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Animal Diversity 8th Edition By Hickman – Test Bank
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Chapter 2 Animal Ecology
1) The term “ecology” was first introduced by whom?
- A) George Gaylord Simpson
- B) Charles Elton
- C) Ernst Haeckel
- D) Lawrence J. Henderson
- E) E.O. Wilson
Answer: C
Section: Introduction
Topic: Community Ecology
Learning Objective: 02.01 Distinguish the concepts of environment, habitat and niche, and how these terms apply at the organismal, populational, and species levels.
Bloom’s: 1. Remember
Gradable: automatic
2) An animal population is a group of animals that form which of the following?
- A) A disparate community within an ecosystem
- B) A reproductive community with members of the same species
- C) Individuals in a family that do not reproduce
- D) Various species living in a community
Answer: B
Section: Introduction
Topic: Community Ecology
Learning Objective: 02.01 Distinguish the concepts of environment, habitat and niche, and how these terms apply at the organismal, populational, and species levels.
Bloom’s: 1. Remember
Gradable: automatic
3) A community is made up of
- A) different populations of organisms living in the same area.
- B) living organisms and the nonliving environment.
- C) ecosystems.
- D) just the nonliving environment.
Answer: A
Section: Introduction
Topic: Community Ecology
Learning Objective: 02.01 Distinguish the concepts of environment, habitat and niche, and how these terms apply at the organismal, populational, and species levels.
Bloom’s: 1. Remember
Gradable: automatic
4) A study of both a living community and all of its physical factors would focus on what level of organization?
- A) Trophic levels
- B) Various biomes
- C) The biosphere
- D) Ecosystem
Answer: D
Section: Introduction
Topic: Community Ecology
Learning Objective: 02.01 Distinguish the concepts of environment, habitat and niche, and how these terms apply at the organismal, populational, and species levels.
Bloom’s: 1. Remember
Gradable: automatic
5) A frog is found along the edge of a pond. The location where the frog lives would be the frog’s ________.
- A) niche
- B) habitat
- C) biotic component
- D) abiotic component
Answer: B
Section: 02.01
Topic: Environment and the Niche
Learning Objective: 02.01 Distinguish the concepts of environment, habitat and niche, and how these terms apply at the organismal, populational, and species levels.
Bloom’s: 1. Remember
Gradable: automatic
6) A species of bat is found in (1) groves and grasslands, (2) has a 4 degree temperature limit and (3) is at the end of its food chain. This defines its
- A) range and habitat.
- B) habitat and niche.
- C) range and ecology.
- D) ecology.
Answer: B
Section: 02.01
Topic: Environment and the Niche
Learning Objective: 02.01 Distinguish the concepts of environment, habitat and niche, and how these terms apply at the organismal, populational, and species levels.
Bloom’s: 1. Remember
Gradable: automatic
7) While an animal can survive (determined by lab tests) between the temperatures of 10°C and 30°C, we find in nature that the animal only exists between 16°C and 28°C. This is a difference between the ________ and ________.
- A) fundamental habitat; realized habitat
- B) fundamental niche; realized niche
- C) realized habitat; fundamental habitat
- D) realized niche; fundamental niche
Answer: B
Section: 02.01
Topic: Environment and the Niche
Learning Objective: 02.01 Distinguish the concepts of environment, habitat and niche, and how these terms apply at the organismal, populational, and species levels.
Bloom’s: 1. Remember
Gradable: automatic
8) When adding sterilized screw-worm flies to populations in an attempt to eradicate them from the United States, scientists found that not all of the adult screw-worm flies, often from different areas, were mating with each other. Each of the internally mating populations constituted a
- A) lineage.
- B) limiting resource.
- C) clone.
- D) deme.
- E) cohort.
Answer: D
Section: 02.02
Topic: Populations
Learning Objective: 02.01 Distinguish the concepts of environment, habitat and niche, and how these terms apply at the organismal, populational, and species levels.
Bloom’s: 1. Remember
Gradable: automatic
9) The sponge constitutes an animal that is
- A) unitary due to cloning.
- B) modular due to cloning.
- C) a cohort due to cloning.
- D) unitary due to fragmentation.
- E) unitary due to age structure.
Answer: B
Section: 02.02
Topic: Populations
Learning Objective: 02.01 Distinguish the concepts of environment, habitat and niche, and how these terms apply at the organismal, populational, and species levels.
Bloom’s: 1. Remember
Gradable: automatic
10) Whether most young of an animal species die soon after they are born or grow up such that most of the population dies in old age is called
- A) carrying capacity.
- B) intrinsic rate of growth.
- C) cohort.
- D) survivorship.
- E) the limiting resource.
Answer: D
Section: 02.02
Topic: Populations
Learning Objective: 02.01 Distinguish the concepts of environment, habitat and niche, and how these terms apply at the organismal, populational, and species levels.
Bloom’s: 1. Remember
Gradable: automatic
11) With over one billion people, but less land to farm than is in the United States, the People’s Republic of China instituted a one-child-per-family policy. This immediately changed which numerical value in the logistic growth equation?
- A) r
- B) N
- C) K
- D) None of the choices are correct
Answer: B
Section: 02.02
Topic: Populations
Learning Objective: 02.02 Use simple mathematical models to describe how intrinsic and extrinsic factors influence the growth in size of a population.
Bloom’s: 2. Understand
Gradable: automatic
12) If severe floods reduced the amount of agricultural land in China, which term in the logistic growth formula will change?
- A) r
- B) N
- C) K
Answer: C
Section: 02.02
Topic: Populations
Learning Objective: 02.02 Use simple mathematical models to describe how intrinsic and extrinsic factors influence the growth in size of a population.
Bloom’s: 2. Understand
Gradable: automatic
13) For a population experiencing logistic growth, what is the most likely result when N very closely approaches the value of K?
- A) The population grows as fast as it can, or r(N).
- B) The population levels off near carrying capacity.
- C) The population exceeds carrying capacity and begins to decline.
- D) The population may grow or decline quickly, depending upon the value of r.
Answer:B
Section: 02.02
Topic: Populations
Learning Objective: 02.02 Use simple mathematical models to describe how intrinsic and extrinsic factors influence the growth in size of a population.
