A) Studying the relationships among different populations of a single species can be just as effective as studying the relationships of major biological groups if you look at a lot more genes.
B) The same data can be used for any comparison with equal efficiency.
C) Faster-evolving gene sequences provide better data for comparisons among close relatives, whereas very slowly evolving sequences work best for distantly related taxa.
D) The relationships between very different groups such as bacteria and whales are assessed using mtDNA sequences, whereas rRNA sequences are used for very closely related groups.
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Multiple Choice
A) freshwater swamps and marshes
B) deep-sea hydrothermal vents
C) hot sand, clay, or rock along the seashore
D) sediments at the bottom of the world's oceans
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Multiple Choice
A) Clade; parsimony
B) Parsimony; analogy
C) Clade; monophyletic taxon
D) Derived; ancestral
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Multiple Choice
A) genus, family, class, order, phylum
B) genus, family, order, class, phylum
C) family, genus, order, phylum, class
D) family, genus, class, order, phylum
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Multiple Choice
A) a shared derived character; a shared ancestral character that places mammals in the tetrapod clade
B) a shared ancestral character; a shared derived character unique to mammals
C) a homologous feature; an analogous feature
D) monophyletic; parsimonious
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Multiple Choice
A) Paleozoic.
B) Triassic (early Mesozoic era) .
C) Cretaceous (late Mesozoic era) .
D) Cenozoic.
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Multiple Choice
A) classes.
B) kingdoms.
C) domains.
D) phyla.
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Multiple Choice
A) accurately reflects evolution. Once a split occurs, species on different branches evolve absolutely independently.
B) has been discredited because it does not help us understand evolutionary relationships among organisms.
C) does not describe ecological interactions between species, so it should be replaced by the web of life.
D) fails to account for horizontal gene transfer, in which species on different branches exchange genes.
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Multiple Choice
A) two; 25%
B) five; 25%
C) five; 50%
D) twelve; 96%
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Multiple Choice
A) Precambrian.
B) Ordovician (early Paleozoic era) .
C) Carboniferous (late Paleozoic era) .
D) Jurassic (Mesozoic era) .
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Multiple Choice
A) single-celled eukaryotes; 4.5 billion
B) prokaryotes; 3.5 billion
C) algae; 1 billion
D) fish; 600 million
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Multiple Choice
A) Evolution tends toward larger and larger organisms.
B) There were many steps necessary to go from small cells to large organisms.
C) Organisms got larger because they needed to be larger in order to use resources more efficiently.
D) The goal of evolution is to produce the largest organisms possible.
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Multiple Choice
A) only by changing the sequences of protein-coding genes.
B) by altering the expression of a developmental gene in some parts of the body but not others.
C) by environmental factors (in this case, pollution) .
D) by the elimination of a gene (Pitx1) from a population, which leads to loss of the trait (body armor and spines) .
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Multiple Choice
A) living organisms regularly self-assemble (arise spontaneously) from nonliving matter.
B) living organisms do not arise from nonliving matter today, nor did they arise from nonlife in the past.
C) advanced organisms cannot arise from nonliving matter, but simple microbial life often does arise from nonlife today.
D) life does not arise from nonliving matter today, but in the conditions of early Earth, such an event could have occurred.
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Multiple Choice
A) organize species into groups based on logical categories.
B) classify species in groups that reflect evolutionary relationships.
C) prove the existence of evolution using laboratory experiments.
D) keep classification and naming as a practical science, separate from controversies involving evolution.
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Multiple Choice
A) ribosomes.
B) mRNA.
C) ribozymes.
D) RNase.
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Multiple Choice
A) They measure protein differences. Evolutionary rates in proteins are well-known and can be used to check results obtained using nucleotide sequences.
B) They use radioactive isotopes to measure the age of DNA material directly.
C) They graph the number of nucleotide differences against the dates of evolutionary branch points known from the fossil record.
D) They analyze fossilized DNA of known age and compare its nucleotide sequences to modern DNA sequences.
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Multiple Choice
A) Use a molecular clock to compare of genes of a species that lives near the nuclear plant with those of the same species thousands of miles away.
B) Measure continental drift to determine if the disaster had accelerated movement of continents.
C) Use radiometric dating to determine if new species are forming.
D) Examine the mutation rate of species in the area.
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Multiple Choice
A) fossils; thousands of years
B) volcanic rocks and associated fossils; hundreds of millions of years
C) potassium-rich fossils; millions of years
D) carbon-containing materials; up to 75,000 years
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Multiple Choice
A) the steady, clocklike decay of certain radioactive isotopes over time.
B) the assumption that radioactive isotopes accumulate in fossils at a constant rate.
C) the formation of radioactive molecules in rocks after they are laid down.
D) the use of fossils of known age to determine how fast carbon-14 decays.
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