Download Biology I Exam: Classification KEY

Laura Sedivy
BSC 307
Fall 2011
Classification Exam Objectives
1)
2)
3)
4)
5)
Describe the need for classification in science
Explain why scientists use scientific names rather than common names
Identify the genus and species of a scientific name
Explain what the genus and species are referring to in a scientific name
List the seven levels of classification (in order from the smallest to largest
levels)
6) Identify limitations in taxonomy
7) Explain the problem with classifying organisms based on visible and
observable appearances
8) Compare and contrast evolutionary classification with Linnaeus’s
classification of classifying based on physical appearances
9) Define phylogeny and evolutionary classification
10)Explain how convergent evolution leads to organisms that appear very
similar, but that may not share a recent common ancestor
11)Recognize how convergent evolution leads to limitations in taxonomy
12)Describe how DNA is used in determining evolutionary relationships and
how it helps classify organisms
13)Recall what a derived character is
14)Construct a cladogram
15)Explain why cladograms are useful in evolutionary classification
16)Explain why the 5 kingdom system evolved into the 6 kingdom system
17)Use distinguishing characteristics to classify organisms into the
appropriate kingdom
18)List the three domains in the system
19)Explain how the three domains differ
20)Identify which kingdoms belong to each domain using the kingdom’s
characteristics
21)Describe the relationship between kingdoms and domains
Biology I Exam: Classification KEY
Multiple Choice: For each question, choose the answer that BEST answers the
question. Circle your answer on this sheet.
1) Do Felis silvestris and Felis chaus belong to the same species?
A. No, they do not belong to the same species, but they do belong to the same
genus.
B. Yes, they both belong to the same species because they are both types of
cats.
C. No, they do not belong to the same species because these two animals
belong to different families.
D. Yes, they both belong to the same species because they belong to the same
family Felis.
Question Type: MC
Objective: Explain what the genus and species are referring to in a scientific name (4)
Cognitive Level: Comprehension
2) Which kingdom falls under the Bacteria domain?
A. Archaebacteria
B. Eubacteria
C. Protista
D. Fungi
Question Type: MC
Objective: Identify which kingdoms belong to each domain using the kingdom’s
characteristics (20)
Cognitive Level: Knowledge
3) The 5 kingdom system evolved into the 6 kingdom system because…
A. Newly found evidence on fungi led scientists to realize that fungi and plants
had major differences
B. Accumulated evidence on microorganisms led scientists to split up the
kingdom Monera into two different kingdoms
C. Accumulated evidence on protists led scientists to split up the kingdom
Protista into two different kingdoms
D. Newly found evidence on plants led scientists to realize that the kingdom
Plantae needed to be split up into two separate kingdoms
Question Type: MC
Objective: Explain why the 5 kingdom system evolved into the 6 kingdom system (16)
Cognitive Level: Knowledge
4) Derived characters are…
A. Characteristics that only the oldest members of a lineage possess
B. Characteristics that Linnaeus used to classify organisms into hierarchical
levels
C. Characteristics of organisms that show physical similarities and differences
D. Characteristics that appear in recent parts of a lineage, but not in its older
members
Question type: MC
Objective: Recall what a derived character is (13)
Cognitive Level: Knowledge
5) Which of the following is UNTRUE about evolutionary classification?
A. It is a more recent method of classifying organisms
B. It is a method of grouping organisms together according to their evolutionary
history
C. It is a method that groups organisms mainly by visible similarities and
differences
D. It uses phylogeny as a basis
Question type: MC
Objective: Define phylogeny and evolutionary classification (9)
Cognitive Level: Knowledge
Fill in the blank: Use the words in the word bank to fill in the blanks. Not all words
will be used. You may use words more than once.
Species
Limitation
arctos
Similar
Different
Class
Divergent
Convergent
Mistake
Genus
Phylum
Family
Order
Ursus
Phylogeny
6)
Convergent evolution leads to organisms that appear similar, but that may not share a
recent common ancestor, because it occurs when natural selection operates on
separate species in similar environments.
Question type: Fill in the blank
Objective: Explain how convergent evolution leads to organisms that appear very
similar, but that may not share a recent common ancestor (10)
Cognitive Level: Knowledge
7)
Organisms that appear very similar may not share a recent common ancestor which can
lead to misclassification. This can result from convergent evolution and is an example of
a limitation in taxonomy.
Question type: Fill in the blank
Objective: Identify limitations in taxonomy, Recognize how convergent evolution leads
to limitations in taxonomy (6, 11)
Cognitive Level: Knowledge
8)
In the scientific name Ursus arctos, the genus is Ursus and the species is arctos. Genus
is the larger classification level of the two and refers to a group of closely related
species. Species is the smallest classification level; it is a group of similar organisms
that can breed and produce fertile offspring.
Question type: Fill in the blank
Objective: Identify the genus and species of a scientific name; explain what the genus
and species are referring to in a scientific name (3, 4)
Cognitive Level: Knowledge
9)
The seven levels of classification from the smallest level to the largest level are as
follows: species, genus, family, order, class, phylum, and kingdom.
Question type: Fill in the blank
Objective: List the seven levels of classification (smallest to largest levels) (5)
Cognitive Level: Knowledge
Matching: Match the statements on the left (descriptions of organisms) with the
proper category (kingdom) on the right. Not all choices on the right will be used.
