classification and evolution Flashcards

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1
Q

give the taxonomic family

A

axonomic Hierarchy:
1. Domain – 3 domains: Archaea, Eubacteria and Eukaryotae
2. Kingdom – 5 kingdoms: Plantae, Animalia, Fungi and Protoctista are all eukaryotes (have a nucleus).
The kingdom Prokaryotae are all single celled organisms that don’t have a nucleus.
3. Phylum – subdivision of kingdom, a phylum contains groups of organisms with same body plan (e.g.
possession of backbone).
4. Class – group of organisms that all possess the same general traits (e.g. number of legs).
5. Order – subdivision of class using additional information (e.g. the class mammal is divided into order
Carnivora and order Herbivora).
6. Family – group of closely related genera (e.g. within order Carnivora, ‘dog’ and ‘cat’ families).
7. Genus – a group of closely related species.
8. Species – the basic unit of classification, members show some variation but are essentially the same.

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2
Q

why do we use latin for binomial mnaming system

A

re species were identified by a common name, however:
- The same organism may have different common names in different parts of a country/the world.
- Translation of languages may give different names.
- The same common name may be used for different species in other parts of the world.
Latin is the universal language, avoiding potential confusion by using common names.
(genus in upper case)

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3
Q

Biological definition of species:

A

A group of organisms that can freely interbreed to produce fertile offspring.
- doesn’t work for organisms only known as fossils, and organisms that reproduce asexually

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4
Q

Phylogenetic definition of species

A

A group of individual organisms that are similar in appearance, anatomy,
physiology, biochemistry and genetics.

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5
Q

why we cant use observable features as final classification system

A

Used in early classification systems, however don’t correctly classify things. Animals that move in water,
move in air, and move on land were separated. However, this means fish and turtles, birds and insects,
mammals and frogs are all grouped together. Observable features have the drawback that they are limited
to what can be seen

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6
Q

why were fungi were originally classified as plants

A

Fungi were originally classified as plants, their hyphae grow
like roots, however they don’t photosynthesise and digest organic matter and absorb nutrients.

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7
Q

how did we classify the five kingdom through just obsevable features

A

Electron microscopes reveal further detail inside cells allowing for more accurate classification. The fivekingdom classification are still based on observable feature of their anatomy, but at a microscopic level.

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8
Q

what system has replaced the 5 kingdom system

A

5 Kingdom system – now replaced with 3 domain (as Prokayotae are now Eubacteria and Archaea):

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9
Q

what feature does Prokaryotae have ?and example

A

No nucleus, loop of naked DNA (not in chromosomes with histone
proteins), no membrane-bound organelles, 70S ribosomes,
unicellular – smaller than eukaryotes, free-living or parasitic

EX Bacteria

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10
Q

what feature does Protoctista have? and example

A

Single-celled or simple multicellular (algae), variety of forms (they
are group as they don’t qualify to be in the other 4 kingdoms),
show plant-like and animal-like features, all methods of nutrition

EX Algae, protozoa

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11
Q

What feature does the fungi have? give example

A

Single-celled (yeasts) or have a mycelium consisting of hyphae,
chitin cell wall, multinucleate cytoplasm, saprotrophic – cause
decay of organic matter and absorb substances from them, by
secreting extracellular enzymes.

EX Moulds, yeasts,
mushrooms.

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12
Q

what feature does Plantae kingdom have?

A

Multicellular, cellulose cell walls, contain chlorophyll and can
photosynthesise, autotrophic – absorb simple molecule and build
them into larger molecules (i.e. produce own food).

EX Mosses, ferns,
flowering plants

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13
Q

what feature does Animalia have?and example

A

Multicellular, no cell walls, usually able to move around,
heterotrophic – digest large organic molecules for absorption.

EX Mammals, reptiles,
birds, insects etc.

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14
Q

whats a convergent evolution.and why does it disprove the observable classification

A

Observable features are largely successful, however since organisms adapt to their environment, it is
possible that two unrelated species adapt in similar ways and look similar – convergent evolution.

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15
Q

whats an Embryological evidence

A

Similarities in the early stages of an organisms’ development

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16
Q

whats an Anatomical evidence

A

Similarities in structure and function of different body parts

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17
Q

whats an Behavioural evidence

A

Similarities in behaviour and social organisation of organisms.

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18
Q

how does the sequence of cytochrome C help in identifying how living things are closely related to each other

A

A protein called cytochrome C is used in respiration, so all living things have it, but the protein isn’t
identical in every species. The sequence of amino acids in cytochrome c is what varies. The more similar
the sequence of amino acids of cytochrome C, the more closely related the species are likely to be.
Example: Humans and chimpanzees have identical cytochrome c, but different protein than fish.

