This document provides information about answering exam questions related to classification and using keys. It begins by stating that exam questions on classification test factual knowledge of the classification details outlined in the course specification. It emphasizes the importance of learning taxonomic groups and sequences. The document then provides examples of classification exam questions and explains the level of detail and placement required to earn marks. It concludes by noting that poor exam technique can cost marks and this factsheet aims to help develop good technique.
PRINCIPLES OF CLASSIFICATION
There are few terms which come across when studying classification. These terms include systematic, taxonomy, classification and nomenclature.
To understand the principles used in classification these terminologies need to be clearly defined.
SYSTEMATIC
There are millions of living organisms in the world which exhibit great diversity and variations. Each one is different from the other in one way or another.
It is practically impossible to study and identify each and every organism. Biologists have designed a technique for identification, naming and grouping various organisms.
This PowerPoint is one small part of the Taxonomy and Classification unit from www.sciencepowerpoint.com. A 3800+ slide Five Part PowerPoint presentation becomes the roadmap for an amazing and interactive science experience full of built-in lab activities, built-in quizzes, video links, class notes(red slides),review games, projects, unit notes, answer keys, and much more. Also included is a student version of the unit that is much like the teachers but missing the answer keys, quizzes, PowerPoint review games, hidden box challenges, owl, and surprises meant for the classroom. This is a great resource to distribute to your students and support professionals. The Classification and Taxonomy Unit covers topics associated with Taxonomy and Classification. The unit examines all of the Kingdoms of Life in detail. Areas of Focus within The Taxonomy and Classification Unit: -Taxonomy, Classification, Need for Taxonomy vs. Common Names, What is a Species?, Dichotomous Keys, What does Classification Use?, The Domains of Life, Kingdoms of Life,The 8 Taxonomic Ranks, Humans Taxonomic Classification, Kingdom Monera, Prokaryotic Cells, Types of Eubacteria, Bacteria Classification, Gram Staining,Bacterial Food Borne Illnesses, Penicillin and Antiseptic, Oral Hygiene and Plaque, Bacterial Reproduction (Binary Fission), Asexual Reproduction, Positives and Negatives of Bacteria, Protista, Plant-like Protists, Animal-like Protists, Fungi-like Protists, Animalia, Characteristics of Animalia, Animal Symmetry, Phylums of Animalia (Extensive), Classes of Chordata, Mammals, Subclasses of Mammals, Characteristics of Mammals, Fungi, Positives and Negatives of Fungi, Divisions of Fungi (Extensive), Parts of a Mushroom, 3 Roles of Fungi, Fungi Reproduction, Mold Prevention, Plant Divisions, Kingdom Plantae. If you have any questions please feel free to contact me. Thanks again and best wishes. Sincerely, Ryan Murphy www.sciencepowerpoint@gmail.com
PRINCIPLES OF CLASSIFICATION
There are few terms which come across when studying classification. These terms include systematic, taxonomy, classification and nomenclature.
To understand the principles used in classification these terminologies need to be clearly defined.
SYSTEMATIC
There are millions of living organisms in the world which exhibit great diversity and variations. Each one is different from the other in one way or another.
It is practically impossible to study and identify each and every organism. Biologists have designed a technique for identification, naming and grouping various organisms.
