Holiday Biology

Revision M/S

Writing a biology
syllabus that is
current, logical
and scientifically
correct.

Decision makers
make decisions.

There is a new set of questions to do each day.

Please do them! Other worksheets/revision can be done on top of that if you’re bored.

1
Saturday 19th September
• recognise that biodiversity includes the diversity of species and ecosystems
• determine diversity of species using measures such as species richness, evenness (relative
species abundance), percentage cover, percentage frequency and Simpson’s diversity index
• explain how environmental factors limit the distribution and abundance of species in an
ecosystem.
• describe the classification systems for
o similarity of physical features (the Linnaean system)
o methods of reproduction (asexual, sexual — K and r selection)
o molecular sequences (molecular phylogeny — also called cladistics)

Background for next question because it’s not specific to QCAA. However, I like the K vs r stuff. Biotic potential is defined as the maximum
number of individuals a species can produce. K-selected have low biotic potential, whereas r-selected have high.

(species) richness is number of species (in a habitat) ;

(species) evenness is abundance / number of individuals of each / every / all , species (in a
habitat) ;
idea that both (richness and evenness) are needed to reveal dominance ;
idea that high biodiversity associated with high species richness and high species evenness

2
Calculate Simpsons Diversity Index, using the following equation:

=0.63

(Fewer plant species) – no mark

1. (So) few(er) habitats/niches;

2. (So) lower diversity of insects / fewer insect species/fewer insect types;

3. (So) fewer food sources / less variety of food;

3
(phylogeny is) the evolutionary , relationship between / history of , organisms / species ;

phylogeny is the basis of classification ;

example of molecular evidence used to classify ;

species / organisms , within the same group have shared , phylogeny / evolutionary history /
common ancestor ;

idea that phylogeny of Iberian lynx and Eurasian lynx are sufficiently different to have been placed in
separate species / similar to have been placed in same genus

modern / new / better , technology (to distinguish between closely related species) ;
more , molecular / biochemical / DNA / genetic , evidence
(Accept named example such as DNA sequencing)

1. Use the following information to hypothesize if the animal is a k-strategist or an r-strategist.

a) life span two weeks r-strategist
b) life span seventy years k-strategist
c) litter size is 2 per year k-strategist
d) adult weights 400-500 kg k-strategist
e) number of eggs released equals 100 r-strategist  be careful here. It looks low compared to
f), but it’s still high! 
f) number of eggs laid equals 150 000 r-strategist
g) adult weight less than a gram r-strategist
h) sexual maturity in 3 months r-strategist
i) females breed every third year k-strategist
j) population doubling rate every 20 minutes r-strategist
k) young stay with the mother for three years k-strategist
l) female often dies during the hatching time r-strategist

4
Sunday 20th September
• define the term clade
• recall that common assumptions of cladistics include a common ancestry, bifurcation and
physical change
• interpret cladograms to infer the evolutionary relatedness between groups of organisms
• analyse data from molecular sequences to infer species evolutionary relatedness
• identify one example of an interspecific hybrid that does not produce fertile offspring (e.g.
mule, Equus mulus)
• explain the classification of organisms according to the following species interactions:
predation, competition, symbiosis and disease

Define the term clade:

_________________________________________________________________________
A group of organisms that consists of a common ancestor and all its lineal descendants
_________________________________________________________________________

5
3. Classify the following relationships according to one of the terms below:
Parasitism, competition, predation, mutualism, commensalism
a) cellulose digesting bacteria feeding in a cow’s stomach Mutualism
b) a cat attacking and consuming a rosella Predation
c) a lichen plant consisting of an association between alga and a fungus Mutualism
d) a eucalypt and an acacia using similar resources in a savannah woodland Competition
e) a shrimp given protection from predators by living in the tentacles of a sea anemone
Commensalism

6
Human beings share all amino acids in common with the rhesus macaque.

Whereas there are nine differences between the amino acids in humans and house mice.

More closely related organisms share more amino acids in common.

7
More recent common ancestor / DNA in common

4. Interactions between organisms in a community can be broadly classified as competition,

predation or symbiosis (mutualism, commensalism and parasitism).
Give a real life example of each of the interactions above.
_________________________________________________________________________
Yah, life is too short for me to answer this for you. There are too many options for me to go for.
_________________________________________________________________________
Go to the internet and check your answers! 
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

8
Monday 21st September
• understand that ecosystems are composed of varied habitats (microhabitat to ecoregion)
• interpret data to classify and name an ecosystem
• explain how the process of classifying ecosystems is an important step towards effective
ecosystem management (consider old-growth forests, productive soils and coral reefs)
• describe the process of stratified sampling in terms of
o purpose (estimating population, density, distribution, environmental gradients and
profiles, zonation, stratification)
o site selection
o choice of ecological surveying technique (quadrats, transects)
o minimizing bias (size and number of samples, random-number generators, counting
criteria, calibrating equipment and noting associated precision)
o methods of data presentation and analysis.