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19
Q

how does the sequence of DNA help in identifying how living things are closely related to each other

A

Another biological molecule found in all living organisms, it provides the universal genetic code – a
sequence of DNA codes for the same sequence of amino acid in an organism. Random mutations cause
the DNA sequence to change. The more similar the sequence in a part of the DNA, the more closely
related the species are – this is the most accurate way to demonstrate how closely related species are

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20
Q

4 Differences between Bacteria and Archaea/Eukaryotae

A
  • Different cell membrane structure, flagella with different internal structure
  • Different enzymes (RNA polymerase) for synthesising RNA.
  • Different mechanisms for DNA replication and RNA synthesis.
  • No proteins bound to their genetic material (histone proteins).
21
Q

Archaea share 3 certain features with eukaryotes:

A
  • Similar enzymes (RNA polymerase) for synthesising RNA.
  • Similar mechanisms for DNA replication and RNA synthesis.
  • Production of some proteins that bind to their DNA
22
Q

whats an artificial classification

A

Classification done for convenience (easy to remember or find a species):
- Based on only a few characteristics, doesn’t reflect evolutionary relationships, provides limited info,
stable (doesn’t change).

23
Q

whats a natural classification

A

Individual members of a species will show variation (e.g. dog breeds), despite the visible differences, all
members of this or any species are very similar – closely related.Two closely related species will be placed in a genus, closely related genera will be places in a family
resulting in the classification of the living world in a taxonomic hierarchy.
This is known as natural classification:

24
Q

what phylogeny

A

Phylogeny: The study of evolutionary relationships between

organisms.

25
Q

how does the phylogeny tree work

A

Phylogeny involves studying how closely related organisms are.
Any two species have had a common ancestor at some time in
the past (evolutionary tree). The time at which the two species
started to evolve separately (diverged) is a branch on the tree,
the common ancestor is at the branch in the tree. The more recent the common ancestor, the more closely
related the species are.

26
Q

whats a monophyletic

A

c: Organisms that share a common evolutionary ancestor (such as A, B, C, D and E in the
diagram).
A and B can be classified in the same taxonomic group. A and B are more closely related than A and C.
Note: common ancestors do not survive today, human evolved from the same common ancestor as apes,
not from apes.

27
Q

whats variation

A

the presence of variety – differences between individuals.
No two individuals are exactly alike. Identical twins are from the same cell that divides, but mutations and
different environmental factors in the womb and after birth cause variation.

28
Q

whats a intraspecific variation

A

variation between members of the same species (e.g. Robins having different weight)
The greater the genetic diversity of a species, the greater intraspecific variation.

29
Q

whats interspecific variation

A

variation between different species (e.g. different weight of birds).
What is used to separate one species from another. Usually greater than intraspecific variation.

30
Q

whats a continous variation

A

variation where there are extremes and a full range of intermediate values inbetween
Examples: height, length of leaves/stalks, number of flagella, mass, yield, heart rate.
Usually quantifiable, best to plot data as a histogram

31
Q

whats a discountous variation

A

variation where there are multiple distinct categories and with no intermediate
values in-between.
EX gender (mammals – male/female, plants – male/female/hermaphrodite), having flagella or not,
human blood groups (A, B, AB, or O), colour, seed shape, antibiotic resistance, pigment production.
Best shown on a bar chart.

32
Q

what causes genetic variation

A

: variation cause by possessing different combination of alleles (inherited).
Individuals of different species have different genes, individuals of the same species have the same genes,
but different alleles. The genes/alleles make up an organisms’ genotype. Differences in genotype result in
variation in phenotype (characteristics), for example blood group or antibiotic resistance.

33
Q

whats a environmental variation

A

Variation caused by response to environmental factors such as light intensity.
Many characteristics can be affected by the environment, these characteristics can change as environmental
factors change. (e.g. overfeeding -> obesity, excessive sunlight exposure -> darker/tanned skin, malnutrition
or little water/soil -> less/stunted growth, accents or pierced ears).

34
Q

why do we use T test

A

Used to compare two means.
Tests whether the difference between two means is significant. First, we state a null hypothesis, that there
is no significant difference between the means, the t-test will then test whether we can accept or reject this.

35
Q

T test rule result

A

Note: ignore minus signs, this is an absolute number.

If t > critical value, reject the null hypothesis, there is significant variation between the means and it cannot
be due to chance.
If t < critical value, accept the null hypothesis, there is not a significant difference between the means, it
could be due to chance.

36
Q

whats an adaptation

A

a characteristic/variation that increases chances of survival and reproduction in the habitat.

37
Q

examples of anatomical adaptations

A

Marram grass (xerophyte lives in sand dunes) – long, widely spread roots, low stomata density, thick
waxy cuticle, lower epidermis covered in hairs (reducing air movement, retaining water vapour).
- Otters have streamlined shape – glide through water, easier to escape predators and catch prey,
increasing chance of survival.
- Whales – thick blubber layer keeps them warm

38
Q

whats a behavioural adaptions

A

the ways behaviour is modified for survival.

