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Educerie · IB Diploma · Biology
Theme A Unity and diversity · A4.1 Evolution and speciation
What you must be able to do
| You must be able to | Level | What it looks like in the exam |
|---|---|---|
| Define evolution, and tell it apart from Lamarckism | SL, HL | "Define evolution" (1 mark); "Distinguish between…" (2 marks) |
| Explain why evolution by natural selection is called a theory | SL, HL | A nature-of-science part, 1 to 2 marks |
| Explain how DNA, RNA and protein sequences are evidence for evolution | SL, HL | Paper 1B data on sequence differences, 3 to 5 marks |
| Explain how selective breeding is evidence for evolution | SL, HL | "Outline how selective breeding provides evidence for evolution" (3 marks) |
| Explain the pentadactyl limb as a homologous structure | SL, HL | "Explain how the pentadactyl limb provides evidence…" (4 marks) |
| Explain analogous structures as the result of convergent evolution, with an example | SL, HL | "Distinguish between homologous and analogous structures" (3 marks) |
| Explain that speciation is splitting, and that gradual change is not speciation | SL, HL | Multiple choice, or 2 marks |
| Explain the roles of reproductive isolation and differential selection, using bonobos and chimpanzees | SL, HL | "Explain how the Congo River led to…" (4 marks) |
| Compare allopatric and sympatric speciation; name geographic, behavioural and temporal isolation | HL only | "Compare and contrast allopatric and sympatric speciation" (4 marks) |
| Explain adaptive radiation as a source of biodiversity | HL only | "Explain how adaptive radiation increases biodiversity" (3 marks) |
| Explain barriers to hybridisation and hybrid sterility | HL only | "Explain why a mule is sterile" (2 to 3 marks) |
| Explain abrupt speciation in plants by hybridisation and polyploidy (Persicaria) | HL only | "Explain how polyploidy can lead to speciation" (4 marks) |
Before you start
You need A3.1: what a species is, and why hybrids between species with different chromosomes are rarely fertile. You need the idea of an allele, a version of a gene, and the simple outline of natural selection: individuals vary, some variants survive and reproduce better, and their alleles become commoner. D4.1 teaches natural selection in full; this page uses only that outline.
1The idea in one paragraph
Evolution is change in the heritable characteristics of a population over generations. We know it has happened because of evidence of several independent kinds: the base sequences of genes and the amino acid sequences of proteins, the speed of change under selective breeding, and structures such as the five-digit limb that are built on one plan in animals that use them for quite different jobs. Structures that look alike can also mislead, because unrelated lineages can evolve similar solutions to the same problem. New species appear only when an existing species splits, which needs two things: the populations must stop interbreeding, and then selection must push them in different directions. At HL, you also learn the different routes to isolation, how one ancestor can radiate into many species, what keeps species apart once formed, and how plants can make a new species in a single step.
2What evolution is, and what it is not
Evolution is change in the heritable characteristics of a population over time.
Two words in that sentence do the work.
Heritable. Only changes that are passed on in the genes count. A weightlifter who builds large muscles does not have children born with large muscles, because training changes the body, not the DNA in the gametes. The belief that characteristics acquired during a lifetime are passed on is called Lamarckism, after Jean-Baptiste Lamarck, and it is not evolution. The definition exists partly to rule it out. In Darwinian evolution, variation arises first, by mutation and sexual reproduction, and the environment then favours some variants over others.
Population. An individual does not evolve. Its genes are fixed at fertilisation. What changes is how common each allele is across the population, from one generation to the next.
Nature of science: why it is "only" a theory. In science a theory is not a guess. It is a well-tested explanation that predicts and explains a broad range of observations. The theory of evolution by natural selection explains fossils, sequences, anatomy, the spread of antibiotic resistance and much more, and it is unlikely ever to be falsified. Yet it cannot be formally proved true, because no one can check it directly against every past event. It is accepted because it works, which is why the guide calls it a pragmatic truth. Calling it a theory is a statement about how science labels knowledge, not a sign of doubt.
