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1. allele frequency

1.1. Hardy-Weinberg principle

1.1.1. genetic equilibrium is necessary

1.1.2. can predict which alleles are most frequent in a population

1.2. genetic drift

1.3. bottleneck effect

1.4. founder effect

1.5. types of selection

1.5.1. directional

1.5.2. stabilizing

1.5.3. disruptive

2. speciation

2.1. formation of new species

2.2. occurs from isolating mechanisms

2.2.1. reproductive

2.2.2. behavioral

2.2.3. ecological

2.2.4. geographic

2.2.5. temporal

2.2.6. mechanical

2.2.7. gametic

2.3. artificial selection

2.3.1. humans breed organisms with their desired traits until that trait becomes prevalent in the species

2.4. natural selection

2.4.1. survival of the fittest

2.4.2. (see "Darwin" branch for more info)

2.5. macroevolution

2.5.1. convergent evolution

2.5.2. divergent evolution

2.5.3. extinction

2.5.3.1. EVOLUTION mind map

3. structure and function

3.1. homologous structures

3.1.1. same ancestry, different function

3.2. analogous structures

3.2.1. same function, different ancestry

3.3. vestigial structures

3.3.1. once used in ancestors but no longer used in current organism

4. evidence

4.1. fossil records

4.1.1. radioactive dating

4.1.1.1. carbon dating

4.1.2. relative dating

4.1.2.1. index fossils

4.1.2.1.1. mind map about EVOLUTION

4.2. anatomy (homologous structures)

4.3. physiology (analogous structures)

4.4. embyology

4.5. biochemistry

4.6. universal genetic code

4.7. biogeography

4.7.1. closely related but different

4.7.2. distantly related but similar

5. theories

5.1. Darwin

5.1.1. struggle for existence (competition)

5.1.2. survival of the fittest

5.1.3. variation and adaptation

5.1.4. natural selection

5.1.4.1. certain traits get passed on depending on which ones can survive nature

5.1.4.2. traits selected based on fitness

5.1.4.3. new traits occur from mutations

5.2. Hutton and Lyell

5.2.1. Earth is older than initially thought

5.2.2. examined geologic evidence

5.3. Lamarck

5.3.1. organisms pass on acquired traits

5.3.2. incorrect theory

5.3.2.1. Concept map about EVOLUTION

6. Biological evolution is defined as any genetic change in a population that is inherited over several generations. These changes may be small or large, noticeable or not so noticeable. In order for an event to be considered an instance of evolution, changes have to occur on the genetic level of a population and be passed on from one generation to the next. This means that the genes, or more specifically, the alleles in the population change and are passed on. These changes are noticed in the phenotypes (expressed physical traits that can be seen) of the population.

6.1. The process by which different kinds of living organism are believed to have developed from earlier forms during the history of the earth.

6.2. Darwinism is a theory of biological evolution developed by the English naturalist Charles Darwin. This relates to an individuals ability to survive, adapt and reproduce.

6.3. All life on Earth shares a common ancestor - known as the last universal ancestor

6.4. Physical and genetic changes have occurred within our species and will continue to occur at a basic level as new genes evolve

6.5. Their recent African ancestry may have also affected their height, as tall, long-limbed builds are useful adaptations to the warmer African climate

6.6. The changes apparent in worldwide include a decrease in body size and brain size as well as a reduction in jaw and tooth proportions.

6.7. The factors that affect body size are genetics, environment and lifestyle practices

6.8. The trend toward smaller jaws and teeth that was seen in our ancestors has continued in our own species

6.9. For the last two million years there has been a trend toward a bigger brain that has affected many species in our family tree.

6.10. 40,000 years ago: European males – 183 cm . Cro-Magnon people were the first modern humans to inhabit Europe

6.11. Unequal reproductive success

6.11.1. individual w/inherited traits best suited to local environment are more likely to survive and reproduce than are less than well-suited individual

6.12. Correlation between didactics of emotions® and school drop-out The didactics of emotions®, according to the results of the previous researches, increasesThe “Evaluation Test for Behavioural and Emotional Problems” (SEDS) created by J. B.Button and T.G.Roberts (1986), was applied to children aged between 3 and 10 (nursery and primary school). This is an evaluation scale able to identify students “at risk”. SEDS items evaluate various psychological and interpersonal object features. They are filled out by teachers, who must have had acquaintance with the subject from before the experiment. The actualreduction of behavioursdefined “troublesome” and the annotations by teachersparticipating to the experimentationwillconfirm the hypothesis of EmotionalDidactics’ effectiveness in favouringemotionaldevelopment in children. As for resultsevaluation, a counting of the frequencies of individualprofilesnoticed by teachers’ observationwasnumbered, according to the 5 SEDS predefinedprofiles.The divisioninto5categories shows a totalincrease of “positive” profilesagainst “negative” ones. Experimentalgroup’ssubjectsseemto be more able to build self and externalrepresentations in an emotionalkey, to recognize some emotionalshadesaswellas to increaseforeseeingcapacities of theirbehaviours. More specificobservationsexplained by some psychologistsattending the projecton some children from the experimentalgroup, agree with teachers’ impressions: throughEmotionsDidacticscertain cognitive and affectivedevelopment’sstages are earlierattainable and bettersettled down. Furtherdetails are provided in…