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Unit 4 ResourcesUnit 4 ResourcesHistory of Biological Diversity

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A GLENCOE PROGRAM

BIOLOGY

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such material be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with the Glencoe Biology program. Any other reproduction, for use or sale, is prohibited without prior written permission of the publisher.

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ISBN 13: 978-0-07-874608-6ISBN 10: 0-07-874608-6

Printed in the United States of America

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Check out the following features on your Online Learning Center:

Study Tools

• Interactive Tables

• Interactive Time Line

• Animated illustrations

• National Geographic Visualizing animations

Self-Check Quizzes

Chapter Tests

Standardized Test Practice

Vocabulary PuzzleMaker

Interactive Tutor

Multilingual Science Glossary

Study to Go

Online Student Edition

ExtensionsVirtual Labs

Microscopy Links

Periodic Table Links

Career Links

Web Links

WebQuest Projects

Science Fair Ideas

Internet BioLabs

For TeachersTeacher Forum

Teaching Today, and much more!

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To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

Unit 4 History of Biological Diversity

Reproducible Student Pages

Student Lab Safety Form . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Chapter 14

The History of Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Chapter 15

Evolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Chapter 16

Primate Evolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

Chapter 17

Organizing Life’s Diversity . . . . . . . . . . . . . . . . . . . . . . . 107

Teacher Guide and Answers

Chapter 14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143

Chapter 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151

Chapter 16 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159

Chapter 17 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168

Table ofContents

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This unit-based booklet contains resource materials to help you teach this unit more effectively. You will find the following in the chapters:

Reproducible Pages

Hands-on ActivitiesLaunch Lab, MiniLab, and BioLab Worksheets: Each activity in this book is an expanded version of each lab that appears in the Student Edition of Glencoe Biology. All materi-als lists, procedures, and questions are repeated so that students can read and complete a lab in most cases without having a textbook on the lab table. All lab questions are reprinted with lines on which students can write their answers. In addition, for student safety, all appropriate safety symbols and caution statements have been reproduced on these expanded pages. Answer pages for each Launch Lab, MiniLab, and BioLab are included in the Teacher Guide and Answers section at the back of this book.

Real-World Biology: These two-page activities provide students with the opportunity to explore a technological or everyday application of biology. There are two types of Real-World Biology pages: Lab activities and Analysis activities. Each activity is directly related to a major concept in the Student Edition, and several examine principles from the physical sciences that underlie the biology content. While some activities are more hands-on, all require critical thinking and creativity. The teaching notes in the Teacher Guide and Answers section at the back of this book suggest chapters and topics with which to correlate the activities, explain the purpose of each activity, present career applications for the relevant field of science, offer materials tips and safety tips for the Lab activities, provide teaching strategies that include ideas for below-level and above-level students, and give answers to all questions on the student pages.

Extension and InterventionDiagnostic Test: Each Diagnostic Test provides an opportunity for students to predict answers to questions about the chapter content based on what they already know. The students decide on one of the possible answers given, and then explain their reason-ing. Answers to the questions and explanations for student preconceptions are given in the Teacher Guide and Answers section. These student predictions to the questions will allow you to design your lessons to meet the students’ needs.

Enrichment: Enrichment pages offer research activities to students who need additional challenges. There are three types of Enrichment activities: Diagramming, Analyze a Problem, and Group Project. Diagramming activities have students use resources to draw and label their own diagrams. Analyze a Problem activities have students research, discuss, and write about specific topics. Group Project activities have students work in groups to research topics, organize information, and make class presentations.

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Concept Mapping: The Concept Mapping worksheets reinforce and extend the graphic organizational skills introduced in the Skill Handbook in the Student Edition. Concept maps are visual representations of relationships among particular concepts. By using these worksheets, students will gain experience with six different types of concept maps: the network tree, which shows causal information, group hierarchies, and branching procedures; the flowchart, which is similar to an events chain but has more possibili-ties for events; the cycle map, which shows a series of events without a final outcome; the Venn diagram, which illustrates similarities and differences between items; the events chain, which describes the stages of a process, the steps in a linear procedure, or a sequence of events; and the cycle map, which shows how a series of events interacts to produce a set of results again and again. There is one Concept Mapping worksheet for each chapter in the Student Edition. Each worksheet is geared toward a specific section or sections in the chapter so that you can assign it at the most relevant time. An entire section or just a few key concepts from the section might be mapped. Answers to all Concept Mapping worksheets are provided in the Teacher Guide and Answers section at the back of this book.

Study Guide in English and Spanish: These pages help students understand, organize, and compare the main biology concepts in the textbook. The questions and activities also help build strong study and reading skills. There are four study guide pages for each chapter. Students will find these pages easy to follow because the section titles match those in the textbook. Italicized sentences in the study guide direct students to the related topics in the text. The Study Guide exercises employ a variety of formats including multiple-choice, matching, true/false, ordering, labeling, completion, and short answer questions. The clear, easy-to-follow exercises and the self-pacing format are geared to build your stu-dents’ confidence in understanding biology. The English pages are followed immedi-ately by the study guide pages in Spanish.

Section Quick Check: The Section Quick Check pages provide students an overview of the text using a short-answer format. Each page of questions is correlated to a section of the Student Edition, and the items are different from those in the Student Edition for broader coverage of section content. The questions utilize Bloom’s verbs and are scaf-folded according to difficulty from easiest to hardest.

Chapter Tests: The Chapter Tests are arranged in five parts with five different types of questions. These worksheets provide materials to assess your students understanding of concepts from each chapter in the unit.

• Test A (below level): Multiple Choice, Matching, Interpreting, Short Answer, and Concept Application

• Test B (on level): Multiple Choice, Matching and Completion, Interpreting, Short Answer, and Concept Application

• Test C (above level): Multiple Choice, Matching and Completion, Interpreting, Short Answer, and Concept Application

To the Teacher continued

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The Multiple Choice, Matching, and Completion questions test comprehension of the vocabulary of the chapter. The Interpreting questions ask the student to combine factual and explanatory infor-mation. Students will need to interpret data and discover relationships presented in graphs, tables, and diagrams. The Short Answer questions allow the student to express understanding of the infor-mation. Students will apply their understanding of concepts to solve problems, compare and contrast situations, make inferences or predictions, and explain their reasoning. The Concept Application questions present the student with a situation. These situations give the student the opportunity to demonstrate both reasoning and creative skills.

Student Recording Sheet: Student Recording Sheets allow students to use the Chapter Assessment and the Standardized Test Practice questions in the Student Edition as a practice for standardized tests. Student Recording Sheets give them the opportunity to use bubble answer grids and numbers grids for recording answers. Answers for the Student Recording Sheets can be found in the Teacher Wraparound Edition on Chapter Assessment and Standardized Test Practice pages.

Teacher Guide and Answers: Answers or possible answers for questions in this booklet can be found in the Teacher Guide and Answers section. Materials, teaching strate-gies, and content background, along with chapter references, are also provided where appropriate.

To the Teacher continued

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Student Lab Safety Form

1

Student Name:

Date:

Lab Title:

In order to show your teacher that you understand the safety concerns of this lab, the following questions must be answered after the teacher explains the information to you. You must have your teacher initial this form before you can proceed with the lab.

1. How would you describe what you will be doing during this lab?

2. What are the safety concerns associated with this lab (as explained by your teacher)?

•

•

•

•

•

3. What additional safety concerns or questions do you have?

Teacher Approval Initials

Date of Approval

Adapted from Gerlovich, et al. (2004). The Total Science Safety System CD, JaKel, Inc.Used with Permission.

3

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Reproducible PagesTable of Contents

Chapter 14 The History of Life Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Launch Lab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

MiniLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

BioLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Real-World Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Enrichment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Concept Mapping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Study Guide (English) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Study Guide (Spanish) . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Section Quick Check 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . 21


Chapter Test A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Chapter Test B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Chapter Test C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Student Recording Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . 33

4 The History of Life CHAPTER 14 Unit 4

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Name Date Class

CHAPTER 14

The History of LifeDiagnostic

TestBefore reading Chapter 14, predict answers to questions about the chapter content based on what you already know. Circle the letter of the correct answer, and then explain your reasoning.

1. Marcos and his friends have seen a movie that inaccurately portrays the conditions of early Earth as it existed approximately 4.5 billion years ago. Marcos enjoys learning about the history of Earth, and he explains to his friends the current ideas scientists have about what Earth looked liked approximately 4.5 billion years ago. Which would Marcos include in his explanation?

A. A thick atmosphere of toxic gases surrounded a thin layer of Earth’s crust.

B. An ocean filled with microbes and organic materials covered Earth.

C. The continents supported primitive forests and animals such as dinosaurs.

D. The planet was only molten rock with no crust or atmospheric gases.

Explain.

2. Candice and her family decide to tour the natural museum of history in their city. Candice is interested in fossils. Which is an example of a fossil Candice might see at the museum?

A. a mummified cat from ancient Egypt

B. cave drawings painted by prehistoric humans

C. dinosaur footprints in a slab of rock

D. prehistoric seeds from a dinosaur’s stomach

Explain.

3. Rashida must write an essay about how life first evolved on Earth as part of an entrance exam to participate in a summer science camp. Which are examples of the information she should include in her essay? (Select two answers.)

A. Ancestors of eukaryotic cells lived together in some association with prokaryotic cells.

B. Early Earth conditions were the same as present-day conditions

C. Earth’s life forms originated from cells brought to Earth by meteorites from space.

D. Life evolved slowly over many millions of years.

Explain.

Unit 4 CHAPTER 14 The History of Life 5

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LaunchLabFossils are all that remain of extinct organisms. Paleontologists study fossils to under-stand how organisms looked and behaved when they lived on Earth. In this lab, you will infer an organism’s characteristics based on skeletal remains.

Data and Observations

Analysis 1. Compare the two lists. Do fossils limit what paleontologists can infer about an

extinct organism? Explain.

2. Conclude Based on your observations, what general characteristics can be inferred about most animals based on fossilized remains?

Procedure 1. Read and complete the lab safety form.

2. Choose an unidentified animal from the list provided by your teacher.

3. Imagine that the animal you selected has been extinct for millions of years. Study skeletal parts, teeth, diagrams, and photos provided.

CHAPTER 14

What can skeletal remains reveal?

4. Based on skeletal remains alone, list the ani-mal’s physical and behavioral characteristics.

5. Learn the identity of your animal from your teacher. Now make a new list of characteristics.


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MiniLabHow can paleontologists establish relative age? Scientists use fossils from many locations to piece together the sequence of Earth’s rock layers. This is the process of correlation.


2. Your teacher will assign you to a group and will give your group a container with layers of mate-rial embedded with fossils.

3. Carefully remove each layer, noting any embedded materials.

Analysis 1. Describe the materials in each cross section. What patterns did you observe?

2. Explain how your analysis would be different if different layers contained the same materials. What if some of the layers didn’t overlap? Suggest a way to gather additional data that might resolve these issues.

CHAPTER 14

Correlate Rock Layers Using Fossils


4. Make a sketch of the cross section, and label each layer and any materials contained within it.

5. Collect copies of sketches from the other groups and use them to determine the sequence of all the layers the class has studied.


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BioLabBackground: In the mid-1800s, Louis Pasteur conducted an experiment that showed that living organisms come from other living organisms—not from nonliving material. Pasteur’s classic experiment, which disproved the notion of spontaneous generation, laid an essential foundation for modern biology by supporting the concept of biogen-esis. In this lab, you will carry out an experiment based on Pasteur’s work.

Question: How can the idea of spontaneous generation be disproved?

Materialsbeef brothErlenmeyer flask (2)ring stand (2)string

rubber stopper (2)bunsen burner (2)5 cm of plastic tubing30 cm of plastic tubing

CHAPTER 14

Is spontaneous generation possible?


Safety Precautions


2. Study the description of Louis Pasteur’s classic experiment that disproved spontaneous generation.

3. Design and construct a data table to record changes in color, smell, and the presence of sediments.

4. Label the flasks A and B. Flask A will be capped with a stopper holding a 5-cm piece of tubing. Flask B will be capped with a stopper holding a 30-cm piece of tubing.

5. Place 50 mL of beef broth in each flask. Cap each flask with the appropriate stopper.

6. Put each flask on a ring stand over a bunsen burner.

7. Bend the tubing on Flask B until it forms a U-shape. The bottom of the U should be near the base of the flask. Tie the end of the tubing to the ring stand to hold the U-shape.

8. Boil the broth in each flask for 30 min.

9. After the equipment and broth cool, move the apparatuses to an area of the lab where they will not be disturbed.

10. Observe the flasks over the next two weeks. Record your observations in your data table.

11. Cleanup and Disposal Dispose of beef broth according to your teacher’s instructions. Clean and return all equipment to the appropriate location.


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Analyze and Conclude 1. Describe the experimental procedure you followed. How does it compare to the

steps followed by Louis Pasteur?

2. Compare your findings to Pasteur’s findings.

3. Describe why it is important for scientists to verify one another’s data.

4. Think Critically Explain how Pasteur’s findings disprove spontaneous generation.

5. Error Analysis If your results did not match Pasteur’s results, explain a possible reason for the difference.

BioLab, Is spontaneous generation possible? continued


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Real-World Biology:Analysis

Radiometric dating techniques make use of unstable radioactive isotopes to measure the ages of objects from the geologic past. Isotopes are atoms of an element that have dif-ferent numbers of neutrons in their nuclei. The neutrons and protons in the nucleus of an atom are usually held together by strong forces. In some isotopes, however, the forces are not strong enough to hold the nucleus together, and it breaks apart, or decays. This process is called radioactivity. When an atom of an element decays, an atom of a different element is often formed. For example, an unstable uranium atom decays to form a stable lead atom. The uranium atom is called the parent, and the lead atom is called the daughter. Every radioactive isotope decays at a constant rate that is characteristic of that isotope. Suppose a rock contains atoms of radioactive uranium (U-238). The parent uranium atoms have been decaying and daughter lead atoms have been accumulating at a constant rate since the rock was formed. The time required for one-half of the nuclei in a sample to decay is called the half-life of the isotope. It takes 4.5 billion years for half the U-238 atoms in a rock to decay into lead atoms. After one half-life, the numbers of U-238 atoms and lead atoms in the rock are equal. After two half-lives, there is one U-238 atom for every three lead atoms.

Part A: Radiocarbon Dating

High-energy radiation from the Sun causes atoms of a radioactive isotope of carbon, carbon-14 (C-14), to form in the atmosphere. These atoms combine with oxygen to form radioactive carbon dioxide, which is taken in by plants and incorporated into plant tis-sue. Thus, C-14 enters the food chain and carbon cycle along with common C-12 atoms. There is little radioactive carbon in living things—about one atom of C-14 to one trillion atoms of stable C-12. When an organism dies, carbon no longer is taken into its body, and any C-14 present continues to decay, forming a nonradioactive isotope, nitro-gen-14 (N-14). Because the half-life of C-14 is rela-tively short, it can be used only to date material that is less than 100,000 years old.

CHAPTER 14

Dating the Iceman

Table 1

Amount of Parent Material (C-14) in Charcoal Sample (grams)

Amount of Daughter Material (N-14) in Charcoal Sample (grams)

Number of Years

that Have Passed

100 0 0

5730

11,460

17,190

22,920

3.125 96.875 28,650

Suppose that an ancient human once lit a camp-fire in a cave dwelling and that you analyze some charcoal from that fire. The charcoal contained 100 g of C-14 when the fire was lit. The half-life of C-14 is 5730 y.

1. Complete Table 1. Note that C-14 and N-14 have the same atomic mass.

2. On the grid below, graph the data in your table to show the relationship between the passage of time and the amount of C-14 in the charcoal sample. Time 0 is the point at which radioactive decay begins. The 28,650-year point is the pres-ent time.


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Analyze and ConcludeRespond to each question or statement.

1. Explain whether carbon-14 can be used to find the ages of rocks.

2. Evaluate Why is radiometric dating more accurate than relative dating, which uses the law of superposition?

Part B: Dating Ötzi, the Iceman

Real-World Biology: Analysis, Dating the Iceman continued

On September 19, 1991, an amazing discovery was made in the mountains between Austria and Italy. Two hikers found an ancient mummified body that was partially embedded in melting glacial ice. The Iceman, as he was called first, was later nicknamed Ötzi after the mountain range in which he died. At first, Ötzi was believed to be about 500 years old, but when scientists saw the tools that were found near the body, they realized that he was older. Radiometric analysis of Ötzi’s bones and hair and the grass in his shoes showed that their carbon-14 content was 53 percent of what it would have been before death.

Analyze and ConcludeUse Table 2 to respond to each question or statement.

1. Identify the geologic era in which Ötzi lived.

2. Calculate If a sample of wood from one of Ötzi’s tools is found to contain only one-fourth as much carbon-14 as a sample from a living tree, what is the estimated age of the wood in the tool?

3. Infer Why did scientists use carbon-14 to establish Ötzi’s age instead of using the other isotopes listed in Table 2?

Careers In Biology

Paleontology Visit biologygmh.com for information on paleontologists. What are the responsibilities of a paleontologist?

Using a mathematical equation, scientists determined that Ötzi died between 5200 and 5500 years ago at the end of the Stone Age. Analysis of Ötzi’s body and tools is still going on to determine how he died, where he lived, and what he ate.

Table 2

Isotope Half-Life

Uranium-238 4.5 billion years

Potassium-40 1.25 billion years

Carbon-14 5730 years

Radon-222 3.82 days


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Enrichment

A fossil is any evidence of preexisting life, such as footprints, burrows, tracks, trails, and fecal material. Paleontologists study fossils and the sedimentary rocks in which fossils are found to interpret the environment, habits, and morphology of ancient organisms. Paleontologists also study the changes that occur in different groups of organisms throughout geologic time to determine their evolutionary history. Fossilization is a rare process. Only a small percentage of organisms become fossils. Organisms must be buried rapidly by sediments to prevent decomposition and predation. Except for rare occurrences, only organisms with hard parts, such as teeth, bones, or shells, are fossilized. However, many sedimentary rocks contain a rich and varied fossil record.

Select Work in a small group, and select one of the fossil organisms listed in the table to research in depth. For example, one group might choose to research Phacops rana, while another group researches Tyrannosaurus rex.

Research Once you have selected a fossil organ-ism for more detailed study, use your textbook and other reference materials to research the topic. Include information about the ecology or habitat of the organism, how and when the organism became extinct, and how it is related to living organisms. Look for photographs of the fossil organism and details about how the fossils formed. Also, exam-ine possible uses of the fossils, such as in petroleum exploration and as index fossils.

Present Finally, present the information that you assembled about the fossil organism to your class. Show any photographs of fossils that you found, and explain how the fossils formed. As other groups give their presentations, make a list of questions you have regarding the information. After all the groups have completed their presentations, discuss the group’s questions.

CHAPTER 14

Group Project: The Fossil Record

Organism General Group Phylum Age Range

Anomalocaris canadensis proto-arthropod Arthropoda* Early to Late Cambrian

Archimedes bryozoan Bryozoa Mississippian

Cyathocrinites crinoid Echinodermata Middle Silurian to Lower Mississippian

Isotelus maximus trilobite Arthropoda Upper Ordovician

Phacops rana trilobite Arthropoda Devonian

Dunkleosteus terrelli placoderm Chordata Devonian

Tyrannosaurus rex dinosaur Vertebrata Late Cretaceous

Protoceratops andrewsi dinosaur Vertebrata Cretaceous

Globigerina foraminifera Sarcomastigophora Paleocene to Holocene

Idiognathodus conodont Conodonta Pennsylvanian

*classification not universally accepted


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ConceptMapping

Complete the flowchart about fossils. These terms may be used more than once: age, fossils, minerals, organisms, radioactive isotopes, radiometric dating, relative dating, rock layers, sediment.

CHAPTER 14

Fossils

1.

can form when

and

3.

6.

9.

by comparing

and ones that are the same

bones and hard parts

covers

can be dated by

have the same types of

igneous or metamorphic rock

4.

7.

using decay of

in

5.

2.

replace or fill in

8.

10.

Study Guide


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CHAPTER 14

Section 1: Fossil Evidence of Change

In your textbook, read about Earth’s early history.

For each statement below, write true or false.

1. Solid Earth formed about 4.6 billion years ago.

2. Young Earth was hotter than it is today.

3. Minerals in old rock suggest that Earth’s early atmosphere had little or no free oxygen.

4. The lightest elements in early Earth moved to the center of the planet.

5. Gases in Earth’s early atmosphere probably included water vapor, nitrogen, carbon dioxide, carbon monoxide, hydrogen sulfide, hydrogen, and ozone.

In your textbook, read about the geologic time scale.

Complete the table by checking the correct column(s) for each statement.

Statement Precambrian Paleozoic Era

Mesozoic Era

Cenozoic Era

6. Autotrophic prokaryotes enrich the atmosphere with oxygen.

7. Primates evolve and diversify.

8. It is divided into three periods: Triassic, Jurassic, and Cretaceous.

9. Many types of insects, land plants, and the first land vertebrates appear.

10. Mammals appear.

11. Dinosaurs roam the earth, and the ancestors of present-day birds evolve.

12. Reptiles appear.

13. Simple organisms, such as stromatolites, live in marine ecosystems.


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In your textbook, read about the different categories of fossils.

Complete the graphic organizer by writing a fossil type and a description in each square. Use these choices:

detailed mineral replicas footprints, burrows, fossilized feces

impression of an organism, can be filled with minerals molds and casts

mummified or frozen remains original material

petrified or permineralized replacement

trace fossils wood pores filled with minerals

18. Fossil Type:

Description:

14. Fossil Type:

Description:

17. Fossil Type:

Description:

15. Fossil Type:

Description:

Fossil Type: amber

Description: preserved organisms trapped by tree sap

16. Fossil Type:

Description:

Fossils

Study Guide, Section 1: Fossil Evidence of Change continued

Study Guide


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CHAPTER 14

Section 2: The Origin of Life

In your textbook, read about ideas on the origin of life.

Match the definition in Column A with the term in Column B. The terms may be used more than once.

Column A Column B

1. Lynn Margulis proposed this idea to explain the origin of organelles.

2. Energy from sunlight and lightning allowed the first organic molecules to form.

3. Only living organisms can produce other living organisms.

4. Life arises from nonlife.

5. Prokaryotic cells were involved in the formation of eukaryotic cells.

6. Francesco Redi performed a controlled experiment with flies and maggots to test this idea on the origin of life.

7. Stanley Miller and Harold Urey simulated early atmospheric conditions to test this idea on the origin of life.

In your textbook, read about the early ideas of origins.

Refer to the drawing of Francesco Redi’s experiment. Respond to each statement.

8. Tell what Redi observed in each flask as the meat decayed.

9. Recall what his experiment showed.

A. spontaneous generation

B. theory of biogenesis

C. endosymbiont theory

D. Oparin hypothesis


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In your textbook, read about the present-day ideas of origins.

Respond to each statement.

10. Name two places on early Earth where organic molecules could have been synthesized.

11. Tell what was produced in the experiment performed by Miller and Urey. State what the significance of this product was.

12. Recall why a framework, such as a particle of clay, is necessary for protein assembly.

In your textbook, read about the present-day ideas of origins and cellular evolution.

Use each of the terms below only once to complete the passage.

amino acids archaea clay particles coding eukaryotic

prokaryotic proteins replication RNA template

For life to exist, molecules called (13) must form. These are made of

chains of (14) . They might have first formed when amino acids stuck to

(15) to aid their bonding. Clay might also have provided a protein

molecule pattern known as a(n) (16) . Today, scientists know that the

(17) for sequences of amino acids is provided by DNA or

(18) . This allows for (19) of proteins.

Scientists hypothesize that the first cells were (20) and were similar to the

(21) that live in extreme climates today. Many scientists believe that

(22) cells evolved from these early prokaryotic cells.

In your textbook, read about cellular evolution.

Complete the table by checking the correct column(s) for each description.

Description Prokaryotes Eukaryotes

23. Lacking most organelles

24. Have no nucleus

25. Are larger cells

26. Include archaea

27. Contain organelles and complex internal membranes

Study Guide, Section 2: The Origin of Life continued

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Guía de estudio

Nombre Fecha Curso

En tu libro de texto, lee acerca de la historia de la tierra.

Para cada afirmación a continuación, escribe «verdadero» o «falso».

1. La Tierra sólida se formó alrededor de 4,600 millones de años atrás.

2. La Tierra en su etapa inicial era más caliente de lo que es hoy en día.

3. Los minerales en rocas viejas indican que la atmósfera en los inicios de la Tierra tenía poco o nada de oxígeno libre.

4. Al inicio, los elementos más livianos en la Tierra se movían hacia el centro del planeta.

5. Los gases en la atmósfera en los inicios de la Tierra probablemente tenían vapor de agua, nitrógeno, dióxido de carbono, monóxido de carbono, sulfuro de hidrógeno, hidrógeno y ozono.

En tu libro de texto, lee acerca de la escala geológica del tiempo.

Completa la tabla marcando la(s) columna(s) correcta(s) para cada afirmación.

