Grade 9 Semester 2 Exam Review Practice Questions:
Unit 3 Chemistry Into Study Guide
1. Describe the differences between a physical and chemical change.
During a physical change , a substance changes its phase or some other physical property but not
its chemical property.
During a chemical change there is a change in the way atoms are bonded chemically to one another.
During a chemical change a chemical reaction occurs, and the reactants will be different than the
products.
2. Give an example of a physical change
Water boiling –changing from a liquid to a gas
3. Give an Example of a chemical change
Aluminum rusting (reacting with oxygen) and changing into aluminum oxide.
4. Why is an atom electrically neutral?
Because the negatively charged particles (electrons ) are equal to the number of positively charge
particles ( protons)
5. What does the atomic number of each atom represent?
Number of protons
6. How many protons are in the nuclei of the following atoms?
a. Oxygen
8
b. molybdenum
.
42
c. carbon
6
..
d. cadmium
20
..
e. chromium
f. lead
24
82
.
..
..
7. What is the difference between the mass number and the atomic number of an atom?
Mass number is the number of protons plus the number of neutrons & the atomic number is JUST the
number of protons.
8. What is the atomic mass of an element?
Atomic Mass is the weighted average of all the isotopes mass number of an element. This weight
average is based on all the isotopes abundance on earth (%) and their corresponding mass number.
9. How many electrons are in the highest occupied energy level (valence Electrons) of these atoms?
a. Barium
2
.
b. sodium
1
. .
c.
3
. .
2
. .
aluminum
d. oxygen
10. Complete the following chart:
11. Draw the electrons and the energy levels of the following elements
a. chlorine
b. sodium
12. Fill in the table below comparing ionic, covalent and metallic bonding
Types of elements that
bond (metals, nonmetals)
State (liquid, Solid, Gas) at
room temperature
How does it achieve an
octet (full outer shell (
Transfer electrons, share
electrons, sea of electrons)
Conduct electricity
Ionic Bonding
Metals & Non Metals
SOLID
Transfers electrons
YES BUT ONLY when
dissolved in water or in
the liquid state
Covalent Bonding
NONmetals Only
Metallic Bonding
METALS ONLY
SOLID LIQUID GAS
SOLID, except mercury
liquid
Electron sea
Shares electrons
NO
NO
YES
LOW
Melting Point (high/ Low)
HiGH
HIGH
Physical property
Brittle
Name these ionic compounds:
11. AlI3
12. CaCO3
13. CaS
Write the formula for these ionic compounds:
14. Cesium oxide:
15. Aluminum phosphate:
16. Lithium iodide:
17. Zinc nitrate:
Name these covalent compounds:
18. CBr4
Small molecules & Large
molecules
Malleable
16. PCl5
20. N2O5
Write the formulas for these covalent compounds:
14. Dinitrogen monoxide:
15. Sulfur trioxide:
16. Triphosphorus octafluoride:
Whoa! Now there all mixed up. For each one state the type of compound (ionic, covalent) and write the name.
17. CO
CARBON MONOXIDE
18. NaCl
SODIUM CHLORIDE
19. Ba(NO3)2
BARIUM NITRATE
20. NH4Cl
AMMONIUM chloride
For each reaction equation:
I.
Balance the equation.
II.
Identify the type of reaction (synthesis, decomposition, single replacement, double replacement or
combustion).
Reaction Type
21.
KClO3 
30.DECOMPOSITON

31. COMBINATION/ SYNTHESIS
22.
S8 +
23.
Na2SO4 +
24.
2 C3H8 + 5 O2
25.
24 F2
2 KCl + 3 O2
8 SF6
Pb(NO3)2 
2 NaNO3 + PbSO4
 3 CO2 +
4 H2O
3 CaCl2 + 2 Na3PO4  6 NaCl + Ca3(PO4)2
26.
N2O5 +
27.
Mg +
H2O  2 HNO3
CuCl2 
MgCl2 +
32.
Double Replacement
33. COMBUSTION
34. Double
Replacement
35. COMBINATION/ SYNTHESIS
Cu
36. SINGLE REPLACEMENT
Instructions: Below right the word equation for each of the below chemical equations. Be sure to include the
following stuff in your descriptions:
 How many?

