Evolutionary Perspectives on Health and Disease (MMS3101)
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Take Home Test: Evolutionary Perspectives on Health and Disease (MMS3101)
Semester 1, 2020
Due Date: BEFORE 17:00 ON MONDAY THE 4TH OF MAY IN ASSIGNMENT DROP
BOX NUMBER 2 (LEVEL 2, BUILDING 17)
First Name: ________________
Surname: __________________
Student Number: ____________
1. What is the coefficient of relationship between you and your relatives? That is – what
proportion of your genes do you share in common with each of your relatives? Please
tick 1 box for each of these 4 questions.
a. What is the coefficient of relationship between you and your Mother (please tick
1 box)
| |
100% 50% 25% 12.5% |
(marks 1)
b. What is the coefficient of relationship between you and your Grandfather
(please tick 1 box)
| |
100% 50% 25% 12.5% |
(marks 1)
c. What is the coefficient of relationship between you and your identical twin
sister (please tick 1 box)
| |
100% 50% 25% 12.5% |
(marks 1)
d. What is the coefficient of relationship between you and your Son (please tick 1
box)
| |
100% 50% 25% 12.5% |
(marks 1)
Evolutionary Perspectives on Health and Disease (MMS3101)
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2. As discussed in the Week 1 Lecture, tutorial and the reading, Barrett et al. (2002) state
that natural selection is “based on just three premises and their logical consequences”.
Please describe in your own words each of these 3 principles of natural selection
(marks 6).
Principle of Variation:
Principle of Inheritance:
Principle of Adaptation:
Evolutionary Perspectives on Health and Disease (MMS3101)
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3. Describe a specific example where natural selection is likely to have produced a specific
trait, feature or behaviour. In your example make sure you use the 3 principles of natural
selection described in Question 2 (marks 6).
Reference:
Evolutionary Perspectives on Health and Disease (MMS3101)
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4. Evolutionary medicine is a new discipline, however, it has deep roots in the history of
evolutionary thought. Detail below the history of evolutionary medicine (marks 6).
Reference:
Evolutionary Perspectives on Health and Disease (MMS3101)
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5. Evolutionary theory proposes that we are more likely to cooperate with our kin and it is
more likely to be beneficial. However, in modern societies less and less of our lives are
spent in contact with relatives, so is this evolutionary prediction still supported? From
your readings provide research evidence for or against the proposition that kin are
more likely to help each other and any benefits or disadvantages (e.g., survival and
reproduction) associated with this (10 marks).
Reference:
Evolutionary Perspectives on Health and Disease (MMS3101)
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6. We identified two fields of study we are bringing together in this evolutionary medicine
unit: they were human behavioural ecology and evolutionary psychology. Below are 4
questions about these disciplines. Please tick 1 box for each of these 4 questions.
a. Which of these disciplines focuses on the differences in reproductive success
between individuals? (please tick 1 box)
| | Human behavioural ecology |
| | Evolutionary psychology |
(marks 1)
b. What is the parent discipline of evolutionary psychology? (please tick 1 box)
| |
Social Psychology Developmental psychology Cognitive psychology Clinical psychology |
(marks 1)
c. Which discipline is interested in whether an individual’s behaviour conforms to
evolutionary predictions? (please tick 1 box)
| | Human behavioural ecology |
| | Evolutionary psychology |
(marks 1)
d. Which discipline is interested in the specific psychological mechanisms that
cause a behaviour? (please tick 1 box)
| | Human behavioural ecology |
| | Evolutionary psychology |
(marks 1)
7. In Week 2 we discussed parental investment. Below is a list of 8 behaviours, 4 would be
considered measures of parental investment according to the broader definition of
parental investment provided by Clutton-Brock (1991). Which of the listed behaviours
would be considered a measure of parental investment? (please tick 4 boxes)
| |
Breastfeeding a child Attracting a mate to produce a child Storing of fat necessary to have a child Attachment or bonding between parents and infants Competition between males to mate with a female and produce a child Education for a child Developing reproductive organs to produce a child Risk associated with protecting a child |
(marks 4)
Evolutionary Perspectives on Health and Disease (MMS3101)
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8. We discussed how sexual selection could operate via two different processes. Please
state and describe what the 2 forms or types of sexual selection were called (different
terms were used in the reading and lecture, both are acceptable) and for each type of
sexual selection provide 3 examples of a feature that has evolved via this process (2 of
these traits must be in females) (marks 6).