3Evidence from sequences
Every organism stores its genes in DNA, using the same four bases and almost the same genetic code. Many genes, such as those coding for the proteins of respiration, are found in organisms as different as yeast and humans. If all life descends from common ancestors, two predictions follow: related organisms should carry similar sequences of the same gene, and the number of differences should be smallest between the closest relatives and grow with distance, because mutations accumulate in each lineage after it splits.
Both predictions hold. Figure 1 shows the pattern using invented numbers of the kind real data give.
Read it the way a Paper 1B question will ask you to.
- Chimpanzee differs from human at 1 position, rhesus macaque at 3: primates cluster together, as anatomy already suggested.
- Dog, chicken, frog and tuna differ at 10, 14, 19 and 22 positions: the order matches the order in which these groups are thought to have branched off from the lineage leading to humans.
- Yeast differs at 45 positions, but it still makes the same protein doing the same job. That is the striking part: a fungus and a mammal share a working gene, which only makes sense if they inherited it from a very distant common ancestor.
Sequence data are powerful because they are numerical and independent of anatomy and fossils, yet give the same pattern.
4Evidence from selective breeding
Selective breeding, or artificial selection, is humans choosing which animals or plants reproduce, generation after generation, so that a wanted trait becomes more pronounced. Figure 2 shows one wild plant, wild cabbage, Brassica oleracea, turned into six vegetables by selecting for different parts.
Likewise every dog breed, chihuahua to Great Dane, descends from wolves domesticated at least 15,000 years ago, and maize was bred from a wild grass, teosinte, in Mexico over roughly the last 9,000 years.
Why this is evidence for evolution. The variation between breeds, and between a breed and its wild ancestor, is heritable, and it built up quickly: thousands of years, not millions. It shows directly that selecting from heritable variation changes a population's characteristics, and that large changes can arise fast. Natural selection works the same way, with survival and reproduction in the wild doing the choosing, over far longer periods. Note the limit: selective breeding shows that the mechanism works; it does not by itself show that wild species arose this way.
5Homologous structures: the pentadactyl limb
Homologous structures are structures with the same basic plan, inherited from a common ancestor, even though they may now do different jobs. The classic example the guide names is the pentadactyl limb, the five-digit limb of amphibians, reptiles, birds and mammals.
Every pentadactyl limb has the same bones in the same order:
- one upper bone, the humerus;
- two lower bones, the radius and ulna;
- a group of small wrist bones, the carpals;
- a row of long bones, the metacarpals;
- the finger bones, the phalanges, in five digits.
In Figure 3 the human arm is built for grasping and fine movement. The bat's metacarpals and phalanges are enormously long and support a skin membrane for flight. The dolphin's bones are short and broad, with extra phalanges, inside a stiff flipper for steering in water.
Why this is evidence. If each limb had been designed from scratch for its job, there would be no reason for a flipper, a wing and a hand to share one bone plan. A wing could be built from anything. The shared plan makes sense only if all of them are modifications of a limb inherited from a common ancestor, adapted in different directions. That is divergent evolution: one inherited structure, different functions.
6Convergent evolution and analogous structures
The opposite case matters just as much. Analogous structures have the same function but different evolutionary origins. They arise by convergent evolution: unrelated lineages face the same challenge and natural selection arrives at similar solutions independently. Figure 4 puts both on a family tree.
Examples you can use (you need at least one):
- The wings of a bird and of a butterfly. Both fly, but a bird's wing is a modified pentadactyl limb with bones and feathers, while an insect's wing is a thin sheet of cuticle with no bones at all. Their last common ancestor had no wings.
- The camera eyes of an octopus and of a human. Both have a lens focusing light on a retina, but they develop differently. In the human eye the nerve fibres run in front of the retina and leave a blind spot where they exit; the octopus eye has no such blind spot.
- The streamlined bodies of a shark and a dolphin, a fish and a mammal shaped alike by fast swimming.