Of what?
 In what state?
28. Na(s) + Cl2(g)  2 NaCl(s)
One atom of solid SODIUM reacts with one molecule of chlorine gas to produce 2 formula units of solid
SODIUM chloride
29. Zn(s) + 2 HCl(aq)  H2(g) + ZnCl2(aq) (Hint: HCl = hydrochloric acid)
Two atoms of solid ZINC react with TWO molecules of Hydrochloric acid to produce ONE molecules of
hydrogen gas and two formula units of aqueous ZINC chloride.
30. 3 Mg(OH)2(aq) + 2 H2SO4(aq)  MgSO4(aq) + 6 H2O(l) (Hint: H2SO4(aq) is Sulfuric Acid)
Three formula units of aqueous MAGNESIUM hydroxide reacts with two moleucules of aqueous
SULPHURIC ACID to produce 6 molecules of liquid water and one formula unit of aqueous
MAGNESIUM SULFATE
Reaction Energy
31. What is activation energy?
The minimum energy required for a reaction to occur
32. How does activation energy impact the rate of a reaction?
A lower activation energy will have a faster reaction rate
33. What are the four main factors that affect reaction rates?
surface area, concentration, temperature, and catalyst
34. How does surface area affect reaction rate?
High surface area (increased by smaller particles or from dissolving in water) gives a faster reaction
rate because there is more opportunity for collisions between particles.
35. How does concentration affect reaction rate?
Higher concentration gives a faster reaction rate because more particles are dissolved in solution and
there are more opportunities for collisions.
36. How does temperature affect reaction rate?
Higher temperature gives a faster reaction rate because higher temperature means a higher kinetic
energy. That means that there are faster-moving particles so that it is more likely to reach the
activation energy.
37. Explain how a catalyst speeds up the rate of a reaction.
A catalyst increases the rate of reaction without being consumed in the reaction. It works by lowering the
activation energy required for the reaction.
a. Identify each of the graphs below as exothermic or endothermic.
b. On both of the graphs draw what the reaction energy curve would look like if a catalyst were added to the
reactions.
Exothermic
Endothermic
Reaction Rate:
Know how the four factors (temperature, concentration, particle size, & use of a catalyst) influence the rate of
a chemical reaction.
48. What are the four main factors that affect reaction rates?
1. Surface Area
2. Temperature
3. Concentration
4. Catalyst
49. How does surface area affect reaction rate?
When you increase surface area of a reactant you increase the number of reactants that are exposed
to other reactants. This will increase the number of collisions between reactants and thus, increase
reaction rate.
50. How does concentration affect reaction rate?
When you increase concentration on a reactant you increase the number of reactants per unit volume. If there are
more particles there will be more collisions between particles and thus more reactions. Increasing concentration
increases reaction rate
51. How does temperature affect reaction rate?
As temperature increases so does the rate of the reaction. This is because increasing temperature
increases the movement of particles (kinetic energy). This increases the number of collisions
between reactants)
Acid Base Reactions:
53. Periodic Trends: Use your periodic table to answer the questions below
a. Sn
The largest 5th period metal.
b. As
The fourth period metalloid with the largest atomic mass.
c. Be
The smallest of the Alkaline Earth Metals.
d. Br
The halogen in the fourth period.
e. Ar
A third period inert gas.
f. H
Lightest atom of all the elements.
g. Xe
An atom whose oxidation number is 0 and is the second largest in its group.
h. He
An element with the largest atoms in the first period.
53. Characteristics of Acid and bases.: Fill in the below table about acids and bases.
Characteristics
Acids
Bases
Taste
Sour
Bitter
Color it turns litmus paper
RED
BLUE
Range of pH
0-6
8-14
Ion released in Water
(hydrogen ion H+ or
Hydroxide ion OHReacts with metal (Zn, Mg)
to produce hydrogen gas
Hydrogen Ions (H+)
Hydroxide Ions (OH-)
Reacts with metals to for H2
DOES not REACT with metal
Conducts electricity
YES
YES
Examples
Citric acid, HCl, H2SO4
NaOH, Mg(OH)2
gas
54. Characteristics of Strong acids/ bases and weak acids/ bases: Fill in the table below:
Characteristics
Ionization (complete/
incomplete)
Strong Acid/ Base
Weak Acid/ Base
Ionizes completely
Partially ionizes
Conductor of electricity
(strong conductor/ weak
conductor)
Strong Conductor
Weaker Conductor
Example
HCl/ NaOH
Acetic Acid/ ammonia
55. Identify the products of the below reactions & write a balance chemical equation in the
table below.
Chemical reaction
HCl

