General Biology 2

Module 4
Mechanisms of Change in
Population
General Biology 2
Self-Learning Module (SLM)
Module 4: Mechanisms of Change in Population
First Edition, 2020

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 SHS
General Biology 2
Module 4
Mechanisms of Change in
Population
Introductory Message
For the facilitator:

Welcome to the General Biology 2 Self Learning Module (SlM) Module on Mechanisms
that Produce Changes in Population.
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping the
learners meet the standards set by the K to 12 Curriculum while overcoming their
personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:

As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

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For the learner:

Welcome to the General Biology 2 Self Learning Material (SLM) Module on

Mechanisms that Produce Changes in Population.

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 This is a task which aims to evaluate your
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learned concepts.
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We hope that through this material, you will experience meaningful learning and
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 What I Need to Know

Good day learner! How are you doing? Have you ever watched the amazing
and exciting adventures of the “Teenage Mutant: Ninja Turtles”? or the sharp metal
claws of Logan, the shape-shifting ability of Mystique and the telekinetic power of
Charles on the very famous movie-series “X-men”?

Well, those strange and interesting movies are science-fictional or just based
on the imagination of their authors, where the characters have undergone into
genetic mutations which caused them to change, become powerful and different.
That being said, in reality, there are also changes on different species of different
populations of organisms, and that genetic mutation are also possible. Not as rapid
and dramatic as the movies though.

In this module, you will explore how do evolution work and what are the
underlying factors that cause changes on organisms. You will also learn how
environment and human activities can alter and initiate modifications on the genetic
level of organisms.

Most Essential Learning Competency:

 Explain the mechanisms: artificial selection, natural selection, genetic
drift, mutation and recombination that produces change in population.
(STEM_BIO11/12- IIIc-g-9)

After going through this module, you are expected to:

1. discuss the mechanisms (artificial selection, natural selection, genetic

drift, mutation and recombination) that produces change in population.

What I Know

Directions: Read each item carefully. Write the letter of your answer on a separate
sheet of paper.

1. What mechanism of change is responsible for copying alteration and changes

during the process of DNA replication?
A. Mutation
B. Gene flow
C. Genetic drift
D. Recombination

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2. Which of the following equation shows the Hardy-Weinberg Equilibrium?
A. p2+2pq+q2=1
B. p1+2pq+q2=1
C. p2+1pq+q2=1
D. p2+2pq+q1=1

3. If a certain species of bird travels from the Himalayas to the Amazon Rainforest
and starts to interbreed, what specific mechanism of change in a population is
this?
A. Mutation
B. Gene flow
C. Genetic drift
D. Recombination

4. For an organism to undergone evolution, on what level of the hierarchy should

it occur?
A. Cells
B. Ecosystem
C. Individuals
D. Populations

5. This mechanism of change is important source of genetic variation.

A. Mutation
B. Gene flow
C. Genetic drift
D. Recombination

6. Which of the following statements about mutations is TRUE?

A. Mutations are not random.
B. Mutations are naturally man-made.
C. Mutations give rise to new alleles that may be harmful or beneficial.
D. Mutations respond to selective pressures by producing new forms of
genes that are needed at the moment.

7. Any changes in the allele frequencies in a population due to random sampling

can cause what mechanism of change?
A. Mutation
B. Gene flow
C. Genetic drift
D. Recombination

8. How do mutations most directly contribute to natural selection?

A. They increase viral infection of a population.
B. They increase the variation within a population.
C. They change the base sequence of DNA within a gene.
D. They create new alleles that may be more suitable for a given
environment.

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9. Which of the following occurs when migrating individuals interbreed with a
new population?
A. Gene flow
B. Genetic drift
C. Natural selection
D. Natural interbreeding

10. Which of the following occurs when a small group of individuals leaves a
population and establishes a new one in a geographically isolated region?
A. Gene flow
B. Genetic drift
C. Natural selection
D. Natural interbreeding

11. How does gene flow directly contribute to evolution?

A. It yields to new species of organism.
B. It introduces new alleles into a population.
C. It reduces the number of members in a population.
D. It changes the environment in which a population resides.