Afirmación Período precámbrico

Era paleozoica

Era mesozoica

Era cenozoica

6. Las procariotas autotróficas enriquecen la atmósfera con oxígeno.

7. Los primates evolucionan y se diversifican.

8. Se divide en tres períodos: triásico, jurásico y cretácico.

9. Aparecen muchos tipos de insectos, plan-tas terrestres y los primeros vertebrados terrestres.

10. Aparecen los mamíferos.

11. Los dinosaurios recorren la tierra y evolucio-nan los ancestros de las aves modernas.

12. Aparecen los reptiles.

13. Los organismos simples, como los estromato-litos, viven en ecosistemas marinos.

CAPÍTULO 14

Sección 1: Evidencia fósil del cambio

Unidad 4 CAPÍTULO 14 La historia de la vida 17

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Guía de estudio, Sección 1: Evidencia fósil del cambio continuación

18. Tipo de fósil:

Descripción:

14. Tipo de fósil:

Descripción:

17. Tipo de fósil:

Descripción:

15. Tipo de fósil:

Descripción:

Tipo de fósil: ámbar

Descripción: organismos preservados atrapados por la savia de los árboles

16. Tipo de fósil:

Descripción:

Fósiles

18 La historia de la vida CAPÍTULO 14 Unidad 4

En tu libro de texto, lee acerca de las diferentes categorías de fósiles.

Completa el organizador gráfico con el tipo de fósil y la descripción en cada cuadro. Usa estas opciones:

huellas de pisadas, madrigueras, heces fosilizadas huellas fósiles

impresión de un organismo, podría estar llena con minerales material original

molduras de animales petrificado o permineralizado

poros de madera llenos con minerales reemplazo

réplicas minerales detalladas restos momificados o congelados

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En tu libro de texto, lee acerca de las ideas sobre el origen de la vida.

Relaciona la definición de la columna A con el término de la columna B. Los términos se pueden usar más de una vez.

Columna A Columna B

1. Lynn Margulis propuso esta idea para explicar el origen de los organelos.

2. La energía de la luz solar y los relámpagos permitieron que se formaran las primeras moléculas orgánicas.

3. Sólo los organismos vivientes pueden producir otros organismos vivientes.

4. La vida surge de la ausencia de vida.

5. Las células procarióticas tuvieron relación con la formación de las células eucarióticas.

6. Francesco Redi realizó un experimento controlado con moscas y gusanos para poner a prueba esta idea acerca del origen de la vida.

7. Stanley Miller y Harold Urey simularon condiciones atmosféricas del inicio de la Tierra para poner a prueba esta idea acerca del origen de la vida.

En tu libro de texto, lee acerca de las primeras ideas acerca del origen de la vida.

Consulta el dibujo del experimento de Francesco Redi. Responde a cada afirmación.

8. Indica qué observó Redi en cada frasco a medida que la carne se descomponía.

9. Recuerda qué mostró su experimento.

Unidad 4 CAPÍTULO 14 La historia de la vida 19

CAPÍTULO 14

Sección 2: El origen de la vida

A. generación espontánea

B. teoría de la biogénesis

C. teoría endosimbionte

D. hipótesis de Oparin

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Guía de estudio, Sección 2: El origen de la vida continuación

20 La historia de la vida CAPÍTULO 14 Unidad 4

En tu libro de texto, lee acerca de las ideas modernas acerca del origen de la vida.

Responde a cada afirmación.

10. Nombra dos lugares dónde las moléculas orgánicas se pudieron haber sintetizado.

11. Di que se produjo en el experimento realizado por Miller y Urey. Establece cuál es el significado de este resultado.

12. Recuerda porqué una estructura, como una partícula de barro, es necesaria para la formación de proteínas.

En tu libro de texto, lee acerca de las ideas modernas de los orígenes y de la evolución celular.

Usa cada uno de los siguientes términos sólo una vez para completar el párrafo.

ARN aminoácidos archaea codificación eucarióticas

partículas de barro plantilla procarióticas proteínas replicación

Para que la vida exista, se deben formar (13) . Éstas están formadas

por cadenas de (14) . Podían haber sido formadas cuando los

aminoácidos se pegaron a (15) . Es posible que el barro también haya

proporcionado un patrón molecular de proteína llamado (16) .

La (17) para secuencias de aminoácidos la brinda el ADN o el

(18) . Esto permite la (19) de proteínas.

Se plantea la hipótesis de que las primeras células eran (20) y eran

similares a las (21) que viven en climas extremos hoy en día. Se cree que

las células (22) evolucionaron a partir de estas células procarióticas.

En tu libro de texto, lee acerca de la evolución celular.

Completa la tabla marcando la(s) columna(s) correcta(s) para cada descripción.

Descripción Procariotas Eucariotas

23. Carecen de la mayoría de organelos.

24. No tienen núcleo.

25. Son células más grandes.

26. Incluyen las archaea.

27. Contienen organelos y membranas internas complejas.


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SectionQuick Check

After reading the section in your textbook, respond to each statement.

1. Tell why so few species are preserved as fossils.

2. Describe what paleontologists can infer from fossils.

3. Explain the law of superposition. Cite the dating method it supports.

4. Indicate the type of rock in which a paleontologist would probably find fossils: igneous, metamorphic, or sedimentary. Explain.

5. Arrange these terms in the correct order: eras, periods, geologic time scale. Explain.

6. Theorize what would happen to life on Earth if a large meteor were to hit Earth tomorrow.

CHAPTER 14

Section 1: Fossil Evidence of Change


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SectionQuick Check


1. State why most biologists consider RNA to be life’s first coding system.

2. Explain why most scientists think the first cells were similar to today’s archaea.

3. Describe the endosymbiont theory.

4. Examine how photosynthetic prokaryotic cells changed the atmosphere of early Earth.

5. Analyze how the ozone layer contributed to the development of eukaryotic cells.

6. Infer why various theories of how life first appeared have been proposed over time.

CHAPTER 14

Section 2: The Origin of Life


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CHAPTER 14

The History of Life Chapter Test APart A: Multiple ChoiceIn the space at the left, write the letter of the term or phrase that best answers each question.

1. Which is the approximate age of Earth? A. 4.5 thousand years B. 4.5 million years C. 4.5 billion years D. 4.5 trillion years

2. Which gas most likely was not part of Earth’s early atmosphere? A. carbon dioxide B. hydrogen cyanide C. nitrogen D. oxygen

3. Which describes the idea of spontaneous generation? A. genetic information passing from parents to an offspring B. life arising from nonlife C. nonliving things becoming alive D. the evolution of the first cells from organic molecules

Part B: Matching Write the letter of the correct era on the line next to its description. Answers may be used only once.

1. Earth forms and the first life forms appear. A. Cenozoic era

2. Mammals appear. B. Mesozoic era

3. Humans appear. C. Precambrian


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Chapter Test A CONTINUED

Part C: Interpreting Graphs and TablesWrite your response to each statement in the space provided.

Space Object Mass 1023 kg Diameter at Equator (km)

Earth 59.7 12,756

The Moon 0.7 3476

Mercury 3.3 4879

Venus 48.7 12,104

1. Study the data table above. Infer from the data why the Moon and Mercury do not have atmospheres, but Earth and Venus do have atmospheres. Use the term gravitational field in your answer.

2. Study the graph above. Explain what the graph is describing. Use the terms half-life and radioactive isotope in your answer.

3. Infer from the data the half-life of the carbon-14 isotope. Explain.


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Part D: Short AnswerWrite your response to each statement in the space provided.

1. Compare and contrast mold fossils, cast fossils, and amber fossils.

2. Discuss the endosymbiont theory. Use the terms chloroplast, eukaryote, mitochondria, and prokaryote in your answer.

Part E: Concept ApplicationWrite your response to each statement in the space provided.

1. Infer why scientists rarely discover fossils of ancient jellyfish.

2. Critique the Miller-Urey experiment and other similar experiments. Explain why scientists use the experiments as evidence that life arose from nonliving materials.

3. Hypothesize why the Miller-Urey experiment and other similar experiments have not proven that life could have risen from nonliving materials.


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CHAPTER 14

The History of Life

Part A: Multiple Choice In the space at the left, write the letter of the term, phrase, or sentence that best answers each question.

1. Which describes what scientists believe Earth’s appearance was like 4.5 billion years ago? A. molten rock core with a thin crust on the surface B. molten rock core with no solid land or oceans C. one landmass surrounded by a single ocean D. several continents surrounded by several oceans

2. Which explains why oxygen was absent from Earth’s early atmosphere? A. Excess heat converted atmospheric oxygen into other gases. B. Oxygen chemically combined with newly formed rocks. C. Photosynthesizing organisms such as plants had not yet appeared. D. Volcanic gases suppressed the natural production of oxygen.

3. Which is the first era of Earth’s history? A. Cenozoic era B. Mesozoic era C. Paleozoic era D. Precambrian

4. Which era of Earth’s history could be named the era of mammals? A. Cenozoic era B. Mesozoic era C. Paleozoic era D. Precambrian

5. Which is part of the endosymbiont theory? A. ancient prokaryotes engulfed eukaryotes B. chloroplasts evolved from prokaryotes C. engulfed nutrients became mitochondria D. prokaryotes evolved into eukaryotes

Part B: Matching and Completion Matching Write the letter of the correct type of fossil on the line next to its description. Answers may be used only once or not at all.

1. preserved the body parts of a mosquito

2. created an impression of an extinct trilobite

3. preserved a line formed in wet sand by a dinosaur dragging its tail

4. a tree trunk that had slowly been filled in with minerals such as calcium

Chapter Test B

A. amber fossil

B. cast fossil

C. mold fossil

D. petrified fossil

E. trace fossil


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Completion Write the correct term in the blank to complete each sentence below.

5. A scientist who travels to Argentina to explore a field of newly discovered dinosaur

bones is called a(n) .

6. A one million-year-old layer of sandstone lying on top of a 1.5 million-year-old layer

of granite is an example of the .

7. The model that expresses the major geological and biological events during Earth’s

history is called the .

8. The theory that replaced spontaneous generation as a way of explaining how living

things appear is called .



Earth 59.7 12,756

The Moon 0.7 3476

Mercury 3.3 4879

Venus 48.7 12,104

1. Study the data table above. Infer from the data which space objects have atmospheres. Explain your answer using the term gravitational field in your answer.

2. Study the graph above. Explain what the graph is illustrating.

3. Infer why a bone artifact that is thought to be 150,000 years old cannot be dated using carbon-14 dating. Use the term half-life in your answer.

Chapter Test B CONTINUED


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1. Compare and contrast the work done by paleontologists and biologists.

2. Explain Alexander Oparin’s primordial soup hypothesis.

Part E: Concept Application Write your response to each statement in the space provided.

1. Earth’s history has been marked by mass extinctions during which a large percentage of species on the planet became extinct. Hypothesize how the history of Earth’s life would have differed had these mass extinctions never occurred.

2. During medieval times, most people believed that frogs emerged from slime through the process of spontaneous generation. Design an experiment to disprove this hypothesis.

3. Critique the Miller-Urey experiment and other similar experiments. Hypothesize why the Miller-Urey experiment and other similar experiments have not proven that life could have arisen from nonliving materials.



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CHAPTER 14

The History of Life

Part A: Multiple Choice In the space at the left, write the letter of the term, phrase, or sentence that best completes each statement or answers each question.

1. Which describes what scientists believe the conditions of Earth were like 4.5 billion years ago?

A. liquid rock with no atmosphere being bombarded with radiation B. molten planet surrounded by a thick atmosphere of noxious gases C. thin-rock crust surrounding a molten core with a thin atmosphere D. volcanic landscape surrounding a molten core with no atmosphere

2. Which was the original source of atmospheric oxygen? A. autotrophs B. cooling of Earth’s crust C. formation of the oceans D. volcanoes

3. Which type of fossil will reveal the skin color of a 90 million-year-old frog? A. amber fossil B. cast fossil C. mold fossil D. petrified fossil

4. A mass extinction that included the disappearance of all dinosaur species occurred during the

A. Cenozoic era. B. Mesozoic era. C. Paleozoic era. D. Precambrian.

5. Which promoted the acceptance of spontaneous generation? A. lack of knowledge of the reproductive processes B. microscopic observations of microbes C. misleading experimental evidence D. superstitious beliefs about living things

6. Which is part of the endosymbiont theory? A. Autotrophic prokaryotes evolved into mitochondria. B. Eukaryotes engulfed photosynthesizing prokaryotes. C. Eukaryotes established symbiotic relationships. D. Heterotrophic prokaryotes engulfed autotrophs.

Chapter Test C


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Part B: CompletionWrite the correct term in the blank to complete each sentence below.

1. Preserved evidence of an organism is called a(n) .

2. A scientist who tries to describe a Mesozoic ecosystem is called a(n) .

3. The use of radioactive potassium-40 to date a granite rock fragment is called

.

4. Eras are divided into lengths of time called .

5. The theory that the continents are drifting on large plates across Earth’s surface

is called .

6. The scientist who provided evidence against microbial spontaneous generation

was .



Earth 59.7 12,756

The Moon 0.7 3476

Mercury 3.3 4879

Venus 48.7 12,104

1. Infer Scientists are considering ways to create a biosphere on Mars. This process is called terraforming. The first step in terraforming Mars is creating an atmosphere, but scientists estimate a Martian atmosphere would last only about ten million years. Using the data in the table above, infer why scientists believe they can create a temporary atmosphere on Mars.

2. Infer why a bone artifact that is thought to be 150,000 years old cannot be dated using carbon-14 dating.

Chapter Test C CONTINUED


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3. Critique the data in the graph. Consider the basic assumptions that scientists must make to calculate the approximate age of a bone artifact that is 38,000 years old.

Part D: Short Answer Write your response to each statement in the space provided.

1. Contrast the major forms of life that appeared during the four eras of Earth’s history.

2. Contrast the ideas of spontaneous generation and biogenesis.

3. Explain the relationship between the appearance of prokaryotic autotrophs and the present-day protection of all living things from harmful solar radiation.


1. Scientists use fossils to piece together the evolutionary history of Earth’s organisms, but many transition fossils between two groups of organisms have not been found. These transition fossils are commonly referred to as missing links. Infer why scientists have found so few transition fossils.

2. Formulate an analogy between the Law of Superposition and a landfill. Infer how you could determine the exact age of landfill layers.


Student Recording Sheet


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CHAPTER 14

Assessment

Section 14.1Vocabulary Review

Write the vocabulary term that best describes each phrase.

1. 2. 3.

Understand Key Concepts

Select the best answer from the choices given, and fill in the corresponding circle.

4. 6. 8. 10.

5. 7. 9.

Constructed Response

11.

12.

13. Record your answer for question 13 on a separate sheet of paper.

Think Critically

14.

15.

16.


Replace the underlined words with the correct vocabulary terms.

17. 18.



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CHAPTER 14

AssessmentUnderstand Key Concepts


19. 21. 23.

20. 22. 24.


25.

26.

27.

Think Critically

28.

29.

30.

31.



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CHAPTER 14

Assessment 32. Careers in Biology

33.

Additional Assessment

34. Writing in Biology Record your answer for question 34 on a separate sheet of paper.

Document-Based Questions

35.

36.

37.

Cumulative Review

38.

39.

40.



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CHAPTER 14

Assessment

Standardized Test Practice Multiple Choice


1. 3. 5. 7.

2. 4. 6.

Short Answer

Answer each question with complete sentences.

8.

9.

10.

11.

12.


14.

15.

Extended Response


16.

17.

Essay Question


37

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Chapter 15 EvolutionDiagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Launch Lab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

MiniLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

BioLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41


Enrichment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Concept Mapping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46






Chapter Test A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

Chapter Test B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Chapter Test C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

Student Recording Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . 67

38 Evolution CHAPTER 15 Unit 4

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CHAPTER 15

EvolutionDiagnostic


1. Murimi must watch a documentary about the life and work of Charles Darwin as part of an assignment for her science class. Murimi takes notes during the movie to help her remember basic facts about Darwin. Which would be in her notes?

A. Aboard the HMS Beagle, Darwin observed the changing behaviors of finches.

B. Aboard the HMS Beagle, Darwin wrote his book On the Origin of Species.

C. Darwin proposed natural selection as the mechanism for species change.

D. Darwin provided evidence for the popular belief that species evolve.

Explain.

2. Christina and her friends are discussing the theory of evolution. One friend states that there is no evidence to support the theory of evolution. Which line of evidence could Christina offer to contradict her friend’s statement?

A. All animal structures have evolved to perform a specific function.

B. Fossil evidence demonstrates the major changes of most species.

C. Humans have bred dozens of dog varieties from ancestral wolves.

D. Vertebrate embryos share common ancestral features such as tails.

Explain.

3. Six different species of a small bird called a chickadee live in North America. Each species lives in a different region of the continent, but all the species have similar physical features. Explain the evolutionary relationship between these bird species.

Unit 4 CHAPTER 15 Evolution 39

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LaunchLabPredators can cause changes in populations by choosing certain organisms as prey. In this lab, you will look at how prey populations might respond to a predator.

Analysis 1. Compare the number of times you chose Square 1 in the group with two red squares

versus the group with eight red squares.

2. Infer A predator prefers red squares. In which group is Square 1 less likely to be eaten? Explain.


2. Work in groups of two to cut ten 3-cm-by-3-cm squares out of a piece of black paper and a piece of red paper.

3. Make two groups of ten squares: one with two red squares and the other with eight red squares.

CHAPTER 15

How does selection work?

4. Number the squares in each group making sure that Square 1 is always red.

5. Place squares numbered side down, then choose a red square and record its number.

6. Repeat step 5 ten times.



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MiniLabWhy do some species mimic the features of other species? Mimicry is the process of natural selection shaping one species of organism to look similar to another species. Natural selection has shaped the toxic monarch butterfly and toxic viceroy butterflies to appear similar. Investigate the mimicry displayed by these two species during this lab.


2. Create a data table for recording your observa-tions and measurements of the monarch and viceroy butterflies.

3. Observe the physical characteristics of both but-terfly species and record your observations in your data table.

Analysis 1. Compare and contrast the physical characteristics of the two butterfly species.

2. Hypothesize why the viceroy and monarch butterflies have bright colors that are highly visible.

CHAPTER 15

Investigate Mimicry



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BioLabBackground: Natural selection is the mechanism Darwin proposed to explain evolu-tion. Through natural selection, traits that allow individuals to have the most offspring in a given environment tend to increase in the population over time.

Question: How can natural selection be modeled in a laboratory setting?

Materialssmall, medium, and large beadsforcepsshort-nosed pliers

Safety Precautions


2. Divide into groups of three. One student will use forceps to represent one adult member of a predator population, one will use pliers to represent another adult member of the predator population, and the third will keep time and score.

3. Mix prey items (beads) on a table or tray.

4. In 20 s, try to pick up all possible beads using forceps or pliers.

5. After the 20 s, assign three points for each large bead, two points for each medium bead, and one point for each small bead.

6. Add up the points and use the following rules: survival requires 18 points, and the ability to produce a new offspring requires an additional 10 points.

7. Determine the number of survivors and the number of offspring. Record your observations in a data table.

8. Repeat the procedure 10 times and combine your data with the other groups.

CHAPTER 15

Can scientists model natural selection?



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Analyze and Conclude 1. Calculate Combining all of the trials of all groups, determine the percentage of

forceps and pliers that survived.

2. Evaluate Using data from the entire class, determine the total number of offspring produced by the forceps adult and the plier adult.

3. Summarize The original population was divided evenly between the forceps adult and the plier adult. If all of the adults left, what would be the new population ratio? Use the results from the entire class.

4. Infer Given the survival and reproduction data, predict what will happen to the two organisms in the study. Which adult—the forceps or the pliers—is better adapted to produce more offspring?

5. Conclude Using the principles of natural selection, how is this population changing?

BioLab, Can scientists model natural selection? continued

Real-World Biology:Lab


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Natural selection is based on the principle of survival of the fittest. Fitness is how well an organism with certain characteristics can survive and reproduce in a given environ-ment. However, those characteristics might put the organism at a disadvantage if the environment changes. In this activity, you will model how the survival rates of lizards with different charac-teristics change when the environment in which they live changes. Suppose a lizard popu-lation lives on a black-and-white granite rock outcropping. There are two colors of lizards in the population: brown lizards and speckled black-and-white lizards. All the lizards eat insects, and owls that live in the environment are predators of the lizards. Using a model, you will first determine the survival rates of the two colors of lizards in the environment. Next, suppose there is a flood in the region, and a deep layer of brown mud is deposited on the granite rock. The mud dries, completely covering the rock. You will use the same model to determine the survival rate of the lizards in the changed environment.


2. Work with a partner. One partner will be the owl predator. The prey will be two colors of lizards, as represented by two colors of paper circles: plain brown and speckled black and white. The other partner will be the researcher and will time the predator with a stopwatch, then record the data. Lay a sheet of newspaper want ads on a desktop to represent the black-and-white rock environment.

3. With the predator’s back turned, the researcher randomly spreads the 100 circles—50 butcher-paper circles and 50 newspaper want-ad circles—from the envelope on the newspaper environment. Be sure the circles are not piled up. The predator then turns around and picks up as many circles as possible in 15 s. The number of each color of lizard should be recorded in Table 1 as Trial 1.

4. Replace the circles that were picked up and rearrange all circles on the newspaper. Repeat step 3 two more times for Trials 2 and 3. Do not change predator and researcher roles with your partner.

5. Replace the sheet of newspaper with a sheet of brown butcher paper, which represents the mud-covered rock environment. Repeat step 3 three times for Trials 1–3. Do not change predator and researcher roles.

6. Complete Table 1. Use your group’s data to calculate the average number of each color of lizard picked up from the two types of envi-ronments. Then pool the averages from all the groups and calculate class averages. Use the class averages to calculate the percentage of lizards of each color that died and that survived in each environment.

CHAPTER 15

Modeling Natural Selection

Table 1

Black-and-White Rock (Newspaper)

Brown Mud (Butcher Paper)

Speckled Lizards

Picked Up

Brown Lizards

Picked Up

Speckled Lizards

Picked Up

Brown Lizards

Picked Up

Trial 1

Trial 2

Trial 3

Group Average

Class Average

Percent Died

Percent Survived


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Analyze and ConcludeRespond to each question and statement.

1. Explain Did the percentage of speckled lizards that survived change with the altererd (brown) environment? Explain.

2. Explain Did the percentage of brown lizards that survived change with the altered (brown) environment? Explain.

3. Generalize Based on your observations in this activity, how might an organism’s environment affect its fitness?

4. Speculate Suppose the allele for speckled lizard skin color is B, and the allele for brown lizard skin color is b. Explain why brown lizards are not likely to disappear completely from the population living on the black-and-white rock. Assume speckled lizards and brown lizards mate randomly.

5. Predict Suppose after many years, the mud layer erodes and the underlying black-and white rock is exposed. What would you expect to happen to the lizard population over time?

6. Explain Why was it important that you and your partner not change roles between trials?

Real-World Biology: Lab, Modeling Natural Selection continued

Careers In Biology

Wildlife Management Visit biologygmh.com for information on wildlife managers. What are the responsibilities of a wildlife manager?


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Enrichment

At the age of 22, Charles Darwin began a voyage of scientific discovery that became one of the most famous voyages of all time. His ship, the HMS Beagle, left Great Britain in 1832 for a naval surveying mission that would last almost five years. Darwin was the naturalist on the voyage. He studied and collected samples of rocks, fossils, plants, and animals at many locations along the coast of South America and various islands in the Atlantic, Indian, and Pacific Oceans. Darwin’s most famous collecting location was on the Galápagos Islands, 900 km off the western coast of South America. On the islands, he studied plants, rocks, and animals. In particular, the many species of finches were of interest to him. Darwin theorized that these birds were descended from one ancestral bird from the South American mainland. There are currently 14 species of Darwin’s finches recognized, 13 on the Galápagos Islands and one on Cocos Island. These small birds provide an excellent example of adaptive radiation, or divergent evolution.

Select You will write an article about Darwin’s finches. The table to the right lists the 14 different species of Darwin’s finches currently recognized. Use the table to select one of the species from each of the groups of finches—ground finches and tree finches—to research.

Research Once you have chosen a species from each of the two groups, find as much detail as possible on the beak morphology and habitat of the species. Questions to con-sider while researching your finches include: What types of food do the birds eat? On which islands are the birds found? How do the finches illustrate adaptive radiation? How and why did the differences in the finch species arise?

Discuss Use your textbook and other refer-ence materials to find information. Discuss your topic and possible answers to your ques-tions with your teacher and classmates.

Write Finally, based on your research and class discussion, write an article about the finches you selected. Provide answers for any questions you researched and discussed. Be sure to properly cite the sources you used to write your article.

CHAPTER 15

Analyze a Problem: Darwin’s Finches

Common Name Species Name[Alternative Name]

Gro

un

d fi

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es

small ground finch Geospiza fuliginosa

medium ground finch Geospiza fortis

large ground finch Geospiza magnirostris

sharp-beaked finch Geospiza difficilis

cactus ground finch Geospiza scandens

large cactus ground finch

Geospiza conirostris

Tre

e fi

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es

small tree finch Camarhynchus parvulus

medium tree finch Camarhynchus pauper

large tree finch Camarhynchus psittacula

woodpecker finchCactospiza pallidus[Camarhynchus pallidus]

mangrove finchCactospiza heliobates[Camarhynchus heliobates]

vegetarian finchPlatyspiza crassirostris[Camarhynchus crassirostris]

warbler finch Certhidea olivacea

Cocos Island finch Pinaroloxias inornata


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ConceptMapping

Complete the flowchart about patterns of evolution. These terms may be used more than once: adaptive radiation, change in response to each other, convergent evolution, divergent evolution, Galápagos finches, many similar but distinct species, more similar to unrelated species, species with symbiotic relationships, unrelated species with similar characteristics.