This PowerPoint is one small part of the Taxonomy and Classification unit from www.sciencepowerpoint.com. A 3800+ slide Five Part PowerPoint presentation becomes the roadmap for an amazing and interactive science experience full of built-in lab activities, built-in quizzes, video links, class notes(red slides),review games, projects, unit notes, answer keys, and much more. Also included is a student version of the unit that is much like the teachers but missing the answer keys, quizzes, PowerPoint review games, hidden box challenges, owl, and surprises meant for the classroom. This is a great resource to distribute to your students and support professionals. The Classification and Taxonomy Unit covers topics associated with Taxonomy and Classification. The unit examines all of the Kingdoms of Life in detail. Areas of Focus within The Taxonomy and Classification Unit: -Taxonomy, Classification, Need for Taxonomy vs. Common Names, What is a Species?, Dichotomous Keys, What does Classification Use?, The Domains of Life, Kingdoms of Life,The 8 Taxonomic Ranks, Humans Taxonomic Classification, Kingdom Monera, Prokaryotic Cells, Types of Eubacteria, Bacteria Classification, Gram Staining,Bacterial Food Borne Illnesses, Penicillin and Antiseptic, Oral Hygiene and Plaque, Bacterial Reproduction (Binary Fission), Asexual Reproduction, Positives and Negatives of Bacteria, Protista, Plant-like Protists, Animal-like Protists, Fungi-like Protists, Animalia, Characteristics of Animalia, Animal Symmetry, Phylums of Animalia (Extensive), Classes of Chordata, Mammals, Subclasses of Mammals, Characteristics of Mammals, Fungi, Positives and Negatives of Fungi, Divisions of Fungi (Extensive), Parts of a Mushroom, 3 Roles of Fungi, Fungi Reproduction, Mold Prevention, Plant Divisions, Kingdom Plantae. If you have any questions please feel free to contact me. Thanks again and best wishes. Sincerely, Ryan Murphy www.sciencepowerpoint@gmail.com
The Atlas/ Ranger integration represents a paradigm shift for big data governance and security. Enterprises can now implement dynamic classification-based security policies, in addition to role-based security. Ranger’s centralized platform empowers data administrators to define security policy based on Atlas metadata tags or attributes and apply this policy in real-time to the entire hierarchy of data assets including databases, tables and columns.
Manage tracability with Apache Atlas, a flexible metadata repositorySynaltic Group
Do you know where is your data ?
Do you know who is responsible of this specific datasets ?
Do you know from which application or task this entity was modified last friday ?
Apache Atlas helps you to manage all your metadata of your data. With Apache Atlas you can know all lineages between your datasets and process that use them.
Apache Atlas. Data Governance for Hadoop. Strata London 2015Sean Roberts
Apache Hadoop is being adopted across all industries for its ability
to store and process an abundance of new types of data in a modern data architecture. But this “Any Data” architecture presents a challenge when organizations must reconcile data management realities and as they bring existing and new data from disparate platforms under management.
Apache Atlas proposes to provide governance capabilities in Hadoop that use both a prescriptive and forensic models enriched by business taxonomical metadata. It is designed to exchange metadata with other tools and processes within and outside of the Hadoop stack, thereby enabling platform-agnostic governance.
Effective data governance is imperative to the success of Data Lake initiatives. Without governance policies and processes, information discovery and analysis is severely impaired. In this session we will provide an in-depth look into the Data Governance Initiative launched collaboratively between Hortonworks and partners from across industries. We will cover the objectives of Data Governance Initiatives and demonstrate key governance capabilities of the Hortonworks Data Platform.
Analyzing Time Series Data with Apache Spark and CassandraPatrick McFadin
You have collected a lot of time series data so now what? It's not going to be useful unless you can analyze what you have. Apache Spark has become the heir apparent to Map Reduce but did you know you don't need Hadoop? Apache Cassandra is a great data source for Spark jobs! Let me show you how it works, how to get useful information and the best part, storing analyzed data back into Cassandra. That's right. Kiss your ETL jobs goodbye and let's get to analyzing. This is going to be an action packed hour of theory, code and examples so caffeine up and let's go.
Multiple Choice � Choose the BEST answer for each question below.1.pdfsaxenaavnish1
Multiple Choice Choose the BEST answer for each question below.