12. On the following choices below, which specific parameter is necessary in order
for genetic drift to occur?
A. The population must be large.
B. The population must be small.
C. The population must be savage.
D. The population must be under environmental stress.

13. When an organism is subject to its , natural selection occurs.

A. Ancestors
B. Ecosystem
C. Environment
D. Genes

14. In order for evolution to occur, the fittest individuals must do what?
A. Be sterile
B. Leave more offspring
C. Be better at obtaining food
D. Avoid predators more successfully

15. Which of the following situations shows artificial selection?

A. Elongated neck of giraffes
B. Cultivations of new varieties of rice plants
C. The different finches found by Darwin in the Galapagos
D. Susceptibility testing of microorganisms against antibiotics

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 Lesson
Mechanisms that Produces
1 Change in Population

What’s In

On the previous semester, we have discussed about the process of meiosis and
how genetic variation is generated through this process, where independent assortment
mixes paternal and maternal chromosomes in the gametes and that crossing over leads
to new combination of alleles.

What Comes First?

Directions: Identify what letter comes first before each given letter to reveal the word
from our previous lesson. Write your answer on a separate sheet of paper.

Example: CJPMPHZ --> BIOLOGY

1. HBNFUFT -->
2. BMMFMFT -->
3. DISPNPTPNF -->
4. NFJPTJT -->
5. WBSJBUJPO -->

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 What’s New

Directions: Observe the picture below and take note of the similarity and
differences of each dog.

Different Dog Breeds.

You may have noticed that as the general term “Dog” says, doesn’t mean that
all dogs are the same. You might have heard dog breeds like Belgian malinois,
Labrador retriever, German shepherd, Shit Tzu, Chihuahua, Poodles, Bulldogs and
the likes. You might even have one or two of them and we call them dogs, but they
actually looks differently.

Another scenario, you might have asked this yourself before, “Why don’t you look
exactly like your mother? Or your Father? Look at your family picture and you’ll see that
each one of your family member is different or looks differently from the other. Even
identical twins has the slightest difference and is not completely the same.

What is It

Inside the classroom, you are aware that your classmates, just like you, are
considered to be on the same species, that is Homo sapiens, but everyone has different
faces, heights, and skin colors. Why do you think western people, the Caucasians, are
different from the people on Africa or the Asian people? What are these differences?
How did these differences took place?

Any idea how it happened? Let’s now discuss.

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 What are the different Mechanisms of Change in Population?
On our past lessons, we learned the significance of genetics in the theory of
evolution.

For a population to start evolving, members of the population should possess

variations, which is the material on which agents of evolution act. Any heritable trait
is a characteristic of organism that is influenced by the genes. Without any genetic
variation, the basic mechanism of evolutionary change cannot activate.

1. Mutation

Very occasionally, little copying alteration or change (mutations) occurs

during the process of DNA replication. This may because by a number of factors,
which include but not limited to radiation, viruses, or carcinogens (cancer causing
materials). Since the blueprint of any cell function is dictated by its genotype, even a
minute mutation might mean that the cells fail work properly.

2. Gene Flow

A result of migrating individuals that breed in a new location is gene flow. Genes
coming from the immigrants may add new alleles to the existing gene pool of the
population, or they may modify the allele frequencies already present if they come from
a population with different allele frequencies. Some events that lead to gene flow may
be in pollen or spores being disperse by air in a new location, animals hibernating and
transferring to a new locale due to changes in temperatures, or humans moving to new
cities or countries.

3. Recombination
Because of sexual reproduction, new gene combination are introduced into a
population; thus, it can be an important source of genetic variation. As what you might
already know, even siblings are not genetically identical to their parents or even to
each other because when organism reproduce sexually, some genetic“recombination” on
homologous chromosomes occur during meiosis, bringing together new combinations
of genes.

4. Genetic drift

Any change in the allele frequencies in a population due to random sampling is

called genetic drift. In every new generation, some species, just by chance, may leave
behind a few more descendants than other individual. The genes of these next
generations will be genes of the “luckier” individuals, but not necessarily mean the
healthier or “better” individuals. When a few “original” individual settle in a new region,
the resulting population will not have all the alleles found among the members of the
populations. The resulting patterns of genetic variation is what is known as the founder
effect.