Bloom’s: 2. Understand
Gradable: automatic
14) The maximum number of individuals of a species that an area can support is the
- A) growth rate.
- B) carrying capacity.
- C) net productivity.
- D) gross productivity.
Answer: B
Section: 02.02
Topic: Populations
Learning Objective: 02.02 Use simple mathematical models to describe how intrinsic and extrinsic factors influence the growth in size of a population.
Bloom’s: 1. Remember
Gradable: automatic
15) Natural populations are controlled by density-dependent and density-independent forces. What is an example of a density independent factor?
- A) Adverse weather
- B) Food supply
- C) Supply of nest sites
- D) Supply of mates
Answer: A
Section: 02.02
Topic: Populations
Learning Objective: 02.02 Use simple mathematical models to describe how intrinsic and extrinsic factors influence the growth in size of a population.
Bloom’s: 1. Remember
Gradable: automatic
16) Commensalism differs from mutualism by the fact that in commensalism,
- A) one organism is not affected.
- B) one organism is always harmed.
- C) both organisms benefit.
- D) neither organism benefits.
Answer: A
Section: 02.03
Topic: Community Ecology
Learning Objective: 02.05 Describe how predation, parasitism, and competition influence the species composition of an ecological community.
Bloom’s: 1. Remember
Gradable: automatic
17) The carrying capacity of the environment is determined by
- A) the limiting resource in the environment.
- B) the reproductive rate of an animal group.
- C) the occurrence of disease.
- D) a complex “balance of nature” that remains to be explained in terms that scientists can calculate.
- E) the resources that are in surplus in the environment.
Answer: A
Section: 02.02
Topic: Populations
Learning Objective: 02.02 Use simple mathematical models to describe how intrinsic and extrinsic factors influence the growth in size of a population.
Bloom’s: 1. Remember
Gradable: automatic
18) Two species of caterpillar feed on the same species of corn. On close inspection, the two insects are found to be feeding on different parts of the corn, the root and the stem. What principle does this support?
- A) Keystone species
- B) Niche overlap
- C) Competitive exclusion
- D) Batesian mimicry
Answer: C
Section: 02.03
Topic: Community Ecology
Learning Objective: 02.05 Describe how predation, parasitism, and competition influence the species composition of an ecological community.
Bloom’s: 1. Remember
Gradable: automatic
19) MacArthur observed that five species of similar warblers coexisted on spruce trees, in feeding guilds, because they
- A) ate different kinds of insects.
- B) were kept below their carrying capacities by predators.
- C) foraged in different places on the tree.
- D) cooperated in their foraging habits.
Answer: C
Section: 02.03
Topic: Community Ecology
Learning Objective: 02.05 Describe how predation, parasitism, and competition influence the species composition of an ecological community.
Bloom’s: 1. Remember
Gradable: automatic
20) What is a keystone species?
- A) A predator that preys upon many different species in a community
- B) A species whose removal causes major shifts in other species in a community
- C) A mimic that has the same appearance as another, poisonous species
- D) A prey species that must be present for its predator to survive
- E) The most abundant species in a particular community
Answer: B
Section: 02.03
Topic: Community Ecology
Learning Objective: 02.05 Describe how predation, parasitism, and competition influence the species composition of an ecological community.
Bloom’s: 1. Remember
Gradable: automatic
21) The energy storage in an animal’s tissues is called
- A) primary productivity.
- B) gross productivity.
- C) standing crop.
- D) biomass.
Answer: D
Section: 02.04
Topic: Ecosystems
Learning Objective: 02.05 Describe how predation, parasitism, and competition influence the species composition of an ecological community.
Bloom’s: 1. Remember
Gradable: automatic
22) We could state a biological “law” that all food chains begin with photosynthetic producers if it wasn’t for the exception of
- A) lichens that make their own food energy.
- B) anaerobic bacteria such as the tetanus agent.
- C) chemoautotrophic bacteria found around deep ocean thermal vents.
- D) humans making synthetic food.
Answer: C
Section: 02.04
Topic: Ecosystems
Learning Objective: 02.05 Describe how predation, parasitism, and competition influence the species composition of an ecological community.
Bloom’s: 2. Understand
Gradable: automatic
23) In tidal pools, a food pyramid is inverted with a small base of phytoplankton supporting zooplankton consumers. How can this be explained?
- A) The pyramid is an energy pyramid and the trophic level occupied by zooplankton contains more energy than the level occupied by phytoplankton.
- B) The pyramid is a numbers pyramid showing that only few phytoplankton support many zooplankton.
- C) These phytoplankton are actually deriving their food from dying animals, thus the pyramid is inverted.
- D) The pyramid is a pyramid of biomass and the standing crop of phytoplankton has less biomass than the standing crop of zooplankton.
Answer: D
Section: 02.04
Topic: Ecosystems
Learning Objective: 02.05 Describe how predation, parasitism, and competition influence the species composition of an ecological community.
Bloom’s: 2. Understand
Gradable: automatic
24) Most energy enters the ecosystem as
- A) cell respiration.
- B) plant growth.
- C) chemical bond energy.
- D) oxygen.
- E) light energy.
Answer: E
Section: 02.04
Topic: Ecosystems
Learning Objective: 02.05 Describe how predation, parasitism, and competition influence the species composition of an ecological community.
Bloom’s: 1. Remember
Gradable: automatic
25) The producers in deep-sea thermal vent communities are
- A) bivalvemolluscs.
- B) giantpogonophoran worms.
- C) deep-sea kelp.
- D) chemoautotrophic bacteria.
Answer: D
Section: 02.04
Topic: Ecosystems
Learning Objective: 02.05 Describe how predation, parasitism, and competition influence the species composition of an ecological community.
Bloom’s: 1. Remember
Gradable: automatic
26) Ecologists have found that
- A) life as we know it does not match the energy laws of physics.
- B) ecology cannot be explained using principles from chemistry and physics.
- C) it is possible to capture all the photosynthetic energy absorbed as molecules of glucose.
- D) energy flows one way through ecosystems and requires external input.
