, may seem outdated
today, you will see how many of the constructs from these early
theories are foundational to theories that have evolved and been
developed since the early 1900s and how many are still relevant
today.
This week, you consider psychodynamic theories, watch a media
presentation of Adlerian therapy, and apply the Adlerian
approach to one of four case studies that you will use
throughout the term.
Before moving forward this week, it is important to note that
many of the required videos are each almost 2hours long. Please

plan your time accordingly so that you can watch them before
the Day 3 Discussion deadline. You will find that each video
required this term provides a demonstration of a particular
theory by an expert in that theory. These seminal videos provide
valuable insight into each theory. The videos take you beyond
the textbook and enhance your learning by providing you the
opportunity to see the unique language and approaches of each
theory "in action."
Learning Objectives
Students will:
· Identify theorists, timeframes, and major constructs of
individual theories
· Analyze techniques/interventions associated with individual
theories
· Evaluate theories in relation to cases
Learning Resources
Required Readings
Johnson, A. L. (2016). Psychoanalytic theory. In D. Capuzzi &
M. D. Stauffer (Eds.), Counseling and psychotherapy:Theories
and interventions (6th ed., pp. 73–96). Alexandria, VA:
American Counseling Association. (Chapter 3)
Nelson, K., & Finn, A. (2016). Jungian analytical theory. In D.
Capuzzi & M. D. Stauffer (Eds.), Counseling and
psychotherapy:Theories and interventions (6th ed., pp. 97–120).
Alexandria, VA: Am. Alexandria, VA: American Counseling
Association. (Chapter 4)
Dufrene, R.L., Henderson, K.L., & Eckart, E.C. (2016).
Adlerian theory. In D. Capuzzi & M. D. Stauffer (Eds.),
Counseling and psychotherapy:Theories and interventions (6th
ed., pp. 121–146). Alexandria, VA: American Counseling
Association. (Chapter 5)
Document: Psychoanalytic Case Conceptualization Example
(Word document)

Document: Case Studies (Word document)
Required Media
Psychotherapy.net (Producer). (2008a). Adlerian therapy [Video
file]. Mill Valley, CA: Author.
Optional Resources
Psychoanalytic Theory & Approaches. (n.d.). Retrieved January
3, 2018, from http://www.apsa.org/content/psychoanalytic-
theory-approaches
Psychoanalytic Terms & Concepts Defined. (n.d.). Retrieved
January 3, 2018, from
http://www.apsa.org/content/psychoanalytic-terms-concepts-
defined
About Psychoanalysis. (n.d.). Retrieved January 3, 2018, from
http://www.apsa.org/content/about-psychoanalysis
Discussion: Adlerian Counseling: Case Conceptualization
For this Discussion, you will write a case conceptualization as
though you were an Adlerian counselor. A case
conceptualization is a report that is written by a counselor to
explain presenting problems, establish goals, plan interventions,
and identify expected outcomes.
In your Learning Resources, the Psychoanalytic Case
Conceptualization Example examines the case of Deidre through
a Psychoanalytic lens. For this week's Discussion, you will use
the Psychoanalytic example as a guide to write your own case
conceptualization as though you were an Adlerian counselor.
As you review this week's Learning Resources and media file,
note techniques and interventions, and consider the role of an

Adlerian counselor in planning treatment. Further, reflect on
Adlerian therapy with respect to developing your own
theoretical orientation. In what ways do you find that Adlerian
therapy may resonate with your own point of view?
To Prepare:
· Review the Adlerian Therapy video from this week’s Learning
Resources. Take note of language and techniques used by the
counselor that are specific to this theory.
· Review the Psychoanalytic Case Conceptualization Example
found in this week’s Learning Resources and use this document
to prepare your initial Discussion post.
· Select one of the four case studies presented in this week’s
Learning Resources and answer the following points as if you
were an Adlerian counselor. Use your Learning Resources and
the notes you took on language and technique from the Adlerian
Therapy video to support your conceptualization and integrate
examples from the case to support your post. Include the
following:
· Presenting Problem
· Treatment Goals
· Identification and explanation of at least two techniques and
interventions
· Expected Outcome
By Day 3
Post your Adlerian conceptualization.
Be sure to support your main post with specific references to
the Learning Resources using proper APA format and citations.
Your response posts may be more conversational and less
formal.
Read your colleagues' postings.
By Day 5
Respond to at least two of your colleagues' posts and explain
whether you believe the proposed Adlerian case
conceptualization is the most beneficial for the case selected
and why.
Your responses may be more informal than your main post.

