C737 Evolution is a graduate course at Western Governors University that treats evolution as the concept underlying all of the life sciences, from medicine and public health to conservation.
WGU's M.A. Science Education (Secondary Biological Science) program guide lists it at three competency units in term three. The program prepares licensed teachers for a secondary biology endorsement, so the course aims at understanding deep enough to teach, including how scientists know what they know.
Students find the scope demanding. The course runs from Darwin's evidence through population genetics and species concepts to human evolution.
Course at a Glance
| Item | Details |
|---|---|
| University | Western Governors University (WGU) |
| Course code | C737 |
| Level | Graduate, competency-based |
| Program | M.A. Science Education (Secondary Biological Science) |
| Competency units | 3 (term 3 of the standard path) |
| Typical work | Explaining mechanisms, interpreting evidence, applied questions |
What C737 Covers
The program guide lists five competencies:
- Darwin and his evidence: the observations that led to the theory of evolution by natural selection.
- The basic theory and diversification: how evolutionary mechanisms have driven the diversity of organisms.
- Mechanisms in depth: coevolution, genetic drift, natural selection and sexual selection.
- Species concepts: differing views on defining species, including the use of molecular data.
- Human evolution: where humans sit on the Tree of Life and what sets them apart from other animals.
The course description also stresses how new discoveries and technologies keep refining earlier evolutionary ideas.
Key Concepts Explained
Natural Selection
Natural selection needs three conditions: variation in a trait, heritability of that trait and differences in survival or reproduction linked to it. Over generations, favorable heritable variants become more common.
Genetic Drift and Hardy-Weinberg
Genetic drift is random change in allele frequencies, strongest in small populations. The Hardy-Weinberg principle describes a population that is not evolving; comparing real data with it shows whether evolution is happening.
Example: In a population, 16% of individuals show a recessive phenotype, so q² = 0.16 and q = 0.4. Then p = 1 - 0.4 = 0.6. Expected genotype frequencies are p² = 0.36 (homozygous dominant), 2pq = 0.48 (heterozygous) and q² = 0.16. If later generations depart from these values, something such as selection, drift, migration or mutation is acting.
Species Concepts
The biological species concept defines species by reproductive isolation, but it cannot handle asexual organisms or fossils. Morphological and phylogenetic concepts fill those gaps, and molecular data now help decide where boundaries lie. The competency asks you to appreciate why these views differ.
Typical Assignments and How to Approach Them
WGU assesses competency through performance assessments or objective assessments; your course page shows the current format. Typical work in this subject includes:
| Task type | What it tests | How to approach it |
|---|---|---|
| Mechanism explanation | Precise understanding | Define terms, then give a real example |
| Evidence question | How we know | Link fossil, anatomical and molecular data |
| Population genetics problem | Hardy-Weinberg | Work from q² and show every step |
| Teaching-focused task | Explaining to learners | Address common misconceptions |
Common Misconceptions to Address
Because the program prepares teachers, it helps to know the misconceptions students bring to class. Addressing them also sharpens your own explanations:
| Misconception | Accurate view |
|---|---|
| Individuals evolve | Populations evolve over generations |
| Organisms adapt because they need to | Selection acts on variation that already exists |
| Humans descended from chimpanzees | Humans and chimpanzees share a common ancestor |
| "Just a theory" means a guess | A scientific theory is a well-tested explanation |
Where Students Get Stuck
- Loose language. Words like "want" or "try" imply purpose. Describe evolution in terms of variation and differential reproduction.
- Mixing up drift and selection. Drift is random; selection is not.
- Thin evidence. Support claims with specific examples, such as antibiotic resistance or island species.
- Arithmetic slips. In Hardy-Weinberg problems, start from q², not from the dominant phenotype.
Study Tips for C737
- Pair every mechanism with one well-documented example.
- Draw simple phylogenetic trees and practice reading shared ancestry from them.
- Explain each competency aloud as if teaching a secondary class.
- Link evolution to medicine, for example antibiotic resistance, since the course stresses its applications.
How We Help with C737
Send the task, rubric and any feedback. A biology tutor prepares accurate model explanations, works through population genetics problems step by step, or reviews your draft for scientific precision and clarity. For teaching-related tasks across your program, see our education assignment help guide.
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Frequently Asked Questions
WGU's M.A. Science Education (Secondary Biological Science) program guide lists Evolution at three competency units, in term three.
The competencies name natural selection, genetic drift, sexual selection and coevolution, along with speciation.
Yes. One competency covers the complexities of human evolution and where humans fit on the Tree of Life.
Start from the frequency of the recessive phenotype (q²), take the square root to find q, then p = 1 - q, and calculate p², 2pq and q².
The program it sits in prepares licensed teachers for a secondary biology endorsement, so clear explanation of concepts matters.
No. We are an independent tutoring and writing service and are not connected with Western Governors University.