Answer: D
Section: 02.04
Topic: Ecosystems
Learning Objective: 02.05 Describe how predation, parasitism, and competition influence the species composition of an ecological community.
Bloom’s: 2. Understand
Gradable: automatic
27) An assemblage of living organisms sharing the same environment is referred to as a ________.
Answer: community
Section: Introduction
Topic: Ecosystems
Learning Objective: 02.01 Distinguish the concepts of environment, habitat and niche, and how these terms apply at the organismal, populational, and species levels.
Bloom’s: 1. Remember
Gradable: automatic
28) Almost all life depends on the energy from the ________.
Answer: sun
Section: 02.04
Topic: Ecosystems
Learning Objective: 02.05 Describe how predation, parasitism, and competition influence the species composition of an ecological community.
Bloom’s: 1. Remember
Gradable: automatic
29) The deep-sea rift communities in the Pacific depend on the action of chemoautotrophic ________ to derive energy from the oxidation of hydrogen sulfide.
Answer: bacteria
Section: 02.04
Topic: Ecosystems
Learning Objective: 02.05 Describe how predation, parasitism, and competition influence the species composition of an ecological community.
Bloom’s: 1. Remember
Gradable: automatic
30) The energy accumulated by plants, less that used in respiration, is the __________ __________ __________.
Answer: net primary productivity
Section: 02.04
Topic: Ecosystems
Learning Objective: 02.05 Describe how predation, parasitism, and competition influence the species composition of an ecological community.
Bloom’s: 1. Remember
Gradable: automatic
31) A series of steps in which plants are eaten by consumers, which are themselves eaten by other consumers, is called the ________ ________.
Answer: food chain
Section: 02.03
Topic: Community Ecology
Learning Objective: 02.05 Describe how predation, parasitism, and competition influence the species composition of an ecological community.
Bloom’s: 1. Remember
Gradable: automatic
32) There can usually be no more than 4 or 5 trophic levels in a food chain because there is such a great loss of ________ between trophic levels.
Answer: energy
Section: 02.03
Topic: Community Ecology
Learning Objective: 02.05 Describe how predation, parasitism, and competition influence the species composition of an ecological community.
Bloom’s: 1. Remember
Gradable: automatic
33) A species that when removed from a community changes the structure of the community is called a __________species.
Answer: keystone
Section: 02.03
Topic: Community Ecology
Learning Objective: 02.05 Describe how predation, parasitism, and competition influence the species composition of an ecological community.
Bloom’s: 1. Remember
Gradable: automatic
34) An interaction in which one species derives benefit from its host but neither benefits nor harms the host is ________.
Answer: commensalism
Section: 02.03
Topic: Community Ecology
Learning Objective: 02.05 Describe how predation, parasitism, and competition influence the species composition of an ecological community.
Bloom’s: 1. Remember
Gradable: automatic
35) In the logistic equation to describe the growth of populations, r is the intrinsic rate of increase of the population, and ________ is the carrying capacity of the environment.
Answer: K
Section: 02.02
Topic: Populations
Learning Objective: 02.02 Use simple mathematical models to describe how intrinsic and extrinsic factors influence the growth in size of a population.
Bloom’s: 1. Remember
Gradable: automatic
36) Some conditions that can limit population size are severe cold, drought, fire, etc.; such conditions are regarded as density ________.
Answer: independent
Section: 02.02
Topic: Populations
Learning Objective: 02.02 Use simple mathematical models to describe how intrinsic and extrinsic factors influence the growth in size of a population.
Bloom’s: 1. Remember
Gradable: automatic
37) Only ________ are able to purposely and directly increase their carrying capacity.
Answer: humans
Section: 02.02
Topic: Populations
Learning Objective: 02.02 Use simple mathematical models to describe how intrinsic and extrinsic factors influence the growth in size of a population.
Bloom’s: 2. Understand
Gradable: automatic
38) What prevents all species from evolving toward a survivorship curve where most individuals live to old age?
Answer: Answers will vary.
Section: 02.02
Topic: Populations
Learning Objective: 02.02 Use simple mathematical models to describe how intrinsic and extrinsic factors influence the growth in size of a population.
Bloom’s: 5. Evaluate
Gradable: manual
39) When pioneers settled the Midwest and Plains states, they killed or drove off the American bison, cougar, wolf, etc. Why does the elimination of such natural predators cause ecological problems?
Answer: Answers will vary.
Section: 02.03
Topic: Community Ecology
Learning Objective: 02.05 Describe how predation, parasitism, and competition influence the species composition of an ecological community.
Bloom’s: 4. Analyze
Gradable: manual
40) What is the role of decomposers in the cycling of carbon? What would eventually occur if decomposers lost the ability to break down plant and fungal matter?
Answer: Answers will vary.
Section: 02.04
Topic: Ecosystems
Learning Objective: 02.01 Distinguish the concepts of environment, habitat and niche, and how these terms apply at the organismal, populational, and species levels.
Bloom’s: 3. Apply
Gradable: manual
41) Can the biomass of all animals on earth ever exceed the biomass of all of the plants? Why? or why not?
Answer: Answers will vary.
Section: 02.04
Topic: Ecosystems
Learning Objective: 02.05 Describe how predation, parasitism, and competition influence the species composition of an ecological community.
Bloom’s: 3. Apply
Gradable: manual
42) Explain the concept of “competitive exclusion.” Give several examples that clearly illustrate this concept.
Answer: Answers will vary.
Section: 02.03
Topic: Community Ecology
Learning Objective: 02.01 Distinguish the concepts of environment, habitat and niche, and how these terms apply at the organismal, populational, and species levels.
Bloom’s: 3. Apply
Gradable: manual
43) Distinguish between a habitat and a niche. Can these terms ever refer to the same thing?
Answer: Answers will vary.
Section: 02.03
Topic: Community Ecology
Learning Objective: 02.01 Distinguish the concepts of environment, habitat and niche, and how these terms apply at the organismal, populational, and species levels.
Bloom’s: 3. Apply
Gradable: manual
44) What is the difference between a species’ fundamental niche and its realized niche? Why is this important to the study of ecology?
Answer: Answers will vary.