Homologous: same structure, different function, one origin (divergent). Analogous: same function, different structure, separate origins (convergent).
Analogous structures are not evidence of close relationship; they show natural selection shaping organisms to their environment, and they warn that classifying by appearance can group unrelated organisms, as happened with the figwort family in A3.2.
7How new species arise: splitting, isolation and selection
Speciation is splitting. A new species appears when one existing species splits into two or more. This is the only way new species have ever appeared. Speciation increases the total number of species on Earth, and extinction is the only thing that decreases it.
Be careful with one trap. A single lineage can change a great deal over time, until its descendants look very different from their ancestors. That is evolution, but it is not speciation, because no split has happened: there was one species and there is still one. Figure 5 sets the two side by side.
What a split needs. Two things, in order.
- Reproductive isolation. The populations must stop interbreeding, so that alleles no longer flow between them. Otherwise any difference that arises in one population is diluted by interbreeding with the other. The simplest way is geographical isolation: a mountain range, a sea, or a river divides them.
- Differential selection. The two populations experience different conditions, so natural selection favours different alleles in each, and they diverge. Given enough time, the differences in body, behaviour or chromosomes become so large that even if the populations met again, they could not produce fertile offspring. At that point they are two species.
The guide's example: bonobos and common chimpanzees. Chimpanzees and bonobos are each other's closest living relatives, yet they are separate species, divided by the Congo River in central Africa. Great apes cannot swim across a river that size, so once populations were established on both banks, gene flow between them stopped. Genetic estimates put the split at roughly one to two million years ago. Figure 6 lays out the argument.
The two banks offered different conditions. North of the river, common chimpanzees share the forest with gorillas and compete with them for plant food on the ground. South of the river, where bonobos live, there are no gorillas, and a widely discussed explanation is that food was more reliable there, allowing larger, more stable foraging groups. Selection on each side favoured different traits. Today bonobos are more slender, live in groups in which females hold high status, and show far less aggression between groups than common chimpanzees. The river supplied the isolation; the different environments supplied the differential selection. Both were needed.
8HLAllopatric and sympatric speciation
SL students can skip to section 12.
Speciation is classified by how the reproductive isolation arises. Figure 7 compares the two routes.
Allopatric speciation happens when populations are separated by a geographical barrier ("allo" means other; "patric" means homeland). The bonobos are an example. It is the commonest route in animals.
Sympatric speciation happens when populations in the same area become reproductively isolated without a physical barrier ("sym" means same). The isolation comes from:
- behavioural isolation: differences in courtship, song, colour or display, so that individuals ignore mates from the other group. Fireflies of different species, for example, flash in different patterns and respond only to their own.
- temporal isolation: breeding or flowering at different times of day or year, so that the two groups never mate. In North America, apple maggot flies that lay eggs on apples mate earlier in the season than those on hawthorn, because apples ripen earlier; the two groups are partly isolated, living side by side.
- In plants, a change in chromosome number, which can isolate a new species in one generation (section 11).
| Allopatric | Sympatric | |
|---|---|---|
| Where the populations are | Separate areas | The same area |
| What isolates them | A geographical barrier | Behaviour, timing, or chromosomes |
| Most common in | Animals | Plants, often by polyploidy |
| Both need | Reproductive isolation, so gene flow stops | … and then divergence, until fertile offspring cannot be produced |
A "compare and contrast" question needs both halves. The similarities are the last row: in both, gene flow stops and the populations then diverge by natural selection until they cannot produce fertile offspring together. The difference is the cause and setting of the isolation.
9HLAdaptive radiation
Adaptive radiation is the rapid evolution of many species from one ancestral species, each adapted to a different way of life. It happens where there are vacant niches: new islands, a newly formed lake, or a world left empty by a mass extinction.
The Galápagos finches are the classic case. A single ancestral species reached the islands from South America and found food sources that no other small bird was exploiting. Different populations specialised on different foods, and more than a dozen species evolved, differing most obviously in beak shape. Figure 8 shows five of the directions they took.
