Module 4 Section 3 - Classification and Evolution Flashcards

Smithson

1
Q

taxonomy

A

The science/study of classifying things into different categories

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2
Q

taxonomic hierarchy

A

Placing organisms in levels of organisation

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3
Q

species

A

One specific type of organism; the smallest group of organisms that share a common ancestor

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4
Q

phylogeny

A

The study of organisms’ evolutionary history

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5
Q

phylogenetic tree

A

A diagram showing the evolutionary relationships between different organisms

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6
Q

cladistics

A

Classifying organisms by considering phylogeny (their evolutionary history)

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7
Q

Which statement, A to D, best describes the relationship between classification and phylogeny?

A) classification and phylogeny are the same thing
B) modern classification reflects phylogeny
C) phylogeny is the science used in classification
D) phylogeny is naming the phyla used in classification

A

Not A and D - just definitions
Not C - that’s taxonomy
so the answer is B

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8
Q

morphology

A

The study of organisms’ structures (e.g. size, shape)

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9
Q

comparative morphology

A

Seeing how structures vary between different organisms, then using this to inform their classification and determine their evolutionary history

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10
Q

How do you write a binomial name?

A

In italics (or u͟n͟d͟e͟r͟l͟i͟n͟e͟d͟ if handwritten)
The genus is Capitalised whereas the species is not

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11
Q

Name the kingdoms you need to know. How many are there now though, and why?

A
  • Plantae
  • Animalia
  • Fungi
  • **Protoctista
  • Prokaryotae**

There are now only four kingdoms, because prokaryotae was split into two domains.

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12
Q

Give six characteristics of the plantae kingdom.

A
  • Eukaryotic
  • Multicellular
  • Contain chlorophyll
  • Photosynthesise
  • Have cellulose cell walls
  • Autotrophic
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13
Q

Give four characteristics of the animalia kingdom.

A
  • Eukaryotic
  • Multicellular
  • Heterotrophic
  • No cell walls
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14
Q

Give three characteristics of the protoctista kingdom.

A
  • Eukaryotic
  • Unicellular or simple multicellular
  • Usually live in water
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15
Q

Give four characteristics of the prokaryotae kingdom.

A
  • Prokaryotic
  • Unicellular
  • No nucleus
  • Smaller than 5 micrometers
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16
Q

Give four characteristics of the fungi kingdom.

A
  • Eukaryotic
  • Unicellular or multicellular
  • Chitin cell wall
  • Saprotrophic
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17
Q

Examples of fungi (3)

A
  • mushrooms
  • yeasts
  • moulds
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18
Q

Examples of protoctista (2)

A
  • algae
  • protozoa (unicellular microscopic animals)
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19
Q

Examples of protoctista (2)

A
  • algae
  • protozoa (unicellular microscopic animals)
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20
Q

Initially, we used ____ ____ to classify organisms. Outline what this means.

A

comparative phylogeny i.e. using observable features like structure and behaviour

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21
Q

Give the three types of evidence taxonomists now use to classify organisms.

A
  • Fossil record
  • Molecular/biochemical evidence
  • Embryological development
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22
Q

What is molecular evidence?

A

Analysing the similarities/differences in proteins and DNA sequences.

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23
Q

Give two examples of biochemical evidence for the reclassification of the kingdoms.

A
  • Archaea have similar histones (DNA-bonded proteins) to Eukarya, whereas Bacteria do not
  • RNA polymerase is different in Archaea and Bacteria
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24
Q

Give two examples of cellular evidence for the reclassification of the kingdoms.

A
  • The bonds of the lipids in the Archaea and Bacteria cell membranes are different
  • The flagella composition and development is different in Archaea and Bacteria
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25
Q

Name the domains.

A
  • Eukarya
  • Archaea
  • Bacteria
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26
Q

The more similar two amino acid chains are, the ____.

A

more closely related they are likely to be

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27
Q

intraspecific variation

A

Variation within a species

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28
Q

interspecific variation

A

Variation between species

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29
Q

Different species have different ____, different organisms of the same species have different ____.

A

genes, alleles

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30
Q

Give four genetic causes of allele transfers to offspring.

A
  • Independent assortment of homologous chromosomes and crossing over of chromatids in meiosis, creating new allele pairings
  • Chance dictates which two gametes fertilise
  • Mutations cause changes in the genetic code and so create new alleles
  • Sexual reproduction mixes the parents’ alleles
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31
Q

Flagellum length is ____ data.

A

continuous

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32
Q

Antibiotic resistance is ____.