1. Which of the following shows the correct descending order of taxonomic levels in the
traditional taxonomic ranks of classification?
a. Kingdom, class, family, species
b. Kingdom, species, family, class
c. Species, family, Kingdom, class
d. Species, Kingdom, class, family
2. Using your knowledge of modern taxonomy, which of the following is the correct way of
writing the binomial Latin name for a the onion plant?
a. Allium cepa
b. Allium cepa
c. Alliumcepa
d. Allium cepa
3. Which of the following kingdoms are classified under the domain Prokaryotes? a. Protists
b. Plantae c. Fungi d. Bacteria
4. How are species grouped in a phylogentic tree?
a. Into families
b. Into clades
c. Into classes
d. Into orders
5. Which organisms are prokaryotes?
a. Archaea, protists
b. Bacteria, plants
c. Fungi, animals
d. Archaea, bacteria
6. In which of the kingdoms would you place unicellular organisms which can live in extreme
environments and sometimes metabolize other chemicals as food?
a. Animalia b. Protists c. Archaea d. Fungi
7. Which of the following is the best example of a pandemic?
a. A season during which various viruses coexist in many different regions
b. an outbreak of one disease affecting an entire Canadian school district
c. an outbreak of one disease over many countries and continents
d. a disease that react in one defined area or region annually
8. Which of the following groups of plants has vascular tissue and reproduce using seeds? a.
Gymnosperms
b. Pteridophyta c. Bryophytes d. Angiosperms
9. Which of the following best describes a rod-shaped bacteria which has a thick cell wall which
turns purple when stained.
a. Cocci, gram positive
b. Bacillus, gram negative
c. Bacillus, gram positive
d. Cocci, gram negative
10. Which of the following groups do humans belong to? a. invertebrates
b. Chordates
c. Chlorophyta d. Agnathan 4. Speries, fan ly, Kingdom alew 1. Spociei, Kingdeen, ilan, funily
woreng the binomol iatin rame tor a the anes aiant? a Alsut cepe i. doum cope c. Aliumarpo it
allum reat hetiet Plimie Fungi 4. Bxieru 4. How ine lectes Erubed in o grulnetetic tree? 1. brio
fowiles thto clabes. 2. Into clanser it. hlo bnsin 3. Which or eaciurn ane peotaryetirs? 3 Arches
prutest. 1. Decteria diente . Fungi animale 1. Archeci, badera 2. Asirulas b. Autios . Asitard 4.
Fungi 7. Whik of dee Gilluwis is tie bat cunpic of a purdenint? b. an estroat of enr dieres alheting
an intire Carsefia schoel tivenct 4. Cesencoperins c. Birywoptrien 4. Aagnererm waich numi
perple whe itarnod 1. Cexic eram neirive 4. Meciltan gram acpadive c. Aaciltan pram peitive 4.
Covil gremagminx 1. imvertetents Thsithin 4. Chierptyte 4. A cruttin
Muhiple Choice - Chose the BeFST anww or foes cach quostine below: tradrional tacenomic
reaks of dassification? a. Kingdom clanc, tamily, ipecien b. Kingdom, apecios, family, clasi C.
Speise fanity, Kingdem twes d. Speciec. Kingdeen clack family 2. Usine your know.
The Atlas/ Ranger integration represents a paradigm shift for big data governance and security. Enterprises can now implement dynamic classification-based security policies, in addition to role-based security. Ranger’s centralized platform empowers data administrators to define security policy based on Atlas metadata tags or attributes and apply this policy in real-time to the entire hierarchy of data assets including databases, tables and columns.
Manage tracability with Apache Atlas, a flexible metadata repositorySynaltic Group
Do you know where is your data ?
Do you know who is responsible of this specific datasets ?
Do you know from which application or task this entity was modified last friday ?
Apache Atlas helps you to manage all your metadata of your data. With Apache Atlas you can know all lineages between your datasets and process that use them.
Apache Atlas. Data Governance for Hadoop. Strata London 2015Sean Roberts
Apache Hadoop is being adopted across all industries for its ability
to store and process an abundance of new types of data in a modern data architecture. But this “Any Data” architecture presents a challenge when organizations must reconcile data management realities and as they bring existing and new data from disparate platforms under management.
Apache Atlas proposes to provide governance capabilities in Hadoop that use both a prescriptive and forensic models enriched by business taxonomical metadata. It is designed to exchange metadata with other tools and processes within and outside of the Hadoop stack, thereby enabling platform-agnostic governance.