Why it increases biodiversity. Because each new species uses a different niche, closely related species can coexist without competing. The ground finch cracking hard seeds and the warbler finch picking small insects share an island without taking each other's food. So one species becomes many, living in the same place, and biodiversity rises. Other examples include the Hawaiian honeycreepers and the hundreds of cichlid fish species in the great lakes of East Africa.
10HLWhat keeps species apart
Once two species exist, something must stop their alleles from mixing again, or they would merge back into one. These barriers to hybridisation come in two kinds, set out in Figure 9.
Before fertilisation. These prevent a hybrid forming at all. In animals, the most important is courtship behaviour: songs, dances, colours and displays that are specific to each species. A female responds only to the right signal, so mating between species rarely happens. Temporal differences, different habitats, and eggs that cannot be fertilised by the wrong sperm do the same job.
After fertilisation. Sometimes a hybrid is formed, but it fails. It may die as an embryo, or it may live but be sterile. The mule, from a female horse and a male donkey, is a healthy animal that cannot reproduce. A horse has 64 chromosomes and a donkey 62, so the mule has 63. At meiosis, chromosomes must pair with homologous partners; the mule's chromosomes come from two different species, so they do not all match and one has no partner at all. Meiosis produces gametes with unbalanced chromosome sets, and they are not viable. Because the mule is sterile, horse alleles and donkey alleles never flow from one species into the other, however many mules are bred.
11HLAbrupt speciation in plants: hybridisation and polyploidy
Most speciation is slow. In plants there is a fast route that can make a new species in one or two generations. It needs a hybrid and a doubling of chromosomes, and Figure 10 follows it with small invented numbers.
- Hybridisation. Two related plant species cross. The hybrid receives one set of chromosomes from each parent. Many plants can grow perfectly well as hybrids.
- The hybrid is sterile. The two sets come from different species, so the chromosomes have no homologous partners to pair with in meiosis. Gametes form with unbalanced sets and fail.
- Doubling. Occasionally a cell division goes wrong and the chromosome number doubles, for example when chromosomes are copied but the cell does not divide. The plant, or a shoot of it, is now polyploid: it has more than two sets of chromosomes.
- Fertile again. Every chromosome now has an exact partner, its own copy, so meiosis works and the plant is fertile.
- Instantly isolated. If the new plant crosses with either parent, the offspring get an unmatched mixture of sets and are sterile. So the new plant cannot exchange alleles with either parent species, but it can breed with others like itself or fertilise itself. It is a new species, formed in the same place as its parents: sympatric speciation.
Check it with numbers. A species with 2n = 14 crosses with a species with 2n = 18.
The guide's example: knotweeds and smartweeds, genus Persicaria. This genus contains many species, and DNA and chromosome studies show that a number of them arose by exactly this route: their cells carry the combined chromosome sets of two different ancestral species, doubled. That is why Persicaria contains groups of species whose chromosome numbers are multiples of a common basic set. Wheat, cotton and many other crop plants have the same kind of origin, which is one reason polyploidy is so common in plants.
In an exam, either the common name or the scientific name of an organism is accepted.
12Linking questions
How does the theory of evolution by natural selection predict and explain the unity and diversity of life? Unity: all organisms inherited the same genetic code, shared genes and body plans from common ancestors, so sequences and homologous structures are shared. Diversity: variation, selection in different environments, isolation and splitting produce new species, and adaptive radiation fills vacant niches. The theory predicted that sequences would match the tree built from anatomy, before sequencing existed, and they do.
What counts as strong evidence in biology? Evidence is strongest when independent kinds agree: fossils, anatomy, sequences and observed selection all point to the same relationships. A single line of evidence can mislead, as analogous structures show. Testable predictions that could have failed but did not, such as the chromosome 2 fusion in A3.1, count for more than observations collected to fit an idea already held.