CHAPTER 15

Patterns of Evolution

can undergo change by

1.

Species that encounter new environments

which occurs when species become

and leads to

5.

different from their ancestors

such as

8.

maras and rabbitsflowering plants and

their pollinators

and leads to

6.

such as

and leads to

7.

such as

2.

which occurs when species become which occurs when two species

coevolution

3. 4.

Study Guide


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CHAPTER 15

Section 1: Darwin’s Theory of Natural Selection

In your textbook, read about developing the theory of natural selection.


1. Charles Darwin served as naturalist on the HMS Beagle.

2. The environments that Darwin studied exhibited little biological diversity.

3. While in the Galápagos Islands, Darwin noticed slight differences in the animals from one island to the next.

4. Darwin discovered that the Galápagos mockingbirds were different species.

5. Darwin named the process by which evolution proceeds artificial selection.

Match the point from Darwin’s theory of evolution to the appropriate diagram.

A. There is a struggle to survive. C. There is variation among offspring.

B. Living things overproduce. D. Natural selection is always taking place.

6. 8.

7. 9.


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Study Guide

In your textbook, read about the fossil record.

Match the description in Column A with the term in Column B.

Column A Column B

1. show that the species present on Earth have changed over time A. glyptodont

2. thought to be the ancestor of birds B. ancestral traits

3. are newly evolved features such as feathers C. fossils

4. are traits shared by species with a common ancestor D. derived traits

5. thought to be the ancestor of armadillos E. dinosaur

In your textbook, read about comparative anatomy and comparative biochemistry.


Description Homologous Structure

Analogous Structure

Vestigial Structure

Comparative Biochemistry

6. Modified structure seen among different groups of descendants

7. Eyes in a blind fish

8. DNA and RNA comparisons that might indicate evolutionary relationships

9. Bird wings and butterfly wings that have the same function but different structures

10. A body structure that is no longer used for its original function but that might have been used in an ancestor

CHAPTER 15

Section 2: Evidence of Evolution


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In your textbook, read about geographic distribution and types of adaptation.

If the statement is true, write true. If the statement is false, replace the italicized term or phrase to make it true.

11. Evolutionary theory predicts that species respond to similar environments in similar ways.

12. Geographic distribution is the study of the distribution of plants and animals on Earth.

13. Similar environments can lead to the evolution of similar animals, even if they are not close relatives.

14. Traits that enable individuals to survive or reproduce better than individuals without those traits are called reproduction.

15. Mimicry involves a harmless species that has evolved to closely resemble a beneficial one.

16. The type of morphological adaptation shown in the picture above is camouflage.

17. Mimicry and camouflage are morphological adaptations that increase a species’ fitness.

18. Antibiotic resistance is a form of adaptation that causes some diseases to come back in more harmful forms.

Study Guide, Section 2: Evidence of Evolution continued


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Study Guide

In your textbook, read about the mechanisms of evolution, speciation, and patterns of evolution.

Write the term or phrase that best completes each statement. Use these choices:

adaptive radiation allopatric speciation directional selection disruptive selection

founder effect genetic drift gradualism sexual selection

stabilizing selection sympatric speciation

1. is a change in allelic frequencies in a population that is due to chance.

2. removes individuals with average trait values, creating two

populations with extreme traits.

3. The most common form of selection, , removes organisms with

extreme expressions of a trait.

4. When a small sample of the main population settles in a location separated from the main population,

the can occur.

5. In , a species evolves into a new species without any barriers that

separate the populations.

6. will shift populations toward a beneficial but extreme trait value.

7. In , a population is divided by a barrier, each population evolves

separately, and eventually the two populations cannot successfully interbreed.

8. is a change in the size or frequency of a trait based on competition

for mates.

9. One species will sometimes diversify in a relatively short time into a number of different species in a

pattern called .

10. The idea that evolution occurred in small steps over millions of years in a speciation model is currently

known as .

Refer to the figure. Respond to each statement.

11. Specify which moth would survive if pollution increases.

12. State the name of the phenomenon illustrated.

CHAPTER 15

Section 3: Shaping Evolutionary Theory

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Guía de estudio

Nombre Fecha Curso

En tu libro de texto, lee acerca del desarrollo de la teoría de la selección natural.


1 Charles Darwin trabajó como naturalista en el HMS Beagle.

2. Los ambientes que Darwin estudió presentaban poca diversidad biológica.

3 Mientras estaba en las Islas Galápagos, Darwin observó pequeñas diferencias entre los animales de una y otra isla.

4. Darwin descubrió que los sinsontes de los Galápagos eran especies diferentes.

5. Darwin dio el nombre de selección artificial al proceso por medio del cual la evolución continúa.

Relaciona el enunciado de la teoría de Darwin sobre la evolución con el dibujo adecuado.

A. Hay una lucha por sobrevivir. C. Existe variación entre las crías.

B. Las cosas vivientes se sobreproducen. D. La selección natural siempre está ocurriendo.

6. 8.

7. 9.

CAPÍTULO 15

Sección 1: La teoría de la selección natural de Darwin

Unidad 4 CAPÍTULO 15 La evolución 51

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52 La evolución CAPÍTULO 15 Unidad 4

En tu libro de texto, lee acerca de los registros fósiles.

Relaciona la definición de la columna A con el término de la columna B.

Columna A Columna B

1. Muestran que las especies presentes en la tierra han cambiado a través del tiempo.

2. Se pensaba que era el ancestro de los pájaros.

3. Son características recientemente evolucionadas como las plumas.

4. Son rasgos compartidos por las especies con un ancestro común.

5. Se pensaba que era el ancestro de los armadillos.

En tu libro de texto, lee acerca de la anatomía comparativa y la bioquímica comparativa.


Descripción Estructura homóloga

Estructura análoga

Estructura vestigial

Bioquímica comparativa

6. Estructura modificada observada entre diferentes grupos de descendientes

7. Los ojos en un pez ciego

8. Las comparaciones de ADN y ARN que podrían indicar relaciones evolutivas

9. Las alas de los pájaros y de las mariposas que tienen la misma función pero diferentes estructuras

10. Una estructura corporal que ya no se usa para la función original pero que un ancestro pudo haber utilizado

CAPÍTULO 15

Sección 2: La evidencia de la evolución

A. gliptodonte

B. rasgos ancestrales

C. fósiles

D. rasgos derivados

E. dinosaurio

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En tu libro de texto, lee acerca de la distribución geográfica y los tipos de adaptación.

Si la afirmación es verdadera, escribe «verdadero». Si la afirmación es falsa, substituye el término o la frase en cursiva para volverla verdadera.

11. La teoría de la evolución predice que las especies responden a ambientes similares de maneras similares.

12. La distribución geográfica es el estudio de la distribución de las plantas y los animales en la Tierra.

13. Los ambientes similares pueden conducir a la evolución de animales similares, incluso si no son parientes cercanos.

14. Los rasgos que permiten a los individuos sobrevivir o reproducirse mejor que los individuos sin esos rasgos se llaman reproducción.

15. La mímica implica a una especie inofensiva que ha evolucionado para parecerse bastante a una especie benéfica.

16. El tipo de adaptación morfológica que se muestra en el dibujo anterior se llama camuflaje.

17. La mímica y el camuflaje son adaptaciones morfológicas que aumentan la adaptabilidad de una especie.

18. La resistencia antibiótica es una forma de adaptación que causa que ciertas enfermedades regresen en formas más peligrosas.

Unidad 4 CAPÍTULO 15 La evolución 53

Guía de estudio, Sección 2: La evidencia de la evolución continuación

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54 La evolución CAPÍTULO 15 Unidad 4

En tu libro de texto, lee acerca de los mecanismos de la evolución, la especiación y los patrones de la evolución.

Escribe el término o la frase que mejor complete cada afirmación. Usa estas opciones:

deriva genética efecto fundador especiación alopátrica especiación simpátrica

gradualismo radiación adaptiva selección direccional selección disruptiva

selección estabilizadora selección sexual

1. La es un cambio por casualidad en las frecuencias alélicas en

una población.

2. La retira a los individuos con valores de rasgos promedio para dar

lugar a dos poblaciones con rasgos extremos.

3. La forma más común de selección, la , retira organismos con

expresiones extremas de un rasgo.

4. Cuando una muestra pequeña de la población principal se asienta en un lugar distante

de la población principal, puede ocurrir un .

5. En la , una especie evoluciona hasta convertirse en

una nueva especie sin ninguna barrera que separe las poblaciones.

6. La dirigirá las poblaciones hacia un valor de rasgo

benéfico pero extremado.

7. En la , una población se divide por una barrera, cada población

evoluciona de forma separada, y finalmente las dos poblaciones no pueden entrecruzarse exitosamente.

8. La es un cambio en el tamaño o la frecuencia de un

rasgo con base en la competencia por apareamiento.

9. Una especie algunas veces se diversificará en un periodo de tiempo relativamente corto para resultar en

un número de especies diferentes como parte de un patrón llamado .

10. La idea de que la evolución ocurrió en pasos pequeños a través de millones de años en

un modelo de especiación se conoce actualmente como .

Consulta el dibujo. Responde a cada afirmación.

11. Especifica qué mariposa sobreviviría si aumentara la polución.

12. Indica el nombre del fenómeno ilustrado.

CAPÍTULO 15

Sección 3: Formación de la teoría de la evolución


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SectionQuick Check


1. List the four basic principles of Darwin’s theory of natural selection.

2. Recall how Alfred Russel Wallace’s theory compared to Darwin’s theory of evolution by natural selection.

3. Summarize Darwin’s ideas about evolution in one or two sentences.

4. Compare and contrast artificial and natural selection.

5. Show how artificial selection could be used to develop a new breed of wheat with higher fiber content.

CHAPTER 15

Section 1: Darwin’s Theory of Natural Selection


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SectionQuick Check


1. Define adaptation as it relates to evolution.

2. Explain why a once-functional structure might become a vestigial structure.

3. Differentiate between homologous structures and analogous structures.

4. Classify the color patterns of the harmless California kingsnake, which resemble those of the poisonous western coral snake, as mimicry or camouflage. Explain.

5. Predict whether antelope and squirrels or squirrels and rabbits will have more similar DNA. Explain.

CHAPTER 15

Section 2: Evidence of Evolution


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SectionQuick Check


1. State the effect of genetic bottlenecks.

2. Define punctuated equilibrium.

3. Describe how scientists determine when evolution will not occur, according to the Hardy-Weinberg principle.

4. Compute A population of 100 flowering plants contains 60 plants that are homozygous for orange flowers (OO), 30 plants that are heterozygous for orange flowers (Oo), and 10 plants that are homozygous for white flowers (oo). Determine the frequency of the O allele and the frequency of the o allele in this population. Show your work.

5. Evaluate whether or not sexual selection will always contribute toward survival of a species.

CHAPTER 15

Section 3: Shaping Evolutionary Theory


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CHAPTER 15

Evolution Chapter Test APart A: Multiple ChoiceIn the space at the left, write the letter of the phrase or sentence that best answers each question.

1. Which did Charles Darwin personally observe while visiting the different Galápagos Islands? A. finches of the same species B. fossils of closely related mollusks C. mockingbirds with different traits D. tortoises with varying shell sizes

2. Which is true because of comparative embryology? A. A frog embryo resembles an adult frog. B. Male and female eagle embryos have wings. C. The embryos of all animals appear different. D. Turtle and human embryos have a tail.

3. Which is an example of an adaptation? A. All African cheetahs have a similar DNA and genetic make up. B. Both a human and a gorilla have opposable thumbs for grasping objects. C. Polar bear fur is better camouflage on ice flows than brown bear fur. D. Sparrow and finch wings allow for quick bursts of speed during flight.

Part B: MatchingMatching Set 1 Place a check in the correct box to identify the type of structure each statement describes.

Statement Analogous Structure

Homologous Structure

Vestigial Structure

1. Scientists believe human arms and whale flippers were inherited from a common ancestor.

2. The tailbone of a human is a structure that serves no practical purpose.

3. Hawk wings and grasshopper wings allow for sustained flight, but these structures evolved separately.

4. Humans can have their appendixes removed with few, if any harmful effects.

Matching Set 2 Write the letter of the correct evolutionary mechanism on the line next to its description. Answers may be used only once.

5. constant allele frequencies in a population

6. reduction in number of alleles, resulting in a population that is genetically similar

7. a small, separated population with a unique genetic make up

A. bottleneck

B. founder effect

C. genetic equilibrium


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Part C: Interpreting GraphsWrite your response to each statement in the space provided.

1. Study Figure 1. Identify the type of natural selection illustrated by the graph. Explain.

2. Study Figure 2. Identify the type of natural selection illustrated by the graph. Explain.


1. Summarize the four basic principles of natural selection.

2. Define evolution.

Figure 2

Figure 1


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3. The bull fur seal and the emperor penguin both have streamlined, fishlike bodies and a layer of insulation underneath the skin. Both animals use webbed forelimbs to swim in an aquatic environment. Analyze the traits of the bull fur seal and emperor penguin and explain why these animals are an example of convergent evolution.


1. All varieties of the common aquarium fish known as guppies can breed with each other, but these fish display a wide variation of sizes, tail colors, and tail shapes. Explain how Darwin would have explained the many different variations of guppies. Include the term artificial selection in your discussion.

2. A syrphid fly is a type of fly with yellow and black bands on its body that resembles the markings of the yellow jacket wasp. Yellow jackets produce a painful sting, but syrphid flies have no sting. Identify the type of adaptation the syrphid fly has evolved. Provide reasons for your identification. Infer how the syrphid fly benefits from this adaptation.


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CHAPTER 15

Evolution Chapter Test BPart A: Multiple ChoiceIn the space at the left, write the letter of the term, phrase, or sentence that best completes each statement or answers each question.

1. After returning from his voyage on the HMS Beagle, which did Darwin assume? A. Fossil evidence shows that species have changed over millions of years. B. Galapagos tortoises had reached a genetic equilibrium on the islands. C. South American finches changed after coming to the Galápagos Islands. D. Tropical mockingbirds of the same species had different traits.

2. Which is the definition of evolution? A. genetic differences in a species B. parents passing traits to offspring C. the appearance of new life forms D. the change of species over time

3. Which is an example of camouflage? A. A group of macaws isolated on an island have uniquely shaped beaks. B. The leafy sea dragon looks more like a plant than an animal. C. The thick feathers of the great horned owl make it a nearly silent flier. D. The viceroy butterfly’s colors match the monarch butterfly’s colors.

4. African cheetahs, which suffered a dramatic drop in population, rebounded in number to create a population of unusually similar genetic animals. This is called

A. a bottleneck. B. genetic equilibrium. C. speciation. D. the founder effect.

Part B: Matching and CompletionMatching Place a check in the correct box to identify the type of structure each statement describes.

Statement Analogous Structure

Homologous Structure

Vestigial Structure

1. Scientists believe human arms and whale flippers were inherited from a common ancestor.

2. The tailbone of a human is a structure that serves no practical purpose.

3. Hawk wings and grasshopper wings allow for sustained flight, but these structures evolved separately.

4. Humans can have their appendixes removed with few, if any harmful effects.


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5. Darwin referred to the selective breeding of domesticated animals as .

6. The evolution of an elongated beak by most woodpecker species is called

a(n) .

7. Comparing the three white-furred offspring of one polar bear mother to the one white-furred

offspring of a second polar bear mother is called .

8. Peacocks developing large tails, as a result of large-tailed males being selected more frequently

by females, is called .


1. Study Figure 1. Identify the type of natural selection illustrated by the graph. Hypothesize why this type of selection is occurring in the snail population.

2. Study Figure 2. Hypothesize why this type of selection is occurring in the squirrel population.


1. Apply the four basic principles of natural selection to explain why dark-colored peppered moths replaced light-colored moths during England’s initial years of industrialization.


Figure 1

Figure 2


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2. Infer the evolutionary significance of the presence of a tail in both a chimpanzee embryo and trout embryo.

3. The bull fur seal and the emperor penguin both have streamlined, fishlike bodies and a layer of insulation underneath the skin. Both animals use webbed forelimbs to swim in an aquatic environment. Identify the evolutionary principle that applies to the evolution of these two animals. Explain.


1. Yellow jackets are wasps with yellow and black stripes that produce a painful sting. The evolutionary adaptation of the syrphid fly is to mimic the yellow jacket. Infer the physical appearance of the syrphid fly and the advantage of its adaptation in its environment.

2. A small population of 250 Saint Lucian parrots lives in the small rain forests of the Caribbean island of Saint Lucia. The parrots never leave the island, and parrots from neighboring islands do not come to Saint Lucia. The parrots live in three rain forest areas, but parrots from all the regions freely mate with parrots from other regions. The appearance and characteristics of the parrots have remained the same for generations without variation. Analyze the description of Saint Lucian parrots and identify the conditions and violations of the Hardy-Weinberg principle that apply to the parrot population.



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CHAPTER 15

Evolution Chapter Test CPart A: Multiple ChoiceIn the space at the left, write the letter of the term, phrase, or sentence that best completes each statement or answers each question.

1. Which was the first conclusion Darwin made soon after returning from the Galápagos Islands?

A. Natural selection was the evolutionary mechanism for species change. B. New species of finches could emerge through small ancestral changes. C. Variety among Galápagos birds resulted from evolutionary changes. D. Wild finch diversity explained the breeding of domesticated animals.

2. Which bird trait is an example of a derived trait? A. claw B. feather C. tail D. wing

3. Which explains why cytochrome c provides a broad-ranged comparison of evolutionary relationships?

A. Amino acids prevent significant molecule change in the enzyme. B. ATP molecules steadily change cytochrome c structure over time. C. The compound evolves during times of accelerated evolution. D. The molecule experienced little change over long periods of history.

4. If a hypothetical colony of 100 humans isolated themselves on an island, their genetic make up after several generations would be determined by

A. a bottleneck. B. genetic drift. C. sexual selection. D. the founder effect.

5. The evolution of a second jaw in the cichlid fish is called A. adaptive radiation. B. allopatric speciation. C. coevolution. D. gradualism.


1. Darwin would have called the breeding of larger tomato plants by farmers

.

2. The speciation of five modern tiger species from one ancestral species is called

.


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Figure 1

Figure 2


3. Studying the structures of organisms during early stages of development is called

.

4. An organism feature that is not an adaptation is called a(n) .

5. The DNA similarities within a population of wild animals that appears as though they have been

inbred is called a(n) .

6. The theory of punctuated equilibrium seeks to replace the speciation model known as

.


1. Study Figure 1. Identify the type of natural selection illustrated by the graph. Hypothesize environmental conditions that could lead to a shift in the coloration of the snail population.

2. Study Figure 2. Hypothesize why the natural selection of the squirrel population would change from disruptive selection to directional selection.


1. Compare and contrast the adaptations of mimicry and camouflage.


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2. Contrast the three basic types of organism structures. Provide an example for each structure.

3. A population of animals has a dominant allele for dark-colored fur and a recessive allele for light-colored fur. Sixty percent of the animals are homozygous dominant, 25 percent are heterozygous dominant, and 15 percent are homozygous recessive. Calculate the equilibrium frequencies for each segment of the population.


1. Currently, scientists believe polar bears evolved from brown bears between 100,000 and 250,000 years ago because glaciers isolated a population of brown bears. Apply the four basic principles of natural selection to explain how polar bears evolved from this brown bear population.

2. Human eye color varies from nearly black to light blue. Dark eye color evolved to protect the eye from intense tropical sunlight, but present-day humans do not gain a survival advantage from eye color. Discuss the eye color of present-day humans from an evolutionary perspective.

3. The black-capped chickadee and the Carolina chickadee are two North American bird species that appear nearly identical. The black-capped chickadee remains north of an imaginary line that bisects the United States, and the Carolina chickadee stays to the south of the line. Infer the type of speciation these two species exhibit. Explain.




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CHAPTER 15

Assessment


Write the vocabulary term that makes each sentence true.

1.

2.

3.



4. 5.


6.

7.

Think Critically

8.

9.



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CHAPTER 15

Assessment


Write the vocabulary term that makes each sentence true.

10. 11. 12.



13. 15. 17.

14. 16.


18.

19.

20.

Think Critically

21.

22. Careers in Biology


Write the vocabulary term that best matches each description.

23. 24. 25.



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CHAPTER 15



26. 27.


28.

29.

30.

Think Critically


32.





35.

36.

37.

Cumulative Review

38.

39.

40.



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CHAPTER 15

Assessment



1. 3. 5. 7.

2. 4. 6. 8.

Short Answer


9.

10.

11.

12.

13.

14.

Extended Response


15.

16.

Essay Question


71

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Chapter 16 Primate EvolutionDiagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

Launch Lab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

MiniLab (1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

MiniLab (2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

BioLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77


Enrichment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

Concept Mapping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82






Chapter Test A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

Chapter Test B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97

Chapter Test C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100

Student Recording Sheet . . . . . . . . . . . . . . . . . . . . . . . . . 103

Name Date Class

Unit 4 CHAPTER 16 Primate Evolution 73

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.CHAPTER 16

Primate Evolution Diagnostic


1. While visiting her local zoo, Takesha observes animals in the primate house. A zookeeper lectures about the characteristics of primates. Which is included in the lecture?

A. All primates have an opposable digit.

B. Most primates are tree dwellers.

C. Primates have eyes on the sides of their heads.

D. The term primate refers to animals known as apes.

Explain.

2. While watching a historical documentary on early South American explorers, Joel learns that scientists classify monkeys into Old World monkeys and New World monkeys. Which does he learn about these two groups?

A. New World monkeys have a prehensile tail that is used as a fifth limb.

B. New World monkeys live in northern Africa and southern Europe.

C. Old World monkeys include baboons, spider monkeys, and squirrel monkeys.

D. Old World monkeys live in the tropical rain forests of Central America.

Explain.

3. While visiting the Academy of Natural Sciences in New York City, Ciana walks through the displays that explain the proposed evolution of primates. She reads about the identity and characteristics of the primate species Homo sapiens. What does she learn about this species?

74 Primate Evolution CHAPTER 16 Unit 4

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LaunchLabIf you have been to a zoo or seen pictures of African wildlife, you have probably observed monkeys, chimpanzees, and gorillas. Maybe you have even seen pictures of lemurs. What makes these animals primates? What makes you a primate? In this lab, you will investigate the special features that you share with these other primates.

Analysis 1. Compare the human and ape characteristics in your table. What features

are similar?

2. Contrast How are primates different from the cats and dogs and other mammals around you?


2. Examine pictures of primates.

3. Explain what physical features you see in primates that appear in humans.

4. Create a data table in which to record your observations.

CHAPTER 16

What are the characteristics of primates?



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MiniLabCHAPTER 16

Observe the Functions of an Opposable Thumb

How do opposable thumbs aid in everyday tasks? Explore the advantages of performing everyday activities with and without the aid of opposable thumbs.

Analysis 1. Compare and contrast the time and effort required to complete each task with and

without the aid of your thumbs.

2. Infer the advantages that ancestral primates with opposable thumbs would have had over competitors without opposable thumbs.


2. Create a data table to record your observations.

3. Have a partner tape your thumbs to the sides of your hands with masking tape.

4. Using your taped hands, perform the following tasks: pick up a pen or pencil and write your name on a piece of paper, tie your shoelaces, and open a closed door. Have your partner use a stopwatch to time each task.

5. Have your partner remove the tape from your hands, then repeat the activities in step 4 with the use of your thumbs. Have your partner time each task.



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MiniLabWhere did early hominins live? Scientists carefully record the locations where fossils are found. The latitude and longitude coordinates represent the known geographic points of each Homo species’ range.


2. Plot the following fossil sites on the map your teacher gives you. Use a different color for each species. When you are finished, lightly shade in the approximate boundaries.

H. habilis (2.4–1.4 million years ago): 37°E: 4°S, 36°E: 3°N, 36°E: 7°N, 43°E: 8°N

H. erectus (2 million–400,000 years ago): 112°E: 38°N, 13°E: 47°N, 7°W: 34°N, 112°E: 8°S

H. neanderthalensis (200,000–30,000 years ago): 8°E: 53°N, 66°E: 39°N, 5°W: 37°N, 36°E: 33°N

H. sapiens (195,000 years ago–present): 70°E: 62°N, 24°E: 30°S, 138°E: 34°S, 112°E: 38°N, 99°W: 19°N, 102°W: 32°N

Analysis 1. Hypothesize According to the map you made, when was the earliest that hominins

could have migrated out of Africa? Where did they go?

2. Determine what sets of fossils overlapped in geographic and time ranges. What does this suggest?

CHAPTER 16

Explore Hominin Migration


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Background: Humans and chimpanzees have the same number of bones in the same places, but humans walk upright and chimpanzees do not. Can you identify the skeletal features that enable humans to walk upright on two legs? Assume that you are a pale-ontologist and have been given chimpanzee and human bones to identify and assemble. Then, you receive a third set. How is the mystery skeleton related to the human and chimpanzee skeletons?

Question: What unique skeletal features did humans evolve to become bipedal?

Materialsenvelopes containing paper bones and clues (2)paper, pencil, and ruler

Safety Precautions


2. Make a data table to help you compare the fol-lowing characteristics of each of the three fossil sets you will examine: skull, rib cage, pelvis, arms, legs, and feet.

3. Make sure your teacher approves your table before you proceed.

4. Open envelope #1.

5. Using the clues in your envelope, identify the bones, determine to which species they belong, and write down at least one distinguishing char-acteristic of each on your table.

