Cetaceans are fully aquatic mammals that evolved from terrestrial ancestors. Gather information about the respiratory system of cetaceans and describe how it illustrates the statement made in that 'Evolution is limited by historical constraints.'

In the early 1800s, French naturalist Jean Baptiste Lamarck suggested that the best explanation for the relationship of fossils to current organisms is that life evolves. He proposed that by using or not using its body parts, an individual may change its traits and then pass those changes on to its offspring. He suggested, for instance, that the ancestors of the giraffe had lengthened their necks by stretching higher and higher into the trees to reach leaves. Evaluate Lamarck's hypotheses from the perspective of present-day scientific knowledge.

The vast majority of animals that ever existed are now extinct, but Tereza Jezkova and John Wiens wondered which variables were most important in driving the diversification of species that exist today.

Why are there so many species in some phyla, such as Cnidaria (see photo), but so few in others, such as Ctenophora?

Draw a horizontal axis to represent the number of species within phyla using a logarithmic scale (1, 10, 100, 1000 species, etc.). Then use Table 30.1 to map seven representative phyla from small to large at intervals of about an order of magnitude on this scale.

The vast majority of animals that ever existed are now extinct, but Tereza Jezkova and John Wiens wondered which variables were most important in driving the diversification of species that exist today. Why are there so many species in some phyla, such as Cnidaria, but so few in others, such as Ctenophora? Based on your reading of this chapter, propose at least five traits that you think might have been most important in triggering diversification within phyla (examples: origin of hearing, origin of internal fertilization).

The vast majority of animals that ever existed are now extinct, but Tereza Jezkova and John Wiens wondered which variables were most important in driving the diversification of species that exist today. Why are there so many species in some phyla, such as Cnidaria (see photo), but so few in others, such as Ctenophora? Jezkova and Wiens used a type of graph called a linear regression to find correlations between variables such as the proportion of species per phylum with legs (on the y-axis) and the diversification rate per phylum (on the x-axis). Sketch a graph to show what a strong positive correlation between these two variables would look like and what the absence of a correlation would look like.

The vast majority of animals that ever existed are now extinct, but Tereza Jezkova and John Wiens wondered which variables were most important in driving the diversification of species that exist today. Why are there so many species in some phyla, such as Cnidaria (see photo), but so few in others, such as Ctenophora? A sample of Jekova and Wiens' results is shown here. The R2 value represents the strength of the correlation (where 0.00 is lowest and 1.00 is highest). The P value represents the statistical significance. Which five traits look most important?

Which traits do not correlate strongly with diversification rate within phyla but are likely to have been important in the original diversification of animal phyla during the Cambrian? Select True or False for each trait.

T/F presence of a head

T/F mobile lifestyle

T/F terrestrial lifestyle

T/F bilateral symmetry

Advocates of 'scientific creationism' and 'intelligent design' lobby school districts for such things as a ban on teaching evolution, equal time in science classes to teach alternative versions of the origin and history of life, or disclaimers in textbooks stating that evolution is 'just a theory.' They argue that it is only fair to let students evaluate both evolution and the idea that all species were created by God as the Bible relates or that, because organisms are so complex and well adapted, they must have been created by an intelligent designer. Do you think that alternative views of evolution should be taught in science courses? Why or why not?