What is Natural Selection?

As what it expressed in Darwin’s Theory of natural selection in species, it

encompasses the phrase, “when the environment changes, natural selection often favors
different traits in a species.” Humans are significantly changing the

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environment in a number of ways; we therefore should not be flabbergasted to see
biological species that try to adapt to these new conditions.

The Peppered Moth case forwarded by the biologist J.B.S. Haldane in 1924 is
an excellent example of Darwin’s Natural selection in action. The gene that controls
the color of the peppered moth occurs as two alleles, a melanic allele (black color),
and a mottled allele (pale color). Pale moths were dominant in the country side
around Manchester in the early 18th century.

However, the trees on which these moths are resting get disturbed, altered,
and were covered in black soot during Industrial Revolution. Pale mottled moths were
poorly camouflaged on the black tree trunks and especially eaten by birds as food. In
contrast, the black melanic moths were better in avoiding predation. Natural
selection acted against the mottled moths while the melanic moths were dominant.
However, there was one final twist. As the skies became cleaner in 20 th century, the
pale-colored moths returned and displace the melanic moths again.

How does Artificial Selection works?

Artificial selection is exactly the same mechanism as natural selection but it

is sort of controlled by human purposes rather than natural forces. Even if we have
been successful in shifting the frequency of alleles in various dog breeds, we have not
created new species.

The biological definition of species is a population that can interbreed and

produce fertile offspring. Most dogs can effectively interbreed with other dogs, and
also with wolves, so technically all dog breeds are just subspecies of the wolf (Canis
lupus). Breeding of dogs is hence an example of what biologist called as microevolution,
wherein the frequency of alleles in the population has change but not that great enough
to produce an actual new species.

What happens when a population will not undergo evolution?

As we have discussed genetic frequencies, it is also important to know the
underlying principle when a population will have a stable genetic frequency. Thus,
the Hardy-Weinberg Equilibrium.

If a certain population has a constant genetic stability, it is said to be at Hardy-

Weinberg equilibrium. This state is reached when allele and genotype frequencies do not
change from generation to generation. In order to achieve such equilibrium, five
important criteria should be met:

 (1) random mating;

 (2) a very large population size;
 (3) migration between population did not transpire;
 (4) no mutation occurred; and
 (5) gene pool is not affected by natural selection.

If all the aforementioned criteria are met, two result will follow. First, allele
frequencies at a locus will stay constant from generation to generation. After one
generation of random mating, the genotype frequencies will stay the same. Stating the
Second result in the form of an equation produces the Hardy-Weinberg equation:

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 The most important principle of the Hardy-Weinberg equilibrium is that unless
some agents acts to change them, allele frequencies should not change to generation to
generation. More so, the equilibrium shows the distribution of genotypes to be
anticipated for a population at genetic equilibrium at any value p orq.
If the conditions set for the equilibrium to hold are not found in nature, why is
that necessary for such equilibrium to be considered important? This is simply because
the Hardy-Weinberg equilibrium allows biologists to determine whether evolutionary
agents are already operating together with the probable agents (as evidence by the
pattern of nonconformity from the equilibrium).

What’s More
Directions: Based on the brief discussion above, identify whether the following
statements below are either TRUE or FALSE. Write your answer on
a separate sheet of paper.
1. Mutation can happen during mitosis.
2. Radiation, viruses and carcinogens are the only factors that can cause an
organism to mutate.
3. A new allele frequency of storks arises from a population because of an
immigrant male stork. This change in population is an example of gene flow.
4. Plants can’t experience gene flow.
5. Recombination of homologous chromosomes occur during meiosis.
6. Sexual reproduction is an important source of genetic variation.
7. The founder effect is when a few original individual settle in a new region, the
resulting population will not have all the alleles found among the members of the
populations.
8. Changes in the allele frequencies in a population due to random sampling is
called genetic pool.
9. Because of climate change, traits of some species changes and adapts as a
result of natural selection.
10. Cross-breeding of some chickens and pigs are examples of artificial selection.