Effective data governance is imperative to the success of Data Lake initiatives. Without governance policies and processes, information discovery and analysis is severely impaired. In this session we will provide an in-depth look into the Data Governance Initiative launched collaboratively between Hortonworks and partners from across industries. We will cover the objectives of Data Governance Initiatives and demonstrate key governance capabilities of the Hortonworks Data Platform.
Analyzing Time Series Data with Apache Spark and CassandraPatrick McFadin
You have collected a lot of time series data so now what? It's not going to be useful unless you can analyze what you have. Apache Spark has become the heir apparent to Map Reduce but did you know you don't need Hadoop? Apache Cassandra is a great data source for Spark jobs! Let me show you how it works, how to get useful information and the best part, storing analyzed data back into Cassandra. That's right. Kiss your ETL jobs goodbye and let's get to analyzing. This is going to be an action packed hour of theory, code and examples so caffeine up and let's go.
Multiple Choice � Choose the BEST answer for each question below.1.pdfsaxenaavnish1
Multiple Choice Choose the BEST answer for each question below.
1. Which of the following shows the correct descending order of taxonomic levels in the
traditional taxonomic ranks of classification?
a. Kingdom, class, family, species
b. Kingdom, species, family, class
c. Species, family, Kingdom, class
d. Species, Kingdom, class, family
2. Using your knowledge of modern taxonomy, which of the following is the correct way of
writing the binomial Latin name for a the onion plant?
a. Allium cepa
b. Allium cepa
c. Alliumcepa
d. Allium cepa
3. Which of the following kingdoms are classified under the domain Prokaryotes? a. Protists
b. Plantae c. Fungi d. Bacteria
4. How are species grouped in a phylogentic tree?
a. Into families
b. Into clades
c. Into classes
d. Into orders
5. Which organisms are prokaryotes?
a. Archaea, protists
b. Bacteria, plants
c. Fungi, animals
d. Archaea, bacteria
6. In which of the kingdoms would you place unicellular organisms which can live in extreme
environments and sometimes metabolize other chemicals as food?
a. Animalia b. Protists c. Archaea d. Fungi
7. Which of the following is the best example of a pandemic?
a. A season during which various viruses coexist in many different regions
b. an outbreak of one disease affecting an entire Canadian school district
c. an outbreak of one disease over many countries and continents
d. a disease that react in one defined area or region annually
8. Which of the following groups of plants has vascular tissue and reproduce using seeds? a.
Gymnosperms
b. Pteridophyta c. Bryophytes d. Angiosperms
9. Which of the following best describes a rod-shaped bacteria which has a thick cell wall which
turns purple when stained.
a. Cocci, gram positive
b. Bacillus, gram negative
c. Bacillus, gram positive
d. Cocci, gram negative
10. Which of the following groups do humans belong to? a. invertebrates
b. Chordates
c. Chlorophyta d. Agnathan 4. Speries, fan ly, Kingdom alew 1. Spociei, Kingdeen, ilan, funily
woreng the binomol iatin rame tor a the anes aiant? a Alsut cepe i. doum cope c. Aliumarpo it
allum reat hetiet Plimie Fungi 4. Bxieru 4. How ine lectes Erubed in o grulnetetic tree? 1. brio
fowiles thto clabes. 2. Into clanser it. hlo bnsin 3. Which or eaciurn ane peotaryetirs? 3 Arches
prutest. 1. Decteria diente . Fungi animale 1. Archeci, badera 2. Asirulas b. Autios . Asitard 4.
Fungi 7. Whik of dee Gilluwis is tie bat cunpic of a purdenint? b. an estroat of enr dieres alheting
an intire Carsefia schoel tivenct 4. Cesencoperins c. Birywoptrien 4. Aagnererm waich numi
perple whe itarnod 1. Cexic eram neirive 4. Meciltan gram acpadive c. Aaciltan pram peitive 4.
Covil gremagminx 1. imvertetents Thsithin 4. Chierptyte 4. A cruttin
Muhiple Choice - Chose the BeFST anww or foes cach quostine below: tradrional tacenomic
reaks of dassification? a. Kingdom clanc, tamily, ipecien b. Kingdom, apecios, family, clasi C.