1 (use of) quadrat ; [description of a quadrat / point frame]

2a) random (sampling) ; [bits of paper in a hat / random number generator]
3a) placing measuring tapes (at right angles) / use grid ;[e.g. bottom left hand corner of quadrat placed
at coordinate / two students walk in a straight line from each tape measure]
2b (use of) transect ;
3b (quadrat / point frame) placed at regular intervals ; [systematic sampling]
4 (use of identification) key ;
5 example / detail , of method used to determine
abundance ; [percentage cover / percentage frequency / number of hits with point frame / ACFOR;
strategy for dealing with plants half in or out of
quadrat]
6 repeat many times / idea of considering appropriate number of samples ; [calculate running mean; if
number stated then at least 5]
7 sample / AW , at different , seasons / times of year ; [throughout the year]

Explain how the process of classifying ecosystems is an important step towards effective ecosystem
management of old growth forests.

_________________________________________________________________________________
The process of classifying an old growth forest (based on its dominant tree species and specific old-
_________________________________________________________________________________
growth characteristics) enables managers/decision makers to make decisions about its
management.
_________________________________________________________________________________
_________________________________________________________________________________
Agreement about the classification allows stakeholders to make decisions to serve a wide range of
values, for example allowing people to recreationally use the forest in a sustainable way.
_________________________________________________________________________________
 Classification helps to support effective management of activities such as prescribed burning.
_________________________________________________________________________________
 Classification of ecosystems helps to support understanding of their unique interactions and
_________________________________________________________________________________
therefore the effect of specific human impacts. This can lead to longer term resilience.
_________________________________________________________________________________

9
You’re at the beach and think limpets are cool. Describe the process of stratified sampling to find out
more about these snails.

 Purpose: Determine species abundance of limpets in each tidal zone.

_________________________________________________________________________________
_________________________________________________________________________________
o Dependent variable: Species abundance of limpets at each strata.
_________________________________________________________________________________
_________________________________________________________________________________
 Site selection: Clearly marked out and the location is accurately recorded so future surveys can
_________________________________________________________________________________
take place.
_________________________________________________________________________________
_________________________________________________________________________________
 Ecological surveying technique: Transect line and quadrats to record limpets
_________________________________________________________________________________
 Minimising bias: Suitable number of samples, consistent counting criteria, use of random
_________________________________________________________________________________
number tables.
_________________________________________________________________________________
_________________________________________________________________________________
 Presenting data: Will be presented in kite graphs or transect line or profile diagrams.
_________________________________________________________________________________
_________________________________________________________________________________
 Analysing data: Data will be analysed using standard error, standard deviation and confidence
_________________________________________________________________________________
intervals.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

Read this paper for real life stratified sampling: https://academic.oup.com/jcb/article/23/3/678/2679852

Explain how the process of classifying ecosystems is an important step towards effective ecosystem
management of productive soils.
_________________________________________________________________________________
The process of classifying a productive soil enables managers/decision makers to make decisions about
_________________________________________________________________________________
its management.
_________________________________________________________________________________
Agreement about the classification allows stakeholders to make decisions to serve a wide range of
_________________________________________________________________________________
values, for example allowing an increase productivity, profitability and sustainability of the soil.
_________________________________________________________________________________
Classification helps to support effective management of activities such as crop rotation/reducing
_________________________________________________________________________________
overgrazing/ other soil conservation strategies to minimise soil erosion and increase soil capacity
_________________________________________________________________________________
productivity and sustainability.
_________________________________________________________________________________
Classification of ecosystems helps to support understanding of their unique interactions and therefore
the effect of specific human impacts. This can lead to longer term resilience.

10
Tuesday 22nd September
• sequence and explain the transfer and transformation of solar energy into biomass as it
flows through biotic components of an ecosystem, including
o converting light to chemical energy
o producing biomass and interacting with components of the carbon cycle
• analyse and calculate energy transfer (food chains, webs and pyramids) and transformations
within ecosystems, including
o loss of energy through radiation, reflection and absorption
o efficiencies of energy transfer from one trophic level to another
o biomass
• construct and analyse simple energy-flow diagrams illustrating the movement of energy
through ecosystems, including the productivity (gross and net) of the various trophic levels

The pyramid of biomass obtained from a pine forest stream includes the parasite biomass.
Parasites are fungi, worms and other organisms that live on a host.

a. Estimate the approximate amount of biomass represented by parasites in this ecosystem.

