Author: Philip Colls
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Taxonomy and phylogeny booklet revision questions   NAME:
Q1.
Figure 1 represents the phylogenetic classification of four different species of fruit fly.
Figure 1

(a)     Figure 1 shows a hierarchy. Explain how.
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(2)

(b)     Name the taxon to which Drosophilidae belongs.
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(1)

Drosophila fruit flies display courtship behaviour. One of the stages of courtship is singing by males. Normally a male will produce a ‘sine song’, in which continual noise is made, and a ‘pulse song’, in which there is continual noise with some louder peaks.
Scientists showed fruit flies a visual stimulus that made them sing. They made recordings of these songs.
Figure 2 shows the recordings of the songs of three flies over the same time period.
Figure 2

(c)     D. erecta and D. willistoni are closely related species but different species.
Describe evidence from Figure 2 that supports this statement.
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(2)
(d)     The scientists repeated their experiments, using female fruit flies as the visual stimulus. When a male and female D. willistoni were together, their songs led to mating.
When two female D. willistoni were together, their songs did not lead to any attempt to mate.
Use information from Figure 2 to suggest why the two females did not attempt to mate.
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(2)
(Total 7 marks)
Q2. Micronesia is a group of islands in the Pacific Ocean. The white-fronted ground dove is a bird found on these islands.
The diagram below shows how the white-fronted ground dove is classified.
 
(a)      To which class does the white-fronted ground dove belong?
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(b)     Give the scientific name for the white-fronted ground dove.
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(c)    This classification system consists of a hierarchy as there are small groups within larger groups.
Give one other feature of a hierarchy that is shown in the diagram.
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(1)
(Total 3 marks)
Q3.
(a)     There are many different species of field mouse in Europe. Using a phylogenetic classification, all of these species have names that start with Apodemus.
What information does this give about field mice?
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(2)
The long-tailed field mouse, Apodemus sylvaticus, is a small mammal common in mainland Britain.
(b)     Complete Table 1 to show the classification of the long-tailed field mouse.
 
Table 1
Taxon | Name of Taxon
| Eukarya
Kingdom | Animalia
| Chordata
| Mammalia
Order | Rodentia
Family | Muridae
(2)
The St. Kilda field mouse lives only on one island off the coast of Scotland. It is very similar in appearance to the long-tailed field mouse but is larger and has lighter coloured fur.
Biologists wanted to find out if the St. Kilda field mouse and the long-tailed field mouse populations belonged to different species. They measured the length of the same features of a large number of individuals from the two populations.
The results are shown in Table 2.
 
Table 2
Population | Mean length (±SD) / mm
| Head and body | Tail
St. Kilda field mouse | 112.3 (±9.3) | 105.5 (±8.4)
Long-tailed field mouse | 95.2 (±8.2) | 90.2 (±7.3)
(c)     Do the data in Table 2 provide evidence that the two populations belong to different species? Use calculations of ratios to support your answer.
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(3)
(d)     Describe how breeding experiments could determine whether the two populations are from the same species.
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(2)
(Total 9 marks)

Q4. There are over 200 species of catfish. All catfish evolved from a common ancestor.
The diagram shows how some species of catfish are classified. This diagram is based on the evolutionary links between these species.
 
(a)     (i)      Which species of catfish is most closely related to Synodontis membranacea?
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(ii)     Which species of catfish is most distantly related to Synodontis membranacea?
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(b)     How many different genera are shown in this diagram?
 
(1)
(c)     (i)      A scientist carried out breeding experiments with catfish from different populations.
Describe how the results could show that the catfish belong to the same species.
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(ii)     The variety of colours displayed by catfish is important in courtship. Give two ways in which courtship increases the probability of successful mating.
1. ____________________________________________________________
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2. ____________________________________________________________
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(2)
(Total 6 marks)
Q5.
Organisms can be classified using a hierarchy of phylogenetic groups.
(a)     Explain what is meant by:
(i)      a hierarchy
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(2)
(ii)     a phylogenetic group.
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(b)     Cytochrome c is a protein involved in respiration. Scientists determined the amino acid sequence of human cytochrome c. They then:
•        determined the amino acid sequences in cytochrome c from five other animals
•        compared these amino acid sequences with that of human cytochrome c
•        recorded the number of differences in the amino acid sequence compared with human cytochrome c.
The table shows their results.
 