+
Mg(OH)2
+
2NH4OH +
HNO3

+
NaOH NaCl + H2O
H2SO4
 MgSO4 + 2H2O
H2CO3
 (NH4 ) 2 CO3 + 2H2O
KOH  KNO3 + H2O
63. Acid/ Base Reactions (double replacement): When an acid reacts with a base in
solution, the solution can become neutral (pH=7) and produce a salt/ ionic compound and
water. For the reactions in problem 62, Identify the acid & the base reactants and identify
the salt/ ionic compound product by filling in the table below.
reaction
Reactant Acid
Reactant Base
Salt product
HCl
HCl
H2SO4
H2CO3
HNO3
+ NaOH 
Mg(OH)2 + H2SO4
NH 4 OH + H2CO3
HNO3
+

KOH 
NaOH
Mg(OH)2
NH4 OH
KOH
NaCl
MgSO4
(NH4) 2 CO3
KNO3
Unit 4 Genetics Practice Questions
Monohybrid Cross Practice
1. A homozygous cream colored mouse (dd) is crossed with a heterozygous (Dd) dark mouse.
a. Make a Punnet square:
d
Dd
dd
D
d
d
Dd
dd
b. What are the odds/ percentage that this couple will have a cream colored baby?
50% --dd
c. What are the odds/ percentage of a dark mouse?
50%-- Dd
2. In sheep, white is due to a dominant gene (W), black is due to its recessive allele (w). A white ewe mated to a
white ram produces a black lamb. Make a punnet square to explain wow this happens ?
a. Cross:
Ww x Ww
.
b. Punnet Square:
W
w
c.
W
WW
Ww
w
Ww
ww
Summarize the genotypes of the offspring
1 – WW (homozygoous dominant) : 2 Ww(heterozygotes): 1- ww (homozygous recessive)
OR
25% – WW (homozygoous dominant) : 50% Ww(heterozygotes): 25%- ww (homozygous recessive)
d. Summarize the phenotypes of the offspring.
3 White --75 %
1 Black – 25 %
3. A yellow legged rooster was crossed with a white legged hen. All fifteen of the offspring were yellow legged.
Y= Yellow
Y=white
a. What is the genotype of the yellow legged rooster? YY
b. Make a punnet square of the cross: YY
X
yy
y
Yy
Yy
Y
Y
y
Yy
Yy
4. In a cross between two white mice, in several litters, 12 out of 50 offspring were black.
a. What color is dominant? white
b. What are the genotypes of the parents? Heterozygote Ww
c. What are the genotypes of the black offspring? Homozygous recessive -- ww
Dihydrid Cross Practice:
Use the below Background Information to answer the questions below:
Trait
Dominant
Plant Height
Tall (T)
Pod Shape
Smooth (S)
Pod Color
Yellow (Y)
Seed Coat
Gray (G)
Recessive
Short (t)
Wrinkled (s)
Green (y)
White (g)
1. Write down the phenotypes for each of the following genotypes.
a. SS _Smooth_______________________
b. Yy ______ Yellow pod_________________________________
c. Gg ______ Gray seed_________________________________
d. Tt ______ Tall___________________________________
e. TtGg ______ Tall & Gray seed__________________________________
f. SSyy ____ Smooth & green pod__________________________________
g. yyTT ________ Green pod & Tall________________________________
2. Write down the possible genotypes for each of the possible phenotypes.
a. Smooth pods __________ SS or Ss________________________________
b. Green pods _________ yy__________________________
c. Tall plants ____________ Tt or TT_______________________________
d. Tall plant and Green pods ____ TTyy or Tt yy _________________
e. Wrinkled and short _________ sstt_______________________________
f. Gray seeds and smooth pods ______ GGSS or GgSs or GGSs or Gg SS _
3. Use a punnett square to complete the following cross. YyTt and yyTt .
a. Cross:
YyTt
x
yy Tt.
b. Parent 1 :
YT; yT; yt; Yt
c. Parent 2:
yT;
yt.
d. Punnet square:
yT
yt
YT
YyTT
YyTt
yT
yyTT
yyTt
Yt
YyTt
Yytt
yt
yyTt
yytt
e. What are the genotype rations?