Return to this Discussion in a few days to read the responses to
your initial posting. Note what you have learned and/or any
insights that you have gained as a result of your colleagues’
comments.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 2 Discussion Rubric
Post by Day 3 and Respond by Day 5
To participate in this Discussion:
Week 2 Discussion
Week in Review
This week, you identified and analyzed techniques and
interventions associated with psychodynamic theory and applied
these strategies to a clinical case.
Next week, you will continue to explore individual theories of
counseling by learning about humanistic theories and the
approaches that are used to initiate change in clients' lives.
To go to the next week:
WEEK 7 EXPERIMENT ANSWER SHEET
Please submit to the Week 7 Experiment dropbox no later than
Sunday midnight.
SUMMARY OF ACTIVITIES FOR WEEK 7 EXPERIMENT
ASSIGNMENT
· Experiment 7 Exercise 1 – Evolutionary Change without
Natural Selection
· Experiment 7 Exercise 2 – Evolutionary Change with Natural

Selection
· Experiment 7 Exercise 3 – Evolution and Genetic Drift
Before starting, be sure you have read over the information in
the Week 7 Experiment Introduction.
Materials Needed
For the first two exercises you will need the following:
· 50 red M&Ms and 50 green M&Ms or 50 each of two items
that are distinguishable by color but are similar in size and
texture (e.g., dimes and pennies, two different color beads).
· Four containers large enough to hold the above items.
Experiment 7 Exercise 1: Evolutionary Change without Natural
Selection
In this first exercise, we are going to look for evidence of
evolutionary change in a population in the absence of natural
selection by looking at the change in allele frequencies over
time in a simulated population. We will start with a population
of 50 individuals in which there are two alternate alleles (H and
h) in equal proportions (each at a frequency of 0.5 or 50%).
Individuals have the possible genotypes: HH, Hhor hh. These
two alleles do not offer any selective advantage, so neither is
selected for or against, meaning they are neutral. We will record
the frequency of these alleles over 10 generations. Prior to
advancing on to the next generation, six alleles (= three
individuals) will be removed at random.
Before you begin, answer the following:
Question
1. What is your prediction as to what will happen to the
frequencies (note that this is different than the number) of these
two alleles over 10 generations? Word your prediction as an “if-
then” statement based on the experiment design. (1 pts).
Procedure:

A. Let 50 M&M's of one color (i.e. red) represent the dominant
allele (H) and 50 M&M's of another color (i.e. green) represent
the recessive allele (h).
B. Let one container represent the Habitat where random mating
occurs. Place all of the M&Ms (or other items) into this
container. This is your starting gene pool of your “parent”
population or Generation 0.
C. Label the other three containers HH for homozygous
dominant individuals, Hh for heterozygous individuals and hh
for the homozygous recessive individuals. Notice that
individuals have two alleles.
D. Mix up your Habitat well and without looking, select two
items (alleles) at a time; these two alleles represent a
singleindividual. On a piece of paper, keep track of the
genotypes of the individuals withdrawn. For instance, if you
draw one red and one green M&M, that counts towards "Number
of Hh individuals." If you draw two red M&Ms, that counts
towards "Number of HH individuals" and so on.
E. Continue drawing pairs and recording the results until all
items (alleles) have been withdrawn and sorted. Be sure to place
the “offspring” into the appropriate dish: HH, Hh, or hh. Note
that the total number of individuals will be half the total
number of items because each individual requires two alleles, so
you will have 50 offspring (but 100 alleles). Record the number
of HH, Hh and hhindividuals drawn for Generation 1 in Table 1
below.
F. Next count (or calculate) the total number of H and the total
number of h alleles for the first generation and record the
number in Table 1 below in the columns labeled "Number of H
Alleles" and "Number of h Alleles."
G. Add up the total number of H alleles and h alleles for the
first generation and record this number in the column labeled
"Total Number of Alleles." If you did everything correct, you
should still have 50 H alleles and 50 h alleles. This has already
been entered for you in the Table below for Generation 1.