6. Open envelope #2.

7. Using the new set of clues, classify each new bone as: chimpanzee, human, similar to both, similar to chimpanzee, or similar to human. Record this data in your table.

CHAPTER 16

What can you learn about bipedalism from comparing bones?


BioLab


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Analyze and Conclude 1. List features that a scientist might use to determine if a fossil organism was bipedal.

2. Think Critically Based on your knowledge, do you think the mystery fossil is bipedal? Why?

3. Conclude What organism do you think your mystery bones represent?

4. Compare your table with those of other students in the class. Did you arrive at the same conclusions? If not, discuss the differences.

5. Experiment Chimpanzees cannot completely straighten—or lock—their knees as humans can and must use more muscles when standing upright. Try standing for 10 s with your knees locked and for 10 s with your knees bent. Describe how your legs feel at the end.

6. Reason, from your mystery fossil bones, what it means to say that humans evolved in a mixed, or mosaic, pattern.

BioLab, What can you learn about bipedalism from comparing bones? continued


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Alone in the middle of an isolated desert, surrounded by exposed ridges, bare rock, and sand, two men were holding onto each other, jumping up and down and howling. It was 1974. The desert was in Northeast Ethiopia, and the men were Donald Johanson, a paleoanthropologist, and Tom Gray, a graduate student. They were jumping and howl-ing because they had just found, on the side of a gulley, what they thought to be part of a single, primitive hominin skeleton. No such skeleton had ever been found before. Johanson and Gray returned to camp with the fossil bones and, with the other expedi-tion researchers, stayed up all night celebrating and playing music. The Beatles song “Lucy in the Sky with Diamonds” was played over and over again. That was how the fossil skeleton got the name Lucy.

Part A: Lucy Up Close

It took three weeks of collecting at the site to recover several hundred pieces of fossil bone that would be fit together to form nearly half of Lucy’s skeleton. On first examining the skeleton, researchers found it difficult to determine what Lucy was because nothing like her had ever been discovered. They used comparative morphology, which is useful for studying fossils. Important similarities of body parts suggest relationships among earlier species and link some of them with present species.


1. Describe The researchers concluded that Lucy was bipedal. Use Figure 1 to describe three pieces of evidence from Lucy’s bones that the researchers probably used to reach this conclusion.

2. Apply Examine the skeletons in Figure 1. Which skeleton—A or B—is that of a hominin? Give three reasons for your answer.

CHAPTER 16

Lucy

Figure 1


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Analyze and ConcludeRespond to each question and statement. Use your responses to complete the table.

Table 1: Lava Analysis

Number of atoms of argon produced per year in 1 g of potassium

Number of atoms of argon produced per year in 0.1 g of potassium

Amount of potassium in a lava sample 0.1 g

Number of atoms of argon in the lava sample 28,774,025,000,000 atoms

Age of the lava sample

1. Calculate The K-40 in 1 g of potassium decays to argon at a rate of 3.5 atoms per second. How many atoms of argon will be produced per year in 1 g of potassium? In 0.1 g of potassium? Record your answers in Table 1.

2. Calculate A lava sample contains 0.1 g of potassium. When the sample is heated, all the argon is released from the melted lava. There are 28,774,025,000,000 argon atoms in the sample. Calculate the age of the lava sample and record it in Table 1.

Part C: Lucy and Hominin Evolution

Johanson gave Lucy the species name Australopithecus afarensis because she had been found in the Afar Desert. Because of her morphology and age, Lucy was placed in the evolutionary time line as the oldest ancestor of hominins.

Analyze and ConcludeRespond to the following question.

Judge Referring to hominin evolution, one scientist stated: “First we stood up, then we got smart.” Does evidence from Lucy support or disprove this statement? Explain.

Real-World Biology: Analysis, Lucy continued

Careers In Biology

Paleoanthropology Visit biologygmh.com for information on paleoanthropologists. What are the responsibilities of a paleoanthropologist?

Part B: Lucy’s Age

In addition to studying Lucy’s morphological char-acteristics, it was necessary to determine approxi-mately when Lucy had lived in order to place her correctly in the evolutionary history of the homi-nins. The process of radioactive dating was used to determine the age of lava that was deposited in the sedimentary layer where Lucy’s skeleton was found.

This process is based on the fact that an unstable form of potassium, K-40, which is present in volca-nic material, undergoes radioactive decay to form argon. The age of a lava sample can be calculated by measuring the amount of argon present in the sam-ple and dividing that number by the decay rate of K-40. Using this method, and assuming that Lucy’s age was the same as the lava, her age was calculated to be about 3.2 million years.


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Enrichment

The biological characteristics of primates make them good candidates for extinction. They tend to reproduce slowly and generally have a small number of offspring—usually only one—during each birth cycle. It is not surprising, then, that the list of endangered species always has a disproportionately large number of primates. The table below lists some of the 25 species thought to be the most endangered primate species in the world in 2005. The list was prepared by two organizations interested in primates—the International Primatological Society and Conservation International.

Investigate Working in groups of eight, select one of the primate species listed below. Then do the research necessary to fill in the empty spaces in the table for the species your group has selected. Finally, complete a description of the species, describing its habitat, its biological characteristics, its niche in the ecosystem, the threat it faces, and its chances for survival.

Summarize Think of an interesting way to combine the results from each group into a single report on endangered primates. For example, the class could prepare an illustrated report or newsletter. A script for a television documentary on endangered primates could be written based on the research findings. The class might even want to produce the documentary based on the written script.

CHAPTER 16

Group Project: Endangered Primates

Common Name Scientific Name Habitat Estimated Population Threat Faced

Greater bamboo lemur

Silky sifaka

Tana River red colobus

White-naped mangabey

Eastern gorilla

Western purple-faced langur

Grey-shanked douc

Sumatran orangutan


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ConceptMapping

Complete the network tree about the characteristics of primates. These terms may be used more than once: depth perception, forward-looking eyes, grasping, large brain, locomotion, manual dexterity, opposable first digit.

CHAPTER 16

Characteristics of Primates

Characteristics of Primates

3.

4.

including

6.

which allows for

1.limber shoulders

and hips

5.

for ease of which create

leading to

7.

2.

binocular vision

which allows for

complex mental functions

Study Guide


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CHAPTER 16

Section 1: Primates

In your textbook, read about the characteristics of primates.

Match the definition in Column A with the term in Column B.

Column A Column B

1. subfamily that includes only humans and human ancestors A. primate

2. active during the day B. binocular vision

3. order of animals characterized by flexible hands and feet C. opposable first digit

4. finger that can be brought opposite the other fingers D. diurnal

5. humanlike primate E. nocturnal

6. “fifth limb” used for grasping and support F. hominin

7. active during the night G. anthropoid

8. forward-looking eyes with overlapping fields of vision H. prehensile tailthat provide greater depth perception

Refer to the diagram of animal hands below. Respond to each question and statement.

9. Cite a task that the chimpanzee’s hand would enable it to do that the hand of the squirrel would not.

10. Describe Look at the chimpanzee hand and the squirrel hand. How do they differ? How are the chimpanzee hand and the baboon hand similar?


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In your textbook, read about primate groups.


Description Strepsirrhines Haplorhines

11. Include tarsiers, monkeys, and apes

12. Include lemurs

13. Generally have more complex social systems

14. Include anthropoids

15. Categorized based on characteristics of nose, eyes, and teeth

16. Have a range that is restricted to tropical Africa and Asia

17. Tend to have large eyes and ears

18. Include the great apes and humans

In your textbook, read about primate evolution.


19. The primate flexible hand might have evolved to catch insects.

20. Arboreal adaptations allowed primitive primates to escape predators.

21. The earliest primate fossil might have resembled the modern tree shrew.

22. According to the fossil record, strepsirrhines were widespread by about 50 mya.

23. Early anthropoids had small brains.

24. When anthropoids emerged, many strepsirrhines became extinct.

25. Aegyptopithecus, the dawn ape, evolved in Egypt about 31 mya.

26. Aegyptopithecus fossils show neither haplorhine nor strepsirrhine features.

Respond to the following statement.

27. Describe how Old World monkeys might have arrived in the New World.

Study Guide, Section 1: Primates continued

Study Guide


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In your textbook, read about hominoids.

Use each of the terms below only once to complete the passage.

anthropoids bonobos brachiation chimpanzees grasslands

hominoids large brain primate Proconsul upright

Hominoids are all nonmonkey (1) . Hominoids retain some

ancestral (2) features. Most, for example, have body types adapted

for (3) . But hominoids have other characteristics, such as a

relatively large body size, (4) , and high limb mobility. There is

evidence that the lineage that led to humans emerged from (5) .

The (6) and (7) are the closest living

relatives to humans. During the Miocene, tropical dry forests and (8)

began appearing in Africa. New hominoids evolved in response to the new environments. The best-known

hominoid fossils are those from the genus (9) . This species might have

been able to walk (10) .

In your textbook, read about hominins.

Refer to the diagrams below. In the space at the left, write the letter of the term or phrase that best answers each question.

11. Which of the hominins in the illustration is bipedal?

A. australopithecine B. gorilla

12. Which position of the spine as it enters the skull indicates bipedalism?

A. back of the skull B. base of the skull

13. Which bipedal hominin species was Lucy? A. Ardipithecus ramidus B. Australopithecus afarensis

14. Which came first in the evolution of hominins?

A. big brains B. bipedalism

CHAPTER 16

Section 2: Hominoids to Hominins


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Study Guide

In your textbook, read about the Homo genus.

In the space at the left, write the letter(s) of the term that best answers each question.

Homo habilis → Homo ergaster → Homo erectus → Homo sapiens → Homo neanderthalensisA B C D E

1. In the time-line sequence above, several Homo species are named. Which is the first one that is out of order in the sequence in which it first appears in the fossil record?

2. Of the Homo species named above, which one had the largest brain?

3. Which two of the species above might have been a single species but are morphologically different?

4. Which species is known as “handy man” because of its association with primitive stone tools?

In your textbook, read about the emergence of modern humans.

Label the diagrams of skulls. Each skull will have two labels. Use these choices:

Homo erectus Homo habilis Homo sapiens

1.8 mya–400,000 years ago 195,000 years ago to present 2.4–1.4 mya

CHAPTER 16

Section 3: Human Ancestry


11. Of all the hominin species that ever existed, only Homo sapiens remained 30,000 years ago.

12. Most scientists think that humans evolved in several places around the world.

13. Neanderthals were the first to produce decorative artifacts and clothing.

14. Our species, fully modern humans, is called Homo sapiens sapiens.

5.

6.

7.

8.

9.

10.

Unidad 4 CAPÍTULO 16 La evolución de los primates 87

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En tu libro de texto, lee acerca de las características de los primates.

Relaciona la definición en la columna A con el término en la columna B.

Columna A Columna B

1. sub-familia que incluye sólo a los humanos y a los ancestros humanos

2. activo durante el día

3. orden de animales caracterizada por manos y pies flexibles

4. dedo que se puede colocar opuesto a los otros dedos

5. primate parecido al humano

6. “quinta extremidad” que se usa para agarrar y para apoyarse

7. activo durante la noche

8. ojos que ven hacia el frente con campos de visión traslapados que ofrecen mayor percepción de profundidad

Consulta el siguiente dibujo de las manos de animales. Responde a cada pregunta y afirmación.

9. Cita una tarea que la mano del chimpancé le permite realizar y que la ardilla no puede realizar.

10. Describe Observa la mano del chimpancé y la mano de la ardilla. ¿En qué se diferencian? ¿En qué se parecen la mano del chimpancé y la mano del babuino?

CAPÍTULO 16

Sección 1: Los primates

A. primate

B. visión binocular

C. primer dígito oponible

D. diurno

E. nocturno

F. homínido

G. antropoide

H. cola prensil

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En tu libro de texto, lee acerca de los grupos de los primates.


Descripción Estrepsirrinos Haplorinos

11. Se incluyen los tarseros, los monos y los simios.

12. Se incluyen los lemures.

13. Generalmente tienen sistemas sociales más complejos.

14. Se incluyen los antropoides.

15. Se clasifican según las características de la nariz, los ojos y los dientes.

16. Tienen un alcance que está restringido a Asia y África tropical.

17. Tienden a tener ojos y orejas grandes.

18. Se incluyen los grandes simios y los humanos.

En tu libro de texto, lee acerca de la evolución de los primates.


19. Es posible que la mano flexible del primate haya evolucionado para atrapar insectos.

20. Las adaptaciones arbóreas permitieron a los primates primitivos escapar de los depredadores.

21. Es posible que el fósil primate más antiguo se haya parecido a la musaraña de árbol moderna.

22. Según el registro fósil, los estrepsirrinos abundaban hace aproximadamente 50 millones de años.

23. Los primeros antropoides tenían cerebros pequeños.

24. Cuando los antropoides surgieron, muchos estrepsirrinos se extinguieron.

25. El Aegyptopithecus, el simio del amanecer, evolucionó en Egipto hace 31 millones de años.

26. Los fósiles del Aegyptopithecus no muestran características haplorinas ni estrepsirrinas.

Responde a la siguiente afirmación.

27. Describe cómo los monos del Viejo Mundo pudieron haber llegado al Nuevo Mundo.

Guía de estudio, Sección 1: Los primates continuación

88 La evolución de los primates CAPÍTULO 16 Unidad 4

Unidad 4 CAPÍTULO 16 La evolución de los primates 89

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En tu libro de texto, lee acerca de los hominoides.

Usa los siguientes términos sólo una vez para completar el párrafo.

antropoides bonobos braquiación cerebro grande chimpancés

erguida hominoides pastizales primates Proconsul

Los hominoides son todos los (1) no monos. Los hominoides

retienen algunas características (2) ancestrales. Por ejemplo, la

mayoría tienen tipos de cuerpos adaptados para la (3) . Sin embargo,

los hominoides tienen otras características, como un tamaño de cuerpo relativamente grande, un

(4) y gran movilidad de las extremidades. Existe evidencia de

que el linaje que condujo a los humanos surgió de los (5) . Los

(6) y los (7) son los parientes

vivientes más cercanos a los humanos. Durante el Mioceno, los bosques secos tropicales y los

(8) empezaron a aparecer en África. Los nuevos hominoides

evolucionaron como respuesta a los nuevos ambientes. Los fósiles hominoides mejor conocidos son

aquellos del género (9) . Es posible que esta especie haya podido

caminar (10) .

En tu libro de texto, lee acerca de los homínidos.

Consulta los siguientes dibujos. En el espacio a la izquierda, escribe la letra del término o la frase que mejor responde a cada pregunta.

11. ¿Cuál de los homínidos en la ilustración es bípedo? A. el australopitecino B. el gorila

12. ¿Cuál posición de la columna, por la forma en que entra al cráneo indica el bipedalismo?

A. la base del cráneo B. la parte posterior del cráneo

13. ¿Qué especie de homínido bípedo era Lucy? A. Ardipithecus ramidus B. Australopithecus afarensis

14. ¿Qué surgió primero en la evolución de los homínidos? A. bipedalismo B. cerebros grandes

CAPÍTULO 16

Sección 2: De los hominoides a los homínidos

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Guía de estudio

Nombre Fecha Curso

En tu libro de texto, lee acerca del género Homo.

En el espacio a la izquierda, escriba la(s) letra(s) del término que mejor responde a cada pregunta.

Homo habilis → Homo ergaster → Homo erectus → Homo sapiens → Homo neanderthalensisA B C D E

1. En la secuencia temporal anterior, se mencionan varias especies del Homo. ¿Cuál es la primera que está fuera de orden en la secuencia en la cual aparece primero en el registro fósil?

2. De las especies Homo mencionadas anteriormente, ¿cuál tenía el cerebro más grande?

3. ¿Cuáles dos de las especies anteriores pudieron haber sido una sola especie pero morfológicamente son diferentes?

4. ¿Qué especie se conoce como “hombre hábil” por su asociación con herramientas primitivas de piedra?

En tu libro de texto, lee acerca del surgimiento de los humanos modernos.

Identifica los dibujos de los cráneos. Cada cráneo tendrá dos identificaciones. Usa estas opciones:

Homo erectus Homo habilis Homo sapiens

1.8 millones de años–400,000 años 195,000 años hasta el presente 2.4–1.4 millones de años

90 La evolución de los primates CAPÍTULO 16 Unidad 4

CAPÍTULO 16

Sección 3: Los ancestros de los humanos

Para cada afirmación, escribe «verdadero» o «falso».

11. De todas las especies de homínidos que hayan existido, sólo el Homo sapiens permanecía hace 30,000 años.

12. La mayoría de los científicos cree que los humanos evolucionaron en varias partes alrededor del mundo.

13. Los neandertales fueron los primeros en producir artefactos decorativos y ropa.

14. Nuestra especie, los humanos completamente modernos, se llama Homo sapiens sapiens.

5.

6.

7.

8.

9.

10.


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SectionQuick Check


1. List the two main categories of primates, and give examples of the types of primates in each category.

2. Compare and contrast anthropoids and strepsirrhines.

3. Describe the similarities among baboons, gorillas, and humans, and relate what this indicates about their evolution.

4. Examine the benefit of the opposable thumb to modern humans.

5. Suggest a likely relationship between complex primate social behaviors and the long period of dependency of primate offspring.

CHAPTER 16

Section 1: Primates


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SectionQuick Check

After reading the section in your textbook, respond to each question and statement.

1. Specify the group of hominins that were indisputably bipedal. Where and when did they live?

2. Explain what method scientists use to study hominoid history in addition to the fossil record. Why is the fossil record not enough?

3. Summarize one widely accepted theory about how climate change caused hominins in Africa to evolve an upright walking posture.

4. Analyze the evidence of bipedalism observed in Lucy.

5. Formulate a theory based on the following statement: The evolution of hominins is more like a bush than a tree.

CHAPTER 16

Section 2: Hominoids to Hominins


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SectionQuick Check


1. List the first undisputed member of the Homo genus for which fossils exist. Include when and where the species lived and at least three physical traits of the species.

2. Report what scientists mean by “Mitochondrial Eve” and where she probably lived.

3. Indicate what evidence we have from using modern technological tools that Neanderthals and modern humans are separate species.

4. Contrast the physical characteristics of Homo sapiens with all other Homo species.

5. Distinguish between the multiregion evolution model of human ancestry and the Out of Africa hypothesis.

CHAPTER 16

Section 3: Human Ancestry


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CHAPTER 16

Primate Evolution Chapter Test APart A: Multiple ChoiceIn the space at the left, write the letter of the term or phrase that best answers each question.

1. Which is an example of arboreal primates? A. baboons on a grassland B. gorillas on a mountain C. humans in a dense forest D. lemurs in a tree canopy

2. Which is an example of an ape? A. lemur B. monkey C. orangutan D. tamarin

3. Which is a characteristic of the Homo species? A. elongated face B. heavy bones C. large brain D. large canines

Part B: MatchingPlace a check in the correct box to identify the correct type of primate that applies to each statement. More than one box may be checked for each statement.

Statement Apes Monkeys

1. Include gibbons and humans

2. Have a tail

3. Include marmosets and tamarins

4. Have highly complex social relationships


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Part C: Interpreting DiagramsUse the diagram above to respond to each statement.

1. Identify the genus and species of the fossil skulls labeled A–D.

A.

B.

C.

D.

2. Identify the earliest human ancestor on the diagram.


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1. Describe several general features most primates share.

2. Contrast Old World and New World monkeys.

3. Define hominid.


1. Infer why the mountain gorillas living in Africa are an endangered species.

2. Consider how the large brains of early hominids provided them with an evolutionary advantage over other animals.

3. Contrast the advantages of a long-distance human runner and a dog running with that human. Use the terms biped and quadruped in your answer.


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CHAPTER 16

Primate Evolution Chapter Test BPart A: Multiple ChoiceIn the space at the left, write the letter of the term or phrase that best completes each statement or answers each question.

1. Which group classifies primates with large eyes and ears that rely predominantly on their sense of smell for hunting?

A. anthropoids B. haplorhines C. hominoids D. strepsirrhines

2. Which primate is most closely related to a bonobo? A. chimpanzee B. gorilla C. human D. orangutan

3. What is the earliest primate fossil called? A. Altiatlasius B. Australopithecine C. Equatorius D. Proconsul

4. Which is a characteristic of hominoids? A. distinctive molars B. prehensile tail C. quadruped motion D. solitary behaviors

5. Most scientists believe Homo sapiens evolved in A. Africa. B. Asia. C. Northern Europe. D. South America.

Part B: Matching and Completion Matching Place a check in the correct box to identify the correct type of primate that applies to each statement. More than one box may be checked for each statement.

Statement Apes Old World Monkeys

New World Monkeys

1. Have the largest brains in proportion to their body sizes

2. Include baboons, colobus, and macaques

3. Include gibbons and humans

4. Live in Mexico, Central America, and South America


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5. Most primates live in trees, a behavior that is called .

6. Humanlike primates that are more closely related to present-day humans than present-day

chimpanzees are called .

7. The important Aegyptopithecus fossil that bridges the gap between lemurs and the ancestors

of apes is also called the .

8. Another term used to refer to apes is .

Part C: Interpreting DiagramsUse the diagram on the right to respond to each statement.

1. Identify the genus and species of the fossil skulls labeled A–F.

A.

B.

C.

D.

E.

F.

2. Identify the human ancestor(s) that evolved from Homo ergaster.


1. Discuss primate characteristics. Include the term binocular vision in your answer.


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2. Contrast the characteristics of anthropoids and strepsirrhines.

3. Discuss two evolutionary advantages of having an opposable thumb.


1. Infer why humans are classified as primates.

2. Consider how the large brains and complex social relationships of early hominoids would be an evolutionary advantage over other animals.

3. Infer how a hiker walking through a desert benefits from being a biped instead of a quadruped.


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CHAPTER 16

Primate Evolution Chapter Test CPart A: Multiple ChoiceIn the space at the left, write the letter of the term, phrase, or sentence that best answers each question.

1. Tarsiers are classified as part of which group? A. anthropoids B. haplorhines C. hominoids D. strepsirrhines

2. Which primate is most closely related to a bonobo? A. baboon B. chimpanzee C. lemur D. tarsier

3. Which is a possible habitat of a spider monkey? A. rain forest in Costa Rica B. savannah in the Ivory Coast C. temperate forest in China D. tropical forest in Thailand

4. Which distinguishes the primate groups haplorhines and anthropoids? A. Anthropoids are a group of primates under the haplorhines group. B. Anthropoids are New World, while haplorhines are Old World. C. Haplorhines are a group of primates under the anthropoids group. D. Haplorhines are New World, while anthropoids are Old World.

5. To which primate species do the famous fossils called Lucy belong? A. Australopithecus afarensis B. Australopithecus bosei C. Australopithecus garhi D. Australopithecus robustus

6. Which is a physical characteristic of Neanderthals? A. flat face B. large nose C. small brain D. thin skeleton


1. A digit set apart from the other digits that can be brought across the palm is called

a(n) .

2. A group of primates that have a dental comb and primarily rely on their sense of smell for hunting are

called .


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3. A gibbon swinging from tree branch to tree branch moves by using .

4. The important anthropoid fossil called the Dawn Ape that bridges the gap between lemurs and the

ancestors of apes is also called the .

5. Nonmonkey anthropoids are called .

6. Scientists believe humans evolved in the geographical location called .

Part C: Interpreting DiagramsUse the diagram on the right to respond to each statement.

1. Identify the genus and species of the fossil skulls labeled A–I.

A.

B.

C.

D.

E.

F.

G.

H.

I.

2. Consider how the newly discovered species Homo floresiensis would be represented on the human phylogeny cladogram.


1. Discuss the advantages and disadvantages of primate reproductive strategies.


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2. Compare and contrast the arboreal abilities of New World monkeys and Old World monkeys.

3. Explain how scientists piece together a proposed phylogeny for human evolution.


1. Contrast the abilities of a chimpanzee and a deer to observe and escape a predator.

2. Consider the hominid adaptations that led to highly organized social structures.

3. Discuss the characteristics of present-day humans that display a complex human culture.



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Assessment



1. 2. 3.



4. 6.

5. 7.


8.

9.

Think Critically

10.

11.


Write a sentence defining each vocabulary term.

12.

13.

14.



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CHAPTER 16



15. 17.

16. 18.


19.

20.

Think Critically

21.

22.



23. 24. 25.



26. 28. 30. 32.

27. 29. 31.



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AssessmentConstructed Response

33.

34.

35.

Think Critically

36.

37.

38.




40.

41.

Cumulative Review

42.

43.



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CHAPTER 16

Assessment



1. 3. 5. 7.

2. 4. 6.

Short Answer



9.

10.

11.

12.

Extended Response


13.

14.

Essay Question


107

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Chapter 17 Organizing Life’s DiversityDiagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

Launch Lab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110

MiniLab (1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

MiniLab (2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

BioLab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113

Real-World Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115

Enrichment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117

Concept Mapping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118

Study Guide (English) . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

Study Guide (Spanish) . . . . . . . . . . . . . . . . . . . . . . . . . . 123

Section Quick Check 1 . . . . . . . . . . . . . . . . . . . . . . . . . . 127



Chapter Test A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130

Chapter Test B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133

Chapter Test C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136

Student Recording Sheet . . . . . . . . . . . . . . . . . . . . . . . . . 139

Name Date Class

Unit 4 CHAPTER 17 Organizing Life’s Diversity 109

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.CHAPTER 17

Organizing Life’s Diversity Diagnostic


1. Catalina and her classmates are observing birds from behind a bird blind during a science class. Akua identifies a red-colored bird as a northern cardinal, but her friend refers to it as a redbird. Another friend asks why there is no southern cardinal. Catalina asks her teacher how the accepted name of an organism is determined. Which does her teacher tell her?