f.
1 YyTT
1 yyTT
2 YyTt
2 yyTt
1 Yytt
1 yytt
What are the phenotype ratios?
Tall & Yellow pod color --- 3/8
Tall & green -- 3/ 8
Short & Yellow – 1/8
Short & green – 1/ 8
5. Use a punnett square to complete the following cross. Heterozygous smooth/Gray seed coat and a
Homozygous Wrinkled/White seed coat.
a. Cross: SsGg
X ssgg
b. Parent 1 :
SG; Sg; sG;
sg.
c. Parent 2: sg.
d. Punnet square:
sg
SG
SsGg
Sg
Ssgg
sG
ssGg
sg
ssgg
e. What are the genotype rations?
1 SsGg: 1 Ssgg: 1 ssGg: 1 ssgg
f.
What are the phenotype ratios?
1 smooth & gray: 1 smooth & white: 1 wrinkled & gray : 1 wrinkled & white
6. Use a punnett square to complete the following cross. TTGg and TtGg.
a. Cross: TTGg
x
TtGg.
b. Parent 1 : TG;
Tg.
c. Parent 2:
TG;
tG;
Tg;
tg.
d. Punnet square:
TG
TTGG
TTGg
TG
Tg
tG
TtGG
TtGg
Tg
TTGg
TTgg
tg
TtGg
Ttgg
e. What are the genotype rations?






f.
1
2
1
2
1
1
TTGG
TTGg
TtGG
TtGg
TTgg
Ttgg
What are the phenotype ratios?
6 Tall & Gray:
2 Tall & White
7. Cross two heterozygous smooth pod and grey seeded plants.
a. Cross: SsGg
x
SsGg.
b. Parent 1 :
SG; Sg; sG;
sg..
c. Parent 2:
SG; Sg; sG;
sg..
d. Punnet square:
SG
Sg
sG
sg
SG
SSGG
SSGg
SsGG
SsGg
sG
SsGG
SsGg
ssGG
ssGg
Sg
SSGg
SSgg
SsGg
Ssgg
sg
SsGg
Ssgg
ssGg
ssgg
e. What are the genotype rations?
1 SSGG: 4 SsGg: 2 SSGg: 2 SsGG: 1 ssGG : 2 ssGg : 1 SSgg: 2 Ssgg 1 ssgg
f. What are the phenotype ratios?
9 Grey & smooth: 3 Grey & Wrinkled: 3 White & smooth: 1 white & wrinkled
Pedigree Practice
In humans, albinism is a recessive trait. The disorder causes a lack of pigment in the skin and hair, making an albino
appear very pale with white hair and pale blue eyes. This disorder also occurs in animals, a common albino found in a
laboratory is the white rat. The pedigrees below trace the
inheritence of the allele that causes albinism.
1. Given the following genotypes, describe the phenotypes (normal or albino)
a. AA = _____Normal______
b. Aa = ______ Normal_______________________
c. aa = ______________ albino____________
2. Fill out the blanks on the pedigree below.
Aa
aa
Aa
Aa
d. How many children does this family have? _3_
e. What are the sexes of the children? _____all female___
3. Fill out the blanks of the pedigree below (AA, Aa, or aa)
aa
Aa
aa
aa
Aa
Aa
Aa
aa
a. How many children does the original couple have? __3_
b. How many grandchildren does the original couple have? __1__
c. What is the sex of the grandchild? ___Boy_
4. Fill out the blanks of the pedigree below (AA, Aa, aa)
Aa
Aa
Aa
aa
aa
Aa
aa
a. How many children does the original couple have? _2___
b. How many grandchildren? ___3_____
Aa
aa
A
5. Create Your Own Pedigree
a. In the space below, create a pedigree with the following information.
i. Ray and Elaine were married in 1970. They both had normal vision. They had 2 daughters
and then a son.
ii. Both daughters, Alicia and Candace, had normal vision and never had any children of their
own. The son, Mike, was colorblind.
iii. The son married Beth who also had normal vision and they had 2 children of their own, first
Greg then Victoria. Victoria was colorblind, but Greg was not. Colorblindness is a sex-linked
recessive trait.
b. Do not forget what shapes are male and female. Place the names and genotypes of the people under
their shape.
c. Shade in the people who are color blind.