A

discontinuous

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33
Q

Leaf surface area is ____ data.

A

continuous

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34
Q

Blood group is ____ data.

A

discontinuous

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35
Q

Milk yield is ____ data.

A

continuous

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36
Q

Seed shape is ____ data.

A

discontinuous

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37
Q

Pigment production is ____ data.

A

discontinuous - e.g. some microogranims can make a type of pigment, some can’t

38
Q

How can you graphically represent discontinuous variation?

A

Bar charts / pie charts

39
Q

How can you graphically represent continuous variation?

A

Histograms

40
Q

Is it continuous data or discontinuous data that changes gradually?

A

Continuous data - it can take a wide range of values

41
Q

Discontinuous data falls into ____ ____.

A

discrete groups

42
Q

Discontinuous data is generally caused by ____ variation.

43
Q

Continuous data is generally caused by ____ variation.

A

a mix of genetic and environmental

44
Q

Continuous variation is caused by ____ of genes.

45
Q

Discontinuous variation is caused by ____ of genes.

A

a couple (one or two)

46
Q

Are flagella based on genetic factors, environmental factors or both?

A

Both - genetic factors determine whether a microogranism has the capability to produce one, but some microogranisms will only grow them under certain conditions (e.g. if metal ions are present).

47
Q

Give two environmental causes of variation.

A
  • Dog training (e.g. if a dog sits on command)
  • Hydrangea flower colour
48
Q

Is the size of contractile vacuole in amoebas genetic or environmental?

A

Environmental - a contractile vacuole is fluid-filled space that expands & contracts to collect & expel excess water, preventing the cell from swelling until it bursts

I think it’s a vacuole and not a vesicle as my notes say

49
Q

What does the peak on a normal distribution represent?

50
Q

What does a standard deviation of 1 mean?

A

Approximately 68% of data points fall within one standard deviation of the mean

51
Q

What does a standard deviation of 2 mean?

A

Approximately 95% of data points fall within two standard deviations of the mean

52
Q

What does a standard deviation of 3 mean?

A

Approximately 99.7% of data points fall within three standard deviations of the mean

53
Q

standard deviation

A

The spread of values around the mean

54
Q

Why is calculating the standard deviation more helpful than the range?

A

The range is more likely to be affected by anomalous results because it only takes into account two values

55
Q

Statistical analysis determines the ____ of data.

A

significance

56
Q

What does the D in Spearman’s rank coefficient formula represent?

A

The rank difference between the data pairs

57
Q

What does the n in Spearman’s rank coefficient formula represent?

A

The number of data pairs

58
Q

There are four plants with a height of 95cm. The first plant is meant to be ranked 7 in Spearman’s rank coefficient. What ranks do you assign the four plants?

A

Calculate the mean in the ranks: (7 + 8 + 9 + 10) / 4 = 8.5
You give all four plants a rank of 8.5

59
Q

There are three months in a data set with an average rainfall of 30mm. The first month is meant to be ranked 10, but together they are each ranked 11. What is the next rank for the month with the next highest average rainfall?

A

11 * 3 = 33
33 - 10 - 11 - 12 = 0
i.e. the positions were 10, 11 and 12
Therefore the next rank will be 13.

60
Q

What does a Spearman’s rank coefficient of
a) 0.89
b) -1
c) 0.2
d) 0.63
e) 0
mean?

A

a) Strong positive correlation
b) Perfect negative correlation (all points lie on the line of the best fit)
c) Weak positive correlation
d) Strong-ish positive corellation
e) No correlation

61
Q

State four observations made by Darwin that led him to develop his theory of evolution.

A
  • Offspring have some similar characteristics that are passed on from their parents
  • Organisms produce more offspring than survive e.g. tadpoles
  • Organisms of the same species have different characteristcs
  • Individuals with the most beneficial characteristics for their environment are more likely to survive
62
Q

selection pressure

A

An environmental factor that cuases a struggle/competition for survival e.g. food/water availability, temperature

63
Q

The cytochrome C protein is found in almost all living organisms. Suggest what this means in terms of evolution.

A

Present in almost all living organisms = suggests we all evolved from a common ancestor

64
Q

Describe how a phenotype becomes more prevalent within a population.

A
  • Individuals show variation in their phenotypes due to mutations.
  • There is a selection pressure from environmental factors [might need to state and explain these], creating a struggle for organisms to survive.
  • Individuals with more helpful adaptations are more likely to survive and reproduce.
  • These organisms pass on their beneficial allele to their offspring
  • Over time, the proportion of the population with this beneficial allele increases.
  • Over many generations, this leads to favourable alleles becoming more frequent within the population.