Speise fanity, Kingdem twes d. Speciec. Kingdeen clack family 2. Usine your know.
Note Complete the questions asked in Part A and Part B.Part A .docxhenrymartin15260
Note: Complete the questions asked in Part A and Part B.
Part A: Briefly answer the following questions. Make sure you cite references in APA. Your answer must be 100% original.
Question 1
(Hint: Look in "Patterns- The family tree")
What is the trait that distinguishes primates, rodents/ rabbits, crocodiles, and dinosaurs/ birds from amphibians and earlier lineages?
Question 2
Would you expect a bird wing and a butterfly wing to be homologous or analogous structures? Explain.
Question 3
In your own words, list and define the four mechanisms of evolution.
Question 4
(Hint: Look in "Mechanisms- Natural selection")
In your own words, give an example in nature of how natural selection works.
Question 5
In your own words, describe the difference between microevolution and macroevolution.
Part B: Multiple choice questions
Question 1
In the following phylogenetic tree, which of the following are in the clade that has a therian mammal ancestor?
monotremes and eutherians
lepidosaurs and archosaurs
monotremes and marsupials
marsupials and eutherians
Question 2
In the following phylogenetic tree, the unique lineage of archosaurs is represented by:
a red line
a green line
a blue line
a black line
Question 3
In the following phylogenetic tree, which of the following is not a shared derived characteristic of therian mammals?
pouch
holoblastic cleavage
placentation
viviparity
Question 4
(Hint: look in "Mechanisms- Descent with modification")
In a population of beetles which can be either green or brown in color, the gene (allele) frequency of green beetles in 2009 was measured to be 36% and increased to 52% in 2010. The gene (allele) frequency of brown beetles in 2009 was measured to be 64% and decreased to 48% in 2010.
True of False? This population of beetles is evolving.
True
False
Question 5
Which of the following is the best example of the principle of "fitness"?
a white rabbit living on a forested hill side compared to a brown rabbit living there
gorilla males with large testicles consistently producing more offspring than gorilla males with small testicles
the most dominant chimpanzee male in the group eating more often than less dominant males
a giraffe having thicker,spottier fur than another giraffe
Question 6
Which of the following statements is TRUE?
mutation are non-random
only germline mutations can affect evolution
natural selection is random
mutation always affect the phenotype to the same extent
Question 7
Hummingbirds feed on flower nectar and often have a beak whose shape is adapted specifically to only one flower shape, fitting in no other flower species. As a result, this hummingbird may only feed on that particular flower and is its only pollinator, creating a mutual dependency between the two species.
This is an example of ___________.
(spelling counts; lower case letters only, please).
Question 8
A field biologist discovers a population of p.
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
1. B io Factsheet
www.curriculum-press.co.uk Number 170
Answering Exam Questions:
Classification and Keys
Examination questions relating to classification almost exclusively test factual knowledge. In order to answer the questions well, it is
essential to learn the classification details that are included on the specification you are studying. The ability to apply your knowledge, or
to observe data and apply it, may be tested by asking you to design or solve keys. This Factsheet should also help you to develop a good
examination technique. Poor examination technique can lose you a lot of marks.
Example 1
Example 2
(a) (i) What is meant by the term ‘taxon’? 1
(a) The mammals form a class called the Mammalia within the phylum
(ii) What is meant by the term ‘species’? 2
Chordata. The domestic dog, Canis domestica, is a type of
(b) List the following taxonomic groups in sequence according to
mammal. Fig 1 below shows the groups in the Mammalia to
the number of species they contain. Start with the group with
which the dog belongs.
the greatest number of species. 1
class family genus kingdom order phylum
Fig 1
(c) Give three ways in which cells of the kingdom Prokaryotae differ
from those of all other kingdoms. 3
Mammalia A
Answers and comments
(a) (i) A taxon is a grouping of organisms which share some basic Carnivora B
features; 1 Canidae C
This would score the 1 mark available, so do not be tempted
to expand your answer by detailing different levels of taxon Canis domestica D
(for example - kingdom, genus). Candidates often lose the
mark by stating ‘a taxon is a group of animals…’ or ‘a taxon E
is a group of plants …’ The definition must embrace all
organisms.