A. A consensus is taken among scientists to decide which name is used.

B. Each organism is given a unique common and scientific name derived from Latin.

C. Local scientists decide the common names of organisms in their region.

D. Scientists accept the scientific name for an organism because common names vary in use.

Explain.

2. Lauren watches a documentary on the gray wolf and learns that gray wolves living in the arctic region are large and white in color, but Mexican gray wolves are small and dull gray in color. She asks her teacher how wolves that have such different features can be considered the same species. Which response does her teacher give her?

A. Arctic and Mexican wolves are in the dog group, which is one species.

B. Arctic and Mexican wolves can breed with each other under natural conditions.

C. Both types of wolves have identical DNA, which defines them as one species.

D. Scientists use organism behaviors, physical traits, and evolutionary relationships to classify species.

Explain.

3. While visiting a zoo, Jamil is amazed at the diversity of animals that live in different regions of the planet. Jamil knows that scientists classify all animals into one large group, but he wonders about the other major groups of organisms and decides to research the major groups scientists use to classify Earth’s diversity of life. What does he learn?

110 Organizing Life’s Diversity CHAPTER 17 Unit 4

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LaunchLabYou might think of a desert as a place without much biodiversity, but a wide variety of species have adaptations for desert life. Some adaptations are useful for grouping these organisms. In this lab, you will develop a system for grouping desert organisms.


Analysis 1. Compare and contrast your grouping strategy with those developed by

other students.

2. Determine What modifications would make your system more useful?


2. List three or four desert organisms.

3. Identify physical characteristics, behaviors, or other factors that vary among the organisms in your list. Choose one factor you can use to sort them into groups.

CHAPTER 17

How can desert organisms be grouped?

4. Sort the list based on the factor you selected.

5. Brainstorm a list of desert organisms not in your original list. Add each to the appropriate group.


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MiniLabHow can you classify items? Scientists group organisms based on their characteristics. These groups are the basis for classification tools called dichotomous keys. A dichoto-mous key consists of a series of choices that lead the user to the correct identification of an organism. In this lab, you will develop a dichotomous key as you group familiar objects.


2. Remove one shoe and make a shoe pile with other shoes from your group.

3. Write a question in your dichotomous key regarding whether the shoe has a characteristic of your choice. Divide the shoes into two groups based on that distinguishing characteristic.

4. Write another question for a different character-istic in your dichotomous key. Divide one of the subgroups into two smaller groups based on this distinguishing characteristic.

5. Continue dividing shoes into subgroups and adding questions to your key until there is only one shoe in each group. Make a branching dia-gram to identify each shoe with a distinctive name.

6. Use your diagram to classify your teacher’s shoe.

Analysis 1. Relate the groups you used to classify shoes to taxa. Which group relates to

kingdom, phyla, and so on?

2. Critique Explain how you were able to classify you teacher’s shoe in step 6. How could your classification system be modified to be more effective?

3. Consider The term dichotomous means “divided into two parts.” Why is the key you made called a dichotomous key?

CHAPTER 17

Develop a Dichotomous Key



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MiniLabHow do the physical characteristics of various types of bacteria compare? Investigate the different features of bacteria by viewing prepared bacteria slides under the micro-scope during this lab.


2. Observe the prepared slides of bacteria with a compound light microscope.

Analysis 1. Compare and contrast the shapes of the individual bacteria cells you observed.

2. Describe Did any of your bacteria samples form colonies? What does a colony look like?

3. Design a classification system for the bacteria you observed based on the data you collected.

CHAPTER 17

Classify Bacteria

3. Create a data table to compare the shapes and features of the bacteria you observe.

4. Compare and contrast the bacteria from the pre-pared slides and record your observations and comparisons in your data table.



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BioLabBackground: When making a cladogram, derived characters are used to divide the organisms into groups called clades. In this exercise, you will use simulated data to learn how to make a simple cladogram and then make your own cladogram.

Question: How can you use organisms’ characteristics to construct a cladogram?

Materialspaper and pencilexamples of cladograms

photographs of various organismsbooks describing characteristics of organisms

CHAPTER 17

How can organisms be grouped on a cladogram?


Name Date Class


2. Examine the data table provided.

3. Compare the shared derived characteristics of the sample organisms. Assume that all the char-acteristics of your outgroup are ancestral. To make the data easier to compare, note that a “0” has been assigned to each ancestral character and a “1” to all derived characters.

4. Use the information to develop a cladogram that best shows the relationships of the organisms.

5. Make sure your teacher approves your clado-gram before you proceed.

6. Choose four organisms from one of the domains you have studied that you believe are closely related.

7. Develop a table of derived characteristics of these organisms similar to the table you used in step 2. Use your table to develop a cladogram that groups the organisms based on their shared derived characters.

Data Table for Cladistic Analysis

Organisms Characters

1 2 3 4

A b(1) a(0) a(0) b(1)

B b(1) b(1) b(1) a(0)

C b(1) a(0) b(1) a(0)

Data obtained from: Lipscomb, D. 1998. Basics of cladistic analysis. George Washington University. http://www.gwu.edu/~clade/faculty/lipscomb/Cladistics.pdf


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Analyze and Conclude 1. Think Critically How did you determine which were the ancestral and which were

the derived characters of the organisms you examined?

2. Explain how you determined which characteristics to use to separate the clades.

3. Explain Which organism is the outgroup on your cladogram? Why?

4. Critique Trade data tables with another lab group. Use their data to draw a cladogram. Compare the two cladograms and explain any differences.

5. Error Analysis What type of error would mistaking analogous structures as homologous introduce into a cladogram? Examine your second cladogram and determine if you have made this error.

BioLab, How can organisms be grouped on a cladogram? continued


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Have you ever watched a small child group a collection of blocks or stones of different shapes, sizes, and colors? If so, you have observed the natural inclination of humans to sort and group objects according to some type of system. We use grouping systems to help us make sense of the world in both theoretical and practical ways. We classify foods, for example, as meats, vegetables, and beverages; vehicles as cars, trucks, boats, and airplanes; clothing as shirts, pants, skirts, and shoes. The criteria that we use to classify items are based on characteristics of the items that make it possible to tell the difference between them. Scientists use classification systems to sort organisms into groups based on evolutionary relationships. Once a classification system has been con-structed, it can be used by others to identify unknown plants or animals.

Part A: Using a Dichotomous Key to Identify Organisms

A dichotomous key is a tool used to identify organisms. It consists of pairs, or couplets, of descriptions of organisms. By choosing the description in each pair that matches the description of an unknown organism, you can identify the organism. Part of a dichotomous key is shown below.

CHAPTER 17

A Dichotomous Key

Analyze and ConcludeRespond to the following statement.

1. Select To identify an unknown brown, eight-legged animal, begin with the pair of descriptions in the first row of the key and choose the one that matches your animal. Continue down the key, choosing one description in each row until your animal is identified. List the order of descriptions that fit your animal, and identify its species.

Part B: Identifying Cockroaches

Identifying organisms is important in the field of pest control. For example, a pest control technician is trained to identify different species of pests and ways to control them with chemicals. A common household pest is the cockroach.

has eight legs or fewer

has more than eight legs

SPECIES A

Unknown animal

has eight legs has six legs

or fewer

SPECIES B

is brown

SPECIES C

is not brown

SPECIES D


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1. Identify Study the picture of the cockroach to the right and identify some characteristics that you think you could use to describe a cockroach.

2. Create On a separate sheet of paper, create a dichotomous key that can be used to identify the following six male cockroaches. Use the sample key in Part A as an example.

American Cockroach German Cockroach Australian Cockroach

• 27.8 to 34.2 mm long• pronotum is paler than front wings

with base and central markings darker brown

• front wings are glossy reddish-brown; front wings are longer than abdomen

• front leg has many spines on under-side plus one or more at tip

• 10.5 to 12.8 mm long• pale brownish-yellow; two dark

stripes on pronotum• front wings are reduced• front leg has a row of spines

that decrease gradually in size

• 23 to 29 mm long• pronotum is yellowish at base with

one or two large black-brown spots• front wings are reddish-brown with

yellow stripes in front at sides; front wings are longer than abdomen

• front leg has a row of spines that decrease gradually in size

Little Gem Cockroach Cuban Cockroach Oriental Cockroach

• 7.5 to 9.7 mm long• glossy yellowish to brownish• dark markings on abdomen and

front wings• front leg has a row of long spines

followed by a row of short spines

• 12.2 to 18 mm long• pale green• front wings often have a tiny

brown spot about one-third from tip

• front leg has a few spines at top

• 18 to 24 mm long• shiny blackish-brown• front wings leave two or more seg-

ments of abdomen exposed• front leg has many spines on under-

side plus one or more at tip

3. Explain Why is a dichotomous key more helpful for identifying organisms than is a book containing descriptions of organisms?

Real-World Biology: Analysis, A Dichotomous Key continued

Careers In Biology

Ecology Visit biologygmh.com for information on wetland delineation assistants. What are the responsibilities of a wetland delineation assistant?


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EnrichmentCHAPTER 17

Group Project: Six-Kingdom Classification System

Classification systems of organisms are designed to aid communication between scientists and other people who work with different types of organisms. There are several classification systems currently in use, but the most commonly accepted version is the six-kingdom classification system. This system has replaced the older version—the five-kingdom system. Advances in genetics have contributed to a greater understanding of the relationships between organisms that were once grouped together in the five-kingdom system, which led to the classification of the organisms in separate groups. Scientists use scientific names for species of organisms, consisting of two parts: the genus name and the specific epithet, or specific name. A particular organism might have many different common names, but it has only one scientific name. For example, the plant with the scientific name Monarda fistulosa has several common names, including bee balm, bergamot, horsemint, American horsemint, long-flowered horsemint, Oswego tea, purple bergamot, oregano, plains bee balm, and fern mint. It would be easy to become confused when referring to the plant by one of its common names.

Select Working in a small group, select one of the organisms listed in the table to research. For exam-ple, one group in your class might research fire coral while another group researches yellow morel.

Research Once you have selected an organism, use your textbook, the library, or other sources to find information about the organism. Your research should include the classification of the organism within the seven taxa listed in the table. Use the table below as a model, and create a table to organize the information about the organism you selected. Your research should also include information about the organism’s characteristics and habitat. Look for photographs of the organism.

Present Finally, present the information that you researched about the organism to your class. Show any photographs of the organism that you found. As other groups give their presentations, complete the table. Make a list of questions you have about the information presented. After all the groups have given their presentations, have a class discussion to address everyone’s questions.

Common Name Kingdom Phylum Class Order Family Genus Species

Fire coral

Gorilla

Timber rattlesnake

Chambered nautilus

Volvox

Yellow morel

E. coli

Texas bluebonnet


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Name Date Class

ConceptMapping

Complete the network tree about domains and kingdoms. These terms may be used more than once: Domain Archaea, Domain Bacteria, Domain Eukarya, eukaryotes, fungi, Kingdom Animalia, Kingdom Archaea, Kingdom Fungi, Kingdom Plantae, plants, prokaryotes, protists.

CHAPTER 17

Domains and Kingdoms

1.

which includes

4.

2.

Living things are divided into

5.

which consists of

8.

11.

called

which includes multicellular

7.

10.

14.

called

which includes multicellular

6.

13.

called

which includes unicellular or multicellular

9.

12.

called

which includes unicellular, colonial, or multicellular

3.

Kingdom Protista

eukaryotes

animals

Kingdom Eubacteria

which includeswhich includes

whose cell walls contain peptidoglycan

Study Guide


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CHAPTER 17

Section 1: The History of Classification

In your textbook, read about early systems of classification.

In the space at the left, write the letter of the term or phrase that best completes each statement or answers each question.

1. Which statement describes the Linnaean system of biological classification? A. Animals were classified as living either on land, in water, or in air. B. It was a six-kingdom system. C. It was based on behavioral and morphological similarities and differences

among organisms. D. Plants were classified by average size and structure.

2. In binomial nomenclature, the first part of an organism’s name identifies the genus, and the second part identifies the

A. family. B. kingdom. C. phylum. D. species.

3. What is the correct way that the scientific name for the American black bear should appear in print?

A. Ursus A. B. Ursus Americanus C. Ursus americanus D. ursus americanus

Label the diagram of taxa. Use these choices:

class family genus kingdom order phylum species


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Study GuideCHAPTER 17

Section 2: Modern Classification

In your textbook, read about determining species.

Complete the table by filling in the missing information. Use these choices:

biological evolutionary history extinct fertile

molecular data physical variations

Species Concept Description Disadvantage Advantage

Typological

Classification is

determined by comparison

of (1)

characteristics with a type

specimen.

Classification does not

allow for genetic

(2) ,

such as color, within a

species.

Descriptions provide

detailed records of physical

characteristics of many

organisms.

(3)

Classification is determined

by similar characteristics

and ability to produce

(4)

offspring.

Some organisms interbreed

occasionally. Does not

account for

(5)

species.

Working definition applies

in most cases.

Phylogenetic

Classification is

determined by

(6) .

Evolutionary histories are

not known for all species.

Accounts for extinct

species, considers

(7) ,

and solves problems of

other species concepts.

In your textbook, read about characters.

Match the definition or example in Column A with the term in Column B.

Column A Column B

8. features of body structure such as type of beak and wings on birds

9. chromosome banding patterns that show the close relationship among chimpanzees, gorillas, and orangutans

10. model that uses comparisons of DNA sequences to estimate how long species have been evolving independently

A. biochemical characters

B. molecular clock

C. morphological characters


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In your textbook, read about phylogenetic reconstruction.

Refer to the figure below. Respond to each statement.

11. State the name of this kind of diagram.

12. Identify which dinosaur is the most recent common ancestor of the robin and Archaeopteryx.

13. Determine which traits are shared by Archaeopteryx and robins.


14. A branch of a cladogram is called a clade.

15. Scientists have discovered and described 4 million species.

16 Darwin and Haeckel used the analogy of a wheel to represent phylogenies.

Study Guide, Section 2: Modern Classification continued


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Name Date Class

Study GuideCHAPTER 17

Section 3: Domains and Kingdoms

In your textbook, read about domains and kingdoms.

Complete the table by filling in the missing information. Use these choices.

Animalia Archaea Bacteria Eubacteria Eukarya Fungi Plantae Protista

Description of Organisms Domain Kingdom(s)

Prokaryotes whose cell walls do not contain peptidoglycan

1. 2.

Prokaryotes whose cells walls contain peptidoglycan

3. 4.

Cells with membrane-bound organelles

5.

6.

7.

8.

9.

In the space at the left, write the letter of the term or phrase that best completes each statement.

10. Organisms are classified into domains according to A. cell type. B. cell type and structure. C. cell type, structure, and nutrition. D. nutrition.

11. Which organisms are in the same kingdom because they cannot form organs? A. archaea B. fungi C. plants D. protists

12. Which kingdom’s organisms have no cell walls? A. Animalia B. Archaea C. Eubacteria D. Plantae

Respond to the following statement.

13. Explain why viruses are not included in the biological classification system.

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Guía de estudio

Nombre Fecha Curso

En tu libro de texto, lee acerca de los primeros sistemas de clasificación.

En el espacio a la izquierda, escribe la letra del término o de la frase que mejor completa cada afirmación o responde a cada pregunta.

1. ¿Cuál afirmación describe el sistema de Linneo de clasificación biológica? A. Era un sistema de seis reinos. B. Las plantas se clasificaron según el tamaño promedio y la estructura. C. Los animales se clasificaron entre los que viven en la tierra, en el agua o en el aire. D. Se basaba en las similitudes morfológicas y de comportamiento y en las diferencias entre

los organismos.

2. En la nomenclatura binomial, la primera parte del nombre de un organismo identifica el género y la segunda parte identifica

A. el filo. B. el reino. C. la especie. D. la familia.

3. ¿Cuál es la forma correcta en la cual debe aparecer impreso el nombre científico del oso negro americano?

A. Ursus A. B. Ursus Americanus C. Ursus americanus D. ursus americanus

Identifica el diagrama de las categorías de clasificación. Usa estas opciones:

clase especie familia filo género orden reino

Unidad 4 CAPÍTULO 17 Organización de la diversidad de vida 123

CAPÍTULO 17

Sección 1: La historia de la clasificación

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Guía de estudio

Nombre Fecha Curso

En tu libro de texto, lee acerca de la determinación de las especies.

Completa la tabla con la información faltante. Usa estas opciones:

biológico datos moleculares extintas fértiles

físicas historia evolutiva variaciones

Concepto de las especies Descripción Desventaja Ventaja

Tipológico

La clasificación se

determina mediante

la comparación de

características

(1)

con un espécimen tipo.

La clasificación no permite

las (2)

genéticas, tales como

el color, dentro de una

especie.

Las descripciones ofrecen

registros detallados de las

características físicas de

muchos organismos.

(3)


determina mediante

características similares y la

capacidad de producir crías

(4) .

Algunos organismos

se entrecruzan

ocasionalmente. Esto no

explica las especies

(5) .

Se aplica una definición de

trabajo en la mayoría de los

casos.

Filogenético


determina mediante la

(6) .

No se conocen las historias

evolutivas de todas las

especies.

Explica las especies

extintas, considera los

(7)

y soluciona problemas de

otros conceptos de especies.

En tu libro de texto, lee acerca de los caracteres.

Relaciona la definición de la columna A con el término de la columna B.

Columna A Columna B

8. las características de la estructura corporal como el tipo de pico y las alas de los pájaros

9. los patrones de bandeado de cromosomas que muestran la relación cercana entre los chimpancés, gorilas y orangutanes

10. modelo que usa comparaciones de secuencias de ADN para estimar cuánto tiempo las especies han estado evolucionando de forma independiente

CAPÍTULO 17

Sección 2: La clasificación moderna

A. caracteres bioquímicos

B. reloj molecular

C. caracteres morfológicos

124 Organización de la diversidad de vida CAPÍTULO 17 Unidad 4

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En tu libro de texto, lee acerca de la reconstrucción filogenética.

Consulta la siguiente ilustración. Responde a cada afirmación.

Guía de estudio, Sección 2: Clasificación moderna continuación

11. Indica el nombre de este tipo de diagrama.

12. Identifica qué dinosaurio es el ancestro común más reciente del petirrojo y del arqueoptérix.

13. Determina qué rasgos son compartidos por el arqueoptérix y el petirrojo.

Para cada afirmación, escribe «verdadero» o «falso».

14. Una rama de un cladograma se llama un clado.

15. Los científicos han descubierto y descrito 4 millones de especies.

16. Darwin y Haeckel usaron la analogía de una rueda para representar las filogenias.

Unidad 4 CAPÍTULO 17 Organización de la diversidad de vida 125

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Guía de estudio

Nombre Fecha Curso

En tu libro de texto, lee acerca de los dominios y los reinos.

Completa la tabla con la información faltante. Usa estas opciones:

Animalia Archaea Bacterias Eubacterias

Eucaria Hongos Plantae Protistas

Descripción de los organismos Dominio Reino(s)

Procariotas cuyas paredes celulares no contienen peptidoglicano

1. 2.

Procariotas cuyas paredes celulares contienen peptidoglicano

3. 4.

Células con organelos unidos a las membranas

5.

6.

7.

8.

9.

En el espacio a la izquierda, escribe la letra del término o de la frase que mejor completa cada afirmación.

10. Los organismos se clasifican en dominios según A. el tipo de célula. B. el tipo de célula, la estructura y la nutrición. C. el tipo de célula y la estructura. D. la nutrición.

11. ¿Qué organismos están en el mismo reino debido a que no pueden formar órganos? A. las archaea C. los hongos B. las plantas D. los protistas

12. ¿Los organismos de cuál reino no tienen paredes celulares? A. Animalia C. Eubacterias

B. Archaea D. Plantae

Responde la siguiente afirmación.

13. Explica porqué los virus no están incluidos en el sistema de clasificación biológica.

CAPÍTULO 17

Sección 3: Los dominios y los reinos

126 Organización de la diversidad de vida CAPÍTULO 17 Unidad 4


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SectionQuick Check

CHAPTER 17

Section 1: The History of Classification


1. Define taxonomy.

2. Identify the eight main taxa used for classification of organisms.

3. Demonstrate how binomial nomenclature is related to classification systems by identifying the genus name and the specific name of the domestic cat, Felis cattus.

4. Imagine three new organisms that are in the same genus. Give each of them a common name. Describe the characteristics that are similar and different.

5. Invent names for your new organisms modeled after Linnaeus’s binomial nomenclature.


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SectionQuick Check


1. List the different types of characters that can be used to determine species or phylogenies.

2. Raccoons and lesser pandas have many corresponding sequences of nucleotides. Predict what will be found if their proteins are analyzed. Assess whether or not they are likely to be closely related.

3. Summarize why the definition of species has changed over time.

4. Analyze what has led to the changes in the definition of species.

5. Distinguish between analogous characters and homologous characters.

CHAPTER 17

Section 2: Modern Classification


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SectionQuick Check


1. Recall how organisms are classified into domains and kingdoms.

2. Explain why organisms in Domain Bacteria and Domain Archaea were once classified in the same domain.

3. Compare and contrast the cells of organisms in Kingdom Plantae to cells of the organisms in Kingdom Animalia.

4. A horsetail is multicellular, has cells with membrane-bound organelles, has cell walls that contain cellulose, and is photosynthetic. Classify horsetails into the correct domain and kingdom.

5. Clarify why viruses are not classified into a domain.

CHAPTER 17

Section 3: Domains and Kingdoms


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CHAPTER 17

Organizing Life’s Diversity Chapter Test APart A: Multiple ChoiceIn the space at the left, write the letter of the term, phrase, or number that best answers each question.

1. Which discipline of biology is concerned with identifying, naming, and classifying organisms?

A. cladistics B. phylogeny C. systematics D. taxonomy

2. How many kingdoms do scientists use to classify Earth’s organisms? A. 2 B. 3 C. 5 D. 6

3. Which is not classified as a living thing? A. bacteria B. giant kelp C. slime mold D. virus

Part B: MatchingWrite the letter of the correct term on the line next to its description. Answers may be used only once.

1. organisms that do not fit into other kingdoms A. Fungi

2. have hyphae; have cell walls; cannot move; made of chitin B. Plantae

3. have cells organized into tissues and performs photosynthesis C. Protista


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Part C: Interpreting Charts and TablesUse the chart to respond to the following statement.

1. Identify the taxa labeled A, B, C, and D in the chart.

A.

B.

C.

D.

Organism House Cat Red Fox Dog Gray Wolf Gopher Housefly

Kingdom Animalia Animalia Animalia Animalia Animalia Animalia

Phylum Chordata Chordata Chordata Chordata Chordata Arthropoda

Class Mammalia Mammalia Mammalia Mammalia Mammalia Insecta

Order Carnivora Carnivora Carnivora Carnivora Rodentia Diptera

Family Felidae Canidae Canidae Canidae Geomyidae Muscidae

Genus Felis Vulpes Canis Canis Thomomys Musca

Species F. silvestris V. vulpes C. familiaris C. lupus T. bottae M. domestica

Use the table above to respond to each statement.

2. Identify the scientific name for the housefly.

3. Identify the two organisms with the greatest number of taxa in common.


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1. Describe a cladogram.

2. Distinguish between a phylum and a division.


1. Scientists used the binomial nomenclature system to give the gray wolf the scientific name Canis lupus. Explain this system and how they used it to name the gray wolf.

2. Medical researchers have discovered that a rare plant in the daisy family produces a chemical that can be used to treat heart disease. Infer why these researchers would discuss their discovery with scientists who classify plants.


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CHAPTER 17

Organizing Life’s Diversity Chapter Test BPart A: Multiple ChoiceIn the space at the left, write the letter of the term, phrase, or sentence that best answers each question.

1. Which was part of Aristotle’s primary biological classification system? A. Animals were grouped as red-blooded or bloodless. B. Each organism was given a two-part, scientific name. C. Organisms were grouped as animals, plants, or protists. D. Plants were classified and grouped into four major phyla.

2. Which was the basis for Linnaeus’ biological classification system? A. behavioral and morphological comparisons B. evolutionary relationships C. morphological and habitat comparisons D. relationships with humans

3. The binomial nomenclature system is based on which two taxa? A. class and genus B. family and species C. genus and species D. phylum and family

4. Which organism is classified in a division? A. giant kelp B. human C. jellyfish D. oak tree

5. Which type of organism is classified in Kingdom Archaea? A. animal with a backbone B. organisms without peptidoglycan C. plant with vascular tissues D. protist with flagella tails

Part B: Matching and CompletionMatching Write the letter of the correct kingdom on the line next to its member. Answers may be used only once or not at all.

1. slime mold A. Animalia

2. lichen B. Fungi

3. moss C. Eubacteria

4. sponge D. Plantae

E. Protista


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Completion Write the correct word in the blank to complete each of the sentences below.

5. The discipline of science that would identify and classify a new frog species discovered in Indonesia is

called .

6. A named group of organisms is called a(n) .

7. The different color fur of gray wolves is an inherited trait called a(n) .

8. The rate at which a strain of bacteria will accumulate mutations to become resistant to penicillin

is called a(n) .

9. A diagram representing the proposed evolutionary history of mammals is called

a(n) .


1. Identify the taxa labeled A–H in the chart.

A.

B.

C.

D.

E.

F.

G.

H.










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Use the table on the previous page to respond to each statement.