a)
b)
Reference:
Evolutionary Perspectives on Health and Disease (MMS3101)
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9. In the reading on gossip in the Tsimane of Bolivia, negative gossip was associated with
lower attractiveness ratings of women. However, women who were rated as being
promiscuous were not rated as being less attractive. In the discussion of this article
Rucas et al. (2006) gave several reasons why the association between promiscuity and
reduced attractiveness was not found. Please critically evaluate 2 possible reasons why
promiscuity was not associated with lower attractiveness ratings (marks 8).
a)
b)
Reference:
Evolutionary Perspectives on Health and Disease (MMS3101)
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10. Based on the Lecture, Catalyst’s Friendship documentary and readings, please explain
Dunbar’s Social Brain Hypothesis and how gossip and friends fit into it (10 marks)
Reference:
Evolutionary Perspectives on Health and Disease (MMS3101)
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11. In 1969 the US Surgeon General stated that society and medicine could close the book
on infectious diseases. Please explain below (a) what did the surgeon general mean by
this statement (3 marks) and (b) from an evolutionary perspective explain why it is
misguided (7 marks)?
(a)
(b)
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12. The World Health Organisation provides information on Disease Outbreak News (DONs).
Please (a) list 5 of the latest disease outbreaks (5 marks) and (b) detail the latest news on
the new Coronavirus disease (COVID-19) virus (5 marks). For (b) include information
such as date of update, countries, number of cases, number of deaths, any vectors and/or
reservoirs, how it is transmitted etc. Please include the website(s) you used to find this
information correctly referenced for each of these answers (see ECU reference guide).
(a)
(b)
Reference:
Evolutionary Perspectives on Health and Disease (MMS3101)
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13. In the “Superbugs” Four Corners documentary we saw superbugs in action in Australia.
Please detail one example from the documentary; include the name of the infection and
the micro-organism (if given), how it was (probably) contracted, and consequences for the
patient and how they deal with the infection when antibiotics no longer work. (10 marks).
Evolutionary Perspectives on Health and Disease (MMS3101)
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14. In our Week 7 Class we examine Catalano et al.’s (2005) article Population stress and the
Swedish sex ratio that looks at the impact of stress during pregnancy on the sex ratio in
Sweden. Please explain a) what is the measure of population stress (3 marks), b) how is the
stressor measured to differentiate between the different hypotheses (2 marks) and c) is this
a good way to measure stress and how could you do it better (10 marks)? Include at least 1
reference to support your argument in (c) correctly referenced (see ECU reference guide)
a)
b)
c)
Evolutionary Perspectives on Health and Disease (MMS3101)
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Reference:
Evolutionary Perspectives on Health and Disease (MMS3101)
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15. From Lectures, Readings and your own research, describe in your own words how
empathy is likely to have evolved in humans. You may find this question is related to
other topics during the semester. Include at least 1 reference to support your description
correctly referenced (see ECU reference guide) (10 marks).
Reference:
Evolutionary Perspectives on Health and Disease (MMS3101)
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16. In the Week 9 Tutorial we will examine the topic of racist science. As part of the tutorial you
will form a small group of students (4 or 5) and examine one of the critiques of Kanazawa’s
(2006) Mind the gap article (see reference in unit outline). There are at least 5 critiques
available here http://onlinelibrary.wiley.com/doi/10.1111/bjhp.2007.12.issue-2/issuetoc. In
small groups you will present the arguments of the critique you have been given. In the
tutorial each group will present their critique. Below, please detail which critique you think
presents the strongest argument against Kanazawa (2006). Justify your choice with evidence
from the original and critique articles. 5 clear points are required. (20 marks)
Evolutionary Perspectives on Health and Disease (MMS3101)
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Critique Reference:
Did you present with your group? ____ Yes _____ No Date ______________
End of tutorial questions
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