Animal | Number of differences in the amino acid sequence compared with human cytochrome c
A | 1
B | 12
C | 12
D | 15
E | 21

(i)      Explain how these results suggest that animal A is the most closely related to humans.
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(2)
(ii)     A student who looked at these results concluded that animals B and C are more closely related to each other than to any of the other animals.
Suggest one reason why this might not be a valid conclusion.
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(1)
(iii)    Cytochrome c is more useful than haemoglobin for studying how closely related different organisms are. Suggest one reason why.
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(1)
(Total 7 marks)
Q6.
Bees are flying insects that feed on nectar made in flowers. There are many different species of bee.
Scientists investigated how biodiversity of bees varied in three different habitats during a year. They collected bees from eight sites of each habitat four times per year for three years.
The scientists’ results are shown below in the graphs in the form they presented them.

(a)     What is meant by ‘species richness’?
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(b)     From the data in the graphs, a student made the following conclusions.
1. The natural habitat is most favourable for bees.
2. The town is the least favourable for bees.
Do the data in the graphs support these conclusions? Explain your answer.
1. The natural habitat is most favourable for bees.
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2. The town is the least favourable for bees.
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(4)
(c)     The scientists collected bees using a method that was ethical and allowed them to identify accurately the species to which each belonged.
In each case, suggest one consideration the scientists had taken into account to make sure their method
1. was ethical.
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2. allowed them to identify accurately the species to which each belonged.
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(2)
(d)     Suggest and explain two ways in which the scientists could have improved the method used for data collection in this investigation.
1. _________________________________________________________________
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2. _________________________________________________________________
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(e)     Three of the bee species collected in the farmland areas were Peponapis pruinosa, Andrena chlorogaster and Andrena piperi.
What do these names suggest about the evolutionary relationships between these bee species? Explain your answer.
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___________________________________________________ (2) (Total 11 marks)
Q7. The body markings of cheetahs vary, in particular the pattern of bands on their tails. Cheetahs are solitary animals but the young stay with their mother until they are between 14 and 18 months old. Scientists investigated the banding pattern on the tails of cheetahs living in the wild.
•        They drove a car alongside a walking cheetah and used binoculars to study the tail pattern.
•        They gave each cheetah a banding pattern score based on the width of the dark and light bands on the end of the tail.
•        They scored the width of the bands on the right and left side of the tail using a 5 point scale of width.
A typical pattern on the right side of one cheetah’s tail is shown in Figure 1.
Figure 1
 
Band number | 1 | 2  3 | 4 | 5 | 6 | 7

Band width score | 3 | 1  1 | 4 | 3 | 3 | 3
The scientists collected data from each cheetah on four separate occasions. Figure 2 shows the data for one of the cheetahs.
Figure 2

Side of
tail

Mean band width score (± standard deviation)

| Band 1 | Band 2 | Band 3 | Band 4 | Band 5 | Band 6 | Band 7

Right

3.00 
(± 0.82)

1.00 
(± 0.00)

1.00 
(± 0.00)

3.75 
(± 0.50)

2.75 
(± 0.50)

3.00 
(± 0.00)

3.00 
(± 0.00)

Left

3.75 
(± 0.50)

3.25 
(± 0.50)

2.00 
(± 0.50)

3.00 
(± 0.00)

2.00 
(± 0.00)

2.50 
(± 0.50)

3.00 
(± 0.50)

(a)     The scientists only used data from cheetahs which were fully grown. Suggest why.
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(b)     The scientists estimated the width of the bands on the same cheetah on four separate occasions. They did not always get the same score.
(i)      Give two pieces of evidence from Figure 2 which show that the scientists sometimes obtained different scores for the same band.
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2. ____________________________________________________________
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(2)
(ii)     The method the scientists used resulted in them getting different scores for the same band. Suggest why.
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(1)
(c)     What is the evidence from Figure 2 that the dark and light bands do not form rings of equal width around the tail?
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(d)     The scientists found the difference in banding pattern between
•        offspring in the same family
•        cheetahs chosen randomly.
Explain how scientists could use this information to show that some variation in tail banding was genetic.
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(3)
(Total 8 marks)

Q8. Courtship and mating in fruitflies can occur equally well in the light or dark. The diagrams show the courtship sequence of males from two closely related species of fruitfly (species A and species B). The numbers show the probability of one courtship element following from another.
 
(a)     Once a male of species A has orientated to the female, what is the probability that he will perform each courtship element once only and then attempt to mate? 
Show your working.