2. Interpret In which taxa would the house cat and red fox differ?

3. Compare and contrast the scientific names of the gray wolf and dog.


1. Infer why the binomial nomenclature system is necessary for zoological scientific advancements.

2. Contrast the definitions of the biological, phylogenetic, and topological concepts for species.


1. Biologists searching a Peruvian rain forest discover a new fungus species. Infer how a taxonomic study of the new species could lead to large profits for a pharmaceutical company.

2. Consider reasons why some scientists might consider viruses to be living things.


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CHAPTER 17

Organizing Life’s Diversity Chapter Test CPart A: Multiple ChoiceIn the space at the left, write the letter of the term, phrase, or sentence that best completes each statement or answers each question.

1. Which summarizes Aristotle’s philosophy of classification? A. Classification of domesticated animals is most important. B. Morphological characteristics must distinguish organisms. C. Phyla and divisions are grouped under two basic kingdoms. D. Species are distinct and unchanging throughout Earth’s history.

2. Modern biological classification systems differ from outdated systems because they consider

A. biological biodiversity. B. environmental changes. C. evolutionary relationships. D. morphological comparisons.

3. Which is an example of a morphological character of organisms? A. bright tail feathers of peacocks during breeding season B. identical number of chromosomes in cabbage and kale C. similar nucleotide sequences of gorillas and orangutans D. tusks of modern African elephants and extinct mastodons

4. Which is the purpose of cladistics? A. analyze evolutionary relationships B. calculate molecular clocks C. classify extinct species D. organize genetic information

5. Which kingdom is often called extremophiles? A. Archaea B. Eubacteria C. Monera D. Prokaryote

6. Which kingdom does not classify autotrophic organisms? A. Archaea B. Eubacteria C. Fungi D. Protista

Part B: CompletionWrite the correct word in the blank to complete each sentence below.

1. The scientific discipline that classifies leeches as segmented worms is

called .

2. Ursus americanus is an example of the application of .


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3. All the related classes of cone-bearing trees would be classified in a taxon called

a(n) .

4. The evolution of the polar bear from an isolated population of brown bears is the most recent part of the

species’ .

5. When comparing the evolutionary history of snakes and lizards, the absence of snake legs would be

called a(n) .

6. Euglenas are protozoan that are classified in Kingdom .


1. North American gray wolves range from Arctic regions to Mexico. Arctic wolves are large, thickly-muscled, and have white fur, while Mexican wolves are small and have gray fur. Infer from the data on the chart how scientists classify organisms of the same species, such as the arctic wolf and Mexican wolf, which have significantly different traits.









Use the table above to respond to each statement.

2. Contrast the classification of the members of the dog family on the chart.


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3. Infer the taxa that a housefly and leech have in common.


1. Explain the advantages of the modern biological classification system.

2. Compare and contrast the six kingdoms based on the cell morphology of their organisms.


1. Formulate a classification system for classifying lions, tigers, and jaguars based on the classification methods used by Linnaeus.

2. Formulate a strategy based on modern taxonomy that a pharmaceutical company could use to discover new medical applications in an untouched section of the Brazilian rain forest.



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CHAPTER 17

Assessment


Write the vocabulary term that best matches each definition.

1. 2. 3.



4. 5. 6.


7.

8.

Think Critically

9.


Explain the difference between the vocabulary terms in each pair.

10.

11.



12. 14. 16.

13. 15. 17.



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CHAPTER 17

AssessmentConstructed Response

18.

19.

20.

Think Critically

21.

22.

23.


Replace the italicized words with the correct vocabulary terms.

24. 25. 26.



27. 28. 29. 30.


31.



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CHAPTER 17

Assessment 32.


Think Critically

34.

35. Careers in Biology




37.

38.

39.

Cumulative Review

40.

41.



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Name Date Class

CHAPTER 17

Assessment



1. 3. 5. 7.

2. 4. 6. 8.

Short Answer


9.

10.

11.

12.

13.

14.

15.

16.

Extended Response



18.


Essay Question


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Unit 4 CHAPTER 14 TEACHER GUIDE AND ANSWERS 143

Teacher Guide and AnswersChapter 14

Diagnostic TestPage 4

1. The correct answer is D. Based on student responses, use the list below to address preconceptions.

• Student thinks macroscopic life, such as plants and animals, existed at the start of Earth’s history. Explain to student that life could not appear on Earth until a solid-rock crust and oceans developed on its surface.

• Student thinks microscopic life existed at the start of Earth’s history. Explain to student that life could not appear on Earth until a solid-rock crust and oceans developed on its surface.

• Student thinks early Earth had a solid rock crust. Explain to student that only molten rock existed on Earth 4.5 billion years ago.

• Student thinks early Earth had liquid water. Direct student to Earth’s early history discussion in Section 14.1.

• Student thinks early Earth had an atmosphere. Explain to student that until a solid crust and erupting volcanoes formed on the planet, atmo-spheric gases could not be produced. Direct student to Earth’s early history discussion in Section 14.1.

2. The correct answer is C. Based on student responses, use the list below to address preconceptions.

• Student thinks fossils must be bones. Direct student to the fossil record discussion in Section 14.1.

• Student thinks the soft body parts of organ-isms that are millions of years old were pre-served. Explain to student that the soft body parts of recently extinct animals, such as mast-odons, can be preserved in ice, but only hard body parts of animals millions of years old can be preserved.

• Student thinks any preserved organism is a fos-sil. Explain that fossils are preserved evidence of prehistoric organisms.

• Student thinks human artifacts are fossils. Explain that preserved human bones from pre-historic time periods are considered fossils, but human artifacts are not.

3. The correct answers are A and D. Based on student responses, use the list below to address preconceptions.

• Student thinks prokaryotes and eukaryotes evolved independently of each other. Direct student to the endosymbiont theory discussion in Section 14.2.

• Student thinks early Earth conditions were the same as present-day conditions. Direct student to the Earth’s early history discussion in Section 14.1.

• Student thinks Earth’s life forms originated from cells brought to Earth by meteorites from space. Explain that some scientists believe Earth’s life originated on a celestial object other than Earth, but most scientists believe life evolved on Earth.

• Student thinks life evolved rapidly. Explain to student that scientists believe life evolved slowly over many millions of years.

Launch LabPage 5 • What can skeletal remains reveal?

Analysis

1. Paleontologists can infer many physical charac-teristics of an animal based on fossil remains, including size, weight, body structure, posture, movement, and general food source. They can only guess about characteristics like color, body covering, metabolic processes, offspring, and social behavior based on knowledge of the organism’s environment, habitat, or other information.

2. Fossils are most helpful in identifying physical characteristics directly related to skeletal features such as length, height, body structure and pos-ture, and method of movement. The shape of a tooth can give clues to an organism’s diet.

MiniLabPage 6 • Correlate Rock Layers Using Fossils

Analysis

1. Answers will vary. The oldest fossils are found in the deepest layers; the youngest fossils are found closest to the surface.

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144 CHAPTER 14 TEACHER GUIDE AND ANSWERS Unit 4

Teacher Guide and AnswersChapter 14 2. Possible answer: If different layers contained the

same materials, I would conclude that the envi-ronment did not change over a long period of time. If some layers didn’t overlap, I would look for disturbances in the strata and compare the strata to other sites in the area.

BioLabPage 7 • Is spontaneous generation possible?

1. Answers will vary.

2. Microorganisms grew in the broth exposed to microorganisms in the environment.

3. Verification can prove that experimental results are not due to a chance occurrence.

4. If organisms could be produced from nonliving material, microorganisms would have grown in both the sterile broth that was exposed to air and in the sterile broth that was sealed completely.

5. Answers will vary. The sterile broth might have been contaminated after boiling.

Real-World Biology: AnalysisPage 9 • Dating the Iceman

Planning the Activity

This activity should be used after students have studied the concepts of relative and absolute dating in Chapter 14 of the text. It can be used to reinforce the concept of the geologic time scale.

Purpose

Students explore radiometric dating technology and how it was used to determine the age of a mummi-fied body.

Career Applications

Paleontologists are scientists who study fossils, pre-served evidence of organisms that lived in the past. Paleontologists do more than just dig through ancient rock layers looking for fossils. Most of the analysis of Ötsi’s body and tools was done by paleontologists who specialize in artifacts from the Stone Age.

Teaching Strategies

• To review concepts from the chapter, ask students “What is radiometric dating?” “What is a half-life?”

• To reinforce the concept of half-life, place 100 white beans in a box. Tell students that the white beans have a half-life of five minutes. Every five minutes, remove half of the white beans in the box and replace them with red beans. Have stu-dents count the numbers of red beans and white beans in the box each time.

• Have students learn about other methods of abso-lute age dating, such as dendrochronology (the analysis of tree rings).

• Below Level: If students are having trouble with the table and/or graph in Part A, work through the first few time periods with them. Also, make sure to explain that the table and graph are two differ-ent ways to show the same information.

• Above Level: Have students use their completed graph from Part A to estimate Ötzi’s age based on a carbon-14 content of 53 percent of what it would have been before death.

Answers to Student Worksheet

Part A: Radiocarbon Dating

1. Table 1

Amount of Parent Material (C-14) in Charcoal Sample (in grams)

Amount of Daughter Material (N-14) in Charcoal Sample

(in grams)

Number of Years

That Have Passed

100 0 0

50 50 5730

25 75 11,460

12.5 87.5 17,190

6.25 93.75 22,920

3.125 96.875 28,650

2.

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Teacher Guide and AnswersChapter 14Analyze and Conclude

1. The half-life of carbon-14 is too short to be used to date rocks. The use of carbon-14 is limited to material that is less than 100,000 years old. Most rocks are millions or billions of years old.

2. Radiometric dating uses the decay of radioactive isotopes to find the age of a rock. Relative dating by superposition depends on undisturbed rock layers. Also, relative dating does not give the actual ages of the rocks.

Part B: Dating Ötzi, the Iceman

Analyze and Conclude

1. Cenozoic Era

2. 11,460 years

3. Ötzi’s body contains carbon-14, which has a rela-tively short half-life and is appropriate for dating present-day humans. It is not likely that Ötzi’s body contains either uranium-238 or radon-222. Also, the half-lives of uranium-238 and potas-sium-40 are too long to date human remains, and the half-life of radon-222 is too short.

Careers in Biology

Paleontologists study fossils, preserved evidence of organisms that lived in the past.

EnrichmentPage 11 • The Fossil Record

Student presentations may vary but should be accu-rate and complete. Photographs of fossils would be useful illustrations. Presentations should include information about the habitat of the fossil organism and its evolutionary history. Groups should explain the fossil organism’s relationship to living groups.

Concept MappingPage 12 • Fossils

1. Fossils

2. sediment

3. relative dating

4. radiometric dating

5. organisms

6. rock layers

7. radioactive isotopes

8. minerals

9. age

10. fossils

Study GuidePage 13 • Section 14.1

1. false

2. true

3. true

4. false

5. false

6. Precambrian

7. Cenozoic Era

8. Mesozoic Era

9. Paleozoic Era

10. Mesozoic Era

11. Mesozoic Era

12. Paleozoic Era

13. Precambrian

Note: Student answers for questions 14–18 are interchangeable.

14. trace fossils—footprints, burrows, fossilized feces

15. molds and casts—impression of an organism, can be filled with minerals

16. replacement—detailed mineral replicas

17. petrified or permineralized—wood pores filled with minerals

18. original material—mummified or frozen remains

Page 15 • Section 14.2

1. C

2. D

3. B

4. A

5. C

6. A

7. D

8. Flies appeared in the control flask. No flies appeared in the experimental flask.

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Teacher Guide and AnswersChapter 14 9. His experiment showed that flies did not arise

spontaneously from decaying meat.

10. atmosphere, deep-sea hydrothermal vents

11. The experiement produced amino acids, which supported Oparin’s primordial soup hypothesis that simple organic molecules could be synthe-sized in the atmosphere from gases in Earth’s early oceans.

12. Amino acids can easily bond to form proteins, but they can also separate easily from one another. A framework provides stability and pre-vents the amino acids from separating.

13. proteins

14. amino acids

15. clay particles

16. template

17. coding

18. RNA

19. replication

20. prokaryotic

21. archaea

22. eukaryotic

23. Prokaryotes

24. Prokaryotes

25. Eukaryotes

26. Prokaryotes

27. Eukaryotes

Guía de estudioPágina 17 • Sección 14.1

1. falso

2. verdadero

3. verdadero

4. falso

5. falso

6. Período precámbrico

7. Era cenozoica

8. Era mesozoica

9. Era paleozoica

10. Era mesozoica

11. Era mesozoica

12. Era paleozoica

13. Período precámbrico

Nota: Las respuestas de los estudiantes a las preguntas 14–18 son intercambiables.

14. huellas fósiles—huellas de pisadas, madrigueras, heces fosilizadas

15. molduras de animales—impresión de un orga-nismo, podría estar llena con minerales

16. reemplazo—réplicas minerales detalladas

17. petrificado o permineralizado—poros de madera llenos con minerales

18. material original—restos momificados o congelados

Página 19 • Sección 14.2

1. C

2. D

3. B

4. A

5. C

6. A

7. D

8. Aparecieron moscas en el frasco de control. No aparecieron moscas en el frasco experimental.

9. Su experimento demostró que las moscas no surgían espontáneamente de la carne en descomposición.

10. atmósfera, conductos de ventilación hidroter-males en el fondo del mar

11. El experimento produjo aminoácidos, lo cual apoyó la hipótesis de la sopa primordial de Oparin en cuanto a que las moléculas orgánicas simples podrían sintetizarse en la atmósfera a partir de gases en los océanos en la etapa inicial de la Tierra.

12. Los aminoácidos pueden enlazarse fácilmente para formar proteínas, pero también pueden separarse fácilmente unos de otros. Una estruc-tura permite estabilidad y evita que los aminoá-cidos se separen.

13. proteínas

14. aminoácidos

15. partículas de barro

16. plantilla

17. codificación

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Teacher Guide and AnswersChapter 14 18. ARN

19. replicación

20. procarióticas

21. archaea

22. eucarióticas

23. Procariotas

24. Procariotas

25. Eucariotas

26. Procariotas

27. Eucariotas

Section Quick CheckPage 21 • Section 14.1

1. Most organisms decompose before they become fossilized. Only hard parts, such as bones, remain. Also, only organisms buried rapidly in sediments are readily preserved.

2. From fossils, paleontologists can infer the diet of an organism and the environment in which it lived.

3. The law of superposition states that younger lay-ers of rock are deposited on top of older layers. This law supports relative dating.

4. Most fossils are formed in sedimentary rock because sediments bury organisms. The sedi-ments eventually form sedimentary rock. Fossils also do not survive the heat and pressure involved in the formation of igneous and meta-morphic rocks.

5. geologic time scale, eras, periods: The geologic time scale is a model that expresses the major geological and biological events of Earth’s his-tory. It is divided into eras. Each era is further divided into one or more periods.

6. A mass extinction would probably result. Many land, water, and flying animals would die. Debris from the impact would probably stay in the atmosphere a long time, affecting global climate. Species unable to adapt to the changing climate would disappear.


1. Most biologists consider RNA life’s first cod-ing system because all DNA-based life-forms also contain RNA, and some of these sequences appear to have changed little through time.

2. Archaea often live in extreme environments, such as those that might have existed on early Earth.

3. The endosymbiont theory states that ancestors of eukaryotic cells lived together in some associa-tion with prokaryotic cells. These symbiotic pro-karyotes evolved into cell organelles, eventually forming the first eukaryotic cell.

4. Photosynthetic organisms produce oxygen and release oxygen into the atmosphere. Over time, this might have created an ozone layer.

5. Once photosynthetic prokaryotes began produc-ing oxygen on Earth, oxygen accumulated in the atmosphere. As oxygen levels rose, an ozone layer formed and provided a shield from the Sun’s ultraviolet rays. This made an environment that allowed eukaryotic cells to live.

6. Scientists do not know how life first appeared. In addition, the first life left no discoverable traces. As a result, various scientific theories about how life first appeared have been proposed and added to as new information is discovered.

Chapter Test APage 23 • Part A: Multiple Choice

1. C

2. D

3. B

Page 23 • Part B: Matching

1. C

2. B

3. A

Page 24 • Part C: Interpreting Graphs and Tables

1. Earth and Venus have enough mass to produce a gravitational field strong enough to hold an atmosphere around their surfaces. The small masses of Mercury and the Moon produce weak gravitational fields that cannot hold atmospheres.

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Teacher Guide and AnswersChapter 14 2. A radioactive isotope decays naturally into other

elements. The half-life of a radioactive isotope is the amount of time it takes for half a sample of the isotope to decay into another isotope. The graph shows the amount of time it takes for a sample of the carbon-14 isotope to convert into the nitrogen-14 isotope.

3. Carbon-14 has a half-life of 5730 years. This is the amount of time, as shown on the graph, that it takes for half of the initial sample to decay into nitrogen-14.

Page 25 • Part D: Short Answer

1. All three fossils are preserved evidence of ancient organisms. Both mold and cast fossils are reproductions of an organism. A mold is an impression of an organism’s body, but a cast is an infilling of the inside structure of an organ-ism. An amber fossil differs from a mold or cast because it preserves the entire organism inside hardened tree sap.

2. The endosymbiont theory considers the pos-sibility that ancient eukaryotic cells engulfed prokaryotic cells and began living together. The prokaryotic cells eventually evolved into the organelles of the eukaryotic cells. Eukaryotic cells contain complex organelles including mito-chondria and chloroplasts. Mitochondria and chloroplasts are about the same size as prokary-otic cells, and they have distinctly different DNA than their cells.

Page 25 • Part E: Concept Application

1. Jellyfish have no hard structures, such as bones or shells, that can become fossilized.

2. The experiments replicated early Earth condi-tions and produced molecules such as amino acids and sugars that are the basic building blocks of living cells. These experiments demon-strated that the necessary reactions for the origin of life were possible under the conditions present on early Earth.

3. The experiments did not prove life could have risen from nonliving materials because they did not produce living cells.

Chapter Test BPage 26 • Part A: Multiple Choice

1. B

2. C

3. D

4. A

5. B

Page 26 • Part B: Matching and Completion

Matching

1. A

2. C

3. E

4. D

Completion

5. paleontologist

6. law of superposition

7. geologic time scale

8. biogenesis


1. Earth and Venus have large enough masses to produce gravitational fields strong enough to hold atmospheres around their surfaces.

2. A radioactive isotope decays naturally into other elements. The half-life of a radioactive isotope is the amount of time it takes for half of a sample of the isotope to decay into another isotope. The graph shows the amount of time it takes for a sample of the carbon-14 isotope to convert into the nitrogen-14 isotope.

3. Carbon-14 has a relatively short half-life of 5730 years. As the graph indicates, most of a C-14 sample will decay after 40,000 years. There will not be enough of the radioisotope left to measure and accurately date the bone after 100,000 years.


1. Both types of scientists study the anatomy and other characteristics of organisms. Paleontologists primarily study fossil remains of ancient, extinct organisms, but biologists study present-day organisms and the roles they play in Earth’s ecosystems.

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Teacher Guide and AnswersChapter 14 2. Oparin’s hypothesis suggested that the atmo-

sphere of early Earth had a certain mixture of gases. With UV light from the Sun and electrical energy from lightning serving as energy sources, these gases were synthesized into the organic molecules necessary for the origin of life.


1. A mass extinction often removes a dominant group of organisms from an environment. For example, dinosaurs dominated Earth’s land for 150 million years, but a mass extinction removed the entire group from the continents. The removal of a dominant group allows a new group of organisms to rise to dominance, such as the rise of mammals as the dominant land organ-isms after the extinction of dinosaurs. Without these mass extinctions, Earth’s life would have probably been more stable through its history allowing for far fewer species of organisms to appear at different time intervals.

2. Slime can be placed into a large vat or other clean container. The slime should be checked carefully to make certain there are no frog eggs or tadpoles in it. The vat of slime can be sealed with a material such as cheesecloth that will allow air in but keep living organisms out. If there are no frogs, tadpoles, or frog eggs in the vat, the observed slime will not produce frogs.

3. Although the experiments produced molecules, such as amino acids and sugars, that are the basic building blocks of living cells, they did not produce living cells, which would prove life could have risen from nonliving materials.

Chapter Test CPage 29 • Part A: Multiple Choice

1. A

2. A

3. A

4. B

5. A

6. B

Page 30 • Part B: Completion

1. fossil

2. paleontologist

3. radiometric dating

4. periods

5. plate tectonics

6. Pasteur


1. Mars is significantly larger and more mas-sive than Mercury and the Moon, but it is still only about one-tenth of Earth’s mass. Mars has enough mass to produce a gravitational field strong enough to hold an atmosphere, but unlike Earth or Venus, Mars’ gravitational field is not strong enough to hold an atmosphere indefi-nitely. Eventually, gases in a Martian atmosphere will escape into space.

2. Carbon-14 has a relatively short half-life of 5730 years. As the graph indicates, most of a C-14 sample will decay after 40,000 years. There will not be enough of the radioisotope left to measure and accurately date the bone after 100,000 years.

3. Scientists must assume that the rate of radioac-tive decay of carbon-14 has remained unchanged during the past 38,000 years. They must also assume that during that time, the amounts of carbon-14 and nitrogen-14 have remained con-stant in the environment.


1. During the Precambrian, autotrophic prokary-otes, eukaryotes, and small marine animals appeared. The Paleozoic era experienced drastic changes in life forms including the appearance of fishes, insects, land vertebrates, and land plants. During the Mesozoic era, complex ver-tebrates such as birds, mammals, and dinosaurs appeared. A wide diversity of mammals, includ-ing humans, appeared during the Cenozoic era.

2. Spontaneous generation maintains that living things are constantly arising from nonliving materials. In contrast, biogenesis states that all living things are produced by preexisting organisms.

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Teacher Guide and AnswersChapter 14 3. Ancient photosynthesizing prokaryotes pro-

duced oxygen, which accumulated in Earth’s atmosphere. High oxygen levels allowed for the formation of ozone gas, and ozone gases eventu-ally formed the ozone layer, which shields living things from harmful solar radiation.


1. Only a small percentage of species that lived are preserved as fossils, because most dead organ-isms decompose before environmental condi-tions can change their remains into fossils. Also, many soft body organisms had no hard bones or shells that could fossilize. Chances are small that a transition organism will be fossilized and will be discovered by paleontologists.

2. The Law of Superposition states that younger layers of rock are deposited on top of older lay-ers of rock. In similar fashion, a landfill is com-posed of younger layers of garbage that were deposited on top of older garbage layers. The exact age of a landfill layer can be determined by examining the dates on newspapers or maga-zines buried within the layer.

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1. The correct answer is C. Based on student responses, use the list below to address preconceptions.

• Student thinks Darwin developed the theory of evolution aboard the HMS Beagle. Direct student to the developing the theory of natural selection discussion in Section 15.1.

• Student thinks people living during Darwin’s time accepted the theory of evolution. Direct student to the developing the theory of natural selection discussion in Section 15.1.

• Student thinks Darwin observed evolutionary changes. Explain to student that most evolution-ary changes normally occur over long periods of time and are not observable.

• Student confuses evolution with natural selection. Explain to student that evolution is the theory that species change over time, but natural selection is the proposed process by which species change.

• Student is confused by the idea of natural selec-tion. Direct student to the developing the theory of natural selection discussion in Section 15.1.


• Student is unaware of vestigial structures. Direct student to the comparative anatomy discussion in Section 15.2.

• Student thinks the fossil record demonstrates clear evidence of evolutionary changes for most organisms. Direct student to the fossil record discussion in Section 15.2.

• Student thinks breeding domesticated variet-ies of organisms demonstrates evolutionary change. Explain that domesticated varieties of organisms, such as dog breeds, are not separate species that demonstrate a change in a species over time.

• Student thinks vertebrate embryos do not share common features. Direct student to the comparative embryology discussion in Section 15.2.

3. The six species share a recent common ances-tor—they possibly belonged to the same species in the past. Because of a physical or behavioral isolating mechanism they evolved into the six species present today. These species are not able to interbreed. Based on student responses, use the list below to address preconceptions.

• Student does not understand that the six spe-cies of chickadees share a common ancestor. Direct student to the speciation discussion in Section 15.3.

• Student thinks members of different species can interbreed. Direct student to the speciation discussion in Section 15.3.

• Student thinks two species always evolve due to a physical barrier that isolates two populations.Direct student to the speciation discussion in Section 15.3.

• Student does not understand how natural selection causes speciation. Direct student to the speciation discussion in Section 15.3.

Launch LabPage 39 • How does selection work?

Analysis

1. Answers will vary. Square 1 is less likely to be chosen in the group with eight red squares.

2. It is less likely Square 1 from the group with eight red squares will be eaten because there are more red squares in that group that the predator can choose from.

MiniLabPage 40 • Investigate Mimicry

Analysis

1. The monarch butterfly is dark orange with black veins and a row of white spots on the edge of its wings. The viceroy has the same color pattern except for a black horizontal stripe across the bottom of its wings.

2. Answers may vary, but the bright colors serve as warnings to signal the toxicity to predators.

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BioLabPage 41 • Can scientists model natural selection?


1. To calculate the percentage, students should divide the number of forceps/pliers that survived by the total number of forceps/pliers in the com-munity. Answers will vary based on class data.

2. To determine the number of offspring produced in the community, students should calculate the number of offspring produced by the forceps/pliers in each group, and then add the group members.