  • Marram grass – rolls leaves more tightly to close stomata and reduce transpiration.
  • Scorpions – dance before mating so they attract mate of same species, increasing chance of success.
  • Possums – play dead when threatened by predator to escape attack.
39
Q

examples Physiological (biochemical) adaptations

A

Marram grass - Guard cells become turgid when water conc is high, opening stomata and allowing
water to evaporate out. Leaves contain lignified cells, which provide support when turgidity is lost.
- Brown bears hibernate – lower rate of metabolism over winter, conserving energy so they don’t
need to look for food when it is scarce.
- Some bacteria produce antibiotics – kill other species of bacteria reducing competition.

40
Q

example of a convergent evolution with a different physiological adaptation but similar anatomical adaptation

A

Differences (physiological):
Marsupial moles: have short gestation period, don’t develop full placenta, and are born early in develop and
climb in mother’s pouch where they receive milk and continue to develop.
Placental moles: have longer gestation periods, develop a placenta in pregnancy where exchange of
nutrients and waste products occurs, are born more fully developed.
Similarities (anatomical) – they adapt to their lifestyle (burrowing for food, living in tunnels):
- Small/non-existent eyes as they don’t need to see in tunnels.
- No external ears and streamlined head for burrowing.
- Scoop-shaped and strong front paws, which specialised claws that are good for digging.
- Tube shaped body and cone shaped head, easier to push through sand/soil.
- Short fur and short tail
- Nose with tough skin for protection

41
Q

Darwin’s Observations and theory:

A

Offspring generally appear like their parents (characteristics are passed on).

  1. There’s variation in the characteristics of members of the same species.
  2. Organisms can produce large numbers of offspring, most don’t survive.
  3. Populations in nature tend to remain stable in size.
42
Q

Darwin’s Conclusions:

A
  1. There is a struggle to survive.
  2. As there is variation, some individuals will be better adapted to survive, these individuals survive and
    pass on their characteristics.
  3. Over time, several changes may give rise to a new species.
43
Q

describe natural selection

A
  1. Random, spontaneous mutation creates alleles (alternate versions of genes).
  2. This creates genetic intraspecific variation between individuals of a species (note: variation due to
    environmental factors will not be passed on to the offspring, variation must be genetic).
  3. Selection pressures such as scarce resources, predation, disease or competition, create a struggle for
    survival.
  4. Better adapted organisms with advantageous characteristics (phenotypes that give a selection
    advantage) caused by the variation are more likely to survive.
  5. The organisms that survive are more likely to reproduce successfully and pass on their advantageous
    characteristics and alleles (inheritance).
  6. The next generation will have a higher proportion of individuals with advantageous characteristics.
    Over time, the group of organisms becomes better and better adapted to the environment.
44
Q

what are fossils

A

fossils are the remains of organisms preserved in rocks, by arranging fossils in chronological order, the
gradual changes in organisms can be observed, providing evidence for evolution.

45
Q

what does the fossil shows

A

Shows that in the past species were different from today.
• Old species have died out and new species have arisen.
• The new species that have appeared are often similar to the older ones found in the same place.

46
Q

why does the mitochondrial DNA not has useful as DNA

A

In eukaryotes, mitochondrial DNA (mDNA) is contained in the egg, and so passed from the mother in sexual
reproduction, so it is not confused by paternal DNA. Also, mDNA mutates more frequently than nuclear
DNA, as it does not have the same checking systems in place. Therefore, there is plenty of variation in the
sequence of mDNA between people from different parts of the world

47
Q

why do humans stop using large amount of insecticide

A

When insects become resistant to pesticides, the pesticides can accumulate in the food chain
(bioaccumulation). Resistant insects survive applications of pesticide and then when eaten by predators
cause the predators to receive a larger dose. In this way humans can receive a larger dose of insecticide.
Because of increasing mosquito resistance to DDT, it has been banned in many areas to reduce
bioaccumulation.Also, crop infestations with pesticide-resistant insects are harder to control, takes time to work out which
pesticide insect is not resistant too.
If disease carrying insects become resistant (mosquitos), the spread of disease could increase.
If insects become resistant to all pesticides, new ones need to be developed, taking time and costing money

48
Q

why is important to use the full course of antibiotic

A

Antibiotic use provides a very powerful selection pressure on bacteria. Antibiotics kill most bacteria,
however if there are some resistant (rarely completely resistant to the bacteria), they will survive. If you do
not finish the prescribed course these resistant bacteria won’t be killed, they can reproduce and produce a
resistant strain of bacteria. Overuse and incorrect use has caused very resistant strains to be created.Prescribing multiple antibiotics reduces chances that resistant bacteria survive.
Resistance has varying levels, caused by genetic mutation. Antibiotic kills least resistant bacteria, leaving
population of partly resistant bacteria.
Infections caused by drug-resistant microorganisms are harder to treat – takes time to figure out which
drugs they are not resistant too, in that time the patient could die.
There comes a point where the pathogen is resistant to all used drugs and new drugs need to be developed,
taking time and money.

49
Q

whats an MRSA

A

MRSA (methicillin-resistant staphylococcus aureus) “superbugs”: wide range of resistance developed to an
ever-increasing range of stronger and stronger drugs. Medical researchers are struggling to develop new
and effective drugs, bacteria rapidly become resistant to them.