622 - Herediiy and Evolution 



TEST QUESTIONS 



14. 



15. 



What is taxonomy? What does it aim to ac- 

 complish? 



List the principal tvpes of evidence that 

 may be useful in deciding upon the classi- 

 fication of an organism. Explain why the 

 classification of an organism sometimes may 

 have to be changed. 



Explain the binomial system of nomencla- 

 ture. Give four examples. Distinguish be- 

 tween a genus and a species. 

 Who was Linnaeus? How many organisms 

 was he able to recognize and classify? Ap- 

 proximately how many organisms are known 

 today? Is it true that some new species are 

 still being recognized every year? 

 What are some of the principal dif- 

 ferences between plants and animals? Can 

 you specify any exceptions to these general 

 rules? 



What general similarities between plants and 

 animals can be enumerated? 

 How would you explain the fact that plants 

 and animals display many fundamental simi- 

 larities of structure and function? 

 Distinguish between the Thallophyta and 

 the Embryophyta. 



Among the various phyla of thallophytes, 

 which two are considered to be most primi- 

 tive? What evidence can you cite to support 

 this answer? Which of the two probably 

 evolved first? Explain. 



What group of thallophvtes probably gave 

 rise to the higher plants? Explain. 

 Among the twelve phyla of the Plant King 

 dom. which are predominantly aquatic and 

 which are terrestrial? 



What organs, tissues, and reproductive struc- 

 tures would you expect to find among well- 

 adapted land plants? Explain. 

 Explain why the appearance of archegonia 

 represents an important development in the 

 evolution of higher plants. 

 Outline the classification of the Embryo- 

 phyta, specifying the phyla, subphyla, classes, 

 and subclasses that are mentioned in this 

 chapter. 



Which group among the Embryophyta dis- 

 plays a relatively dominant independent 

 gametophyte generation and a relatively in- 



conspicuous dependent sporophyte genera- 

 tion? 



16. In which group of embryophytes is the 

 gametophyte generation relatively inconspic- 

 uous, but nevertheless independent? 



17. In what groups of embryophytes is found a 

 relatively inconscipuous and dependent ga- 

 metophyte? 



18. Explain and document the statement that 

 among the Embryophyta the gametophyte 

 generation progressively becomes less con- 

 spicuous and more dependent upon the 

 sporophyte generation. 



19. Explain and document the statement that 

 among the Embryophyta the sporophyte 

 generation progressively becomes more con- 

 spicuous and independent. 



20. Among the Tracheophyta: 



a. Which groups, once numerous and 

 dominant in ancient times, have dwin- 

 dled and become quite scarce and un- 

 important in recent times? 



b. Which groups are very numerous and 

 dominant today? 



21. Compare the Psilopsida, Lycopsida, and 

 Sphenopsida, pointing out at least three simi- 

 larities and at least one distinctive feature 

 in each. 



22. How do ferns differ from other Pteropsida? 

 How are they similar? 



23. What is a seed? Discuss the evolutionary 

 antecedents of this reproductive structure. 



24. What is a fruit? Discuss the evolutionary 

 relationships of this reproductive structure. 

 In what main group of plants have fruits 

 been evolved? 



Note: In seeking to review, students can apply 

 the following questions to each of the plant phyla 

 successively. 



25. Name one or more organisms belonging to 

 this phylum and to each of its specified sub- 

 divisions. 



Does the phylum display any unique fea- 

 tures, not found in any other plant group? 

 What are the phylogenetic relations of the 

 group? Is the origin of the phylum known? 

 Did it give rise to any odicr major plant 

 group? What paleontological evidence is 

 available in regard to these questions? 



26. 

 27. 



