Lab 2.
Misconceptions About Evolution
Format: In-person or online
A commonly used illustration for human evolution that suggests evolution is linear and modern humans are the crowning achievement of that process.
Author: Beth Shook
Source: Inspired by Misconception Quizzes
Teach.Genetics.utah.edu. Genetic Science
Learning Center. University of Utah
Time needed: 15-20 minutes
Learning Objectives
● Identify and clarify misconceptions
surrounding evolution and evolutionary
forces
● Review animal examples illustrating how
evolution works
Supplies Needed
● Worksheet (provided)
● Access to the internet to show a video
from learn.genetics.utah.edu
Readings
● Marks, Jonathan. 2019. Chapter 2:
Evolution. Explorations
Explorations Lab and Activities Manual CC BY-NC http://explorations.americananthro.org/
Introduction
There are many misconceptions about what evolution is and how it works via natural selection to cause
changes in species. This brief activity helps students identify any misconceptions they may hold and then
helps them to achieve a more accurate understanding of evolution. To do so, they will view a short video and
answer a series of questions.
Steps
● Students will individually complete the provided worksheet (below) by checking the statements that
they believe to be true.
● Students will watch “Things You May Not Know About Evolution”
(https://learn.genetics.utah.edu/content/evolution/misconceptions).
● Students will check their answers as they watch the video.
For Further Exploration
Evolution: DNA and the Unity of Life. Learn.Genetics.utah.edu. Genetic Science Learning Center. University
of Utah Genetics https://learn.genetics.utah.edu/content/evolution/
References
Marks, Jonathan. 2019. “Chapter 2: Evolution.” In Explorations: An Open Invitation to Biological
Anthropology, edited by Beth Shook, Katie Nelson, Kelsie Aguilera, and Lara Braff. Arlington, VA: American
Anthropological Association. CC BY-NC http://explorations.americananthro.org/
“Misconception Quizzes.” 2011. Teach.Genetics.utah.edu. Genetic Science Learning Center. University of
Utah. https://teach.genetics.utah.edu/content/evolution/files/misconceptionquiz_key.pdf
“Things You May Not Know About Evolution” 2011. Learn.Genetics.utah.edu. Genetic Science Learning
Center. University of Utah. https://learn.genetics.utah.edu/content/evolution/misconceptions
Image Attributions
Human evolution by Tkgd2007 is used under a CC BY-SA 3.0 License.
Explorations Lab and Activities Manual CC BY-NC http://explorations.americananthro.org/
Misconceptions About Evolution Worksheet
For each number, check the statement that is true.
1. ☐ Organisms are perfectly structured for their environment.
☐ Organisms have many traits that are not perfectly structured, but function well enough to give an
organism a competitive advantage.
2. ☐ Natural selection favors the development of new traits.
☐ Natural selection often modifies existing structures but must work within the limits of what is
available.
3. ☐ Evolution is climbing a ladder towards perfection.
☐ Evolution may cause the loss of beneficial or complex traits.
4. ☐ Some species and some genes remain largely unchanged over millions of years.
☐ Natural selection always favors change.
5. True or False? The process of natural selection can only work on structures that are in use.
☐ True.
☐ False.
6. ☐ Evolution is a theory, which is a well substantiated explanation for observable facts.
☐ Evolution is a theory, which means it is a guess.
7. ☐ In order to accept evolution as a valid explanation, you cannot believe in God.
☐ The theory of evolution and religion can be compatible.
8. ☐ The complexity of an organism determines the size of its genome.
☐ The complexity of an organism has no correlation with the size of its genome.
9. ☐ Humans are the ultimate achievement of evolution.
☐ Humans are less complex than other organisms in many ways.
10. ☐ Evolutionary patterns look like the branches on a tree.
☐ Evolution is linear.
Misconceptions About Evolution
Introduction
There are many misunderstandings surrounding the theory of evolution and the process of natural selection. This activity helps identify and clarify some common misconceptions that students may have regarding evolutionary concepts and processes. The goal is to achieve a more accurate understanding of how evolution works to drive changes in species over time.
Steps
Students will complete a worksheet by indicating which statements they believe to be true about evolution. They will then watch an informational video that addresses common misconceptions, allowing them to re-evaluate and correct their initial responses.
Learning Objectives
Recognize prevalent misconceptions about evolution and evolutionary mechanisms
Review animal examples that demonstrate how evolution operates in reality
Evolution Is Not Goal-Oriented
Natural selection modifies existing traits and features that happen to provide a competitive advantage; it does not have a goal of “perfecting” organisms or favoring innovation for its own sake (Marks, 2019). Additionally, evolution may result in the loss of complexity rather than constant progress towards more elaborate structures.
Not All Genes and Species Change at the Same Rate
While some genes and species have remained relatively consistent over long periods, the variation and potential for change exists in all populations. Stasis on morphological levels does not preclude ongoing evolution at the genetic level (Futuyma, 2017).
Natural Selection Targets Existing Variation
New traits do not arise solely in response to environmental pressures; natural selection targets the variation already present between members of a population (Greaves & Greaves, 2016). Useful structures are already in place, though perhaps performing different functions, rather than appearing de novo.
In Summary
Properly understanding evolution requires examining examples that demonstrate adaptation in action while also appreciating the nuances of evolutionary theory. Assumptions should be re-evaluated in light of observations that reflect the complex reality of selective forces and genetic change over time.
References
Futuyma, D. J. (2017). Evolutionary biology today and the call for an extended synthesis. Interface Focus, 7(5), 20160145.
Greaves, M., & Greaves, L. (2016). Darwin’s “extreme” imperfection?: Evidence for the evolution of angiosperm pistil-length variation. American Journal of Botany, 103(3), 460-472.
Marks, J. (2019). Evolution. In B. Shook, K. Nelson, K. Aguilera, & L. Braff (Eds.), Explorations: An open invitation to biological anthropology (p. 15). American Anthropological Association.
