CHAPTER 19 Test Your Knowledge
Driving Question 1
What are eukaryotic organisms, and what factors influence their diversity?
By answering the questions below and studying Infographics 19.1 and 19.3, you should be able to generate an answer for the broader Driving Question above.
KNOW IT
How does the physical landscape diversity of Olympic National Park affect biodiversity in the park?
What are the defining features of eukaryotes, members of the domain Eukarya?
What do a fisher and a fir tree have in common?
USE IT
How do you think the diversity of eukaryotic organisms in each of the following areas would compare to the diversity in Olympic National Park—would there be more or less? Explain the reasons for your answers.
a. Lake Michigan
b. the Sonoran Desert in Arizona
c. the prairies of Kansas
If a fungicide were applied throughout Olympic National Park, how might it affect eukaryotes in the park? Explain your answer.
Driving Question 2
How are plants defined, and what influences their diversity?
By answering the questions below and studying Infographic 19.3, you should be able to generate an answer for the broader Driving Question above.
KNOW IT
Which group of plants was the first to live on land? Why do we find these plants only in particular environments (after all, if they were first, shouldn’t they have spread everywhere by now)?
A major difference between a fern and a moss is
a. the presence of seeds.
b. the presence of flowers.
c. the presence of cones.
d. the presence of a vascular system.
e. the ability to carry out photosynthesis.
USE IT
What is an advantage of having seeds? (Think about spreading to new locations and whether or not reproduction relies on water.)
What type of seed plant is likely to rely on hungry animals to spread its seeds? Explain your answer.
How did the evolution of vascular systems in plants change the landscape?
Driving Question 3
How are animals defined, and what influences their diversity?
By answering the questions below and studying Infographic 19.4, you should be able to generate an answer for the broader Driving Question above.
KNOW IT
A sand dollar gets its name from its body shape–it resembles a large coin. What type of body symmetry does a sand dollar have?
a. bilateral
b. radial
c. none (sand dollars are amorphous)
d. hyphae
e. mycelium
What do a backbone and an exoskeleton have in common?
a. They are found in closely related groups of animals.
b. They are made of the same substance.
c. They both help provide support to an animal’s body.
d. They both require an animal to molt in order to be able to grow.
e. all of the above
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You and a fisher are both mammals; as such, what are some characteristics you and the fisher have in common?
Which of the following statement(s) is/are true about both cockroaches and lobsters?
a. They are invertebrate insects with bilateral symmetry.
b. They are mollusks with an exoskeleton.
c. They are arthropods with segmented bodies and no symmetry.
d. They are arthropods with an exoskeleton.
e. They are mollusks with a segmented body.
USE IT
Many characteristics are used to classify animals. Why do we need to use so many different characteristics? Consider the following five animals: woodpecker, human, wasp, ant, and fisher; and the following three characteristics: ability to fly, two-legged, bearing feathers
a. Which of the five animals could be grouped by each characteristic?
b. Would this grouping reflect their real taxonomic relationship?
c. By what feature(s) would you put wasps and ants together in their own group? What about humans and fishers?
Judging from their numbers, arthropods are a tremendously successful group. What traits do you think have enabled them to be so successful? Justify your answer with examples.
Driving Question 4
How are fungi defined, and what influences their diversity?
By answering the questions below and studying Infographic 19.5, you should be able to generate an answer for the broader Driving Question above.
KNOW IT
Consider the “eating habits” of fungi.
a. Can fungi carry out photosynthesis?
b. Can fungi ingest their food?
c. How do fungi obtain their nutrients and energy?
Which of the following meals include fungi as food?
a. a bread and blue cheese platter with fruit
b. mushroom risotto
c. a and b
d. a fruit salad
e. yogurt
USE IT
A very early classification scheme placed the fungi together with the plants. Why do you think fungi were grouped with plants? What features distinguish them from plants?
Driving Question 5
What are protists, and what influences their diversity?
By answering the questions below and studying Infographic 19.6, you should be able to generate an answer for the broader Driving Question above.
KNOW IT
What do all members of the informal group known as protists have in common?
a. nothing
b. They are all eukaryotic.
c. They all carry out photosynthesis.
d. They are all human parasites.
e. They are all decomposers.
USE IT
Why do scientists no longer consider protists a separate kingdom? How might scientists find new taxonomic “homes” for the protists? Do you think structural features (for example, chloroplasts) or genetic information will be more useful in their classification?
Many protists have an organelle called the contractile vacuole that pumps out water that enters the cell by osmosis. Why is this a useful adaptation for a protist? What might happen to a protist if its contractile vacuole stopped working? (Think about where many protists live, and what happens to bacteria whose cell walls are disrupted by antibiotics.)
MINI CASE
Reintroducing species to their native habitats is sometimes controversial. One reintroduction effort in particular that has caused quite a stir is the reintroduction of the Mexican gray wolf (Canis lupus baileyi) into New Mexico and Arizona. You can read about this project at http://www.fws.gov/southwest/es/mexicanwolf/
a. Why might it be important to reintroduce species into their native habitats? Answer first in general terms, then specifically for the Mexican gray wolf.
b. What factors could impede the success of such reintroductions? Again, answer in general terms first, then specifically for the Mexican gray wolf.
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INTERPRETING DATA
The otter was officially declared extinct in the Netherlands in 1988. A reintroduction program was started in 2002. The reintroduced otters were either captured in Eastern Europe, or bred in captivity in countries including Sweden and Russia. Between 2002 and 2008, a total of 31 otters were released into a specific area in the Netherlands.
DNA from otter “spraint” (fecal material) was used to identify individual otters, and their offspring. The DNA spraint data are summarized in the table below.
a. Graph these data.
b. What is the total otter population in the Netherlands by the seventh year of the project?
c. What appears to be the major contributor to the otter population: introductions of new otters, or breeding of otters in the Netherlands?
a. What does the genetic diversity analysis suggest about inbreeding?
b. From all the data presented, is the otter reintroduction successful?
c. What recommendations would you make to ensure the long-term survival of otters in the Netherlands?
BRING IT HOME
Many species reintroductions are being carried out across the United States. Do some research to learn about at least one such effort. For the species you research, address the following questions:
a. What caused it to be lost from its native habitat?
b. Is its reintroduction important?
c. Are there are controversies about its reintroduction?
d. What made you interested in this particular species and its reintroduction? Is it an “attractive” species? Is it being reintroduced near where you live?