H. Combine the HH, Hh and hh individuals back into the
Habitat container and mix well. Randomly remove three pairs of
alleles (= three individuals, six items) and set them aside.
I. Repeat steps D through H to obtain Generations 2 through 10.
Remember to randomly remove three pairs of alleles each time.
Because I know that each generation will have six fewer alleles,
I have also entered the total number of alleles in the Table
below. Be sure that is the number your alleles add up to!
Here is a photograph of this process after six generations. The
sixth generation has been distributed into the HH, Hh and hh
containers. Note that dimes and pennies have been used.
J. After entering your number of individuals and allele counts
for each generation, you now need to determine the allele
frequency of H and h for each generation and record them the
Table below. To determine allele frequency take:
· # of H /Total alleles in the generation = Allele frequency
of H (express as a decimal)
· # of h /Total alleles in the generation = Allele frequency of h
Note that the total number of alleles will change each
generation, but the frequency the H allele plus the frequency of
the h allele should add up to 1.0 for each generation.
Table 1. Results evolutionary change without natural selection
(2 pts).
Generation
Number of HH individuals
Number of Hh individuals
Number of hh individuals
Number of H alleles
Number of h alleles
Total Number of alleles
Allele Frequency of H

Allele Frequency of h
1
50
50
100
0.5
0.5
2
94
3
88
4
82

9
52
10
46
K. Generate a line graph of Allele frequency vs Generation.
This means you need to graph the last two columns of your data
in the Table above. Paste your graph below. Be sure to label
your axes (3 pts).
Questions
2. Describe what your graph above depicts with respect to the
frequency of the two different alleles across generations (2 pts).
3. Was your prediction correct? Why or why not (1 pts)?
4. Define evolution. Are the results of this simulation an
example of evolution? Explain your answer. Cite any sources
used (4 pts).
Experiment 7 Exercise 2: Evolution Change with Natural
Selection
In this second exercise, we will determine the effect that natural

selection has on the frequency of two alleles which start off in
equal proportions (50:50) in the population. This time,
individuals who are hhdie, meaning the homozygous recessive
allele combination is lethal. These individuals will be removed
from the gene pool when they are drawn and will not contribute
to the following generation. This means that the h allele is
being selected against. Keep in mind that carriers of this lethal
allele (e.g., those individuals that are Hh) are unaffected
because the h allele is recessive.
Question
1. What is your prediction as to what will happen to the
frequencies of these two alleles over 10 generations? Word your
prediction as an “if-then” statement based on the experimental
design. (1 pts).
Procedure:
A. Return ALL alleles to the Habitat container and ensure that it
contains 50 H alleles and 50 h alleles. This is our Generation 0.
B. Use the other three containers labeled HH for homozygous
dominant individuals, Hh for heterozygous individuals and hh
for the homozygous recessive individuals.
C. Mix up your Habitat container well and without looking,
select two alleles at a time; these two represent a
singleindividual. On a piece of paper, keep track of the type of
individual withdrawn (HH, Hh or hh).
D. Continue drawing pairs and recording the results until all
alleles have been withdrawn and sorted. Be sure to place the
“offspring” into the appropriate dish: HH, Hh, or hh. Record the
number of HH, Hh and hhindividuals drawn for Generation 1 in
Table 2 below.
E. Next count (or calculate) the total number of H and h alleles
for the first generation and record the number in the Table
below.
F. Add up the number of H alleles and h alleles for the first
generation and record this number in the column labeled "Total

Number of Alleles." If you did everything correct, you should
still have 50 H alleles and 50 h alleles. This has already been
entered for you in the Table below for Generation 1. You will
need to enter this information for Generations 2-10, as it will
change.
G. Now it is time for natural selection. Remove all of the h
alleles from the container labeled hh and discard them. These
individuals have died and cannot reproduce.
H. Return the alleles of the remaining HH and Hh individuals
back to the Habitat container.
I. Repeat steps D through H to obtain Generations 2 through 10.
Remember that each time, all hh individuals die and are
removed after you have counted them.
J. After entering your number of individuals and allele counts
for each generation, you now need to determine the allele
frequency of H and h for each generation and record them in
Table 2 below.
Table 2. Results from evolutionary change with natural
selection (2 pts).
Generation
Number of HH individuals
Number of Hh individuals
Number of hh individuals
Number of H alleles
Number of h alleles
Total Number of alleles
Allele Frequency of H
Allele Frequency of h
1
50
50

