How does natural selection act on variation to produce adaptation and change a population over time?
Explain how the role of variation and mutations drives natural selection, producing adaptation and changing the heritable traits of a population over generations (Virginia 2018 Biology SOL BIO.7.b).
A SOL-level answer on natural selection for the Virginia Biology EOC: variation and mutations as the raw material, overproduction and competition, differential survival and reproduction (fitness), and how selection produces adaptation and shifts allele frequencies, with antibiotic resistance as the worked example.
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What this topic is asking
Virginia Biology SOL standard BIO.7 is about how populations change through time, and substandard BIO.7.b focuses on the role of variation and mutations in the process of natural selection. For the Biology EOC that means knowing the ingredients of natural selection (variation, overproduction, competition, and differential survival and reproduction), being able to apply them to a scenario (camouflage, antibiotic resistance, beak shape), and holding on to the central idea that populations evolve, individuals do not. Items almost always give a scenario, a data table, or a graph and ask you to predict or explain the change.
The ingredients of natural selection
If a scenario contains all four, it is natural selection. The trait must be heritable (genetic), and the change happens across generations in the population, not within a single individual's lifetime.
Where the variation comes from (the BIO.7.b focus)
Natural selection can only act on variation that already exists. The standard names two sources of that variation:
- Mutations. A mutation is a change in the DNA base sequence, and it is the original source of new alleles. Most mutations are neutral or harmful, but the rare beneficial one supplies new raw material for selection.
- Sexual reproduction. Meiosis and fertilization shuffle existing alleles into new combinations, so siblings differ. This is why sexually reproducing populations carry so much variation to begin with.
Selection does not create variation; it filters it, favoring the variants that work best in the current environment. This is the heart of BIO.7.b: variation and mutation provide the differences, and natural selection sorts them.
Fitness and adaptation
A trait that raises fitness in a given environment is favored by selection. Over generations this produces adaptation, the visible result of natural selection acting on variation. Camouflage, a thick coat in a cold climate, a beak shape suited to the available food, and antibiotic resistance in bacteria are all adaptations. The same trait can be an advantage in one environment and a disadvantage in another, so fitness is always relative to the environment.
Populations evolve, not individuals
Evolution is a change in the heritable traits (allele frequencies) of a population over generations. An individual organism does not evolve during its life; it is the population that changes as the proportions of different alleles shift from one generation to the next. This is one of the most common EOC misconceptions to avoid. A single mouse does not turn dark; rather, dark mice become a larger fraction of the population over generations because they survive and reproduce more. Always describe the change at the population level.
Try this
Q1. State the four conditions required for natural selection to occur. [2]
- Cue. Variation in the population; overproduction and competition for resources; differential survival and reproduction (fitness); and inheritance of the advantageous heritable traits.
Q2. Explain the role of mutation in natural selection. [2]
- Cue. Mutation is the original source of new alleles, so it supplies the heritable variation that selection acts on; without variation there would be nothing for selection to favor.
Exam-style practice questions
Practice questions written in the style of VDOE exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
VA Biology SOL (2023 released style)1 marksA population of mice lives on dark soil. Most are dark, but a few are light. Owls hunt by sight and eat the mice they see most easily. Over many generations, the population is most likely to (A) become mostly light. (B) become mostly dark. (C) stay exactly the same. (D) have every mouse change color at once.Show worked answer →
A 1-point multiple-choice item on natural selection.
The correct answer is B. On dark soil, dark mice are better camouflaged, so owls catch fewer of them; dark mice survive and reproduce more, passing on the dark-color alleles. Over generations the dark allele becomes more common. C ignores the selection pressure, and D wrongly suggests every individual changes at once. Individuals do not evolve; populations do.
VA Biology SOL (2024 released style)2 marksA population of bacteria is treated with an antibiotic. A few bacteria carry a mutation that makes them resistant. (a) Explain why the population becomes mostly resistant after several treatments. (b) State why this is an example of natural selection.Show worked answer →
A 2-point item on antibiotic resistance as natural selection.
(a) 1 point: the antibiotic kills the non-resistant bacteria, but the resistant ones survive and reproduce, passing the resistance allele to their offspring; over several treatments the resistant type comes to dominate the population.
(b) 1 point: it is natural selection because there is heritable variation (the resistance mutation), a selection pressure (the antibiotic), and differential survival and reproduction (resistant bacteria survive and reproduce more), so the allele frequency in the population changes.
Markers reward the survival-and-reproduction explanation and naming the three ingredients of natural selection.
Related dot points
- Describe the evidence supporting the theory of evolution by natural selection, including the fossil record, comparative anatomy, embryology, molecular evidence, and biogeography (Virginia 2018 Biology SOL BIO.7.a).
A SOL-level answer on the evidence for evolution for the Virginia Biology EOC: the fossil record, comparative anatomy (homologous, analogous, and vestigial structures), comparative embryology, molecular and DNA evidence, and biogeography, and why independent lines that agree make the theory strong.
- Explain how speciation occurs and the effects of reproductive isolation and geographic isolation on the formation of new species (Virginia 2018 Biology SOL BIO.7.c, BIO.7.d, and BIO.7.e).
A SOL-level answer on speciation for the Virginia Biology EOC: what a species is, how geographic isolation and then reproductive isolation split one population into two, the difference between prezygotic and postzygotic barriers, and how allele frequencies diverge until interbreeding is no longer possible.
- Explain that a mutation is a change in the DNA base sequence with harmful, beneficial, or neutral effects, and that genetic variation (from mutation and sexual reproduction) is important to the survival of a species (Virginia 2018 Biology SOL BIO.5.c).
A SOL-level answer on mutations for the Virginia Biology EOC: what a mutation is, its harmful, beneficial, or neutral effects, the difference between body-cell and gamete mutations, and why genetic variation matters for survival.
- Describe meiosis as the division that produces gametes with half the chromosome number, and explain how crossing over, independent assortment, and fertilization create genetic variation (Virginia 2018 Biology SOL BIO.3.d, supporting BIO.5).
A SOL-level answer on meiosis for the Virginia Biology EOC: producing haploid gametes, the contrast with mitosis, and how crossing over, independent assortment, and fertilization generate genetic variation.
- Explain the basis of the modern classification system, compare the domains and kingdoms, use dichotomous keys, and analyze relationships using phylogenetic trees and cladograms (Virginia 2018 Biology SOL BIO.6.a, BIO.6.b, BIO.6.c, and BIO.6.d).
A SOL-level answer on classification for the Virginia Biology EOC: the basis of the modern system, the three domains and the kingdoms, binomial nomenclature and the taxonomic hierarchy, using a dichotomous key, and reading phylogenetic trees and cladograms as evidence of common ancestry.
Sources & how we know this
- 2018 Science Standards of Learning (Biology) — Virginia Department of Education (2018)
- SOL Practice Items (All Subjects) — Virginia Department of Education (2024)