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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. • • • • • • • • • • Plantae Animalia kingdom Protista Fungi Bacteria Archaea domain virus capsid • • • • • • • • • • 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? Patterns of Life • MHR 409 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 410 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? Patterns of Life • MHR 411