13Where marks are lost
Leaving out "heritable". "Evolution is change in a population over time" misses the key word. Changes that are not genetic are not evolution.
Writing Lamarck by accident. "The giraffe stretched its neck, so its offspring had longer necks" is Lamarckism. Write: variation existed, individuals with longer necks survived and reproduced more, and their alleles became commoner.
Saying individuals evolve. Individuals do not; populations do.
Swapping homologous and analogous. Homologous: same structure, one origin, may do different jobs. Analogous: same job, different origins. The pentadactyl limb is homologous; bird and insect wings are analogous.
Calling gradual change speciation. If there is no split, there is no new species, however much the lineage changes.
Stopping at isolation. A river alone does not make two species. You must add differential selection, and divergence until fertile offspring cannot be produced.
Calling the mule a new species. The mule is a sterile hybrid. It cannot breed, so it cannot be a species; it shows why horses and donkeys stay separate.
Saying the hybrid in polyploidy is fertile. The hybrid is sterile. It is the doubled hybrid that is fertile.
14Draw it right
- Pentadactyl limb: five labelled bone groups in order, humerus → radius and ulna → carpals → metacarpals → phalanges. Draw the radius and ulna as two bones.
- When comparing limbs, use the same labels on each, so the reader sees that the same bones are present, reshaped.
- Speciation diagrams: time runs up the page; a split is a fork, and a lineage that only changes is one unbroken line. Mark where isolation begins.
- For allopatric speciation, draw the barrier and put the two populations on opposite sides. For sympatric, show them in one area and name the isolating mechanism.
- Polyploidy: draw chromosomes in sets, colour or shade each parent's set differently, and write the chromosome number (2n = …) at every stage.
- Homologous versus analogous on a tree: show a homologous trait at the ancestor's node; show an analogous trait arising on two separate branches.
15Try it
Marks in brackets. Answers and marker's notes are at the end.
Q1. Define evolution, and explain why a strong swimmer does not pass larger shoulder muscles on to her children. 3 marks
Q2. The table shows the number of amino acid differences between the human sequence of a protein and the same protein in four other species. The data are invented.
| Species | Differences from human |
|---|---|
| Gorilla | 1 |
| Mouse | 9 |
| Chicken | 13 |
| Frog | 18 |
(a) Identify the species most closely related to humans, according to these data. 1 mark
(b) Explain how data of this kind provide evidence for evolution. 2 marks
(c) Suggest why data from a second, unrelated gene would strengthen the conclusion. 1 mark
Q3. Distinguish between homologous and analogous structures, using one example of each. 4 marks
Q4. Common chimpanzees live north of the Congo River and bonobos south of it. Explain how the two species could have arisen from one ancestral population. 4 marks
Q5 (HL). Compare and contrast allopatric and sympatric speciation. 4 marks
Q6 (HL). A plant species with 2n = 14 hybridises with a related species with 2n = 18.
(a) State the chromosome number of the hybrid. 1 mark
(b) Explain why the hybrid is sterile. 2 marks
(c) The chromosome number of the hybrid doubles. Explain why the resulting plant is regarded as a new species. 2 marks
16In one breath
Evolution is change in the heritable characteristics of a population over time; acquired changes are not inherited, which rules out Lamarckism, and evolution by natural selection is a theory because it explains and predicts so much, not because it is doubted. The evidence is independent and agrees: sequences differ least between the closest relatives, selective breeding changes populations fast (six vegetables from wild cabbage), and the pentadactyl limb keeps one bone plan in hands, wings and flippers, a homologous structure from divergent evolution. Analogous structures, such as bird and insect wings, do the same job with different origins, by convergent evolution. New species arise only by splitting; gradual change in one lineage is not speciation, speciation adds species and extinction removes them. Splitting needs reproductive isolation, often geographical, then differential selection, as with chimpanzees and bonobos on either side of the Congo. HL: allopatric speciation uses a barrier, sympatric uses behaviour, timing or chromosomes in one place; adaptive radiation fills vacant niches with many coexisting species; courtship and hybrid sterility keep species apart; and in plants, a sterile hybrid that doubles its chromosomes becomes a fertile new species at once, as in Persicaria.
