Download Name: Date: Teacher: Class/Period: 1) 2)

Name:
Teacher:
1)
2)
Date:
Class/Period:
3)
4)
Please use the space below to write your response(s) to the writing assignment provided by your
teacher. If there are multiple tasks to the question, please clearly label the number or letter of each
task in the column to the left of your answers. If you need additional pages for your response, your
teacher can provide them.
Please write the name of the writing assignment here: _____________________________________
Task
Answer Key
1)
2)
3)
D
B
A
4) Scoring Criteria:
A 4-point response will include, but is not limited to, the following points:

Description of how biologists use comparative anatomy to indicate shared
evolutionary relationships: Organisms that are more closely related—those who
share a more recent common ancestor—share a higher proportion of homologous
structures. These structures are usually of the same embryological origin, and are
organized in the same manner in related organisms, though significant differences may
be present.

Identification of organisms with bony skeletons: Trout, salamanders, turtles, eagles,
rabbits
Explanation of how the information in the cladogram supports the answer: In this
cladogram, all organisms to the right (or above) a specific labeled horizontal line
possess all of the traits to the left (or below) the line. The line representing bony
skeleton is between sharks and trout. Therefore, starfish and sharks do not have bony
skeletons, but trout, salamanders, turtles, eagles, and rabbits do have bony skeletons.

Statement of which student is more correct: Student B
Explanation of reasoning: Snakes have radial embryonic cell division, vertebrae, a
bony skeleton, and it produces eggs with amniotic fluid. These are all traits also shared
by turtles. Snakes do not have hair or a four-chambered heart. These traits are shared
only by eagles and rabbits. Snakes do not have limbs. However, snakes must be placed
in the highest (most restricted) grouping in which they share a characteristic, so the
presence of the amniotic egg requires them to be grouped with turtles.

Description of how molecular evidence would be used to support the decision:
Organisms that are more closely related—those who share a more recent common
ancestor—share more similar genetic sequences (DNA or RNA) or more similar amino
acid sequences in their proteins than do less closely related organisms. Therefore,
snakes will have DNA, RNA, and amino acid sequences more similar to those of turtles
than any other animal listed in this cladogram.
Note: Discussion of the physical characteristics of macromolecules, enzymatic abilities,
or immunological properties would also be acceptable.
Rubric:
4
A response at this level provides evidence of thorough knowledge and
understanding of the subject matter.
 The content of the response is correct and thorough, with no significant errors.
 The response contains elaboration and/or detail that demonstrates insight into
scientific concepts and principles, and contains no misconceptions.
 The explanation in the response is clear and is enhanced by correct use of
appropriate scientific terminology to communicate understanding.
3
A response at this level provides evidence of competent knowledge and
understanding of the subject matter.
 The content of the response is generally correct and complete.
 The response contains some elaboration and/or detail that demonstrates sufficient
understanding of scientific concepts and principles, and it may contain a few minor
misconceptions.
 The explanation in the response is mostly clear and is supported by some correct
use of appropriate scientific terminology to communicate understanding.
2
A response at this level provides evidence of basic knowledge and understanding
of the subject matter.
 The content of the response is partially correct, and it may be incomplete.
 The response contains a little elaboration and/or detail to demonstrate some
understanding of scientific concepts and principles, but it may contain some
significant misconceptions.
 The explanation in the response is sometimes clear and sometimes demonstrates
correct use of appropriate scientific terminology to communicate understanding.
1
A response at this level provides evidence of minimal knowledge and
understanding of the subject matter.
 The content of the response is mostly incorrect, and it is incomplete.
 The response contains little or no elaboration or detail to demonstrate understanding
of scientific concepts and principles, and it contains evidence of significant
misconceptions.
 The explanation in the response is mostly unclear and demonstrates little or no
correct use of appropriate scientific terminology to communicate understanding.
0
A response at this level is not scorable. The response is off-topic, blank, hostile, or
otherwise not scorable.