(1 mark)
Any value between 15 kg and 22 kg
___________________________________________________________________________

b. Contrast the biomass in the different trophic levels. (2 marks)

_________________________________________________________________________________
Autotrophs have greatest biomass «around 40 040 kg» whereas tertiary consumers have the
_________________________________________________________________________________
least biomass
_________________________________________________________________________________
Greatest loss of biomass is from autotrophs to primary consumers whereas the least is primary
to secondary.
_________________________________________________________________________________

_________________________________________________________________________________

c. Explain why parasite biomass occurs both in tertiary consumers and secondary consumers.
(1 mark)
_________________________________________________________________________________
Parasites feed on secondary and primary consumers
_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

11
23,273

Bacteria/fungi/decomposers
Break down by enzymes/by digestion/by hydrolysis
Respiration  CO2

12
22

13
higher in bobcat/lower in cow ;

for bobcat…
 more (energy) absorbed ;
 less (energy / waste) egested ;
 correct comparative figs. quoted from table ;
o bobcat 83(%) and cow 40(%) (absorbed) or
o bobcat 17(%) and cow 60(%) (egested)

meat more digestible

mainly protein and fat
that contains no cellulose

grasshopper
idea of high conversion to biomass figure
idea of herbivore / primary consumer / low(er) trophic level than perch ; idea of more food
available
idea of one stage of energy loss in food chain not two / more energy passes through food chain
(to humans)

14
1. The interaction web shows top-down and bottom-up effects in a seagrass study.

a. Identify which of the types of interaction shown in the key occur between crabs and
seagrass. (2 marks)

__________________________________________________________________________________
(Indirect) Top down
Negative
__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

b. Describe how the sea otter indirectly affects seagrass. (2 marks)

__________________________________________________________________________________
Has an indirect positive effect.
Feed on crabs, which feed on isopods.
__________________________________________________________________________________
Isopods feed on algae which competes with seagrass.
__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

15
Wednesday 23rd September
• describe the transfer and transformation of matter as it cycles through ecosystems (water,
carbon and nitrogen)

Used to make amino acids / protein / DNA / RNA.

Nitrogen fixing

Nitrifying bacteria / nitrification

Nitrite to nitrate

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17
6/7

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19
Thursday 24th September
• define ecological niche in terms of habitat, feeding relationships and interactions with other
species
• understand the competitive exclusion principle
analyse data to identify species (including microorganisms) or populations occupying an ecological
niche
• define keystone species and understand the critical role they play in maintaining the
structure of a community
• analyse data (from an Australian ecosystem) to identify a keystone species and predict the
outcomes of removing the species from an ecosystem.

Define the term ecological niche:

_________________________________________________________________________
The role and space that an organism fills in an ecosystem, including all its interactions with the
biotic and abiotic factors of its environment
_________________________________________________________________________
1. The model describes the fundamental and realized niches of a species
of microscopic marine arthropod in the Northern hemisphere with
respect to two different factors (X and Y). The abundance of the
species is shown over twelve months. The fundamental niche is
separated into five zones ranging from critical to optimal conditions.
The population of the species in its realized niche each month is
represented by an oval. The size of each oval shows the population
abundance.

a. Identify the month where the population reaches its maximum.

(1 mark)

April
___________________________________________________________________________

b. Draw conclusions about the effect of factor Y on the species from

January to April.
(2 marks)

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__________________________________________________________________________________
limited effect on low/stable population size from January to March
large effect increases population size from March to April
__________________________________________________________________________________
niche conditions decrease from January to March
niche conditions improve from March to April
c. Suggest, with justification, what factor Y could be. (2
marks)

Any appropriate climate related factor eg temperature

__________________________________________________________________________________
Explanation example: as favourable conditions appear to be seasonally
__________________________________________________________________________________
related, between March and April, conditions are more favourable

21
(interspecific) competition (with greys) ;
virus/disease/infection, passed, from greys/to reds

22
Friday 25th September
• define the term carrying capacity
• explain why the carrying capacity of a population is determined by limiting factors (biotic
and abiotic)
• calculate population growth rate and change (using birth, death, immigration and
emigration data)
• use the Lincoln Index to estimate population size from secondary or primary data
• analyse population growth data to determine the mode (exponential growth J-curve, logistic
growth S-curve) of population growth
• discuss the effect of changes within population-limiting factors on the carrying capacity of
the ecosystem.