Unit 4: Evolution
Watch this video about natural selection below, then answer the questions:
1. http://www.pbs.org/wgbh/evolution/library/11/2/quicktime/e_s_4.html
2. In your own words describe what natural selection and “survival of the fittest” means.
Natural Selection Means:
Organisms with more advantageous traits leave more offspring than organisms with other traits, causing
populations to change over time.
Survival of the fittest means:
Organisms that have more advantageous traits which help them survive in their environment are more likely
to survive than organisms with other traits.
These organisms with the more advantageous traits I
considered more fit than other organisms
3. Identify three things that are needed for evolution via natural selection to occur.
i.
.Natural variation
ii.
.Inheritance of this variation
iii.
.Difference in reproductive success & a struggle to survive.
I.
Identify the idea that each scientist(s) contributed to our understanding of evolution.
Scientist
Idea
Lamarck
Like Darwin, Lamark believed that organism changed over time, but he believed that an
organism could drastically change within a lifetime due to their needs and pass these drastic
changes to their offspring.
Darwin
Like Lamark, Darwin believed that organism changed over time, but he believed organisms
could NOT change within a lifetime. He believed that within a population there was an
immense amount of variation of traits, and some traits where more favorable than others;
Organisms with these favorable traits were more likely to survive and reproduce and pass
these traits to their offspring, and as a result, over many generations the population would
change to be more adapted to their environment.
4. What is variation and why is it important?
Variation is:
In any population of organisms individuals have many different traits that show differences (example: hair
color, foot size)
It is important because:
Some traits will be more advantageous than others; Organisms with these advantageous traits are more likely to
survive and reproduce and pass these traits to their offspring, and as a result, over many generations the population
would change to be more adapted to their environment. This is evolution through natural selection.
5. Give a scientific explanation for why the finches have different shaped beaks.
Each different shape bird beak is an adaptation that allows
each bird to eat different food (i.e. different types of seeds,
insects, flower nectar). Birds that have beaks that allowed
them to get enough food to survive and reproduce passed
this beak adaptation off to their offspring. Over time beak
shapes become better adapted to get food from their
environment. Birds with different beak sizes/ shapes may
have become reproductively isolated and over time they
evolved into separate species.
6. DDT is an insecticide that was first used in the 1940s to kill mosquitoes and stop the spread of malaria. At
first the DDT was very affective. However, over a period of time, people began to notice that the DDT was
becoming less and less effective. A possible explanation was that the insect population was becoming
resistant to DDT. Explain how resistance may have evolved.
 Within an insect population there is natural variation.