Note: environmental factors aren’t passed on - natural selection is solely about genetics

65
Q

Give the three sources of evidence for evolution.

A

Palaeontology – studying the fossil record
Comparative anatomy – comparing the anatomy/features of different organisms
Comparative biochemistry – comparing the chemicals that make up organisms

66
Q

Explain how the fossil fecord can be used as evidence for evolution.

A

Fossils can be arranged in chronological order showing how organisms gradually developed

67
Q

Explain how DNA can be used as evidence for evolution.

A

Evolution suggests all living organisms evolved from a common ancestor. Organisms that have more similar DNA are more closely related (diverged more recently from a common ancestor) because fewer mutations to the DNA base sequence have occurred

68
Q

The older the fossil, the ____ the organism.

69
Q

How can fossils of different ages be used to compare organisms?

A

The anatomy of fossils shows the structure of the organism - similarities/differences between organisms can be observed

70
Q

Give two disadvantages of using the fossil record.

A
  • The fossil record is incomplete
  • Fossils can be easily destroyed (e.g. volcanic/tectonic activity)
  • It’s hard for organisms to become a fossil (the correct conditions are required, and many organisms decompose much too quickly)
71
Q

homologous structure

A

A structure of an organism that is similar to the structure of other organisms, but may look slightly different or have different functions

72
Q

Give an example of a homologous structure among animals.

Don’t need to know, just helps to remember homolgous structures better.

A

The arms & hands of humans, cats, whales and bats have similar bone skeletons, despite some being land animals, some aquatic life and some that can fly.

73
Q

What two things does comparative anatomy encompass?

A
  • Homologous structures
  • Embryo development
74
Q

How are embryos helpful in evidencing evolution?

A

Many animals’ embryos look very similar initially, suggesting they share a common ancestor and the animals develop in a similar way.

75
Q

Give an example of how embryological development can be used as evidence for evolution.

Don’t need to know, just helps to remember the evidence for evolution better.

A

e.g. humans and fish both have gill slits in early development, but us humans lose ours before birth
-> we develop in a similar way and must share a common ancestor

76
Q

What two things are often observed in comparative biochemistry as evidence for evolution?

A

Mostly proteins & nucleic acids

77
Q

highly conserved

A

A sequence of bases that are the same (or very, very similar – as in only a few differences in bases) in different organisms

78
Q

Give three examples of things that are highly conserved.

A

e.g. haemoglobin, cytochrome (protein involved in respiration) and rRNA (creates ribosomes)

79
Q

Why are certain molecules highly conserved and others are not?

A

These chemicals (e.g. haemoglobin) are used in intrinsic processes - organisms can’t really survive without them (which is probably why they’re conserved - those that have mutations in these don’t survive due to natural selection).

80
Q

Why do adaptations arise?

A

Mutations and natural selection

81
Q

Organisms in one environment often have ____ adaptations. Explain your answer.

A

similar - the environmental conditions are the same, so the selective pressures are the same between organisms

82
Q

What six things can well-adapted organisms do?

There’s four I keep forgetting

A
  • find enough food and water to survive
  • get enough nutrients
  • survive diseases
  • survive drastic environmental changes
  • defend against predators
  • have enough energy remaining to reproduce
83
Q

Name the three types of adaptations.

A
  • Anatomical (formerly structural)
  • Physiological / biochemical (formerly structural)
  • Behavioural
84
Q

Give two examples of physiological adaptations.

A
  • Thermoregulation
  • Lowering metabolism in hibernation
85
Q

analogous features

A

Features which appear similar but actually have different structures (often due to convergent evolution)

86
Q

costs of antibiotic resistance

A
  • Doctors have to spend more time finding an antibiotic that works, during which time the patient could become more sick/die
  • Economic costs of developing new antibiotics, plus it is time-consuming to do so
87
Q

Explain why comparing base sequences between organisms isn’t always reliable evidence for evolutionary trees.

A

mRNA base sequences may be different, but code for the same amino acids; codons are degenerate.

88
Q

intraspecific variation

A

Variation between organisms of a species

89
Q

interspecific variation examples

A

e.g. anatomical differences between species, behavioural differences (like migration/hunting in packs)

90
Q

Explain how fossils can be used to provide evidence for the theory of evolution by natural selection. [2 marks]

Bit I often miss: use in evolution

A

Fossils can be dated, compared to other species (living or extinct) and fill in gaps in the evolutionary tree