23
Define the term carrying capacity:
_________________________________________________________________________
The size of the population that can be supported indefinitely on the
_________________________________________________________________________
available resources and services of that ecosystem

24
25
Saturday 26th September
• explain the concept of ecological succession (refer to pioneer and climax communities and
seres)
• differentiate between the two main modes of succession: primary and secondar
• identify the features of pioneer species (ability to fixate nitrogen, tolerance to extreme
conditions, rapid germination of seeds, ability to photosynthesise) that make them effective
colonisers
• analyse data from the fossil record to observe past ecosystems and changes in biotic and
abiotic components
• analyse ecological data to predict temporal and spatial successional changes
• predict the impact of human activity on the reduction of biodiversity and on the magnitude,
duration and speed of ecosystem change
• Mandatory practical: Select and appraise an ecological surveying technique to analyse
species diversity between two spatially variant ecosystems of the same classification (e.g. a
disturbed and undisturbed dry sclerophyll forest).

26
Succession

1. (Colonisation by) pioneer (species);

2. Change in environment/example of change caused by organisms
present;
3. Enables other species to colonise/survive;
4. Change in diversity/biodiversity;
5. Stability increases/less hostile environment;
6. Climax community;

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Succession /secondary succession

Decomposers (ignore 2 marks – would only be 1)

1. (Colonisation by) pioneer (species);

2. Change in environment/example of change caused by organisms
present;
3. Enables other species to colonise/survive;
4. Change in diversity/biodiversity;
5. Stability increases/less hostile environment;
6. Climax community;

Decrease in rainforest reduces the photosynthesis by rainforest plants

would increase the CO2 in the atmosphere, there would be more
decomposers which would produce more CO2 through respiration.
Burning rainforest trees would release CO2 into the environment.

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29
Sunday 27th September
• understand that deoxyribonucleic acid (DNA) is a double-stranded molecule that occurs
bound to proteins (histones) in chromosomes in the nucleus, and as unbound circular DNA in the
cytosol of prokaryotes, and in the mitochondria and chloroplasts of eukaryotic cells
• recall the structure of DNA, including
o nucleotide composition
o complementary base pairing
o weak, base-specific hydrogen bonds between DNA strands
• explain the role of helicase (in terms of unwinding the double helix and separation of the
strands) and DNA polymerase (in terms of formation of the new complementary strands) in the
process of DNA replication. Reference should be made to the direction of replication

Joins nucleotides to form new strand

Prokaryotic DNA is:

1. Circular / not linear
2. Not associated with histones/proteins
3. No introns/no non-coding DNA

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1. Have different genes;
2. (So bases/triplets) are in a different sequence/order;
3. (So) different amino acid(sequence/coded for) / different
protein/different polypeptide/different enzyme;

Contrast the full structures of DNA and RNA.

DNA is a double helix, whereas RNA is single stranded.

DNA contains deoxyribose sugar, whereas RNA contains ribose sugar.
DNA contains the base thymine, whereas RNA contains uracil.

31
Monday 28th September
• within the process of meiosis I and II
o recognise the role of homologous chromosomes
o describe the processes of crossing over and recombination and demonstrate how
they contribute to genetic variation
o compare and contrast the process of spermatogenesis and oogenesis (with
reference to haploid and diploid cells).
• demonstrate how the process of independent assortment and random fertilisation alter the
variations in the genotype of offspring.

1. random assortment of chromosomes in Anaphase I;

produces new combinations of chromosomes and the genes/alleles
they carry from each homologous pair;
resulting nuclei thus have new combinations of the genes/alleles
present;

2. random assortment of chromatids during Anaphase II;

produces new combinations of alleles in the regrouped
chromatids;
resulting nuclei thus have new combinations of the alleles present;

3. chiasmata form between chromatids of different but homologous

chromosomes;
thus moving alleles from chromosome to chromosome into new

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1, 4, 3 and 2

33
Tuesday 29th September
• define the terms genome and gene
• understand that genes include ‘coding’ (exons) and ‘noncoding’ DNA (which includes a
variety of transcribed proteins: functional RNA (i.e. tRNA), centromeres, telomeres and introns.
Recognise that many functions of ‘noncoding’ DNA are yet to be determined)
• explain the process of protein synthesis in terms of
o transcription of a gene into messenger RNA in the nucleus
o translation of mRNA into an amino acid sequence at the ribosome (refer to transfer RNA,
codons and anticodons)
• recognise that the purpose of gene expression is to synthesise a functional gene product
(protein or functional RNA); that the process can be regulated and is used by all known life

IMPORTANT: I blindly pasted this in thinking

it was a simple complementary pairing
question. I was wrong. Please disregard this
– we don’t do probes.