Section: 02.03
Topic: Community Ecology
Learning Objective: 02.01 Distinguish the concepts of environment, habitat and niche, and how these terms apply at the organismal, populational, and species levels.
Bloom’s: 2. Understand
Gradable: manual
45) Explain the following concepts: age structure, survivorship curves, and intrinsic rate of increase.
Answer: Answers will vary.
Section: 02.02
Topic: Populations
Learning Objective: 02.04 Explain how the age structure of a population indicates whether it is growing, stable or declining.
Bloom’s: 2. Understand
Gradable: manual
46) Identify the following terms: r, K, N. Why does the term (K-N)/K approach zero (no slope) as N approaches the value of K?
Answer: Answers will vary.
Section: 02.02
Topic: Populations
Learning Objective: 02.02 Use simple mathematical models to describe how intrinsic and extrinsic factors influence the growth in size of a population.
Bloom’s: 2. Understand
Gradable: manual
47) Compare logistic growth with exponential growth. Would a pest insect species more likely exhibit a logistic growth curve or an exponential growth curve? Explain your reasoning.
Answer: Answers will vary.
Section: 02.02
Topic: Populations
Learning Objective: 02.02 Use simple mathematical models to describe how intrinsic and extrinsic factors influence the growth in size of a population.
Bloom’s: 4. Analyze
Gradable: manual
48) Discuss the different ecological effects of density independent factors and density-dependent factors on animal populations.
Answer: Answers will vary.
Section: 02.02
Topic: Populations
Learning Objective: 02.02 Use simple mathematical models to describe how intrinsic and extrinsic factors influence the growth in size of a population.
Bloom’s: 2. Understand
Gradable: manual
49) Discuss the paradox of biodiversity concerning species isolation and potential for both speciation and extinction.
Answer: Answers will vary.
Section: 02.05
Topic: Biodiversity and Extinction
Learning Objective: 02.06 Put current news on species extinction and biodiversity in the context of fossil data.
Bloom’s: 4. Analyze
Gradable: manual
50) How does mutualism differ from commensalism? How would you experimentally determine if two species are living in a commensal or mutualistic relationship?
Answer: Answers will vary.
Section: 02.03
Topic: Community Ecology
Learning Objective: 02.05 Describe how predation, parasitism, and competition influence the species composition of an ecological community.
Bloom’s: 4. Analyze
Gradable: manual
51) Does competition promote the process of speciation? Why or why not?
Answer: Answers will vary.
Section: 02.05
Topic: Biodiversity and Extinction
Learning Objective: 02.06 Put current news on species extinction and biodiversity in the context of fossil data.
Bloom’s: 5. Evaluate
Gradable: manual
52) Discuss how the following terms are interrelated: niche overlap, competitive exclusion, character displacement, and guild. How do all these terms relate to the concept of competition?
Answer: Answers will vary.
Section: 02.03
Topic: Community Ecology
Learning Objective: 02.01 Distinguish the concepts of environment, habitat and niche, and how these terms apply at the organismal, populational, and species levels.
Bloom’s: 4. Analyze
Gradable: manual
53) Discuss how the extinction of a keystone species can affect an ecosystem.
Answer: Answers will vary.
Section: 02.03
Topic: Community Ecology
Learning Objective: 02.05 Describe how predation, parasitism, and competition influence the species composition of an ecological community.
Bloom’s: 2. Understand
Gradable: manual
54) Are the benefits derived from Mullerian mimics always equal for each member of the mimicry complex?
Answer: Answers will vary.
Section: 02.03
Topic: Community Ecology
Learning Objective: 02.05 Describe how predation, parasitism, and competition influence the species composition of an ecological community.
Bloom’s: 2. Understand
Gradable: manual
55) Discuss how ecosystems are based on energy transfer at different trophic levels.
Answer:Answers will vary.
Section: 02.03
Topic: Community Ecology
Learning Objective: 02.05 Describe how predation, parasitism, and competition influence the species composition of an ecological community.
Bloom’s: 3. Apply
Gradable: manual
56) Describe the functioning and possible patterns associated with metapopulation dynamics.
Answer: Answers will vary.
Section: 02.02
Topic: Populations
Learning Objective: 02.03 Describe how the model of a metapopulation allows ecological processes to be studied across geographic space.
Bloom’s: 3. Apply
Gradable: manual
Animal Diversity, 8e (Hickman)
Chapter 4 Taxonomy and Phylogeny of Animals
1) Which is NOT a major goal of systematic zoology?
- A) To discover and describe all species of animals
- B) To group animals based on their destructiveness or usefulness to human activity
- C) To construct the evolutionary relationships among animals
- D) To communicate relationships by constructing informative taxonomic systems
Answer: B
Section: Introduction
Topic: Major Divisions of Life
Learning Objective: Understand general concepts animal taxonomy and phylogeny.
Bloom’s: 1. Remember
Gradable: automatic
2) A phylogeny based on evolutionary theory will
- A) explain variations among fossils from rock strata.
- B) explain similarities and differences among modern living groups.
- C) reflect patterns of shared and unique sections of DNA among groups of animals.
- D) All of the choices are correct.
Answer: D
Section: 04.03
Topic: Taxonomic Characters and Reconstruction of Phylogeny
Learning Objective: 04.01 Explain the similarities and differences between the Linnaean system of classification, Simpson’s evolutionary taxonomy, and phylogenetic systematics following Hennig.
Bloom’s: 1. Remember
Gradable: automatic
3) Who developed the present system of classification?
- A) Aristotle
- B) John Ray
- C) Carolus Linnaeus
- D) Charles Darwin
Answer: C
Section: 04.01
Topic: Linnaeus and Taxonomy
Learning Objective: 04.01 Explain the similarities and differences between the Linnaean system of classification, Simpson’s evolutionary taxonomy, and phylogenetic systematics following Hennig.
Bloom’s: 1. Remember
Gradable: automatic
4) Which of the following correctly lists the classic Linnaean ranks for animals, from largest and most inclusive to smallest and least inclusive?