(a) (ii) A species is a group of organisms which can interbreed; to
produce fertile offspring; 2
To score both marks you must indicate that the organisms (i) Name the taxons A to E. 1
can interbreed within the group, also that the offspring they (ii) The Brown Bear , Ursus arctos, belongs to another group in
produce are fertile/can also reproduce. Instead of giving the the Carnivora, called the Ursidae. Add this information in
definition above, candidates often write ‘a species is a group the relevant taxons, to Fig 1. 1
of similar organisms which cannot interbreed with other (b) The diagrams below show two systems of classification of
groups of organisms/are separated from other organisms by animals. Fig 2 shows a simple hierarchy. Fig 3 shows a
breeding barriers’. This is a negative answer – it is stating phylogenetic system.
what a species cannot do, rather than what a species can do.
At the most it would only score 1 of the 2 marks available. Fig 2 Fig 3
(b) The answer is kingdom, phylum, class, order, family, genus; 1 Animals
Candidates often get this wrong, usually forgetting the sequence
‘class, order, family.’
A good idea to remember the sequence is to learn the saying Chordates
‘King Philip Came Over From Germany’.
(c) Any three of: no nucleus; no membrane bound organelles/
named organelles/mitochondria; don’t divide by mitosis/divide
by binary fission; have only 70S/small ribosomes; circular Reptiles Birds Mammals Reptiles Birds Mammals
DNA/only one chromosome; have plasmids; cell wall made of
murein; have slime capsule/fimbriae/pili; maximum 3 marks (i) What is meant by a ‘hierarchy’? 1
Don’t be tempted to give more than three points. If you list four (ii) Explain how a phylogenetic system differs from a simple
points, one of which is incorrect, you will lose a mark. The hierarchy. Refer to figs 2 and 3 to illustrate your explanation.
question asks for prokaryotic features so don’t be tempted to 4
describe eukaryotic features. Try to give three distinct
comments, for example, one relating to organelles, one relating
to DNA and one relating to ribosomes. If you make two comments
about organelles, for example, they may only score one mark
because they are alternatives in the mark scheme rather than
separate mark points.
1
2. 170. Answering Exam Questions: Classification and Keys Bio Factsheet
www.curriculum-press.co.uk
Answers and comments (b) A gardener observed that common poppies and long-headed
(a) (i) A = Class, B = Order, C = Family, D = Genus, E = Species; 1 poppies in his garden appeared to be interbreeding to form hybrid
To score the mark all the taxons must be correctly named. poppies. Suggest how you could find out whether the common
There is no way around this – you must learn their sequence. poppy and the long-headed poppy are different species. 3
(ii) C – Ursidae, D – Ursus, E – arctos; 1
To score the mark all three names must be written on Figure Answers and comments
1 in the correct positions. A common error made by (a) (i) any feature shared by all plants but not shared by all members
candidates is just to write the names in the text – these of any other kingdom – for example, cellulose cell wall/
answers would not score because the question asked for large vacuole/permanent vacuole/show alternation of
them to be put in the correct circles on the diagram. Another generations; 1
common error made by candidates in this type of response
is to draw another set of three circles and to write the names A common error is to state a feature which is only common
in them. This approach would only score providing the to flowering plants or gymnosperms, for example, ‘produces
circles for the Mammalia and Carnivora were also drawn. pollen/ovules/seeds’. Remember, the feature you state must
Remember the convention that generic names must start also apply to mosses, liverworts, ferns, horsetails and club
with a capital letter but specific names must only have small mosses.
letters, for example, Ursus arctos. (ii)
(b) (i) A hierarchy is large groups split into smaller groups which
do not overlap; 1 Kingdom Plantae;
Candidates commonly write ‘in a hierarchy the organisms Phylum Angiospermophyta
are placed into groups’ which is not enough to score a mark..
