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A Level · Cambridge (CIE) · 9700

Explain selection and genetic drift

Compare non-random selection with chance changes in allele frequencies, including founder and bottleneck effects.

Natural and artificial selection pathway · 17.2

A Level; Cambridge International Biology 9700, 2028–2030. Written answers and calculations are self-checked; this is not fieldwork or practical-skills certification.

Before you begin

  • Populations contain inherited variation, and alleles can be transmitted from parents to offspring.

Work on paper. Try each question before revealing help, and explain why your method works.

Quick readiness check

Why can drift have a strong effect in small populations?

What you will learn

  • Explain how selection and genetic drift affect allele frequencies
  • Describe the founder effect and bottleneck effect as forms of genetic drift

Original selection schematic. Population counts and scenarios are supplied teaching models; they are not field observations.

Start with inherited variation in a populationOriginal schematic for this worked context. Trait, population and selection claims use only the supplied assumptions; stage labels are not measurements of every individual.Start with inherited variation in apopulation1Beforeone population contains both stated inheritedshell shades.2Measurerecord a defined sample and denominator.3Nexttest later reproductive records in the samestated population.
Original schematic for this worked context. Trait, population and selection claims use only the supplied assumptions; stage labels are not measurements of every individual.
Selection evidence key
Stage or recordMeaning
Recorded groupOlive 18; bronze 12
Sample total30 beetles
Olive proportion18/30 = 60%
Evidence limitSample phenotype count; not a genotype census

Build the evolutionary explanation

Natural selection changes allele frequencies because individuals with particular phenotypes leave different numbers of offspring. Genetic drift changes frequencies by chance, especially in small populations. A founder effect occurs when a small group establishes a new population with a non-representative sample of the source alleles. A bottleneck occurs when population size falls sharply, leaving a chance sample of prior variation. Both can reduce genetic variation and shift allele frequencies regardless of whether alleles are advantageous.

Interpret data with care

Drift is random with respect to fitness; selection is associated with differential reproductive success. A small population can experience both processes at once.

Pause and explain

A population falls sharply after habitat destruction. Explain how later allele frequencies may change even after population size recovers.

Put the idea to work

Worked example

A storm randomly leaves 12 survivors from a much larger population. What process may alter allele frequencies?

Show the worked solution
  1. Survival is a chance sample in a severe reduction.
  2. A bottleneck can shift frequencies by drift.

Answer A bottleneck effect: the small survivor group may have allele frequencies different from the original population by chance.

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From guided practice to a new situation

Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.

1 · Guided

Distinguish selection from genetic drift in a small island population.

Give me a hint

Identify the population-level variable and sequence the mechanism.

Compare my reasoning
  1. Selection links a phenotype to reproductive success.
  2. Drift is chance change in allele frequency.

Selection occurs when phenotype differences cause unequal reproductive success. Drift is a chance change in allele frequencies, which can be strong in a small island population.

Look for these in your work

  • Population process identified
  • Cause and consequence linked
2 · Independent

A few individuals colonise an island and carry an unusual allele frequency. Name and explain the effect.

Give me a hint

Use the supplied sample or condition to justify the conclusion.

Compare my reasoning
  1. The new population starts from a small sample.
  2. Its allele frequencies may not represent the source population.

Founder effect. The new population was established by a small, unrepresentative sample of the source alleles, so its allele frequencies can differ by chance.

Look for these in your work

  • Evidence interpreted
  • Assumptions stated
3 · Transfer

A population falls sharply after habitat destruction. Explain how later allele frequencies may change even after population size recovers.

Give me a hint

Apply the population model to the new example and qualify its limits.

Compare my reasoning
  1. The survivors carry a chance subset of previous variation.
  2. Their descendants inherit that reduced sample.

The bottleneck leaves a chance sample of the original alleles. Even if population size later increases, descendants may retain shifted frequencies and reduced genetic variation.

Look for these in your work

  • Model applied
  • Limits preserved

Common mistakes

  • Treating drift as adaptation to the environment
  • Assuming a bottleneck always removes only harmful alleles
Recall without your notes

What can you explain now?

Why can drift have a strong effect in small populations?

Compare with the explanation

Each random event affects a larger fraction of individuals

Chance sampling causes larger proportional frequency changes.

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Make it stick

How do founder and bottleneck effects differ in their causes?

If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.

Keep learning Biology

Course scope and assessment

Two hundred and fifty-nine new lessons map every published learning outcome in Cambridge International Biology 9700 Topics 1–19 for exams 2028–2030. Each topic lesson includes guided, independent and transfer practice. Fifteen additional practical-assessment lessons provide online preparation for Paper 3 and Paper 5 practical assessment skills. Online Paper 3 lessons cannot provide supervised laboratory competence. Full timed cumulative exam practice and human subject-teacher review remain outstanding, so this is not exam-readiness evidence.

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