Download Chapter Expectations Language of Biology

C H A P T E R
11
Chapter Expectations
Briefly explain each of the following points:
• All organisms may be classified into one of
six large groups called kingdoms. (11.1)
• All organisms are composed of either
prokaryotic or eukaryotic cells. (11.1)
• Viruses are non-cellular and are not
classified as living things. (11.2)
• The science of taxonomy classifies
organisms into a series of taxa, which form
a hierarchy of groups from kingdoms
(largest) to species (smallest). (11.3)
• A dichotomous key is used to identify
unknown species. It is based on a series of
comparisons between two alternative sets of
characteristics. (11.3)
• Each species is identified by a unique
two-word name. (11.3)
• Variations in the characteristics of a species
in each generation result from genetic
mutations and the random assortment of
R E V I E W
genes produced by the process of sexual
reproduction. (11.3)
• The reconstruction of a species’ evolutionary
history is called phylogeny. (11.4)
• A hypothesis of evolutionary relationships
can be illustrated using a cladogram. (11.4)
Language of Biology
Write a sentence using each of the following words or
terms. Use any six terms in a concept map to show
your understanding of how they are related.
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Plantae
Animalia
kingdom
Protista
Fungi
Bacteria
Archaea
domain
virus
capsid
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lytic cycle
retrovirus
provirus
taxonomy
taxon
binomial nomenclature
homologous
phylogeny
cladistics
cladogram
UNDE RSTAN DIN G CON CEPTS
1. In your notebook, state whether each of the
following statements is true or false. If the
statement is false, explain why.
(a) Some species of bacteria are eukaryotes.
(b) Species in the same family are more closely
related to one another than species in the
same class.
(c) In most species, genetic mutation is the
most important source of variation from
one generation to the next.
2. List three differences between prokaryotic cells
and eukaryotic cells.
3. Why is a tree classified in a different kingdom
than a slug?
4. Explain briefly why two species classified in
the same family must also be in the same order.
5. Which two of the following have the most
similar characteristics: a horse, a cow, a wolf?
Explain your answer.
6. List four types of evidence that may be used to
help classify a species in the most appropriate
taxa.
7. Give an example of homologous structures.
8. Explain how the classification of an organism
is related to its phylogeny.
9. Tigers and zebras are both mammals with
striped fur coats. Why is this characteristic not
useful in determining the closeness of their
evolutionary relationship?
10. Describe three types of independent evidence
that can be used to establish the closeness of
relationships among species, and give an
example of each.
11. Scientific names often describe a characteristic
of the organism. What can you conclude about
the rabbits Sylvilagus aquaticus and Sylvilagus
floridanus based on their names?
12. Aristotle divided the animal kingdom into
three main groups: species living in the air, on
land, and in water. Explain how this system is
different from the one developed by Carolus
Linnaeus. Why is it less useful than Linnaeus’s
system?
13. All vertebrates share some characteristics,
including passing through similar embryonic
stages. What conclusion does this support?
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IN QU IRY
14. Based on your own knowledge, classify the
following organisms into various groups and
subgroups. Name the characteristics shared by
the members of each group. Organisms:
butterfly, chimpanzee, dog, dogfish, dolphin,
eagle, earthworm, fern, frog, human, maple
tree, moss, mosquito, shark, toad, toadstool.
15. Put these Latin names in order from most
general to most specific:
order –— Perciformes
(a)
class –— Actinopterygii
(b)
kingdom –— Animalia
(c)
phylum –— Chordata
(d)
species –— tridigitatus
(e)
family –— Dactyloscopidae
(f )
genus –— Dactyloscopus
(g)
The organism you have classified is a fish called
a sand stargazer. What is its scientific name?
16. Make a list of all of the furniture in your
classroom or a room at home. Classify it into
groups based on function. Make as many
groups as possible. Did any of your final groups
contain more than two items, or were you able
to distinguish between all objects?
17. Explain why a classification based on
phylogeny is more natural than a classification
scheme based on other characteristics such as
shape, size, function, or colour? List five
organisms and classify them based on phylogeny
and then reclassify them using some other trait
(such as size). Are the two classifications
different? Explain how they differ.
18.
A
B
Key
1A Front and hind wings similar in size and
shape, and folded parallel to the body when at
rest… damselflies
1B Hind wings wider than front wings near
base, and extend on either side of the body
when at rest… dragonflies
Use the dichotomous key above to answer the
following questions.
(a) Identify the organisms shown in the
diagrams. Explain how you came to your
decision.
(b) From the key and the diagrams above,
explain why you could conclude that
dragonflies and damselflies evolved from a
common ancestor.
COMMU N ICATIN G
19. Draw a fictional organism that can be
recognized as a member of one of the six
kingdoms. Label its features. Swap your
description with another student. Based on the
information given, can you classify your
partner’s organism into its correct kingdom?
20. Imagine that four new species of bird have
been discovered. All four birds have similar
decorative plumage on their heads. Three of
the four birds have tails that are longer than
their bodies. Two of those birds have beaks that
are sharp and hooked, while the third has a
long slender beak. Using this information, draw
a cladogram showing the probable evolutionary
relationships of these birds. Indicate on the
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MHR • Diversity of Living Things
cladogram where the shared characteristics
probably arose.
21. Study the cladogram shown here. Which
animal is most closely related to the squirrel?
Which two animals are the most dissimilar?
Which animals have limbs?
hagfish
frog
squirrel
polar bear
hair
limbs
vertebrae
giant panda
raccoon
other bears
red panda
22. Based on the phylogenetic tree diagram above,
state whether each of the following statements
is true or false. If the statement is false, explain
why.
(a) The giant panda’s closest living relative is
the red panda.
(b) Pandas, bears, and raccoons all have a
common ancestor.
(c) The most recent common ancestor of giant
pandas and bears is different from the most
recent common ancestor of red pandas and
raccoons.
23. Study the organisms shown on the right. Make
a key that would allow you to identify them.
Once your key is complete, draw a cladogram
showing an hypothesis of their evolutionary
relationships. Indicate which characteristics
you have used to build your cladogram.
M A KIN G CON N ECTION S
24. How do genetic mutations and sexual
reproduction help produce diversity among
living things? What other process leads to the
evolution of new species? How are humans
affecting these processes? Explain your answer.
25. Describe how the extinction of a particular
species might affect
(a) an ecosystem.
(b) your own life.
Think of an example where the extinction of
one species would have a greater impact on
your life than the extinction of a different
species. What conservation implications does
this have?
26. Draw a flowchart that traces the effects of a
species of fly going extinct. Include five to ten
steps in your chart. For example: The fly goes
extinct → the birds that eat the flies lose a
major source of food → those birds start eating
another species of fly …
27. Medical scientists claim that the smallpox
virus has been eradicated in the human
population. However, one sample of this virus
still exists at the Center for Disease Control in
Atlanta, Georgia. Write a short essay outlining
your feelings about this. Why might this be a
positive or a negative situation?
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