PHYLOGENETIC TREES
Authored by Maria Avanzato
Biology
University
NGSS covered
Used 549+ times
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About
Looking at the content of these sixteen questions, this quiz focuses on phylogenetic trees and evolutionary relationships within the broader context of biological classification and taxonomy. The material is appropriate for advanced high school biology students, typically grades 11-12, as it requires sophisticated understanding of evolutionary concepts and the ability to interpret complex scientific diagrams. Students need to master several interconnected concepts to succeed on this assessment: reading and analyzing phylogenetic trees and cladograms to determine evolutionary relationships, understanding how genetic similarity correlates with evolutionary closeness, identifying common ancestors at various branch points, recognizing derived characteristics and adaptations, and applying taxonomic hierarchy from kingdom through species level. The questions demand both visual interpretation skills and conceptual knowledge of how molecular evidence supports evolutionary theory, making this a comprehensive evaluation of students' grasp of modern evolutionary biology. Created by Maria Avanzato, a Biology teacher in the US who teaches grade 13. This quiz serves as an excellent tool for assessing student understanding of phylogenetic analysis and taxonomic classification through varied question formats that range from diagram interpretation to vocabulary application. Teachers can deploy this assessment as a summative evaluation following a unit on evolution and classification, use individual questions as formative assessment probes during instruction, or assign it as homework to reinforce concepts covered in class. The mix of visual analysis and conceptual questions makes it particularly valuable for identifying students who may struggle with diagram interpretation versus those who need additional support with vocabulary and hierarchical thinking. This assessment aligns with NGSS standards HS-LS4-1 (analyzing evidence for common ancestry and biological evolution) and HS-LS4-2 (constructing explanations for evolutionary relationships based on evidence), providing teachers with reliable data on student mastery of these essential learning targets.
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Student View
16 questions
Show all answers
1.
MULTIPLE CHOICE QUESTION
2 mins • 1 pt
Based on this phylogenetic tree, which statement is true?
Lesser pandas are more genetically similar to giant pandas than they are to raccoons
Brown bears are more genetically similar to giant pandas than they are to sun bears
Lesser pandas are more genetically similar to raccoons than they are to giant pandas
The bear species are all more genetically similar to dogs than they are to giant pandas
Tags
NGSS.MS-LS4-2
2.
MULTIPLE CHOICE QUESTION
2 mins • 1 pt
Who is the closest relative to the brown bear?
Giant panda
Dog
Lesser panda
Sun bear
Tags
NGSS.MS-LS4-2
NGSS.MS-LS4-1
3.
MULTIPLE CHOICE QUESTION
2 mins • 1 pt
Which is the most recent common ancestor for the giant panda and the raccoon?
A
B
C
None of these are correct
Tags
NGSS.MS-LS4-2
NGSS.MS-LS4-1
4.
MULTIPLE CHOICE QUESTION
2 mins • 1 pt
Which trait do only humans have, according to the cladogram?
Tags
NGSS.MS-LS4-2
5.
MULTIPLE CHOICE QUESTION
2 mins • 1 pt
You look at two species and see very similar amino acid sequences. What does this likely tell you?
Tags
NGSS.MS-LS4-2
6.
MULTIPLE CHOICE QUESTION
2 mins • 1 pt
According to this cladogram, sharks are MOST closely related to which organism?
Amphibians
Ray finned fish
Crocodiles
Birds
Tags
NGSS.MS-LS4-2
7.
MULTIPLE CHOICE QUESTION
2 mins • 1 pt
What number is the common ancestor of C and D
1
2
3
4
Tags
NGSS.MS-LS4-2
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