3. To calculate the ratio, students should write (the number of offspring forceps): (the number of offspring pliers). Answers will vary based on class data.

4. Answers will vary based on class data. If the survival percentage is low, the population will not persist. If relatively few offspring are pro-duced, the population will likely decline over generations.

5. The population that produces the most offspring will be most likely to grow over time. Body structure variations that make it easier to obtain food are likely to be passed to offspring by sur-viving individuals.

Real-World Biology: LabPage 43 • Modeling Natural Selection


Use this activity to reinforce student understanding of natural selection. It can also be used to reinforce basic principles of genetics, gene frequency, and predator-prey relationships.

Purpose

Students develop a model to observe how natural selection can affect a population of organisms when the environment changes.

Career Applications

Wildlife managers perform many duties associated with conserving species of fish and wildlife. They conduct population counts, reintroduce endan-gered species, and evaluate the impact of state and federal programs. They might use aerial or ground

photography to track animals or monitor the migra-tion of animals. Wildlife managers enforce laws and regulations that are designed to maintain wildlife populations at optimum levels. Additionally, wild-life managers are public relations specialists and educators. A career in wildlife management requires a strong interest in wildlife and the outdoors. Excellent physi-cal and mental health is needed. Wildlife managers should like and understand people as well as wildlife because most jobs involve working with the public. A wildlife manager should have the ability to assume responsibility and work on his or her own. To be a wildlife manager, a person must have a college degree in biology or natural resources man-agement. Studies must include courses in wildlife subjects, zoology, and botany or related plant sci-ences. Preparing for a career in wildlife manage-ment can begin in high school by taking courses in biology, chemistry, physics, math, and computers. Activities such as camping, hiking, hunting and fishing, bird watching, and wildlife photography will help to understand wildlife.

Materials Tips

Materials page of newspaper want ads, sheet of brown butcher paper of the same size, envelope with 50 butcher-paper circles and 50 newspaper want-ad circles cut out with a paper punch, stopwatch or clock

• A paper punch should be used to make the butcher-paper circles and newspaper want-ad circles.

• Place circles in envelopes or small film containers until needed. Have students replace the circles in the containers after the activity so you can reuse them.

• When you punch out the newspaper circles, be sure there is print on both sides of each circle.

• If a stopwatch is not available, a clock with a sec-ond hand can be used.

Teaching Strategies

• Have students read the procedure first, then ask them “Which lizards do you think will be easier to see on the black-and-white background?” “Which lizards do you think will be easier to see on the brown background?”

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Teacher Guide and AnswersChapter 15• Monitor students to be sure that the circles are

randomly scattered on the background and not piled up.

• Turn the classroom lights down to make picking up the “lizards” more difficult. Tell students that the owl predator in this activity hunts for prey just before sunrise or just after sunset.

• You might have to review with students how to calculate the percentage of survivors and the per-centage of lizards that died.

• Below Level: If students are having trouble with question 4, review the basics of Mendelian genetics and population genetics.

• Above Level: Have students test their predictions from question 5. Have them take the surviving lizards from step 5, place them on newspaper, and repeat step 3.



1. The percentage of speckled lizards that survived probably decreased when the environment changed because they would be more easily seen and picked up by the owl against the brown background.

2. The percentage of brown lizards that survived probably increased when the environment changed because they would be harder for the owl to see and pick up against the brown background.

3. If an organism has characteristics that enable it to blend in with its environment, its chances of survival will increase, and it will be more likely to reproduce than organisms that do not have such characteristics.

4. When BB and bb lizards mate, Bb lizards will be produced. When Bb lizards mate, some brown bb lizards will be produced. Because Bb lizards are likely to survive and reproduce, brown bb lizards are not likely to disappear completely from the population.

5. The fitness of speckled lizards would increase in the black-and-white rock environment; therefore, more would survive and reproduce. The number of speckled lizards in the population would gradually increase. Brown lizards would decrease in number because they would be less fit.

6. Changing the predator would introduce another variable into the experiment. For example, part-ners might have different eyesight or be able to pick up the circles at different speeds.

Careers in Biology

Wildlife managers help conserve species of fish and wildlife. They conduct population counts, reintro-duce endangered species, and evaluate the impact of state and federal programs.

EnrichmentPage 45 • Darwin’s Finches

Student articles will vary but should be clearly written and accurate. All questions posed should be thoroughly researched, and answers should be supported by the research. All sources should be accurately cited. Drawings or photographs of the finches would be useful in student articles.

Concept MappingPage 46 • Patterns of Evolution

1. adaptive radiation

2. convergent evolution

3. more similar to unrelated species

4. change in response to each other

5. many similar but distinct species

6. unrelated species with similar characteristics

7. species with symbiotic relationships

8. Galápagos finches


1. true

2. false

3. true

4. false

5. false

6. A

7. B

8. D

9. C

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Teacher Guide and AnswersChapter 15Page 48 • Section 15.2

1. C

2. E

3. D

4. B

5. A

6. Homologous Structure

7. Vestigial Structure

8. Comparative Biochemistry

9. Analogous Structure

10. Vestigial Structure

11. true

12. biogeography

13. true

14. adaptations

15. harmful

16. true

17. true

18. true


1. Genetic drift

2. Disruptive selection

3. stabilizing selection

4. founder effect

5. sympatric speciation

6. Directional selection

7. allopatric speciation

8. Sexual selection

9. adaptive radiation

10. gradualism

11. the darker moth (moth B)

12. industrial melanism


1. verdadero

2. falso

3. verdadero

4. falso

5. falso

6. A

7. B

8. D

9. C


1. C

2. E

3. D

4. B

5. A

6. Estructura homóloga

7. Estructura vestigial

8. Bioquímica comparativa

9. Estructura análoga

10. Estructura vestigial

11. verdadero

12. biogeografía

13. verdadero

14. adaptaciones

15. dañina

16. verdadero

17. verdadero

18. verdadero


1. deriva genética

2. selección disruptiva

3. selección estabilizadora

4. efecto fundador

5. especiación simpátrica

6. selección direccional

7. especiación alopátrica

8. selección sexual

9. radiación adaptiva

10. gradualismo

11. la mariposa más oscura (mariposa B)

12. melanismo industrial

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1. (1) Individuals in a population show differ-ences, or variations, even among individuals of the same species. (2) Variations are inherited. (3) Animals have more young than can survive on the available resources. (4) Variations that increase reproductive success will be common in the next generation.

2. Alfred Russel Wallace’s theory was almost iden-tical to Darwin’s theory.

3. All of today’s species are descended from one or a few ancestral species, and natural selection is the process by which ancestral species become modified into new species.

4. Artificial and natural selection both result in species changing over time. In artificial selec-tion, humans breed a species to increase the frequency of a trait. In natural selection, species change over time according to variations that increase the reproductive success.

5. Wheat would be tested for fiber content, and only those with a high level would be planted and crossbred. The offspring of successive generations would also be tested and crossed. Eventually, the level of fiber in the offspring will increase.


1. An adaptation is a trait that makes individuals better able to survive or reproduce than indi-viduals without those traits.

2. If a structure such as a wing does not increase the reproductive success of the organism, it might become a vestigial structure through evolution. This can happen when a population contains individuals that expend less energy on the development of such a structure and more energy on other activities. These individuals will probably be more successful in reproduction. As a result, these individuals will survive in greater numbers and pass on their traits to their off-spring. Eventually, individuals that have smaller versions of the structure, and thus use the least energy on developing the structure, will become most prevalent in a population.

3. Homologous structures are inherited from a common ancestor, and analogous structures are not.

4. The color pattern of the California kingsnake is mimicry, not camouflage. It makes the snake resemble a harmful species but does not help the snake blend in with its surroundings.

5. Squirrels and rabbits will have more similar DNA because squirrels are more like rabbits than like antelope. DNA is more similar in more closely related species.


1. Genetic bottlenecks reduce the total alleles in a gene pool, and the population that results can be unusually genetically similar.

2. relatively sudden speciation followed by long periods of stability

3. Scientists determine that evolution will not occur in a population unless the allelic frequencies are acted on by outside forces that cause change.

4. There are 60 + 60 + 30 = 150 O alleles and 30 + 10 + 10 = 50 o alleles. The total number of alleles is 150 + 50 = 200 alleles. The O allele fre-quency is 150/200, or 0.75. The o allele frequency is 50/200, or 0.25.

5. Sexual selection does not always result in selec-tion of traits that are best for survival in a par-ticular environment, so it will not always lead to better survival of a species.

Chapter Test A Page 58 • Part A: Multiple Choice

1. C

2. D

3. C


Matching Set 1

1. homologous structure

2. vestigial structure

3. analogous structure


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Teacher Guide and AnswersChapter 15Matching Set 2

5. D

6. A

7. B

Page 59 • Part C: Interpreting Graphs

1. The graph illustrates directional selection. The graph shows a shift in snail numbers away from one extreme, which is light coloration.

2. The graph illustrates disruptive selection. The graph shows a shift in number toward the extremes of a trait and away from the mean.


1. Animals produce more young than can survive on the available resources. Offspring of the same species show variation of traits. These traits are passed on from parents to offspring. Finally, variations that increase reproductive success will be more common in future generations.

2. Evolution is the change in a species over time.

3. The bull fur seal, a mammal, and the emperor penguin, a bird, are different animals, but both are adapted to an aquatic environment. Convergent evolution is when organisms that live in different places and are often unrelated resemble each other in shape, size, and behavior. The bull fur seal and the emperor penguin are such an example. They are different animals from different places, but have similar structures and shapes.


1. Darwin would have explained the many differ-ent verities of guppies as an example of artificial selection. He would have noticed that the breed-ers of guppies were breeding fish for certain characteristics. This is known as selective breed-ing today. Through artificial selection, breeders have chosen guppies with different traits such as varying colors and tail shapes. Although guppies show a wide variety of traits, all guppies are still considered one species.

2. The adaptation of the syrphid fly is an example of mimicry. Mimicry is an adaptation of body features so that one species resembles another

species. The fly is harmless, but because its markings resemble the stinging yellow jacket, it is less vulnerable to predation.

Chapter Test B Page 61 • Part A: Multiple Choice

1. C

2. D

3. B

4. A


Matching

1. homologous structure


3. analogous structure


Completion

5. artificial selection

6. adaptation

7. fitness

8. sexual selection


1. The graph illustrates directional selection. The dark-colored snails can camouflage better with their natural surroundings and avoid predation more frequently than the light-colored snails.

2. The graph illustrates disruptive selection. The population probably has two primary habitats. The squirrels with light-colored fur populate a light-colored habitat, and the squirrels with dark-colored fur populate a dark-colored habi-tat. A squirrel with a color of fur between light and dark matches neither habitat and presents an easier target for predators.


1. The peppered moth produces more offspring than can survive on the available resources, and these offspring show a variation in colors. Some moths are light colored and others are dark. These color traits are passed down from par-ent moths to their offspring. During the initial

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Teacher Guide and AnswersChapter 15industrialization of England, air pollution dark-ened the trunks of trees making the darker col-ored moths better camouflaged from predators. More dark-colored moths survived to reproduce, and this reproductive success led to the dark-col-ored moths becoming more common.

2. The shared traits among vertebrate embryos, such as a tail, provide evidence of the shared ancestry of vertebrates. Physical traits that are not always apparent or present in the adults of different species can be observed in their embryos. This is why scientists often compare embryos to search for evolutionary relationships.

3. This is an example of convergent evolution. The bull fur seal, a mammal, and the emperor penguin, a bird, are different animals, but both of these animals are adapted to an aquatic envi-ronment. These organisms evolved in differ-ent places and are not closely related, but they evolved similar structures and behaviors in response to their environments.


1. The syrphid fly is about the same size as the yellow jacket, and it has black and yellow stripes. The fly is harmless and cannot sting, but because it mimics the stinging yellow jacket, it is less desirable to predators.

2. The conditions include: random mating, no emigration or immigration, no mutations, and no natural selection. The violation is that the population is small, not large.

Chapter Test C Page 64 • Part A: Multiple Choice

1. A

2. B

3. D

4. D

5. A


1. artificial selection

2. evolution

3. comparative embryology

4. constraint

5. bottleneck

6. gradualism


1. The graph illustrates directional selection. The dark snails probably have the advantage of better camouflage against predators, but if the snails’ environment becomes lighter in color, the snails with a light coloration will have the advantage. A lighter colored environment will cause an increase in the survival rate of light-colored indi-viduals, and the graph will shift back toward the light color extreme.

2. The population probably has two primary habi-tats. The squirrels with light color fur populate a light-colored habitat, and the squirrels with dark color fur populate a dark-colored habitat. This is disruptive selection—when two populations are created with extreme traits. If one of the habitats changes colors or becomes uninhabit-able for squirrels, the coloration of the squirrel fur will shift toward directional selection. This means that the coloration of the squirrels would begin to tend toward the color of the unaffected environment.


1. Both are morphological adaptations. Mimicry is an adaptation in which one species resembles another species, and camouflage is an adaptation in which a species resembles its surroundings. The adaptation can be combined if a species mimics the camouflage of another species.

2. Homologous structures are anatomically similar structures inherited from a common ancestor. An example would be bird wings evolved from reptile forearms. Vestigial structures, such as the human appendix, are features with a reduced function in the organism. Analogous structures have the same function, but they do not have a common ancestry. Eagle wings and bee wings would be an example.

3. Homozygous dominant: 0.525; heterozygous dominant: 0.397, homozygous recessive: 0.075. Note: Numbers are rounded to the thousandth place.

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Teacher Guide and AnswersChapter 15Page 66 • Part E: Concept Application

1. Polar bears produce more offspring than can survive on the available resources and these off-spring show a variation in fur colors. Some of the bear cubs are born with thicker fur that is lighter in color. These fur color and thickness traits are passed down from parent bears to their offspring. The snow-covered environment favored the lighter colored bears because they were better camouflaged to hunt prey. Bears with thicker fur also had a survival advantage in the cold northern temperature than thin-furred bears. More light-colored, thick-furred bears survived to reproduce, and this reproductive success led to white bears with thick fur becom-ing more common. The isolation of polar bears from brown bears eventually led to the evolution of two distinct species.

2. Eye color in humans is a trait, but it is presently not considered an adaptation because it does not contribute to the survival and reproductive suc-cess of an individual. Measurements of the fit-ness of people with different eye colors would be statistically equal.

3. They exhibit sympatric speciation because the two species evolved without being separated by any natural barriers. Presumably, the ancestor species and new species lived side by side during the speciation process.

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1. The correct answer is B. Based on student responses, use the list below to address preconceptions.

• Student thinks only apes have an opposable digit. Direct student to the characteristics of primates discussion in Section 16.1.

• Student thinks all primates have an opposable digit. Explain to student that most, but not all, primates have an opposable digit.

• Student thinks most primates spend little time in trees. Direct student to the characteristics of primates discussion in Section 16.1.

• Student thinks primates have eyes on the sides of their heads. Direct student to the characteris-tics of primates discussion in Section 16.1.

• Student thinks all primates are monkeys. Direct student to the primate groups discussion in Section 16.1.

• Student thinks all primates are apes. Direct student to the primate groups discussion in Section 16.1.

• Student thinks humans are not classified as primates. Direct student to the primate groups discussion in Section 16.1.

2. The correct answer is A. Based on student responses, use the list below to address preconceptions.

• Student confuses the regions referred to as the Old World. Direct student to the discussion of Old World monkeys in Section 16.1.

• Student confuses the regions referred to as the New World. Direct student to the discussion of New World monkeys in Section 16.1.

• Student confuses characteristics of Old World monkeys and New World monkeys. Direct stu-dent to the discussion of Old World monkeys and New World monkeys in Section 16.1.

• Student confuses the species classified as Old World monkeys and New World mon-keys. Direct student to the discussion of Old World monkeys and New World monkeys in Section 16.1.

3. Homo sapiens are the species known as humans. The species shows an increased brain size and higher forehead when compared to human ancestors. Humans also have rounder skulls, smaller faces, and a prominent chin. Humans use advanced tools and weapons. Based on stu-dent responses, use the list below to address preconceptions.

• Student thinks Homo sapiens are nonhuman apes. Direct student to the Homo sapiens discus-sion in Section 16.2.

• Student thinks there is no fossil evidence of direct human ancestors. Direct student to the Homo sapiens discussion in Section 16.2.

• Student confuses Homo sapiens with Homo neanderthalensis. Direct student to the Homo sapiens discussion in Section 16.2.

• Student thinks Homo sapiens have the largest brains of all primates. Explain to student that Homo neanderthalensis had a larger brain size than present-day humans.

Launch LabPage 74 • What are the characteristics of primates?

Analysis

1. Similarities include forward-facing eyes, dex-trous and long fingers, nimble limbs, upright posture, well-defined face area, small ears; dif-ferences include hairiness, length of arms/legs, and structure of snout/nose.

2. Accept all reasonable answers.

MiniLabPage 75 • Observe the Functions of an Opposable Thumb

Analysis

1. More time is needed to complete each task when the thumb is taped to the hand.

2. An opposable thumb makes tasks much easier, and tasks require less time to complete.

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MiniLabPage 76 • Explore Hominin Migration

Analysis

1. after 2 million years ago; Eurasia

2. H. erectus and H. neanderthalensis; H. sapiens and H. neanderthalensis. Overlapping suggests that the species coexisted.

BioLabPage 77 • What can you learn about bipedalism from comparing bones?


1. its legs, pelvis, position of foramen magnum, and feet

2. Based on the legs, pelvis, and feet, it is a biped.

3. This fossil represents Australopithecus afarensis, Lucy in particular.

4. Students may differ in their interpretations, as scientists often do.

5. This experiment gives students a feel for why chimpanzees don’t stand long in an upright position.

6. Humans have evolved to have a mixture of some of the traits that different primates have.

Real-World Biology: AnalysisPage 79 • Lucy


This activity can be used in conjunction with the study of primate evolution. Reference to fossil evi-dence and evolutionary theory in Chapters 14 and 15 might be useful.

Purpose

Students use comparative morphology and absolute dating techniques to analyze fossil evidence associ-ated with primate evolution.

Career Applications

A paleoanthropologist examines and analyzes fos-sil evidence to study early human ancestors. Some responsibilities include finding and mapping the sites of fossil remains and landscapes containing prehistoric features, directing the investigation of

fossil collection sites, recording and collecting items uncovered by surveys, and drawing and photo-graphing items and sites. Paleoanthropologists also develop and test new theories concerning evolution-ary relationships among humans and their ances-tors. They write and present research findings for books, journals, and conferences.

Teaching Strategies

• With the class, plan the construction of a time line from Earth’s formation to the present that shows the time periods when major groups of organisms, including hominins, evolved. Divide the class into groups of four, with each group responsible for one portion of the time line. Refer to the time line during a discussion of hominin evolution. Guiding questions: During the time that living things have existed on Earth, what fractional part has included humans? Are you defining humans by the genus Homo or by the species Homo sapiens? Give an explanation for your answer. Rene DuBois, in his book So Human an Animal, writes that humans are now creating the conditions for their own evo-lution. What do you think he means by this? Is it positive or negative? Why?

• Use films, photographs, or models to illustrate morphological differences between different types of primates.

• Below Level: Provide photographs, drawings, or models of morphological differences between pri-mates as aids for answering the questions.

• Above Level: In addition to radioactive testing, paleomagnetism was used to refine the analysis of Lucy’s age. Students can learn about that tech-nique and present their findings to the class.


Part A: Lucy Up Close


1. Lucy’s pelvis resembled that of a modern human rather than that of a quadrupedal ape. Her arms were short relative to her legs. Her spine was connected to her head at the base of the skull.

2. Skeleton A is a hominin skeleton because (1) its spine is connected to its head at the base of the skull, (2) its arms are short relative to its legs, and (3) its brain is larger than that of skeleton B.

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Teacher Guide and AnswersChapter 16Part B: Lucy’s Age


1. In 1 g of potassium, 110,376,000 atoms of argon are produced in one year.60 s � 60 min � 24 h � 365 days � 3.5 atoms � 110,376,000

In 0.1 g of potassium, 11,037,600 atoms of argon are produced in one year.

2. The age of the lava sample equals 28,774,025,000,000 (number of atoms of argon in the lava) divided by 11,037,600 (number of argon atoms produced by decay in one year), which equals 2,606,909 years, or 2.6 million years.

Part C: Lucy and Hominin Evolution


Evidence from Lucy supports the statement because she was ancestral to all of the other hominins and walked upright but had a small brain.

Careers in Biology

A paleoanthropologist examines and analyzes fossil evidence to study early human ancestors. Responsibilities include finding and mapping the sites of fossil remains and landscapes containing prehistoric features, directing the investigation of fossil collection sites, recording and collecting items uncovered by surveys, drawing and photographing items and sites, and developing and testing new the-ories concerning evolutionary relationships among humans and their ancestors.

EnrichmentPage 81 • Endangered Primates

Common Name Scientific Name Habitat Estimated Population Threat Faced

Greater bamboo lemur

Prolemur simus Madagascar 1000 hunting; habitat destruction

Silky sifakaPropithecus candidus

Madagascar 2000 hunting; habitat destruction

Tana River red colobus

Procolobus rufomitratus

Kenya 1000 habitat destruction

White-naped mangabey

Cercocebus atys lunulatus

Ghana, Ivory Coasta few

thousandhunting; habitat destruction; military actions

Eastern gorilla Gorilla beringeiRwanda, Uganda, Democratic Republic of the Congo

fewer than 3000

hunting; habitat destruction; retaliation for raids on farms

Western purple-faced langur

Semnopithecus vetulus nestor

Sri Lankamore than

10,000habitat destruction

Grey-shanked douc

Pygathrix nemaeus cinerea

Vietnam 600–700 hunting; habitat destruction

Sumatran orangutan

Pongo abelii Sumatra 7500 logging

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Teacher Guide and AnswersChapter 16The information obtained by students for the endan-gered primates listed here can lead to discussions about the process by which a species becomes threat-ened or endangered. For example, why are there a disproportionate number of endangered primates from a single country (Madagascar)? Also, is there any significance to the fact that many endangered primates come from developing countries? And what does that fact mean for the likely survival of those species? Students might be asked to prepare a list of questions like these that occurred to them as they did their research on endangered primates.

Concept MappingPage 82 • Characteristics of Primates

1. manual dexterity

2. forward-looking eyes

3. large brain

4. opposable first digit

5. locomotion

6. grasping

7. depth perception


1. F

2. D

3. A

4. C

5. G

6. H

7. E

8. B

9. Sample answer: A chimpanzee can grasp a small object between thumb and forefinger, such as when catching an insect. (Do not accept human tasks, such as writing.)

10. The chimpanzee has an opposable thumb and the squirrel does not. The chimpanzee has five digits, and the squirrel has four. The squirrel has sharp claws, and the chimpanzee has flat nails. The chimpanzee hand and the baboon hand are both primate hands. They both have five digits with flat nails, including an opposable digit.

11. Haplorhines

12. Strepsirrhines

13. Haplorhines

14. Haplorhines

15. Strepsirrhines, Haplorhines

16. Strepsirrhines

17. Strepsirrhines

18. Haplorhines

19. true

20. false

21. true

22. true

23. true

24. true

25. true

26. false

27. Monkeys might have come to the New World on rafts of vegetation or soil.


1. anthropoids

2. primate

3. brachiation

4. large brain

5. hominoids

Note: Student answers to questions 6 and 7 are interchangeable.

6. chimpanzees

7. bonobos

8. grasslands

9. Proconsul

10. upright

11. A

12. B

13. B

14. B


1. D

2. E

3. B and C

4. A

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Teacher Guide and AnswersChapter 16 5. Homo habilis

6. 2.4–1.4 mya

7. Homo erectus

8. 1.8 mya–400,000 years ago

9. Homo sapiens

10. 195,000 years ago to present

11. true

12. false

13. false

14. true


1. F

2. D

3. A

4. C

5. G

6. H

7. E

8. B

9. Ejemplo de respuesta: Un chimpancé puede agarrar un objeto pequeño entre el pulgar y el índice, como al atrapar un insecto. (No acepte tareas humanas, como la escritura).

10. El chimpancé tiene un pulgar oponible mientras que la ardilla no lo tiene. El chimpancé tiene cinco dígitos y la ardilla tiene cuatro. La ardilla tiene garras filosas, y el chimpancé tiene uñas planas. La mano del chimpancé y la mano del babuino son manos de primates. Ambas manos tienen cinco dígitos con uñas planas, incluido un dígito oponible.

11. Haplorinos

12. Estrepsirrinos

13. Haplorinos

14. Haplorinos

15. Estrepsirrinos, Haplorinos

16. Estrepsirrinos

17. Estrepsirrinos

18. Haplorinos

19. verdadero

20. falso

21. verdadero

22. verdadero

23. verdadero

24. verdadero

25. verdadero

26. falso

27. Es posible que los monos hayan llegado al Nuevo Mundo en balsas de vegetación o tierra.


1. antropoides

2. primates

3. braquiación

4. cerebro grande

5. hominoides

Nota: Las respuestas de los estudiantes a las preguntas 6 y 7 son intercambiables.

