Where does variation come from, and how do natural selection and the Hardy-Weinberg principle explain evolution?
Variation and evolution: the sources of genetic variation; natural selection and types of selection; the Hardy-Weinberg principle; genetic drift; and speciation.
A focused answer to the Eduqas Component 2 statement on variation and evolution. Covers the sources of variation, natural selection and its types, the Hardy-Weinberg principle and equation, genetic drift, and the formation of new species.
Reviewed by: AI editorial process; not yet individually human-reviewed
Have a quick question? Jump to the Q&A page
Jump to a section
What this dot point is asking
Eduqas wants you to describe the sources of variation, explain natural selection and its types, apply the Hardy-Weinberg principle, explain genetic drift, and explain speciation. This is the evolution heart of Component 2.
The sources of variation
Variation in a population arises from:
- Mutation: random changes in DNA, the only source of completely new alleles;
- Meiosis: crossing over (prophase I) and independent assortment (metaphase I) shuffle existing alleles into new combinations;
- Random fertilisation: any gamete can fuse with any other, mixing parental alleles;
- the environment, which affects phenotype but is not inherited.
Only genetic variation can be acted on by natural selection over generations.
Natural selection and its types
The Hardy-Weinberg principle
The Hardy-Weinberg principle predicts that allele and genotype frequencies stay constant from generation to generation provided there is no mutation, no selection, no migration, random mating and a large population. For a gene with two alleles:
where is the dominant allele frequency, the recessive allele frequency, the homozygous dominant frequency, the heterozygous frequency and the homozygous recessive frequency. It lets you estimate allele frequencies (often starting from , the recessive phenotype). A measured change from these predictions is evidence that the population is evolving.
Genetic drift and speciation
Genetic drift is the change in allele frequencies by chance (which individuals happen to reproduce), with the biggest effect in small populations (for example after a bottleneck or founder event).
Examples in context
Example 1. Peppered moth industrial melanism. Soot darkened tree trunks, so the dark allele became favourable and its frequency rose; as pollution fell, the pale form recovered. This is the classic British example of directional natural selection changing allele frequency.
Example 2. Antibiotic resistance. An antibiotic is a strong selection pressure: resistant bacteria survive and reproduce, so the resistance allele's frequency rises rapidly, a real and current example of evolution by natural selection.
Try this
Q1. State the three main sources of genetic variation. [3 marks]
- Cue. Mutation; meiosis (crossing over and independent assortment); random fertilisation.
Q2. Write the two Hardy-Weinberg equations and state what represents. [2 marks]
- Cue. and ; is the frequency of the homozygous recessive genotype (the recessive phenotype).
Q3. Explain what is meant by reproductive isolation and why it is needed for speciation. [2 marks]
- Cue. Two populations can no longer interbreed (geographically, behaviourally or by timing); this stops gene flow, so the populations can diverge into separate species.
Exam-style practice questions
Practice questions written in the style of WJEC Eduqas exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
Eduqas 20195 marksExplain how natural selection can lead to a change in the allele frequency of a population over time.Show worked answer →
Mutation, meiosis and random fertilisation create genetic variation, so individuals in a population differ in their alleles.
A selection pressure (such as a predator, disease or limited food) means individuals with a favourable allele are more likely to survive.
These individuals are more likely to reproduce and pass on the favourable allele to their offspring.
Over many generations the frequency of the favourable allele increases in the population, while less favourable alleles become rarer.
Markers reward variation from mutation, a selection pressure, differential survival and reproduction, and the resulting change in allele frequency over generations.
Eduqas 20214 marksIn a population, 16 percent of individuals show a recessive phenotype for a gene with two alleles. Use the Hardy-Weinberg equation to calculate the frequency of the dominant allele and the percentage of individuals expected to be heterozygous.Show worked answer →
The recessive phenotype frequency q squared equals 0.16, so q (the recessive allele frequency) equals the square root of 0.16 equals 0.4.
Since p plus q equals 1, p (the dominant allele frequency) equals 1 minus 0.4 equals 0.6.
The heterozygous frequency is 2pq equals 2 times 0.6 times 0.4 equals 0.48, which is 48 percent.
Markers reward q equals 0.4, p equals 0.6, and the heterozygous frequency 2pq equals 0.48 (48 percent).
Related dot points
- Inheritance: monohybrid and dihybrid crosses; codominance and multiple alleles; sex linkage; epistasis; the use of genetic diagrams; and the chi-squared test.
A focused answer to the Eduqas Component 2 statement on inheritance. Covers monohybrid and dihybrid crosses, codominance and multiple alleles, sex linkage, epistasis, genetic diagrams, and the chi-squared test for goodness of fit.
- Classification and biodiversity: the three domains and the taxonomic hierarchy; phylogeny; the species concept; measuring biodiversity using the index of diversity; and genetic diversity.
A focused answer to the Eduqas Component 2 statement on classification and biodiversity. Covers the three domains and taxonomic hierarchy, phylogeny, the species concept, the index of diversity calculation, and genetic diversity.
- Cell division: the cell cycle and its control; mitosis and its role in growth and repair; meiosis and the production of genetic variation; and the mitotic index.
A focused answer to the Eduqas Biology Core Concepts statement on cell division. Covers the cell cycle and its checkpoints, the stages of mitosis, meiosis and the sources of variation it creates, and the mitotic index calculation.
- Application of reproduction and genetics: recombinant DNA technology; PCR; gel electrophoresis; DNA profiling and sequencing; genetic screening; and the ethical issues raised.
A focused answer to the Eduqas Component 2 statement on the applications of genetics. Covers recombinant DNA technology, the polymerase chain reaction, gel electrophoresis, DNA profiling and sequencing, genetic screening, and the ethical issues.
- Population size and ecosystems: factors limiting population size; sampling techniques; succession; the flow of energy through trophic levels; and the carbon and nitrogen cycles.
A focused answer to the Eduqas Component 1 statement on populations and ecosystems. Covers density-dependent and independent factors, sampling with quadrats and transects, succession, energy flow through trophic levels, and the carbon and nitrogen cycles.
Sources & how we know this
- Eduqas A Level Biology Specification (A400) — Eduqas (2015)