10) Prokaryotic, unicellular, and cell
walls without peptidoglycan F
11)Eukaryotic, some have cell walls
made of cellulose and some have
chloroplasts, unicellular or
multicellular, heterotroph or
autotroph B
12)Eukaryotic, cell walls made of
cellulose and have chloroplasts,
multicellular, autotroph D
A. Kingdom Eubacteria
B. Kingdom Protista
C. Kingdom Fungi
D. Kingdom Plantae
E. Kingdom Animalia
F. Kingdom Archaebacteria
13)Eukaryotic, no cell walls or
chloroplasts, multicellular,
heterotrophs E
14) Eukaryotic, cell walls of chitin,
most multicellular and some
unicellular, heterotrophs C
Question type: Matching
Objective: Use distinguishing characteristics to classify organisms into the appropriate
kingdom (17)
Cognitive Level: Knowledge
Short Answer: Answer each question as thoroughly as possible.
15) With the characteristics of the kingdoms and domains in mind….
a) List the 3 domains.
Domain Bacteria
Domain Archaea
Domain Eukarya
Question type: SA
Objective: List the three domains in the system (18)
Cognitive Level: Knowledge
b) How do the three domains differ from one another?
Answers will vary.
They differ by the types of organisms that they contain. Domain bacteria and
Archaea are prokaryotic whereas Domain Eukarya are eukaryotic
Domain bacteria contains the kingdom Eubacteria, contains organisms that
are prokaryotic, have cell walls with peptidoglycan, unicellular, can be
autotrophs or heterotrophs
Domain Archaea contains the kingdom Archaebacteria, contains organisms
that are prokaryotic, have cell walls without peptidoglycan, unicellular, can be
autotroph or heterotroph
Domain Eukarya contains Protista, Fungi, Plantae, and Animalia kingdoms.
They are eukaryotic organisms that are all pretty variable, both unicellular
and multicellular organisms
Question type: SA
Objective: Explain how the three domains differ (19)
Cognitive Level: Analysis (distinguishing between the domains)
c) Briefly describe how the kingdom system and the domain system are related.
Answers will vary. The domain categories are more inclusive than the kingdom
categories. The kingdoms (being smaller categories) fall under the three major domains
Question type: SA
Objective: Describe the relationship between kingdoms and domains (21)
Cognitive Level: Knowledge/Comprehension
16) Why do we classify organisms in science? Briefly describe the need for
classification in science.
Answers will vary. In general, scientists classify organisms in science to be able to study
the different organisms effectively and practically. To be able to study and learn about
life on Earth logically, scientists must be able to organize life into groups that have
biological meaning.
Question type: SA
Objective: Describe the need for classification in science (1)
Cognitive Level: Comprehension
17) You have been spending a lot of time researching the behavior of the mountain
lion. You send an email to some colleagues for some feedback on your research
of the “mountain lion” (referring to this animal always as a mountain lion). Why
would this be a problem in terms of communicating what animal you are
researching? Explain.
This would be a problem because the colleagues would be confused on what animal is
being referred to as common names are not a universal way of communicating within
the scientific community. Common names vary among languages and even regions
within a single country so scientists use scientific names to prevent confusion.
Question type: SA
Objective: Explain why scientists use scientific names rather than common names (2)
Cognitive Level: Comprehension
18) You and your team of biologists have been completing research in the
Amazonian rain forest. Yesterday, you discovered an organism that has not yet
been classified.
a) As a scientist, why may you prefer to use cladistic analysis to classify this
organism?
Answers will vary. Answer should be along the lines that scientists prefer to use cladistic
analysis because cladistic analysis identifies and considers only characteristics of
organisms that are evolutionary innovations-characteristics that arise in lineages over
time. This is the modern more comprehensive tool for classifying.
Question type: SA
Objective: Explain why cladograms are useful in evolutionary classification (15)
Cognitive Level: Comprehension
b) Explain how DNA evidence can help you classify this organism.
Answers will vary. Answer should be along the lines that similarities in DNA can be used
to determine classification and evolutionary relationships. The more similar the DNA
sequences of two species, the more recently they shared a common ancestor and the
more closely they are related. Knowing what species an unclassified species is closely
related to helps determine its classification.
Question type: SA
Objective: Describe how DNA is used in determining evolutionary relationships and how
it helps classify organisms (12)
Cognitive Level: Comprehension
c) How is evolutionary classification different than classification based on physical
appearance?
Answers will vary. Answer should include that evolutionary classification has an
evolutionary basis in that it is based on phylogeny, evolutionary relationships among
organisms. Evolutionary classification is a much more comprehensive method because it
does not rely solely on physical similarities or differences.
Question type: SA
Objective: Compare and contrast evolutionary classification with Linnaeus’s classification
of classifying based on physical appearances (8)
Cognitive Level: Analysis (comparing modern evolutionary classification with past
classification methods)
d) Using what you know about classification in general and evolutionary
classification, explain the problem with classifying organisms solely on their
physical appearance.
Classifying organisms solely based on their physical appearance is misleading. There are
many species that may look similar, but really are not closely related. This has to do
with convergent evolution and why evolutionary classification is a much more
comprehensive method for classifying.
Question type: SA
Objective: Explain the problem with classifying organisms based on visible and
observable appearances (7)
Cognitive Level: Application
Constructing a Cladogram: Use the following chart to construct a cladogram below.
Derived Character
Organism
BACKBONE
LEGS
HAIR
Earthworm
absent
absent
absent
Trout
present
absent
absent
Lizard
present
present
absent
Human
present
present
present
Question Type: Constructing cladogram
Objective: Construct a cladogram (14)
Cognitive Level: Synthesis
Chart for cladogram from:
Massengale, C. (2011). Biology Junction. [On-line]. Retrieved on October 17, 2011.
Available: http://www.biologyjunction.com/
Answer:
Human
Trout
Lizard
Earthworm
Hair
Legs
Backbone