6. chimpancés

7. bonobos

8. pastizales

9. Proconsul

10. erguida

11. A

12. A

13. B

14. A


1. D

2. E

3. B y C

4. A

5. Homo habilis

6. 2.4–1.4 millones de años

7. Homo erectus

8. 1.8 millones de años–400,000 años

9. Homo sapiens

10. 195,000 años hasta el presente

11. verdadero

12. falso

13. falso

14. verdadero

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1. strepsirrhines: lemurs, indris, lorises, aye-ayes; haplorhines: tarsiers, monkeys, apes including chimpanzees, gorillas, gibbons, orangutans, and humans

2. Strepsirrhines and anthropoids are both mem-bers of the primate group. Strepsirrhines have large eyes and ears and rely predominantly on smell for hunting and social interaction. Anthropoids are generally larger than strepsir-rhines, and they have bigger brains relative to their body size. They are more likely to be diur-nal. They have more complex social interactions than strepsirrhines, and they tend to live longer. Anthropoids are haplorhines.

3. Baboons, gorillas, and humans are all haplo-rhine, anthropoid, diurnal, and Old World. They share characteristics such as flexible hands and feet and larger brains relative to body size. These shared characteristics indicate that they might have had a common ancestor.

4. Sample answer: The opposable thumb enables modern humans to perform many tasks that could not be done otherwise, such as using a pen or pencil and making and using tools with the hands. Humans are capable of a strong grasp and of using fine muscle groups to do things such as needlework and art.

5. A long period of dependency of primate off-spring is most likely because it allows a longer time for offspring to learn the complex social behaviors typical of primates.


1. The first hominin fossils that are indisputably bipedal belong to the australopithecines. They were a group of hominin species that lived in east-central and southern Africa between 4.2 mya and 1 mya.

2. Scientists use biochemical analysis in addition to the fossil record to study evolutionary relation-ships. The fossil record is sparse, so scientists compare DNA of living hominoid species.

3. One theory is that about 24–5 mya, the world’s climate became warmer and drier. Much of the tropical forests in Africa became savannas.

Tree-dwelling hominoids adapted to the new grassland environment by becoming bipedal. This position enabled them to see farther to find food, travel long distances more efficiently, decrease the area of the body exposed to the Sun, and increase the area of the body exposed to cooling winds.

4. Lucy is an australopithecine fossil skeleton that shows the skull and hip and knee joints consis-tent with bipedalism. She, like other australo-pithecines, had a small brain.

5. An evolutionary tree usually shows just a few branches. But hominin species were apparently numerous, they lived successfully for many years, and they overlapped their contemporaries of other hominin species. If an evolutionary tree were prepared for all the hominin species, it would look more like a bush than a tree.


1. Homo habilis, the “handy man,” lived in Africa between about 2.4 and 1.4 mya. (Accept any three of the following.) H. habilis possessed a brain about 650 cm3, which was larger than the australopithecines’ brain. It also had a smaller brow, a reduced jaw, a flatter face, and more humanlike teeth. But it was also small, had long arms, and was still able to exist in the trees like the australopithecines.

2. “Mitochondrial Eve” is a hypothetical female ancestor of Homo sapiens. Mitochondrial DNA is inherited from the mother and changes little over time. The mitochondrial DNA of Africans shows the most variation, which points to Africa as the origin of the species.

3. Results of mitochondrial DNA tests run on Neanderthal fossils suggest that the Neanderthals were a distinct species that did not contribute DNA to the modern human gene pool.

4. Homo sapiens is characterized by a more gracile appearance than all other Homo species. They have thinner skeletons, rounder skulls, promi-nent chins, smaller faces, and a much larger brain capacity than all Homo species except the Neanderthals.

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Teacher Guide and AnswersChapter 16 5. The multiregion evolution model states that

modern races of humans arose in isolated popu-lations by convergent evolution. The Out of Africa hypothesis states that modern humans evolved only once, in Africa, and then migrated to all parts of the world.


1. D

2. C

3. C


1. apes

2. monkeys

3. monkeys

4. apes

Page 95 • Part C: Interpreting Diagrams

1. A: Homo habili; B: Homo ergaster; C: Homo neanderthalensis; D: Homo sapiens

2. A. afarensis


1. Primates have the ability to grasp and manipu-late objects with their hands. They have mobile arms, keen eyesight, and relatively large brains.

2. Old World monkeys have opposable thumbs, while New World monkeys do not. New World monkeys have prehensile tails while Old World Monkeys do not. Old World monkeys have nar-rower noses and larger bodies than New World monkeys, and they spend more time on the ground.

3. Hominids are humanlike primates that appear to be more closely related to present-day humans than to present-day chimpanzees and bonobos.


1. Gorilla habitat is being destroyed. Humans also hunt and poach the gorillas for tourist souvenirs, meat, and fur. The gorillas have a low reproduc-tive rate making it difficult for their populations to rebound quickly from these human activities.

2. Large brains enabled early hominoids to use complex communication skills and reasoning skills to aid in the foraging of food, hunting ani-mals, seeking shelter, and escaping predators.

3. Being quadrupeds, dogs can run faster over short distances than bipedal humans, but bipeds can travel farther distances than quadrupeds.


1. D

2. A

3. A

4. A

5. A


Matching

1. Apes

2. Old World monkeys

3. Apes

4. New World monkeys

Completion

5. arboreal

6. hominins

7. dawn ape

8. hominoids


1. A: A. africanus; B: H. habili; C: H. ergaster; D: H. erectus; E: H. neanderthalensis; F: H. sapiens

2. Homo erectus and Homo antecessor


1. Primates have flexible hands and feet that enable them to be manually dexterous. They have limber shoulders and hips for a wide range of flexible movements. They have eyes on the front of the face, which allows for greater depth perception (binocular vision). Primates rely on vision more than their sense of smell. Primates have large brains in relation to their body sizes enabling them to problem solve and enter com-plex social relationships. They have a low repro-ductive rate—usually only one infant at birth.

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Teacher Guide and AnswersChapter 16 2. Strepsirrhines have larger eyes and ears than

anthropoids, and they rely predominantly on their sense of smell for survival activities, while anthropoids rely on their sense of sight. Anthropoids have larger bodies and more com-plex social relationships than strepsirrhines. Anthropoids also have eyes adapted for daylight instead of night.

3. An opposable thumb allows for better tree climbing abilities, and it is advantageous for foraging behaviors such as catching insects or plucking fruits.


1. Humans have primate characteristics including a high level of manual dexterity, mobile arms, keen eyesight, and large brains for problem solving.

2. Large brains would enable early hominoids to use complex communication skills and reason-ing skills to aid in the foraging of food, hunting animals, seeking shelter, and escaping predators. Strong social relationships would enable early hominoids to work together on hunts and to divide survival tasks for a more effective division of labor.

3. Walking upright enables the hiker to travel greater distances than if he walked on all fours limbs. An upright posture also reduces the amount of body surface exposed to the heat of the Sun, and it increases the amount of body surface exposed to cooling breezes.

Chapter Test CPage 100 • Part A: Multiple Choice

1. B

2. B

3. A

4. A

5. A

6. B


1. opposable digit

2. strepsirrhines

3. brachiation

4. aegyptopithecus

5. hominoids

6. Africa


1. A: Australopithecus afarensis; B: Australopithecus africanus; C: Homo habilis; D: Homo ergaste; E: Homo erectus, F: Homo antecessor; G: Homo heidelbergensis; H: Homo neanderthalensis; I: Homo sapiens

2. Homo floresiensis would be placed on the same time line (0 mya) as Homo sapiens, but its direct ancestor would be Homo erectus not Homo heidelbergensis.


1. Primates give birth to fewer offspring than other animals, and primate offspring remain with their mother for longer periods of time. This affords primate mothers the opportunity to take better care of their young, teach them survival skills, and expose them to complex social inter-actions. Extended gestation periods make pri-mate mothers more vulnerable to predators, and lower birth rates prevent primate populations from rebounding quickly when they are threat-ened and reduced by human activities.

2. Both New World monkeys and Old World mon-keys have opposable digits to aid with climbing trees. New World monkeys spend more time in trees and are better tree climbers than Old World monkeys. New World monkeys have prehensile tails, which function as a fifth limb for grabbing tree branches and supporting their weight. Old World monkeys do not have prehen-sile tails.

3. Scientists compare and contrast the physical fea-tures of ancestral fossils, as well as the ages of the fossils, to determine lines of ancestry. They also compile biochemical data on members of pres-ent-day primates. They conduct DNA analysis to establish how closely related present-day primate groups are to each other to determine when dif-ferent groups diverged in the past.

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Teacher Guide and AnswersChapter 16Page 102 • Part E: Concept Application

1. Because they have forward-looking eyes, chim-panzees have binocular vision, which allows for greater depth perception. With eyes on the sides of its head, a deer has less depth perception. The added depth perception of a chimpanzee enables it to better spot a stationary predator, to better discern the movements of a predator, and to better judge the distance of a predator. These abilities give the chimpanzee an advantage for escaping predators.

2. Hominids have large brains with greater com-plexity in the frontal lobe. This brain structure enables hominids to have the advanced higher-level thinking skills needed for complex social communications and problem solving. The lengthened thumbs and flexible wrists of homi-nids allowed for a wide range of motion, and combined with higher levels of thought, they developed a wide range of tasks that could best be completed by a division of labor. This division of labor also required complex social constructs.

3. Present-day humans have sophisticated tools and weapons, domesticated animals and crops, sym-bolic language, aesthetically motivated artifacts and art, and spiritual rituals.

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• Student thinks scientists determine organism names by consensus. Explain to student that the scientist who discovers a species often gives it a scientific species name.

• Student thinks Latin cannot be used because it is a dead language. Direct student to the binomial nomenclature discussion in Section 17.1.

• Student thinks common names for organisms are used by scientists as scientific names. Direct student to the binomial nomenclature discussion in Section 17.1.

• Student thinks organism names are not part of a biological classification system. Direct student to the binomial nomenclature discussion in Section 17.1.


• Student thinks organisms of the same species have identical DNA. Explain that individual organisms of the same species have distinct DNA unless they are clones or identical twins.

• Student thinks scientists classify organisms into the same species based solely upon behaviors. Direct student to the determining species discussion in Section 17.2.

• Student thinks all species of dogs are considered one species. Explain to student that all dog species are classified into the same family. Explain the difference between a family and a species.

• Student thinks organisms with similar common names are the same species. Direct student to the determining species discussion in Section 17.2.

3. Scientists use six major kingdoms to classify Earth’s diversity of life. Kingdom Animalia classifies animals, Kingdom Plantae classifies plants, and Kingdom Fungi classifies fungi. Kingdom Protista classifies organisms that do not easily fit into the three kingdoms

previously mentioned. There are two kingdoms of bacteria—Kingdom Archaebacteria and Kingdom Eubacteria. Based on student responses, use the list below to address preconceptions.

• Student thinks all organisms are classified as either animals or plants. Direct student to the grouping species discussion in Section 17.3.

• Student thinks there are five kingdoms. Direct student to the grouping species discussion in Section 17.3. Explain that the five-kingdom system has been replaced with the current six-kingdom system.

• Student thinks viruses are classified as living organisms. Direct student to the grouping species discussion in Section 17.3.

• Student thinks bacteria are not considered living things. Direct student to the grouping species discussion in Section 17.3.

• Student thinks all bacteria are classified in the same kingdom. Direct student to the grouping species discussion in Section 17.3. Explain that Kingdom Monera has been replaced by two kingdoms, Kingdom Archaebacteria and Kingdom Eubacteria.

• Student thinks fungi are classified as plants. Direct student to the grouping species discussion in Section 17.3.

• Student thinks protists are classified as animals. Direct student to the grouping species discussion in Section 17.3.

Launch LabPage 110 • How can desert organisms be grouped?

Analysis

1. Students should find both similarities and dif-ferences in their grouping strategies.

2. Answers will vary, but any modification that eliminates a possible confusion as to why organ-isms were placed in the same group would be useful.

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MiniLabPage 111 • Develop a Dichotomous Key

Analysis

1. Answers will depend on how groups were developed.

2. Characteristics of the unknown organisms must be compared to those of each group. A classifica-tion system can be more effective if it has fewer groups but still assigns each “organism” to its own group.

3. because the shoes are divided into two smaller groups at each step

MiniLabPage 112 • Classify Bacteria

Analysis

1. Most bacteria have one of three basic shapes: rod-shaped (bacilli), sphere-shaped (cocci), and spiral-shaped (spirilla).

2. Answers will depend on cell types used. Some bacteria grow in long chains, while others form clumps.

3. The data can be used to develop a classification system based on morphological features such as shape.

BioLabPage 113 • How can organisms be grouped on a cladogram?


1. Answers should indicate that the ancestral char-acters were those shared by all the organisms in the group they chose. The derived characters are those shared by only some of the organisms or that only one of the organisms had.

2. Students should indicate that they used shared derived characteristics to separate the clades and that shared derived characteristics indicate close relatives.

3. The outgroup chosen for each cladogram may vary, but students should indicate that they understand that the outgroup represents an organism with ancestral characters of the clade.

4. Student critiques will vary. Some groups may draw cladograms that are identical, but other groups may differ. They will likely find that although the cladograms may look different, the same organisms were placed into clades together in each. Students should begin to see that this is an inexact science.

5. If an analogous structure is believed to be homologous, two organisms will be assumed to be more closely related than they actually are.

Real-World Biology: AnalysisPage 115 • A Dichotomous Key


This activity can be used with Chapter 17, after stu-dents have been introduced to a variety of classifica-tion schemes.

Purpose

Students apply their critical thinking skills to inter-pret and create dichotomous keys.

Career Applications

The critical thinking skills of comparing and contrasting, highlighted in this activity, have career applications in the areas of wildlife management, pest control management, field ecology, and open lands stewardship. A wetland delineation assistant is an example of a technical occupation heavily dependent on using dichotomous keys. In many instances, state or federal guidelines require that a survey of flora and fauna in a wetlands area be completed before development plans are approved. Assistants work with plant and animal taxonomists, botanists, and environmental engineers to document the plants existing in the area designated for development. Assistants must have a keen eye and a good sense of detail to successfully catalog species in an area.

Teaching Strategies

• Discuss with students various methods used to classify organisms. Ask students: “What are some questions you could ask to help you classify an organism?” Lead the discussion to the conclusion that all classifications can be accomplished by for-mulating questions that can be answered with yes or no.

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Teacher Guide and AnswersChapter 17• Direct students to read the activity introduction.

Then, discuss the partial key shown in Part A. Model for students how to use the key.

• Encourage students to look up the term dichoto-mous in a dictionary. Ask students: “How does this term apply to the key described in this activity?”

• Below Level: For students who are having trouble constructing the dichotomous key, suggest charac-teristics to use, such as color and markings.

• Above Level: Assign students who construct the dichotomous key easily to construct a second, dif-ferent key using the same information.


Part A: Using a Dichotomous Key to Identify Organisms


1. has eight legs or fewer; has eight legs; is brown; species C

Part B: Identifying Cockroaches


1. Answers will vary. Possible answers include size, color, markings, and physical differences among structural characteristics, such as wing length or shape.

2. Student dichotomous keys may vary. Each key should have a dichotomous nature and be logical in its divisions. Students should begin by listing

obvious characteristics, such as color and mark-ings, and then list more specific characteristics, such as physical differences among structural characteristics.

3. A dichotomous key helps you identify an organ-ism in a quick, logical way. A book would prob-ably provide only descriptions of organisms. You might have to look through the book for a long time before you found the organism you wanted to identify.

Careers in Biology

A wetland delineation assistant works with plant and animal taxonomists, botanists, and environmental engineers to document the plants existing in an area designated for development.

EnrichmentPage 117 • Six-Kingdom Classification System

Student presentations will vary but should be accu-rate and complete. Presentations should include the complete classifications of the organisms and descriptions of the organisms’ characteristics and habitats. Photographs of the organisms would be useful illustrations for the presentations. Organisms from Kingdom Archaebacteria are not included in the table because they are not normally known by a common name. The table should include the infor-mation as shown.

Common Name

Kingdom Phylum Class Order Family Genus Species

Fire coral Animalia Cnidaria Hydrozoa Capitata Milleporidae Millepora alcicornis

Gorilla Animalia Chordata Mammalia Primates Hominidae Gorilla gorilla

Timber rattlesnake

Animalia Chordata Reptilia Squamata Viperidae Crotalus horridus

Chambered nautilus

Animalia Mollusca Cephalopoda Nautilida Nautilidae Nautilus pompilius

Volvox Plantae Chlorophyta Chlorophyceae Volvocales Volvocaceae Volvox globator

Yellow morel

Fungi Ascomycota Pezizomycetes Pezizales Morchellaceae Morchella esculenta

E. coli Eubacteria Proteobacteria Schizomycetes EubacterialesEntero-bacteriaceae

Escherichia coli

Texas bluebonnet

Plantae Anthophyta Magnoliopsida Fabales Fabaceae Lupinus texensis

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Concept MappingPage 118 • Domains and Kingdoms

1. Domain Bacteria

2. Domain Archaea

3. Domain Eukarya

4. Kingdom Archaea

5. prokaryotes

6. Kingdom Fungi

7. Kingdom Plantae

8. Kingdom Animalia

9. eukaryotes

10. eukaryotes

11. eukaryotes

12. protists

13. fungi

14. plants


1. C

2. D

3. C

4. species

5. genus

6. family

7. order

8. class

9. phylum

10. kingdom


1. physical

2. variations

3. Biological

4. fertile

5. extinct

6. evolutionary history

7. molecular data

8. C

9. A

10. B

11. cladogram or phylogenetic tree

12. velociraptor

13. light bones; 3-toed foot; wishbone; down feath-ers; feathers with shaft, veins, and barbs

14. true

15. false

16. false


1. Archaea

2. Archaea

3. Bacteria

4. Eubacteria

5. Eukarya

Note: Student answers for questions 6–9 are interchangeable.

6. Protista

7. Fungi

8. Plantae

9. Animalia

10. B

11. D

12. A

13. Viruses are not included in the biological clas-sification system because they are not considered to be living.


1. D

2. C

3. C

4. especie

5. género

6. familia

7. orden

8. clase

9. filo

10. reino

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Teacher Guide and AnswersChapter 17Página 124 • Sección 17.2

1. físicas

2. variaciones

3. Biológico

4. fértiles

5. extintas

6. historia evolutiva

7. datos moleculares

8. C

9. A

10. B

11. cladograma o árbol filogenético

12. el velociraptor

13. huesos livianos; patas de 3 dedos; espoleta; plu-mas suaves; plumas con ejes, venas y púas

14. verdadero

15. falso

16. falso


1. Archaea

2. Archaea

3. Bacterias

4. Eubacterias

5. Eucaria

Nota: Las respuestas de los estudiantes a las preguntas 6–9 son intercambiables.

6. Protistas

7. Hongos

8. Plantae

9. Animalia

10. C

11. D

12. A

13. Los virus no se incluyen en el sistema de cla-sificación biológica ya que no se consideran vivientes.


1. Taxonomy is the discipline of biology primarily concerned with identifying, naming, and clas-sifying species based on natural relationships.

2. The eight main taxa are domain, kingdom, phy-lum (or division), class, order, family, genus, and species.

3. Felis is the genus and cattus is the specific name.

4. Student answers will vary. Characteristics that are listed might include appearance, morphol-ogy, and behavior. All of the organisms should have one characteristic in common to put them in the same genus.

5. Student answers will vary. All of the names should have the same genus name followed by different names for each species. The names should be underlined or italicized. The first let-ter of the genus name should be capitalized, and the rest of the genus name and all letters of the specific name should be lowercase.


1. The different characters are morphological and biochemical.

2. They will have similar proteins, and they are likely to be closely related.

3. At first, species was defined based on physical similarities, but this definition was based on species’ being unchanging. Then species was defined as organisms that could interbreed and produce fertile offspring in a natural setting. More recently, species is defined based on ances-try and evolutionary history.

4. Student answers will vary. Students might dis-cuss how knowledge has increased over time, such as through the discovery of fossil records and advances in molecular biology. They might also discuss problems that were found with older methods.

5. Analogous characters, which have the same function but different underlying constructions, developed independently and do not indicate a close evolutionary relationship. Homologous characters might have different functions but similar underlying structures; they are inherited from a common ancestor.

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Teacher Guide and AnswersChapter 17Page 129 • Section 17.3

1. Organisms are classified into domains according to cell type and structure. Organisms are classi-fied into kingdoms based on cell type, structure, and nutrition.

2. The organisms in both domains are prokaryotes.

3. The cells of organisms in both kingdoms are eukaryotic. Those in Kingdom Plantae have cell walls, and those in Kingdom Animalia do not.

4. Horsetails are in Domain Eukarya and Kingdom Plantae.

5. Viruses do not have any cells. Organisms are classified into domains according to cell type and structure.


1. D

2. D

3. D


1. C

2. A

3. B

Page 131 • Part C: Interpreting Charts and Tables

1. A: Species; B: Genus; C: Phylum; D: Kingdom

2. Musca domestica

3. The gray wolf and the dog have the greatest number of taxa in common.


1. A cladogram is a diagram with branches. Each branch represents the proposed evolution of a group or species of organisms. Groups that are closer to each other share a recent common ancestor.

2. A phylum and a division both contain related classes. However, the term division is used instead of phylum for the classification of bacte-ria and plants.


1. Binomial nomenclature is a two-part scientific naming system based on Latin names. Scientists use Latin names because Latin is an unchanging language. The first part of the gray wolf ’s name, Canis, is the genus of the animal, and the second part, lupus, identifies the gray wolf ’s species.

2. Botanists can identify other plants that are in the same family or genus as the rare daisy, and medical researchers can conduct experiments to determine if closely related plants produce similar chemicals that can be used to treat heart disease.


1. A

2. A

3. C

4. D

5. B


Matching

1. E

2. B

3. D

4. A

Completion

5. taxonomy

6. taxon

7. character

8. molecular clock

9. cladogram or phylogenetic tree


1. A: Species; B: Genus; C: Family; D: Order; E: Class; F: Phylum; G: Kingdom; H: Domain

2. Family, Genus, and Species

3. Both animals share the same genus, Canis, but their species names differ. The dog’s species name is familiaris and the gray wolf ’s species name is lupus.

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Teacher Guide and AnswersChapter 17Page 135 • Part D: Short Answer

1. Binomial nomenclature is a two-part scien-tific naming system based on the unchanging Latin language. Different regions of the world have different names for the same organisms. Scientists need a uniform naming system used by all scientists so that scientists from around the world can communicate with each other about organisms. This communication leads to a greater knowledge and application of zoological studies.

2. The biological concept of species defines a spe-cies as a group of organisms able to interbreed under natural conditions. The phylogenetic concept defines a species based on evolution-ary ancestry. The topological species concept is based on an idea of a species as an unchanging entity.


1. As part of the process of classifying the new fun-gus, scientists would study its molecular biology. All organisms produce chemicals in their bodies, and if a chemical produced by the new species has a medical application, a drug company will reap the profits of the research.

2. Viruses reproduce, contain genetic material, and perform basic functions such as invading a host cell.

Chapter Test C Page 136 • Part A: Multiple Choice

1. D

2. C

3. D

4. A

5. C

6. C


1. taxonomy

2. binominal nomenclature

3. division

4. phylogeny

5. derived character

6. Protista


1. Scientists use subspecies to classify organisms that are in the same species but live in different regions and have significantly different traits. According to the concept of biological species, the arctic wolf and Mexican wolf are considered the same species because they can interbreed under natural conditions.

2. The red fox, gray wolf, and dog are classified in the dog family, Canidae. The dog and the gray wolf share the same genus (Canis) but are clas-sified into separate species. The red fox is classi-fied into a different genus (Vulpes).

3. The housefly and leech share the same kingdom (Animalia), but they are classified into separate phyla. Arthropods, such as insects and worms, do not share enough common characteristics to be classified into the same phylum.


1. Scientists classify organisms to be able to com-municate with other scientists around the world and to retain information about organisms as part of a general scientific knowledge base. Biological classification helps scientists orga-nize information about organisms and establish evolutionary relationships between organism groups.

2. The cells of bacteria that are classified in Kingdom Archaea and Kingdom Eubacteria are prokaryotic, while the cells of organisms from the other four kingdoms are eukaryotic. Archaea cells have cell walls without peptidoglycan, while eubacteria do have peptidoglycan in their cell walls. Fungi and plant cells have cell walls, but fungi cell walls contain chitin, while plant cell walls contain cellulose. Animal cells have no cell walls. Plantlike protists cells have cell walls, while animal-like and fungilike protist cells do not. The cells of animals and plants are orga-nized into tissues, but the cells of the other four kingdoms do not organize into tissues.


1. Linnaeus classified organism based on behav-ioral and morphological similarities and differ-ences. All three cats share similar morphological characteristics, such as fangs, claws, fur, and four legs, which would place them into the same

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Teacher Guide and AnswersChapter 17group of cats. Behavioral similarities, such as a carnivorous diet and similar stalking strate-gies, also would be used to classify them into the same group. Morphological distinctions, such as size, coloration of fur, and the male lion’s mane, would be used to classify the cats into separate groups under the large group of cats. Linnaeus also would use morphological features related to differences in habitat. For example, a tiger’s markings camouflage it in tall grass and shad-ows. A lion’s brown coat blends in with tall, dry grass of grassland habitats, and the jaguar’s spots conceal it in its rain forest canopy home.

2. First, taxonomists could survey the plants, fungus, and other organisms in the forest and classify any new species they discover. Scientists could enlist help from local people to assist with the survey. Taxonomists could draw connections between these new species with other organisms in the same family or genus that have chemicals with medicinal properties. Scientists could tar-get these organisms for research to identify and extract medically important chemicals.

unit 4 resource - wikispacesthe... · real-world biology pages: lab activities and analysis...

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