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 What I Have Learned

Directions: Read the paragraph carefully and identify the correct words that fit in
the given sentences in the box below. Write your answer on a separate
sheet of paper.

Founders effect Radiation Genetic Drift

Mutation Carcinogen Recombination
Population Bacteria Viruses
Natural Selection Gene flow Artificial Selection

For a (1) to start evolving, its members should possess

variations, which is the material on which agents of evolution act. By this being
said, there are four mechanisms that initiates these variations or changes.
Very occasionally, little copying alteration or change (mutations) occurs
during the process of DNA replication. This may because by a number of factors,
which include but not limited to (2) , (3) , or
(4) .
A result of migrating individuals that breed in a new location is described
as (5) , where genes coming from the immigrants may add new
alleles to the existing gene pool of the population, or they may modify the allele
frequencies already present if they come from a population with different allele
frequencies.
As what you might already know, even siblings are not genetically identical
to their parents or even to each other because when organism reproduce sexually,
some genetic (6) on homologous chromosomes occur
during meiosis, bringing together new combinations of genes.
If the frequencies of the allele in a population changes due to random
sampling, it can be considered as (7) .
When certain predators lessen a population of its prey to very small numbers,
it results to low genetic variation. When a few “original” individual settle in a new
region, the resulting population will not have all the alleles found among the
members of the populations. The resulting patterns of genetic variation is whatis
known as the (8) .
As what it expressed in Darwin’s Theory of natural selection in species, it
encompasses the phrase, “when the environment changes, (9)
often favors different traits in a species.”
On the other hand, (10) is exactly the same
mechanism as natural selection but it is sort of controlled by human purposes
rather than natural forces.

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 What I Can Do

“Mapping Mechanisms”

Directions: Based on the discussions above, complete the Concept Map about the
different mechanisms of change in population. Copy the illustration and
write your answer on a separate sheet of paper. (Discuss briefly)

RUBRICS 10 Points 7 Points 5 Points

The answer has

The answer has The answer has 1 -2
Content multiple spelling and
excellent spelling, spelling, grammar errors
Spelling grammar errors. Some
grammar and content is with quite accurate
Grammar content are not related
accurate. content.
to the question.
All of the required Most of the required Few of the required
Required elements are clearly elements are clearly elements are clearly
Elements organized and well organized and well organized and well
placed. placed. placed.
The presentation of the The presentation of the
Organization answer is well- answer is quite Unorganized answer.
organized. organized.

1
0
 Assessment

Directions: Read and understand the questions carefully. Write your answer on a
separate sheet of paper.
TEST A. Choose the letter of the correct answer.
1. At what level does evolution occur?
A. Cells
B. Ecosystem
C. Individuals
D. Populations

2. Which of the following statements about gene flow is TRUE?

A. Gene flow is a result of individuals that breed in an old location
B. Gene flow is a result of migrating individuals that breed in a new
location
C. Gene flow is not a result of migrating individuals that breed in a new
location
D. None of the statements are true.

3. Which of the following criteria about Hardy-Weinberg Equilibrium does not

belong to the group?
A. Random mating
B. No mutation occurred
C. A very large population size
D. Gene pool is affected by natural selection

4. Which of the following occurs when allele and genotype frequencies do not
change from generation to generation?
A. Gene flow
B. Genetic drift
C. Natural selection
D. Handy-Weinberg Equilibrium

5. Which of the following is the resulting patterns of genetic variation?

A. Gene flow
B. Genetic drift
C. Founder Effect
D. Artificial selection

6. How do evolution directly affected by the gene flow?

A. It doesn’t contribute to evolution
B. It introduces new alleles into a population.
C. It reduces the number of members in a population.
D. It changes the environment in which a population resides.

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 7. In order for the genetic drift to occur, what is the necessary parameter?
A. The population must be large.
B. The population must be small.
C. The population must be sterile.
D. The population must be under environmental stress.

