Work through the list without notes. If you cannot do a statement, follow its link, then come back. Guide = study guide; Practice = practice questions.
Understanding
- I can explain why every species, including humans, is still evolving, and why populations evolve but individuals do not. (Guide: “Why evolution keeps going”)
- I can describe how a long-term laboratory population shows genome change over time. (Guide: “Evidence 1”; Practice Q7)
- I can explain resistance to antibiotics, pesticides, herbicides and chemotherapy drugs as selection on variation that already exists. (Guide: “Evidence 3”, Figure 2; Practice Q3, Q4, Q5)
- I can explain how pathogens evolve to jump hosts, escape immunity and cause emergent diseases. (Guide: “Evidence 4”; Practice Q6)
Calculation and skills
- I can calculate expected mutants or new mutations from a population size and a mutation rate, in standard form. (Guide: “Evidence 1”; Practice Q2, Q7)
- I can follow how the frequency of resistant cells changes under repeated selection. (Guide: Worked example 1)
- I can read fossil or survival data, describe the trend with values and calculate a rate of change. (Guide: Figure 1; Practice Q1, Q4, Q7)
Reasoning
- I can explain why combination treatments make resistance less likely, using the product of two rates. (Guide: Worked example 1)
- I can identify weaknesses in a study of evolving resistance, such as missing baselines, controls or replication. (Guide: Worked example 2; Practice Q5)
- I can propose a new investigation, with variables, controls and replication, to test whether a chemical selects for resistance. (Guide: Worked example 2; Practice Q5)
- I can predict how resistance changes when a chemical is withdrawn, if resistance carries a cost. (Practice Q4)
All ticked? Move on to Topic 7.9, Phylogeny, or return to the course roadmap.