 
Probability ___________________(2)
(b)     Suggest how the courtship sequences provide evidence to support the claim that the two species are
(i)      closely related;
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(ii)     separate species.
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(c)     During courtship, vibration of the wings creates a sound. The sound is different in the two species of fruitfly. Explain how this prevents mating between members of different species.
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(2)
(Total 6 marks)
Q9. Figure 1 shows one way in which the kingdom Fungi can be classified.
Figure 1
 
(a)     Name the taxon represented by Zygomycota.
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(1)
Rhizopus is a member of the Zygomycota. It has thread-like hyphae that form a mass, called a mycelium, across its food source. Vertical hyphae form spore-carrying sporangia. A new hypha grows from each spore.
Figure 2 shows the life cycle of Rhizopus.
Figure 2
 
(b)     Write the letter M on Figure 2 to show where meiosis occurs.
(1)
(c)     Figure 2 shows that Rhizopus is able to reproduce both asexually and sexually. Suggest and explain one advantage of asexual reproduction and one advantage of sexual reproduction in this life cycle.
Asexual ____________________________________________________________
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Sexual _____________________________________________________________
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Figure 3 shows one spore-carrying sporangium from Rhizopus. The magnification of Figure 3 is × 700.
Figure 3
 
(d)     The hypha supporting the spore-carrying sporangium is vertical.
Suggest one advantage of the hypha being vertical.
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(e)     A scientist wanted to calculate the mean volume of Rhizopus spores.
Describe how she could use Figure 3 do this.
You may assume the spores are perfectly spherical.
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 (3)  (Total 8 marks)

Mark schemes
Q1.
(a)     1.      (It shows) smaller groups within larger groups / larger groups containing smaller groups;
Accept groups within groups
2.      With no overlap (between groups);
2
(b)     Family; 
Accept phonetic spellings
1
(c)     1.      Sine song is (very) similar / same length (for both, so closely related).
2.      (But) have different peaks / pulses (in pulse song);
Must give a difference, not just state they are different
Accept suitable differences eg number / length / amplitude / interval
2
(d)     1.      (Three) peaks (in pulse song) occur at the same time (since both female) / songs identical / male peaks are different;
Accept suitable differences in male peaks eg number / length / amplitude / interval
2.      (Therefore) no male (song) to stimulate / cause mating;
OR
Nothing to stimulate / cause mating;
2
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Q2.
(a)    Aves;
1
(b)     Gallicolumba kubaryi;
Must have both words and in this order
Must be capital G
If starts with k, award mark as impossible to recognise difference
Ignore: underlining
Accept: phonetic spelling
Accept: G kubaryi (must be a capital / upper case G)
1
(c)    No overlap.
1
[3]
Q3.
(a)     1.      Same genus;
2.      Same evolutionary origin / common ancestor.
2
(b)
 