- A) Domain-kingdom-phylum-order-class-family-genus-species
- B) Domain-kingdom-phylum-order-family-class-genus-species
- C) Domain-kingdom-phylum-class-order-family-genus-species
- D) Domain-kingdom-division-order-class-family-genus-species
Answer: C
Section: 04.05
Topic: Major Divisions of Life
Learning Objective: 04.01 Explain the similarities and differences between the Linnaean system of classification, Simpson’s evolutionary taxonomy, and phylogenetic systematics following Hennig.
Bloom’s: 1. Remember
Gradable: automatic
5) According to the binomial system of nomenclature, the “aegypti” in Aedesaegypti refers to the ________.
- A) species name
- B) genus
- C) family
- D) species epithet
Answer: D
Section: 04.01
Topic: Linnaeus and Taxonomy
Learning Objective: 04.01 Explain the similarities and differences between the Linnaean system of classification, Simpson’s evolutionary taxonomy, and phylogenetic systematics following Hennig.
Bloom’s: 1. Remember
Gradable: automatic
6) The scientific name of the copperhead is Agkistrodoncontortrix. Therefore,
- A) it belongs to the genus
- B) it belongs to the species
- C) it is species Agkistrodon, subspecies
- D) None of the choices are correct.
Answer: A
Section: 04.01
Topic: Linnaeus and Taxonomy
Learning Objective: 04.01 Explain the similarities and differences between the Linnaean system of classification, Simpson’s evolutionary taxonomy, and phylogenetic systematics following Hennig.
Bloom’s: 3. Apply
Gradable: automatic
7) The table represents a
- A) classification of the frog
- B) phylogenetic tree of
- C) cladogram of
- D) hierarchical list of the taxonomic ranks and taxa to which Ranasphenocephala
- E) listing of the scientific names of
Answer: D
Section: 04.01
Topic: Linnaeus and Taxonomy
Learning Objective: 04.01 Explain the similarities and differences between the Linnaean system of classification, Simpson’s evolutionary taxonomy, and phylogenetic systematics following Hennig.
Bloom’s: 2. Understand
Gradable: automatic
8) What is character similarity that results from common embryology, and therefore ancestry, called?
- A) Homoplasy
- B) Taxonomy
- C) Homology
- D) Phylogeny
Answer: C
Section: 04.03
Topic: Taxonomic Characters and Reconstruction of Phylogeny
Learning Objective: 04.02 Explain how phylogenetic relationships among species can be measured using both molecular and morphological data and analyses.
Bloom’s: 1. Remember
Gradable: automatic
9) Homoplasy involves
- A) any two organisms with exactly the same trait.
- B) two organisms sharing the same trait because they have a common ancestor with that trait.
- C) two or more lineages having what appears to be the same trait.
- D) possession of homologous structures.
Answer: C
Section: 04.03
Topic: Taxonomic Characters and Reconstruction of Phylogeny
Learning Objective: 04.02 Explain how phylogenetic relationships among species can be measured using both molecular and morphological data and analyses.
Bloom’s: 2. Understand
Gradable: automatic
10) Character states that are present in the common ancestor and all members of a group are called what?
- A) Ancient
- B) Analogous
- C) Derived
- D) Synapomorphic
Answer: D
Section: 04.03
Topic: Taxonomic Characters and Reconstruction of Phylogeny
Learning Objective: 04.02 Explain how phylogenetic relationships among species can be measured using both molecular and morphological data and analyses.
Bloom’s: 1. Remember
Gradable: automatic
11) Zoologists used to refer to animals as “simple” and “advanced.” Now it is more scientifically accurate to use
- A) “simple” and “complex,” since it is the complexity that evolved.
- B) “evolved” and “un-evolved,” since everything ties together with evolution.
- C) “ancestral” and “derived,” since some early forms became very complex and some highly evolved forms are derived from them but lost complex characters and secondarily became more “simple”.
- D) None of the choices are correct.
Answer: C
Section: 04.03
Topic: Taxonomic Characters and Reconstruction of Phylogeny
Learning Objective: 04.02 Explain how phylogenetic relationships among species can be measured using both molecular and morphological data and analyses.
Bloom’s: 2. Understand
Gradable: automatic
12) One way of establishing whether a character of an extant species is ancestral or derived is to locate a/an ________ and if the character occurs in both, it is likely ________.
- A) fossil; ancestral
- B) fossil; derived
- C) sister species; derived
- D) outgroup; ancestral
Answer: A
Section: 04.03
Topic: Taxonomic Characters and Reconstruction of Phylogeny
Learning Objective: 04.02 Explain how phylogenetic relationships among species can be measured using both molecular and morphological data and analyses.
Bloom’s: 3. Apply
Gradable: automatic
13) Which of the following terms is NOT correctly associated?
- A) Synapomorphy—a derived character shared by members of a clade.
- B) Monophyly—one group formed from animals with two separate ancestors.
- C) Adaptive zone—a way of life.
- D) Cladogram—a nested hierarchy of clades represented as a branching diagram.
Answer: B
Section: 04.03; 04.04
Topic: Theories of Taxonomy; Taxonomic Characters and Reconstruction of Phylogeny
Learning Objective: 04.02 Explain how phylogenetic relationships among species can be measured using both molecular and morphological data and analyses.; 04.04 Give precise definitions of monophyly, paraphyly and polyphyly as alternative ways that the members of a taxon can map onto its phylogenetic tree.
Bloom’s: 2. Understand
Gradable: automatic
14) Which of the following is NOT true of a cladogram?
- A) It is a branching diagram.
- B) It depicts the nested hierarchy of clades within clades.
- C) Its structure denotes only real lineages that occurred in the evolutionary past.
- D) A cladogram may be congruent with that of a corresponding phylogenetic tree.
Answer: C
Section: 04.03
Topic: Taxonomic Characters and Reconstruction of Phylogeny
Learning Objective: 04.03 Explain controversies regarding the definition of the species category, including comparisons of the biological, evolutionary, cohesion, and phylogenetic concepts of species.; 04.04 Give precise definitions of monophyly, paraphyly and polyphyly as alternative ways that the members of a taxon can map onto its phylogenetic tree.