Region/s of DNA that are made up of nucleotides; the molecular unit

of heredity

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 mRNA attaches to ribosome;
 codon on mRNA;
 binds to an anti-codon on tRNA;
 each tRNA brings a specific amino acid;
 sequence of codons/bases on mRNA determines order of
amino acids;
 formation of peptide bonds/amino acids joined by
condensation reactions;

transcriptio
n
nuclear ribosomes rough endoplasmic
membrane reticulum
specific tRNA
codons anticodons
peptide polypeptide
bonds
Golgi body

Define the term genome:

_________________________________________________________________________
All the genetic material in the chromosomes of an organism,
_________________________________________________________________________
including its genes and DNA sequences

35
Adenine; Cytosine; Guanine; Thymine

UCAGGGUUUA

One codon follows another with no sharing of bases

serine, glycine, phenylalanine

36
Wednesday 30th September
• identify that there are factors that regulate the phenotypic expression of genes
o during transcription and translation (proteins that bind to specific DNA sequences)
o through the products of other genes
o via environmental exposure (consider the twin methodology in epigenetic studies)
• recognise that differential gene expression, controlled by transcription factors, regulates cell
differentiation for tissue formation and morphology
• recall an example of a transcription factor gene that regulates morphology (HOX
transcription factor family) and cell differentiation (sex-determining region Y).
• identify how mutations in genes and chromosomes can result from errors in
o DNA replication (point and frameshift mutation)
o cell division (non-disjunction)
o damage by mutagens (physical, including UV radiation, ionising radiation and heat
and chemical)

•different post-transcriptional modification or modifications of the

pre-mRNA
•different exons are joined or alternative splicing
•different nucleotide sequences/mRNA sequences, code for a
different protein
•post-translational changes to the protein; for example, alternative

1.Binds to another substance e.g. forming a transcription initiation

complex, deactivating inhibitors ;
2.Bind to promoter region(s) (on DNA) ;
3.So no genes switched off ;
4.Ref to RNA polymerase activity ;
5.mRNA production ;
6.protein produced;
7.That allow cells to divide / undifferentiate /unspecialise ;

37
Making a (complementary) copy of DNA;
for production of a polypeptide ;
one (DNA) strand acts as a template ;
production of (pre) mRNA ;
ref RNA polymerase

 nucleotide/base, sequence of, DNA/gene, changed;

 ref. to altered mRNA;
 tRNA/anticodon, with different amino acid (to ribosome)
 change in amino acid(s)/different amino acid sequence/change in
primary structure ;
 affects, secondary structure/tertiary structure/3D shape/function,
of protein ;

may prevent
 breaking of hydrogen bonds between, base
pairs/bases/nucleotides, (and access of RNA polymerase) ;
 attachment of, RNA polymerase (to DNA) ;
 progress/functioning, of RNA polymerase (along gene) ;
 synthesis/elongation of (pre) mRNA ;
 Any other valid point: e.g. interfere with action of helicase

38
Thursday 1st October
• explain how non-disjunction leads to aneuploidy
• use a human karyotype to identify ploidy changes and predict a genetic disorder from given
data
• describe how inherited mutations can alter the variations in the genotype of offspring.
• predict frequencies of genotypes and phenotypes using data from probability models
(including frequency histograms and Punnett squares) and by taking into consideration patterns of
inheritance for the following types of alleles: autosomal dominant, sex linked and multiple
• define polygenic inheritance and predict frequencies of genotypes and phenotypes for using
three of the possible alleles.

Trisomy 21/Downs syndrome

ref to non disjunction;

chromosomes 21 failed to separate in anaphase and both went to
same pole/egg nucleus;
thus when egg was fertilised the zygote contained three of
chromosome 21;

Female

If it was male a different shaped Y chromosome would be

visible

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Best answered with a genetic diagram
(any letters).