Taxon | Name of Taxon
Domain | Eukarya
Kingdom | Animalia
Phylum | Chordata
Class | Mammalia
Order | Rodentia
Family | Muridae
3 correct = 2 marks
2 correct = 1 mark
1 or 0 correct = 0 marks
2
(c)     1.      (No) SDs of means of body sizes / sizes of parts of bodies overlap;
2.      Calculation of correct head and body: tail ratios;
3.      Almost identical, so same body shape / proportions;
3
(d)     1.      Breed the two mice together;
2.      (Same species) produce fertile offspring.
2
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Q4.
(a)     (i)      Synodontis batensoda / S. batensoda;
Ignore spellings
1
(ii)     Mochokus niloticus;
Ignore spellings
1
(b)     5;
1
(c)     (i)      Fertile offspring produced;
Allow suitable description of offspring being fertile.
1
(ii)     1.      Attracts / recognises same species;
Attracts mate of the same species = two marks.
2.      Attracts / recognises mate / opposite sex;
3.      Indication of sexual maturity / fertility / synchronises mating;
Allow 'ready to mate'.
4.      Stimulates release of gametes;
5.      Form pair bond;
2 max
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Q5.
(a)     (i)      1.      Groups within groups;
1. accept idea of larger groups at the top / smaller groups at the bottom
2.      No overlap (between groups);
2
(ii)     (Grouped according to) evolutionary links / history / relationships / common ancestry;
Neutral: closely related
Neutral: genetically similar
1
(b)     (i)      1.      (Only) one amino acid different / least differences / similar amino acid sequence / similar primary structure;
2.      (So) similar DNA sequence / base sequence;
2
(ii)     1.      Compared with humans / not compared with each other;
Accept: degenerate code / more than one triplet (codes) for an amino acid
2.      Differences may be at different positions / different amino acids affected / does not show where the differences are (in the sequence);
1 max
(iii)    1.      All organisms respire / have cytochrome c;
Accept: converse arguments for haemoglobin
1. Accept ‘more’ instead of ‘all’
1. Accept ‘animals’ instead of organismsߢ
2.      (Cytochrome c structure) is more conserved / less varied (between organisms);
2. Neutral: cytochrome c is conserved
1 max
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Q6.
(a)     (A measure of) the number of (different) species in a community;
For ‘community’ accept ‘habitat/ecosystem/one area/environment’
Reject ‘in a population’.
1
(b)     Yes, natural best, because
1.      Peak of (mean) bee numbers in natural habitat is highest;
For accept description for ‘peak’.
2.      The (mean) number of bees was higher in the natural habitat until day 200;
2. For ‘day 200’ accept any day between 190 and 210.
2. For ‘until day 200’ accept ‘for 200 days’.
3.      (Mean) species richness in natural habitat higher at all times;
No, natural not best, because
4.      Lowest (mean) number of bees after day 220;
4. For ‘day 220’ accept any day between 210 and 230.
Yes, town worst, because
5.      Peak of species richness higher in both natural and farmland
OR
Species richness lowest in town from day 125;
For ‘day 125’ accept any day between 115 and 135.
No, town not worst, because
(Mean) species richness is lower in farmland until day 125;
For ‘day 125’ accept any day between 115 and 135.
For ‘until day 125’ accept ‘for 125 days’.
7.      Similar (mean) number of bees to farmland;
OR
(Mean) number of bees lower in farmland until day 140;
For ‘day 140’ accept any day between day 130 and 150.
For ‘until day 140’ accept ‘for 140 days’
General, no, because
8.      Index of diversity of bees not measured
OR
The number of bees of each species is not known;
4 max
(c)     1.      Must not harm the bees
OR
Must allow the bee to be released unchanged;
2.      Must allow close examination
OR
Use a key (to identify the species);
Accept method that allows close examination
Ignore references to DNA sequencing
Accept ‘use photographs/specimens (to identify species)'
2
(d)     1.      Collect at more times of the year so more points on graph/better line (of best fit) on graph;
Both suggestion and explanation is required for each mark point.
The explanation must relate to the graph.
2.      Counted number of individuals in each species so that they could calculate index of diversity;
3.      Collected from more sites/more years to increase accuracy of (mean) data;
For ‘accuracy’ accept ‘representative’.
2 max
(e)     1.      A. chlorogaster and A. piperi are more closely related (to each other than to P. pruinosa);
Must be a comparative statement.
Accept A. chlorogaster and A. piperi share a more recent/closer common ancestor (than they do with P. pruinosa);
Ignore references to A. chlorogaster and A. piperi not being related to P. pruinosa or not having a common ancestor with P. pruinosa.
2.      Because they are in the same genus;
2
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Q7.
(a)     Banding pattern changes as cheetah gets older / difficult to judge as tail is short / fluffy;
1
(b)     (i)      Mean not (always) a whole number;
Standard deviation not (always) zero;
2
(ii)     Movement of tail / angle of sight / confused it with another band / subjective estimation;
Accept reference to Figure 1
E.g. Bands 2 and 3 have same thickness but look different
1
(c)     Band width not the same on both sides of tail;
1
(d)     Offspring of the same family will be more similar genetically;
As have same mother (and father) / parent;
Expect to see more differences in randomly chosen cheetahs;
3
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Q8.
(a)     principle of sequential multiplication (0.9×0.6×0.75×0.67);
0.27;
(correct answer 2 marks)
2
(b)     (i)      similar sequence / actions / sign stimuli;
1
(ii)     additional action in sequence(species A) / scissor wings blocks
sequence in B;
1
(c)     (acts as) sign stimulus;
responds only to species-specific sound;
2
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Q9.
(a)     Phylum;
1
(b)     M placed correctly between zygote and zygospore;
1
(c)     Any valid reasons, e.g.
Asexual
Fewer stages so quicker
OR
Only one parent involved so can colonise new environment
OR
Produces clone so successful (geno / pheno)type maintained;
Sexual
increases genetic diversity so greater chance of survival / success.
2
(d)     Spores spread / dispersed further;
1
(e)     1.      Measure diameter of large number of spores;
2.      Divide measured values by 700 (to find true diameter);
3.      Reference to using volume of sphere.
3
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