Bloom’s: 2. Understand
Gradable: automatic
15) Characters used to distinguish one group from another must be
- A) morphological or structural features.
- B) chromosomal or genetic.
- C) molecular and cellular structures.
- D) All of the choices are correct.
Answer: D
Section: 04.03
Topic: Taxonomic Characters and Reconstruction of Phylogeny
Learning Objective: 04.02 Explain how phylogenetic relationships among species can be measured using both molecular and morphological data and analyses.
Bloom’s: 2. Understand
Gradable: automatic
16) The ability to use biochemical data to form phylogenetic trees is based on the assumption that
- A) all life uses the same sequences of DNA.
- B) there are no mutations in DNA.
- C) amino acids are unrelated to evolution.
- D) protein and DNA sequences undergo similar rates of divergence through time.
Answer: D
Section: 04.04
Topic: Theories of Taxonomy
Learning Objective: 04.02 Explain how phylogenetic relationships among species can be measured using both molecular and morphological data and analyses.
Bloom’s: 2. Understand
Gradable: automatic
17) A taxon is paraphyletic if it
- A) includes the most recent common ancestor of all members of the group and all of its descendants.
- B) includes the most recent common ancestor of all members of the group and some, but not all, of its descendants.
- C) does not include the most recent common ancestor of all members of the group.
- D) None of the choices are correct.
Answer: B
Section: 04.04
Topic: Theories of Taxonomy
Learning Objective: 04.04 Give precise definitions of monophyly, paraphyly and polyphyly as alternative ways that the members of a taxon can map onto its phylogenetic tree.
Bloom’s: 1. Remember
Gradable: automatic
18) A taxon is monophyletic if it
- A) includes the most recent common ancestor of all members of the group and all of its descendants.
- B) includes the most recent common ancestor of all members of the group and some, but not all, of its descendants.
- C) does not include the most recent common ancestor of all members of the group.
- D) None of the choices are correct.
Answer: A
Section: 04.04
Topic: Theories of Taxonomy
Learning Objective: 04.04 Give precise definitions of monophyly, paraphyly and polyphyly as alternative ways that the members of a taxon can map onto its phylogenetic tree.
Bloom’s: 1. Remember
Gradable: automatic
19) A taxon is polyphyletic if it
- A) includes the most recent common ancestor of all members of the group and all of its descendants.
- B) includes the most recent common ancestor of all members of the group and some, but not all, of its descendants.
- C) does not include the most recent common ancestor of all members of the group.
- D) None of the choices are correct.
Answer: C
Section: 04.04
Topic: Theories of Taxonomy
Learning Objective: 04.04 Give precise definitions of monophyly, paraphyly and polyphyly as alternative ways that the members of a taxon can map onto its phylogenetic tree.
Bloom’s: 1. Remember
Gradable: automatic
20) What is a taxon that comprises a distinct adaptive zone?
- A) An ancestral descendant
- B) A derived descendent
- C) A clade
- D) A grade
Answer: D
Section: 04.04
Topic: Theories of Taxonomy
Learning Objective: 04.01 Explain the similarities and differences between the Linnaean system of classification, Simpson’s evolutionary taxonomy, and phylogenetic systematics following Hennig.
Bloom’s: 1. Remember
Gradable: automatic
21) The dispute between evolutionary taxonomy and cladistics can be described as a difference between
- A) use of morphology and use of biomolecular data.
- B) acceptance or rejection of paraphyletic groups.
- C) acceptance or rejection of monophyletic groups.
- D) acceptance or rejection of polyphyletic groups.
Answer: B
Section: 04.04
Topic: Theories of Taxonomy
Learning Objective: 04.01 Explain the similarities and differences between the Linnaean system of classification, Simpson’s evolutionary taxonomy, and phylogenetic systematics following Hennig.; 04.04 Give precise definitions of monophyly, paraphyly and polyphyly as alternative ways that the members of a taxon can map onto its phylogenetic tree.
Bloom’s: 2. Understand
Gradable: automatic
22) To a cladist, the statement that birds (a monophyletic group) evolved from reptiles (a paraphyletic group) constitutes which of the following?
- A) A meaningful statement of the evolutionary advancement of the birds over the reptiles.
- B) A meaningful statement that birds represent a different, but not necessarily more advanced adaptive zone than reptiles.
- C) A trivial statement that birds evolved from something that they are not.
- D) An incorrect statement because ancestral groups must be extinct but reptiles are still alive.
Answer: C
Section: 04.04
Topic: Theories of Taxonomy
Learning Objective: 04.01 Explain the similarities and differences between the Linnaean system of classification, Simpson’s evolutionary taxonomy, and phylogenetic systematics following Hennig.; 04.04 Give precise definitions ofmonophyly, paraphyly and polyphyly as alternative ways that the members of a taxon can map onto its phylogenetic tree.
Bloom’s: 2. Understand
Gradable: automatic
23) Two different monophyletic taxa are termed ________ if they share common ancestry with each other more recently than either one does with another taxa.
- A) outgroups
- B) sister taxa
- C) sibling species
- D) paraphyletic
Answer: B
Section: 04.04
Topic: Theories of Taxonomy
Learning Objective: 04.01 Explain the similarities and differences between the Linnaean system of classification, Simpson’s evolutionary taxonomy, and phylogenetic systematics following Hennig.
Bloom’s: 1. Remember
Gradable: automatic
24) Which of the following is NOT an important criterion for species recognition among the many definitions?
- A) Common descent
- B) Smallest distinct grouping of organisms
- C) Reproductive community
- D) Possession of distinct morphological differences
Answer: D
Section: 04.02
Topic: Species
Learning Objective: 04.03 Explain controversies regarding the definition of the species category, including comparisons of the biological, evolutionary, cohesion, and phylogenetic concepts of species.
Bloom’s: 2. Understand
Gradable: automatic
25) Museum type specimens are kept as “name bearers” for comparison when potentially new species are discovered. However, the original use of type specimens reflected a sense of the “ideal” or “perfect” specimen as seen in the ________ species concept.
- A) typological
- B) biological
- C) evolutionary
- D) phylogenetic
Answer: A
Section: 04.02
Topic: Species
Learning Objective: 04.03 Explain controversies regarding the definition of the species category, including comparisons of the biological, evolutionary, cohesion, and phylogenetic concepts of species.