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41
42
Friday 2nd October
• describe the process of making recombinant DNA
o isolation of DNA, cutting of DNA (restriction enzymes)
o insertion of DNA fragment (plasmid vector)
o joining of DNA (DNA ligase)
o amplification of recombinant DNA (bacterial transformation)
• recognise the applications of DNA sequencing to map species’ genomes and DNA profiling to
identify unique genetic information
• explain the purpose of polymerase chain reaction (PCR) and gel electrophoresis
• appraise data from an outcome of a current genetic biotechnology technique to determine
its success rate.

Use a restriction enzyme/endonuclease

To cut DNA in a specific place / base sequence

cut open plasmid;

cut donor DNA, to remove gene/length of DNA;
cut donor DNA and plasmid with the same
enzyme/enzyme that cuts at the same base sequence;
sticky ends/(overhanging) ends with single strand/bases
exposed;
attachment/pairing of complementary strand

annealing/splicing/backbones joined/phosphodiester
bonds

Act as marker gene;

Allows detection of cells containing plasmid/DNA;
Reference to growing bacteria on antibiotic

43
restriction (endonuclease) enzyme;
cuts DNA at specific/restriction points/after specific base
sequence

PCR / polymerase chain reaction

Sticky ends/description;
Reference to complementary base-pairing

produces double stranded DNA from single stranded

(DNA)

Cuts DNA/plasmid

joins (gaps in) the sugar-phosphate backbone (of DNA)

44
only small amounts obtained;
PCR increases the amount/mass of DNA;
so enough DNA available for genetic fingerprinting

adult 3;
this is only one which can provide (all) the DNA
fragments which children have / all bars match

45
Saturday 3rd October
• define the terms evolution, microevolution and macroevolution
• determine episodes of evolutionary radiation and mass extinctions from an evolutionary
timescale of life on Earth (approximately 3.5 billion years)
• interpret data (i.e. degree of DNA similarity) to reveal phylogenetic relationships with an
understanding that comparative genomics involves the comparison of genomic features to provide
evidence for the theory of evolution
• recognise natural selection occurs when the pressures of environmental selection confer a
selective advantage on a specific phenotype to enhance its survival (viability) and reproduction
(fecundity)

mosquitoes were exposed to DDT to eradicate them as malarial

vectors;
alleles mutated in a few mosquitoes and gave them DDT
resistance;
these resistant forms survived and reproduced to form more
resistant mosquitoes;
because non-resistant forms had been wiped out there was no
competition;

over use of antibiotics by medical profession/in animal foodstuffs

exposed many bacteria to antibiotics;
mutant alleles appeared which gave certain strains of bacteria
antibiotic resistance;
the mutant alleles were in the plasmid DNA;
when bacteria die the plasmids are released into the substrate;
and may become incorporated into other species of bacteria (thus
giving them antibiotic resistance)

46
Sunday 4th October
• identify that the selection of allele frequency in a gene pool can be positive or negative
• interpret data and describe the three main types of phenotypic selection: stabilising,
directional and disruptive
• explain microevolutionary change through the main processes of mutation, gene flow and
genetic drift
• recall that speciation and macroevolutionary changes result from an accumulation of
microevolutionary changes over time
• identify that diversification between species can follow one of four patterns: divergent,
convergent, parallel and coevolution

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48
Monday 5th October
• describe the modes of speciation: allopatric, sympatric, parapatric
• understand that the different mechanisms of isolation — geographic (including
environmental disasters, habitat fragmentation), reproductive, spatial, and temporal — influence
gene flow
• explain how populations with reduced genetic diversity (i.e. those affected by population
bottlenecks) face an increased risk of extinction
• interpret gene flow and allele frequency data from different populations in order to
determine speciation.

Gene pool

With reduced genetic diversity, if there is a change in

the environmental conditions, it is less likely that there
will be some individuals with characteristics that enable
them to survive and reproduce, and hence they have a
greater chance of extinction.

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50
Sympatric speciation

Following geographical separation there will be no gene

flow between the two populations. If their environments
are different they will be subjected to different selection
pressures and different characteristics will be selected
in each population. Over many generations they may
become so different that they are no longer able to
reproduce fertile offspring and hence they are now
different species.

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Biodiversity

Succession

1. (Colonisation by) pioneer (species);

2. Change in environment/example of change caused by organisms
present;
3. Enables other species to colonise/survive;
4. Change in diversity/biodiversity;
5. Stability increases/less hostile environment;
6. Climax community;

52
Species A has extra element/missing from species
B/scissor wings

Similar sequence/(most of the) same elements in the

courtship

Congratulations! You completed Level 1.

Get keen. You’re getting another one of these tomorrow!

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