To score the mark there should also be reference to the sub- Class Dicotyledoneae
division into smaller groups and to the non-overlapping Order Monopetalae
nature of these sub-groups.
(ii) A phylogenetic system is based on evolutionary history; it Family ; Convolvulaceae
indicates the ancestry of groups/shows points of divergence; Genus Cuscuta
for example, fig 3 shows that reptiles and birds separated
Species epithymum ;
after mammals/reptiles and birds are more closely related
than mammals and birds/mammals and reptiles; a
hierarchical system is based on shared characteristics; 1 mark for ‘plantae’, 1 mark for ‘phylum + class + order +
for example, in fig 2 reptiles birds and mammals are family’, 1 mark for ‘Cuscuta + epithymum’. 3
separated but given equal status; maximum 4 marks
It is important that the question rubric is obeyed and that A common error is to mix up the sequence ‘class, order,
both fig. 2 and fig.3 are referred to in the answer – otherwise family’. The genus and species names were given early in
marks will be lost. Don’t just refer to the shapes of the the question, - the genus name can be recognised because it
diagrams – comments such as ‘more complicated/has more has the capital letter. In questions like this, candidates often
layers/like a staircase’ are often seen in answers to this type fail to read the question carefully enough, and miss these
of question – they do not score marks. To score the marks names.
reference must be made to the evolutionary biology involved,
using both diagrams to illustrate your answer. (b) attempt to cross hybrid plants; by pollen transfer using a paint
brush; if they produce seeds try to grow them; if they are
Example 3 different species seeds may not be produced/any seeds produced
(a) The dodder, Cuscuta epithymum, is an unusual flowering plant. will not germinate/plants will be sterile; max 3
It is a parasite which grows on, for example, clover, gorse and
heather. The adult dodder has no roots and has colourless leaves It is not sufficient to cross the two types of poppy to see if
reduced to small scales. hybrids are formed – the question tells you that this is so. The
(i) Give one feature of the dodder which it shares with all other hybrids themselves must be crossed to see if they produce
plants but does not share with organisms in other kingdoms. 1 fertile seeds that will germinate to produce fertile offspring.
(ii) Complete the table below to show the classification of
dodder. The word ‘viable’ is sometimes incorrectly used, instead of
‘fertile’. When ‘viable’ is applied to a seed, it simply means that
Kingdom the seed will germinate. The plant produced may still be sterile.
Angiospermophyta The examiners in this type of question are looking for the term
‘fertile seed’ – that will germinate to produce a plant capable of
Dicotyledoneae successful sexual reproduction.
Monopetalae
Convolvulaceae
Genus
Species
3
2
3. 170. Answering Exam Questions: Classification and Keys Bio Factsheet
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Example 4 Example 5
The diagram shows an Amoeba. This is a single-celled organism. The drawings below show the features of four different planarian
flatworms.
A
B
(a) Amoeba belongs to the kingdom Protoctista. Explain why
Amoeba is not,
(i) a prokaryote, 2 C
(ii) a fungus. 2
Give a different answer for each case.
(b) (i) Distinguish between radial symmetry and bilateral
symmetry. 2 D
(ii) Name a radially symmetrical animal and a bilaterally
symmetrical flower. 2
Answers and comments Use the key below to identify the four flatworms, A, B, C and D.
(a) (i) presence of a nucleus; membrane bound/named
organelles; only 80S ribosomes; no cell wall; 1. Many small eyes around the margin of the Polycelis
max 2 marks head
Two eyes near the centre of the head go to 2
(ii) no cell wall; has no chitin; is motile; only one nucleus;
has no hyphae; max 2 marks 2. Head rounded with no obvious tentacles Phagocata
Head with lateral or anterior tentacles go to 3
Note from the question that the answers must be different
– ‘no cell wall’ will only be awarded once. To include the 3. Triangular head with lateral tentacles Dugesia
same point in both answers would be poor exam technique Rounded head with anterior tentacles Crenobia
and would lose a mark.