Answers
Q1. Evolution is change in the heritable characteristics of a population over time. Larger shoulder muscles from training are an acquired characteristic: training changes the body cells but not the DNA in the gametes, so there is no change in the alleles passed to her children. Only genetic, heritable changes count as evolution; the idea that acquired traits are inherited is Lamarckism. 1 for the definition including heritable, 1 for acquired characteristics not altering the genes or gametes, 1 for linking this to the definition or naming Lamarckism. "Evolution is change over time" scores 0 for the first mark.
Q2. (a) Gorilla. [1] (b) All five species make the same protein, which suggests they inherited the gene from a common ancestor; mutations accumulate after lineages split, so the fewer the differences, the more recent the common ancestor; the pattern of differences matches the relationships shown by other evidence. any two of these points. (c) Independent evidence that gives the same pattern makes the conclusion more reliable; one gene may have evolved at an unusual rate or by chance show a misleading pattern. 1 mark
Q3. Homologous structures have the same basic structure because they were inherited from a common ancestor, but they may have different functions; for example, the pentadactyl limb, used as an arm for grasping in humans and as a wing for flight in bats. Analogous structures have the same function but different structures and origins, having evolved independently by convergent evolution; for example, the wings of birds, supported by bones, and of insects, made of thin cuticle with no bones. 1 for homologous defined as common origin, 1 for a correct homologous example, 1 for analogous defined as same function with different origin, 1 for a correct analogous example. Two separate descriptions without a contrast lose one mark.
Q4. The river acted as a geographical barrier, dividing the ancestral population; apes cannot cross it, so there was no interbreeding and no gene flow between the populations; conditions differed on the two banks, for example gorillas are present to the north and absent to the south, so there was different competition for food; natural selection therefore favoured different traits on each side (differential selection); the populations diverged over many generations until they became separate species, with differences such as build and social behaviour. 1 for geographical isolation by the river, 1 for no gene flow or reproductive isolation, 1 for different selection pressures with an example, 1 for divergence into separate species. An answer with isolation but no selection is capped at 2.
Q5 (HL). Similarities: both require reproductive isolation so that gene flow between populations stops; in both, populations then diverge through natural selection until they can no longer produce fertile offspring. Differences: in allopatric speciation the populations are in different areas, isolated by a geographical barrier such as a river or mountain range; in sympatric speciation they live in the same area and are isolated by behavioural or temporal differences or by polyploidy; allopatric is the more common route in animals, sympatric by polyploidy is common in plants. 1 for each similarity up to 2, 1 for each difference up to 2. A contrast must be stated as a comparison: "allopatric… whereas sympatric…".
Q6 (HL). (a) 7 + 9 = 16. [1] (b) The hybrid has one set of 7 chromosomes from one species and one set of 9 from the other, so the chromosomes are not homologous; they cannot pair in meiosis, so the gametes receive unbalanced sets of chromosomes and are not viable. 1 for no homologous pairs, 1 for failure of meiosis or unbalanced gametes. (c) With 32 chromosomes, every chromosome has a homologous partner, so meiosis works and the plant is fertile, producing gametes with 16 chromosomes; if it crosses with either parent, the offspring have unmatched chromosome sets (for example 16 + 7 = 23) and are sterile; so it is reproductively isolated from both parents but can reproduce with others like itself, which makes it a separate species. 1 for fertility restored by pairing, 1 for reproductive isolation from both parents.
Educerie · written from the published IB Diploma Programme Biology guide, first assessment 2025, section A4.1 Evolution and speciation. Original text, examples and questions. Diagrams drawn by Educerie. Last reviewed 25 September 2026.
Check your understanding
The main ideas of this note. Tick each one you could do now, in an exam, without looking back up. Anything you cannot tick yet is the part to read again.