Bloom’s: 1. Remember
Gradable: automatic
26) In the scientific name “Didelphismarsupialis, Linnaeus, 1758,” the section “Linnaeus, 1758” indicates that the specimen was
- A) named after Linnaeus who was born in 1758.
- B) named by Linnaeus who was born in 1758.
- C) named by Linnaeus and the description was published in 1758.
- D) named by Linnaeus and based on a specimen collected in 1758.
Answer: C
Section: 04.01
Topic: Linnaeus and Taxonomy
Learning Objective: 04.01 Explain the similarities and differences between the Linnaean system of classification, Simpson’s evolutionary taxonomy, and phylogenetic systematics following Hennig.
Bloom’s: 2. Understand
Gradable: automatic
27) The biological species concept, first proposed by Theodosius Dobzhansky and Ernst Mayr, defines a species as a group of interbreeding natural populations reproductively isolated from other such groups and occupying a specific niche. Such a definition cannot be used for which of the following?
- A) Fossils
- B) Asexual organisms
- C) Organisms that cannot be raised in captivity, easily bred, or with very long generation times
- D) All of the choices are correct
Answer: D
Section: 04.02
Topic: Species
Learning Objective: 04.03 Explain controversies regarding the definition of the species category, including comparisons of the biological, evolutionary, cohesion, and phylogenetic concepts of species.
Bloom’s: 2. Understand
Gradable: automatic
28) Which of the following concepts of species is most compatible with the goals of cladistic systematics?
- A) Typological
- B) Biological
- C) Evolutionary
- D) Phenetic
Answer: C
Section: 04.02
Topic: Species
Learning Objective: 04.03 Explain controversies regarding the definition of the species category, including comparisons of the biological, evolutionary, cohesion, and phylogenetic concepts of species.
Bloom’s: 3. Apply
Gradable: automatic
29) Which is NOT one of the inherent conflicting features of the biological species concept?
- A) A species is both a taxonomic rank and a unit of evolution.
- B) The functional definition centers on a sexual ability to interbreed but many species are asexual.
- C) A species can be defined with boundaries among present organisms, or within a changing lineage over time.
- D) Scientists often disagree over the name of a species.
Answer: D
Section: 04.02
Topic: Species
Learning Objective: 04.03 Explain controversies regarding the definition of the species category, including comparisons of the biological, evolutionary, cohesion, and phylogenetic concepts of species.
Bloom’s: 2. Understand
Gradable: automatic
30) A species of fern that was only found on one small island would be defined as
- A) an outgroup.
- B) cosmopolitan.
- C) speciating.
- D) endemic.
Answer: D
Section: 04.02
Topic: Species
Learning Objective: 04.03 Explain controversies regarding the definition of the species category, including comparisons of the biological, evolutionary, cohesion, and phylogenetic concepts of species.
Bloom’s: 1. Remember
Gradable: automatic
31) The time, usually on a larger or geological time scale, that a species exists before it becomes another species or goes extinct is its
- A) adaptive zone.
- B) reproductive cohesion.
- C) geographic range.
- D) evolutionary duration.
Answer: D
Section: 04.02
Topic: Species
Learning Objective: 04.03 Explain controversies regarding the definition of the species category, including comparisons of the biological, evolutionary, cohesion, and phylogenetic concepts of species.
Bloom’s: 1. Remember
Gradable: automatic
32) G. G. Simpson provided a definition of an evolutionary species as “a single lineage of ancestor-descendant populations that maintains its identity from other such lineages and that has its own evolutionary tendencies and historical fate.” How does this compare with the biological species concept of Mayr?
- A) Only Mayr’s definition is easily testable for most organisms.
- B) Only Simpson’s definition is easily testable for living organisms.
- C) Mayr’s definition is limited to sexually reproducing organisms whereas Simpson’s theoretically covers all life.
- D) They are in complete disagreement.
Answer: C
Section: 04.02
Topic: Species
Learning Objective: 04.03 Explain controversies regarding the definition of the species category, including comparisons of the biological, evolutionary, cohesion, and phylogenetic concepts of species.
Bloom’s: 4. Analyze
Gradable: automatic
33) Which kingdom in Whittaker’s five-kingdom system must be discontinued and broken up to be compatible with cladistic systematics?
- A) Plantae
- B) Fungi
- C) Animalia
- D) Protista
Answer: D
Section: 04.05
Topic: Major Divisions of Life
Learning Objective: 04.02 Explain how phylogenetic relationships among species can be measured using both molecular and morphological data and analyses.
Bloom’s: 1. Remember
Gradable: automatic
34) What biochemical trait varies but is present throughout all of life, allowing the construction of an estimate of phylogeny?
- A) DNA in the nucleus
- B) DNA in mitochondria
- C) RNA in the nucleus
- D) Ribosomal RNA
Answer: D
Section: 04.05
Topic: Major Divisions of Life
Learning Objective: 04.02 Explain how phylogenetic relationships among species can be measured using both molecular and morphological data and analyses.
Bloom’s: 1. Remember
Gradable: automatic
35) If a taxon includes the most recent common ancestor of a group of organisms and all of the descendants of that ancestor, it is termed ________.
Answer: monophyletic
Section: 04.04
Topic: Theories of Taxonomy
Learning Objective: 04.04 Give precise definitions of monophyly, paraphyly and polyphyly as alternative ways that the members of a taxon can map onto its phylogenetic tree.
Bloom’s: 1. Remember
Gradable: automatic
36) If two different taxa share common ancestry with each other more recently than either one does with any other organisms, we call them __________ __________.
Answer: sister taxa
Section: 04.04
Topic: Theories of Taxonomy
Learning Objective: 04.04 Give precise definitions of monophyly, paraphyly and polyphyly as alternative ways that the members of a taxon can map onto its phylogenetic tree.
Bloom’s: 1. Remember
Gradable: automatic
37) A derived character shared by members of a clade is a ________.