4 correct identifications = 4 marks
(b) (i) radial symmetry is when an animal/flower can be cut in
any vertical plane to produce two mirror image halves;
bilateral symmetry is when an animal/flower can only
Answers and comments
be cut down one vertical plane to produce two mirror
A = Phagocata; B = Crenobia; C = Polycelis; D = Dugesia; 4
image halves; 2
This type of question is testing your ability to observe details of
Note that the two halves are ‘mirror images’ of each other.
organisms and to apply your observations to solve a key. It is
A very common error is to write that they are ‘equal or
very important to read the key carefully and apply all the criteria
identical halves’. They are not.
within each step to your choice of organism.
Often candidates are tempted to give extra information
about the advantages of the two types of symmetry. Polycelis was actually identified in the first step of the key, but,
Refrain from this, unless the question asks for it, because because it had tentacles many candidates missed this (perhaps
it wastes time and may lose marks if you make errors. not observing the many small marginal eyes) and tried to identify
it at step 3.
(ii) any Cnidarian/Hydra/sea anemone/jelly-fish;
any flower of the Papilionaceae/lupin/broom/vetch/gorse;
2
Don’t be tempted to give more than one example in each
case. A list of animals or flowers which includes an error
will not score.
3
4. 170. Answering Exam Questions: Classification and Keys Bio Factsheet
www.curriculum-press.co.uk
Example 6
The drawings below show four different flowers cut in half vertically. (b) 1. Flower radially symmetrical go to 2;
Flower bilaterally symmetrical flower D;
2 Flower with several stigmas flower C;
Flower with a single stigma go to 3;
3 Flower with very short filaments flower B;
B Flower with long filaments flower A;
A
truly dichotomous key;
1 mark per correct key step and one mark for a complete
dichotomous key. 7
D
Obviously, a large number of different keys can be designed
C because the flowers show many differing characteristics.
Examiners will give credit for any correct key.
(a) State three features shown in the drawings which could be used An error in a key usually has a ‘knock-on’ effect, making later
to distinguish between the flowers. 3 steps incorrect. Because of this examiners usually find it
(b) Using only these three features, construct a simple dichotomous impossible to award marks after an error and so there is the
key to separate the flowers. 7 potential, to lose a lot of marks. To reduce the risk of this, make
sure that:
Answers and comments
(a) radial symmetry versus bilateral symmetry; superior ovary • you only use features seen in the drawings.
versus inferior ovary/other floral parts attach to receptacle • you keep it simple – only use one contrasting feature per
below ovary versus other floral parts attached to receptacle step – candidates often try to use two or more features per
above ovary; floral parts/stamens basically in whorls of three step, making it likely that errors will occur.
versus floral parts/stamens basically in whorls of five; long • make sure you only use two lines/alternatives per step (a
stamen filaments versus short stamen filaments; filaments dichotomous key). A common error is to have three lines/
attached to petals versus filaments attached to receptacle; one alternatives in a step. This is a trichotomous key which is
stigma versus several stigmas; stigmas below anthers versus not acceptable.
stigmas above anthers; numerous ovules versus few ovules;
Any 3 for maximum 3 marks
The examiners would credit any other valid differences, provided
they were visible on the drawings. To score the marks the feature
and its comparison must be stated. For example, ‘filament length’
would not score but ‘long versus short filaments’ would.
Flowers have different symmetries’ would not score – ‘radial
and bilateral symmetry’ must be stated.
Although this question is testing your powers of observation
and discernment, unless you have learnt floral structure
thoroughly you will find it difficult to express what you see. It is
essential that you learn your biology even for questions of this
nature.
Acknowledgements:
This Factsheet was researched and written by Martin Griffin.
Curriculum Press, Bank House, 105 King Street, Wellington, Shropshire, TF1 1NU.
Bio Factsheets may be copied free of charge by teaching staff or students, provided that their school is a
registered subscriber. No part of these Factsheets may be reproduced, stored in a retrieval system, or transmitted,
in any other form or by any other means, without the prior permission of the publisher. ISSN 1351-5136
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