Read through 5 foundational themes: Darwinism vs Lamarckism, Evidences of Evolution, Natural Selection, Hardy-Weinberg, and Human Evolution.
2
Simulate & Analyze
Engage in the Peppered Moth Industrial Selection mini-game simulator to test environmental selective pressure in real-time.
3
Single-Attempt Assessment
Complete the real-world case study and 5 HOTS reasoning questions. Earn an official verified PDF learning certificate upon completion.
Fase F Biology Curriculum
Evolutionary Biology Concepts
L
Lamarckism (Jean-Baptiste Lamarck)
Theory of Inheritance of Acquired Characteristics (1809)
Use and Disuse: Organs used extensively become stronger and larger; unused organs deteriorate.
Inheritance of Acquired Traits: Modifications acquired during an organism's lifetime are passed to offspring.
Classic Example: Giraffes stretched their necks continuously to reach high leaves, and longer necks were passed down.
Scientific Critique: Disproven by modern genetics (somatic changes do not alter germline DNA sequence).
D
Darwinism (Charles Darwin)
Theory of Natural Selection (1859 - On the Origin of Species)
Overproduction & Struggle for Existence: More offspring are born than can survive due to limited resources.
Pre-existing Variation: Individuals naturally vary in traits within a population.
Survival of the Fittest: Individuals with advantageous variations survive and reproduce higher differential success.
Classic Example: Long-necked giraffes survived better during droughts, leaving more offspring with long-neck alleles.
Key Conceptual Difference Summary
Lamarck:
Environment causes individual organisms to change traits to fit needs.
Darwin:
Environment selects pre-existing favorable genetic variations in populations over generations.
Types of Natural Selection
How environmental pressures act on phenotypic distributions in populations:
1. Directional
Directional Selection
Favors one extreme phenotype over others. Phenotypic curve shifts toward one side.
Example: Antibiotic resistance in bacteria; Industrial melanism in moths.
2. Stabilizing
Stabilizing Selection
Favors intermediate variants and acts against extreme phenotypes. Reduces variation.
Example: Human birth weights (average weights have highest survival rate).
3. Disruptive
Disruptive / Diversifying
Favors extreme phenotypes over intermediate traits. Can split a population into two distinct morphs.
Example: African seedcracker finches with either very large or very small beaks.
Homologous vs Analogous Structures
Homologous Structures (Divergent Evolution)
Same anatomical origin/structure, modified for different functions.
Example: Forelimbs of Human, Bat, Whale, and Cat.
Analogous Structures (Convergent Evolution)
Different anatomical origins, but evolved similar functions due to similar selective pressures.
Example: Wings of Insects and Wings of Birds.
Molecular & Embryological Evidences
Biochemical Homology: Universality of genetic code (DNA/RNA) and key proteins like Cytochrome C.
Vestigial Organs: Remnants of organs that served functions in ancestors (e.g., human appendix, pelvic bones in whales).
Biogeography: Geographic distribution of species (e.g., Darwin's Finches in Galapagos archipelago).
Hardy-Weinberg Principle of Genetic Equilibrium
States that allele frequencies in a population remain constant from generation to generation in the absence of evolutionary influences.
p + q = 1 | p² + 2pq + q² = 1
p = Frequency of Dominant Allele (A) | q = Frequency of Recessive Allele (a) p² = Hom. Dominant (AA) | 2pq = Heterozygous (Aa) | q² = Hom. Recessive (aa)
5 Mandatory Conditions for Equilibrium:
No Mutations
Random Mating
No Gene Flow (Immigration/Emigration)
Extremely Large Population Size (No Genetic Drift)
No Natural Selection
Human Evolution Timeline
15-10 MYA
Dryopithecus & Ramapithecus
Ramapithecus was more man-like; hairy, walked like gorillas and chimpanzees.
3-4 MYA
Australopithecus
Lived in East African grasslands. Walked upright (bipedalism). Brain capacity ~400-500 cc.
2 MYA
Homo habilis ('Handy Man')
First human-like hominid. Brain capacity 650-800 cc. Did not eat meat.
1.5 MYA
Homo erectus ('Java Man')
Large brain ~900 cc. Ate meat, controlled use of fire.
100k-40k YA
Homo neanderthalensis
Brain size ~1400 cc. Used hides to protect body and buried their dead.
75k-10k YA
Homo sapiens (Modern Humans)
Arose in Africa and spread across continents. Developed cave art, agriculture, and modern language.
Problem Solving Mini-Game
Peppered Moth Selection Simulator
Adjust industrial soot levels to observe predatory bird pressure and frequency shifts in light vs dark moth phenotypes.
Environmental Controls
Industrial Soot / Pollution:0% (Clean Light Bark)
Bird Predator Density:Moderate
Generation:0
Light Moths (typica):50%
Dark Moths (carbonaria):50%
Habitat Ecosystem Visualizer
Clean Lichen Bark
Observation & Reasoning Note:
Notice how high soot turns tree trunks dark. Light moths lose camouflage against dark trunks, making them easily spotted and eaten by birds. Differential survival causes dark moth allele frequency to rise rapidly (Directional Selection!).
Interactive Case Study Worksheet
Real-World Case Study: Antibiotic Resistance
Analyze real biological data on MRSA (*Methicillin-resistant Staphylococcus aureus*) and answer analytical questions.
You have already completed this formative assessment. Redirecting to your Track Record Dashboard...
Case Background: Emergence of Superbugs
Clinical Bacteriology & Natural Selection in Action
In 1943, Penicillin was mass-produced. Within 4 years, resistant bacteria appeared. In 1959, Methicillin was introduced, but MRSA emerged within 2 years. Misconception exists that antibiotics "cause" bacteria to mutate to become resistant.
High-Order Thinking Skills (HOTS) Test
5 Evaluation Questions
Attempts Allowed: 1 Attempt Only
Single Attempt Completed
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Performance Analytics
Student Track Record & Certificate
HOTS Evaluation Score
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Formative Assessment
Submitted
Case Study Verified
Module Completion Status
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Grade 12 Fase F Standards
Official Learning Certificate Preview
Certificate of Achievement
DIGITAL LEARNING COMPETENCY
Senior High School Biology - Fase F Module: Evolutionary Biology
This is to certify that
[Student Name]
has successfully completed the interactive learning module, natural selection problem-solving simulation, formative case study assessment, and HOTS evaluation for Grade 12 Biology.
Evaluation Score:-- / 100
Completion Date:--
EvoBio 12 System
Verified Digital ID: EVO-2026-992
Marcelini Widya Tiara, S.Pd.
Biology Educator & Developer
Self-Reflection & Summary
Learning Journal & Closing
Student Reflection Journal
Motivational Note
"Nothing in biology makes sense except in the light of evolution." — Theodosius Dobzhansky (1973)
Keep inquiring, analyzing evidence, and maintaining scientific curiosity as you prepare for higher education!