8. What will happen to the organisms during natural selection?

A. Organisms tend to remain the same
B. Organisms tend to adapt the changes
C. Organisms tend to ignore the changes
D. None of the statement is correct

9. What should fittest individual must do in order for the evolution to occur?
A. Avoid predators more successfully
B. Be better at obtaining food
C. Leave more offspring
D. Must be sterile

10. In what situation, artificial selection takes place?

A. Susceptibility testing of microorganisms against antibiotics
B. The different finches found by Darwin in the Galapagos
C. Cultivations of new varieties of rice plants
D. Elongated neck of giraffes

TEST B. Write the word TRUE if the statement is correct and FALSE if the statement
is incorrect. Write your answer on a separate sheet of paper.

1. Mutation of an organism can occur during mitosis.

2. Radiation, viruses and carcinogens are some factors that can cause
an organism to mutate.

3. Plants can’t experience gene flow.

4. A change in a population of ferns caused by spores from another

region that was flown by the wind is an example of gene flow.

5. Recombination occurs when homologous chromosomes exchanges

genetic information during crossing-over in meiosis.

6. In a population of antelopes, genetic variation is a result of sexual

reproduction.

7. The founder effect is when a few original individual settle in a new

region, the resulting population will not have all the alleles found
among the members of the populations.

8. Changes in the allele frequencies in a population due to random

sampling is called genetic drift.

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 9. Natural selection happens when organisms of a population tends to
adapt the change in environment.

10. Cross-breeding of domesticated crops such as tilapias and ducks,

are examples of artificial selection.

Additional Activities

Directions: Have a research and make a content-poster about an experienced

evolution on your locality or within our country (caused by mutation,
gene flow, recombination or genetic drift), either be natural or artificial.
Use a separate sheet of paper to make this activity.

RUBRICS 10 Points 7 Points 5 Points

Most pictures and Few pictures and

Pictures/ Pictures and graphics are
graphics are clear graphics are clear
Graphics clear and relevant.
and relevant. and relevant.
All of the required Most of the required Few of the required
Required elements are clearly elements are clearly elements are clearly
Elements visible, organized and well visible, organized visible, organized
placed. and well placed. and well placed.
The poster has nice
The poster has an The poster needs
design and lay-out.
Visual Clarity excellent design and lay- improvement in
It is neat and easy to
and Appeal out. It is neat and easy to design, lay-out or
understand the
understand the content. neatness.
content.

13
Answer Key

14
References

BOOK:

Rea, Maria Angelica D., Dagamac, Nikki Heherson A. General Biology 2

First Edition. Rex Book Store. 2017. Page 141-146.

Teaching Guide for Senior High School: General Biology 2. Commission on

Higher Education (CHED), 2016. Page 80-90

ILLUSTRATION:

Different Dog Breeds. Reused from

https://www.google.com/search?q=dogs+breed+group+picture&tbm=isch&ved
=2ahUKEwifqMj_io7rAhUDNKYKHX8oCpYQ2-
cCegQIABAA&oq=dogs+breed+group+picture&gs_lcp=CgNpbWcQAzoECCMQJzo
HCAAQsQMQQzoCCAA6BAgAEEM6BggAEAcQHjoICAAQBxAFEB46CAgAEAgQ
BxAeOgYIABAFEB5Q4PYEWKX9BWDFhQZoCHAAeACAAfsDiAHCQpIBDTAuMj
AuMTcuMi4wLjGYAQCgAQGqAQtnd3Mtd2l6LWltZ8ABAQ&sclient=img&ei=F-
cvX9_ALYPomAX_0KiwCQ&bih=729&biw=1440&tbs=sur%3Afc&hl=en#imgrc=o
qFEfXwqNo2teM

15
 DISCLAIMER
This Self-Learning Module (SLM) was developed by the Department of
Education – SOCCSKSARGEN. It aims to provide learners with materials that could
be used in the new normal and is based on the modality preferred by most parents
and learners. It is hoped that through this, the education of the children in
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public schools in SOCCSKSARGEN region beginning SY 2020-2021. Furthermore, the
process of LR development was observed in the production of this module. This is
version 1.0. We highly encourage feedback, comments and recommendations.

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN Learning Resource Management

System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: [email protected]