Answer:synapomorphy
Section: 04.03
Topic: Taxonomic Characters and Reconstruction of Phylogeny
Learning Objective: 04.02 Explain how phylogenetic relationships among species can be measured using both molecular and morphological data and analyses.
Bloom’s: 1. Remember
Gradable: automatic
38) A branching diagram representing a nested hierarchical pattern of clades is called a/an ________.
Answer: cladogram
Section: 04.03
Topic: Taxonomic Characters and Reconstruction of Phylogeny
Learning Objective: 04.02 Explain how phylogenetic relationships among species can be measured using both molecular and morphological data and analyses.
Bloom’s: 1. Remember
Gradable: automatic
39) A branching diagram whose branches represent real lineages that occurred in the evolutionary past is called a/an __________ __________.
Answer: phylogenetic tree
Section: 04.03
Topic: Taxonomic Characters and Reconstruction of Phylogeny
Learning Objective: 04.02 Explain how phylogenetic relationships among species can be measured using both molecular and morphological data and analyses.
Bloom’s: 1. Remember
Gradable: automatic
40) “A characteristic reaction and mutual relationship between environment and organism, a way of life and not a place where life is led” is the classical description of a/an ________ ________.
Answer: adaptive zone
Section: 04.04
Topic: Theories of Taxonomy
Learning Objective: 04.04 Give precise definitions of monophyly, paraphyly and polyphyly as alternative ways that the members of a taxon can map onto its phylogenetic tree.
Bloom’s: 1. Remember
Gradable: automatic
41) Species that have very restricted geographic distributions are called ________.
Answer: endemic
Section: 04.02
Topic: Species
Learning Objective: 04.03 Explain controversies regarding the definition of the species category, including comparisons of the biological, evolutionary, cohesion, and phylogenetic concepts of species.
Bloom’s: 1. Remember
Gradable: automatic
42) “A single lineage of ancestor-descendant populations that maintains its identity from other such lineages and which has its own evolutionary tendencies and historical fate” describes the __________ __________ __________.
Answer: evolutionary species concept
Section: 04.02
Topic: Species
Learning Objective: 04.03 Explain controversies regarding the definition of the species category, including comparisons of the biological, evolutionary, cohesion, and phylogenetic concepts of species.
Bloom’s: 1. Remember
Gradable: automatic
43) “An irreducible (basal) grouping of organisms, diagnosably distinct from other such groupings, and within which there is a parental pattern of ancestry and descent” describes the __________ __________ __________.
Answer: phylogenetic species concept
Section: 04.02
Topic: Species
Learning Objective: 04.03 Explain controversies regarding the definition of the species category, including comparisons of the biological, evolutionary, cohesion, and phylogenetic concepts of species.
Bloom’s: 1. Remember
Gradable: automatic
44) Discern what classification and systematization of species means to a taxonomist.
Answer: Answers will vary.
Section: 04.01; 04.02
Topic: Linnaeus and Taxonomy; Species
Learning Objective: 04.01 Explain the similarities and differences between the Linnaean system of classification, Simpson’s evolutionary taxonomy, and phylogenetic systematics following Hennig.; 04.03 Explain controversies regarding the definition of the species category, including comparisons of the biological, evolutionary, cohesion, and phylogenetic concepts of species.
Bloom’s: 6. Create
Gradable: manual
45) What is DNA barcoding of species and why might it be a useful tool for scientists?
Answer: Answers will vary.
Section: 04.02
Topic: Species
Learning Objective: 04.03 Explain controversies regarding the definition of the species category, including comparisons of the biological, evolutionary, cohesion, and phylogenetic concepts of species.
Bloom’s: 2. Understand
Gradable: manual
46) When Biology moved to a three domain system and attempted to incorporate the five-kingdom system, which kingdom had to be split to become monophyletic, and why?
Answer: Answers will vary.
Section: 04.05
Topic: Major Divisions of Life
Learning Objective: 04.02 Explain how phylogenetic relationships among species can be measured using both molecular and morphological data and analyses.; 04.04 Give precise definitions of monophyly, paraphyly and polyphyly as alternative ways that the members of a taxon can map onto its phylogenetic tree.
Bloom’s: 2. Understand
Gradable: manual
47) Is it possible that systematists are arguing over definitions that cannot possibly reconcile the state of biological reality? Is it possible that there cannot be a single definition of a species simply because there are so many variables that must go into an encompassing definition? Wouldn’t it be better to admit to the reality and adjust the reasoning to fit the reality rather than search for the “perfect” definition?
Answer: Answers will vary.
Section: 04.03
Topic: Taxonomic Characters and Reconstruction of Phylogeny
Learning Objective: 04.03 Explain controversies regarding the definition of the species category, including comparisons of the biological, evolutionary, cohesion, and phylogenetic concepts of species.
Bloom’s: 5. Evaluate
Gradable: manual
48) When organizing animals into groups there are no categories between kingdom and phyla.
Answer: FALSE
Section: 04.05
Topic: Major Divisions of Life
Learning Objective: 04.02 Explain how phylogenetic relationships among species can be measured using both molecular and morphological data and analyses.
Bloom’s: 1. Remember
Gradable: automatic
49) Bilateria makes up the major clade of animals and is further subdivided into protostomia and deuterostomia groupings.
Answer: TRUE
Section: 04.06
Topic: Major Subdivisions of the Animal Kingdom
Learning Objective: 04.02 Explain how phylogenetic relationships among species can be measured using both molecular and morphological data and analyses.
Bloom’s: 1. Remember
Gradable: automatic
50) Choose each correct statement below regarding the Bilaterians.
- A) The group named Bilaterians includes the majority of all animals.
- B) Traditional organization of the Bilaterian sub-groups may need modification based on new molecular data.
- C) Two subdivisions are recognized in the protostome bilaterian group, the ecdysozoans and the lophotrocozoans.
- D) The major subdivisions of the bilaterian group are the protostomes and lophotrochozoans.
Answer: A, B, C
Section: 04.06
Topic: Major Subdivisions of the Animal Kingdom
Learning Objective: 04.02 Explain how phylogenetic relationships among species can be measured using both molecular and morphological data and analyses.
Bloom’s: 2. Understand
Gradable: automatic
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