10
K. Generate a line graph of Allele frequency vs Generation #.
This means you need to graph the last two columns of your data
in the Table above. Paste your graph below. Be sure to label
your axes (3 pts).
Questions
2. Describe what your graph above depicts with respect to the
frequency of the two different alleles across generations (2 pts).
3. Was your prediction correct? Why or why not (1 pts)?
4. Explain why the h allele was not entirely eliminated from the
population (2 pts).
5. Based on your earlier definition of evolution, are the results
of this simulation an example of evolution? Explain your
answer (2 pts).
Experiment 7 Exercise 3: Mechanisms of Evolutionary Change
Be sure that you have completed the suggested readings; your

success on this exercise is dependent on your understanding of
evolutionary concepts!
Procedure
A. Open the following website:
BioMan Biology. No date. Biology Games and Virtual Labs:
Evolution
http://biomanbio.com/GamesandLabs/EvoClassGames/aaevo.ht
ml
B. Click where it says Press Spacebar or Click Here to
Continue! And click again to continue.
C. Read over the instructions carefully, paying particular
attention to the controls. Notice that as you successfully shoot
the correct answer, you will need to reload.
D. Click again where it says Press Spacebar or Click Here to
Continue!
E. Click on Mechanisms and begin.
a. A statement will be shown at the bottom of the screen.
b. Use the arrow keys to move to the correct term and use the
space to shoot it down. Remember to reload!
c. Keep playing until you are told “You have succeeded here
earthling! But can you save the rest of your planet?” Start over
if you fail.
F. Record your % correct and score in Table 3 below when you
are done. Feel free to repeat to improve your score if you would
like.
G. Reload the page to start over or click on the link above to
return to the start page.

H. Click where it says Press Spacebar or Click Here to
Continue! And click again to continue.
I. Review the instructions and click again where it says Press
Spacebar or Click Here to Continue!
J. Click on Mechanisms 2 and begin.
a. As before, a statement will be shown at the bottom of the
screen.
b. Use the arrow keys to move to the correct term and use the
space to shoot it down. Remember to reload!
c. Keep playing until you are told “You have succeeded here
earthling! But can you save the rest of your planet?” Start over
if you fail.
K. Record your % correct and score in Table 3 below when you
are done. Feel free to repeat to improve your score if you would
like.
L. Answer the questions that follow.
Table 3. Results (2 pts)
% Correct
Score
Mechanisms
100
1003
Mechanisms 2
100
1006
Questions
1. Match the following statements with the correct term (5 pts)

a. Mutation
f. Bottleneck
b. Genetic drift
g. Founder effect
c. Gene flow
h. Immigration
d. Natural selection
i. Emigration
e. Non-random mating
j. Speciation
____ Type of genetic drift that occurs when a new colony is
established, that by chance is genetically different than the
original population.
____ Can result in evolution by acting on favorable traits.
____ Only male lions with large, thick manes are able to
breed.
____ Reproductive isolation of two populations of penguins
can result in this.
____ The loss or gain of alleles from a population by the
movement of individuals into or out of the population.
____ Movement of individuals into a population, bringing with
them new alleles.

____ Random events that cause changes in gene frequencies.
____ Type of genetic drift in which there is a drastic
reduction in population size and a change in allele frequencies.
____ The ultimate source of new alleles and traits that natural
selection can act on.
____ When individuals leave a population, taking alleles
along with them.
Week 7 Experiment Grading Rubric
Component
Expectation
Points
Experiment 7 Exercise 1
Collection of data and generation of a line graph correctly
labeled (Table 1 and graph of data).
5 pts
Demonstrates an understanding of evolutionary change without
natural selection (Questions 1-4).
8 pts
Collection of data and generation of a line graph correctly
labeled (Table 2 and graph of data).
5 pts
Demonstrates an understanding of evolutionary change with
natural selection (Questions 1-5).
8 pts
Success at Angry Aliens and an understanding of the
mechanisms of evolutionary change (Table 3).
2 pts

Demonstrates an understanding of the various mechanisms of
evolutionary change (Question 1).
5 pts
TOTAL
33 pts
Updated October 2013

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