Because of this Natural Variation some insects will be resistant to the DDT insecticide.

In areas where the insecticide is being used, insects that are resistant to the DDT insecticide are
more likely to survive and reproduce, and pass this DDT resistant gene to their offspring.

Overtime insects with the DDT resistance gene will be very abundant and DDT will be less
effective at killing insect populations.
7. Watch this video about evidence for evolution then answer the questions below:
http://www.pbs.org/wgbh/evolution/library/11/2/quicktime/e_s_3.html
8. Examine the diagram below, and then explain how the fin of a whale and the arm of other mammals are
scientific evidence of evolution.
 Each appendage (arm, fin, wing, paw) have the
same bones, joints, tendon and ligaments but
they are adapted for a difference habits.
 The fact that they have all the bone structure
suggests that they all evolved from a common
ancestor.
 Over a very long period of time this common
ancestor diverge into different species.
 Each species occupyed a special & different
habitat.
 Each habitat had different natural selection
pressure, which selected for difference
adaptations.
9. Complete the following table by describing how each
of the following is evidence for evolution.
Fossils

Fossils show how organisms have changed over time

Fossils show intermediated species (example: Australopithecus fossils show
features of both modern humans and African apes)

Fossils show that many organisms that use to exist have gone extinct.
Geographic
distribution of
organisms
Shows that closely related species tend to be found closer together, suggesting
that they evolved in one place and then spread out .
DNA
DNA of related species have similar base (ATGT) sequences suggesting they
evolved froma common ancestor
Homologies
Similar body structures…and arrangement of bones . This suggests that the limbs
were inherited from a common ancestor and then modified through natural
selection.
Vestigial
Structures
None functioning organs (example: human appendix) that has no function anymore
but once had a function in an ancestor species (example: human appendix was
used in primate ancestor to help with digestion of tough plant material.
Embryos
Related species go through a similar embryonic development.
10. What are two sources of genetic variation?
Sexual Reproduction = genetic shuffling
Genetic mutation == small changes in DNA on chromosomes
11. How do changes lead to a new species?
Population become geographically isolated and reproductively isolated from one another. IF they
are living in a different environments there will be different natural selection pressures on them and
over time they can become different species.
12. What is speciation?
When two populations can no longer breed and have fertile offspring.
13. List and describe the three isolation mechanisms that can lead to a new species.
a. Geographic barriers between population (ie. Rivers, islands, mountain
ranges)
b. Temporal Barrier between populations (i.e. organisms mating seasons occurs
during a different time)
c. Behavioral Barriers between populations (ie. Organisms have different
courtship behaviors.
ii. What is Geographic Isolation?
Some feature that separates a population from each other. Example: Mountain ranges, rivers,
canyons, islands,
iii.Triarthus was a trilobite that lived on Earth about 500 million years ago. The diagrams below
show its structure, viewed from above and below. The structure was discovered by
studying fossils of Triarthus.
a. Outline the evidence for evolution provided by fossils.

Fossils show how organisms have changed over time

Fossils show intermediated species (example: Australopithecus fossils show features of
both modern humans and African apes)

Fossils show that many organisms that use to exist have gone extinct.
b. Some trilobites swam in clear, shallow water and had very large eyes. Suggest how species with
large eyes could evolve from species with smaller eyes. In your explanation be sure to mention
the following vocabulary words:

a. Adaptation
b. Natural Variation
c. Inheritance
d. Difference in Reproductive Success.
e.
Within an trilobite population there is natural variation.

Because of this Natural Variation some triolobites will have different sizes of eyes.

If it is advantageous to have bigger eyes. For example it helps the trilobites escape predators or locate
prey. Then trilobites with bigger eyes are more likely to survive and reproduce, and pass this big eye
gene to their offspring.

Overtime trilobites will have bigger eyes. Tis is evolution via natural selection.
Go to the below website & review coevolution:
http://evolution.berkeley.edu/evosite/evo101/IIIFCoevolution.shtml
Watch the video about Co-evolution between microbes & human evolution:
http://www.pbs.org/wgbh/evolution/library/11/2/quicktime/e_s_6.html
iv.
Define Coevolution:
The term coevolution is used to describe cases where two (or more) species reciprocally affect each other’s evolution. So for
example, an evolutionary change in the morphology of a plant, might affect the morphology of an herbivore that eats the plant,
which in turn might affect the evolution of the plant, which might affect the evolution of the herbivore...and so on.
Coevolution is likely to happen when different species have close ecological interactions with one another. These ecological
relationships include:
1. Predator/prey and parasite/host
2. Competitive species
3. Mutualistic species
v.
Using an example, explain how two living organisms can coevolve?
Poisonous Salamander (prey) and garder snake (predator)– as the salamander gets more
poisonous the garder snake gets more of a resistance to the poison. The salamander gets
more poisonous to escape predation from the snake; the snake gets more of a resistance to
maintain food source (salamander). Both are affecting each others evolution.
Evolutionary Trees
1.
Based on the below phylogeny, humans are most closely related to which
organism(s)? How do you know?
Human are the most closely related to chimpanzees and bonobos
 Human and chimps/ bonobos share two common ancestors, while gorillas and humans only share one
 One of the ancestors Humans share with chimps and bonobos is more recent than
The one humans share with gorillas
2. Which of the letters in the below tree corresponds to the most recent ancestor of the mushroom and a sponge?
D is the most recent ancestor of the sponge and mushroom
3.
Correct answer is C because Green Alga shares two ancestors with with red algae but three common ancestors
with moss.
T/F: According to the diagram below, gorillas are more closely related to humans than they are to
orangutans. (Hint: think about most recent common ancestor)
True…….Gorillas and humans share two common ancestors……and orangutans and gorillas only share one
common ancestor.
Human Evolution:
Instruction: Watch this video about human evolution below, then answer the questions:
http://www.becominghuman.org/node/interactive-documentary
1. Define Bipedalism
Bipedalism is a form of locomotion where an organism moves by means of its two
rear limbs, or legs. An animal or machine that usually moves in a bipedal manner is
known as a biped (pron.: /ˈbaɪpɛd/), meaning "two feet" (from the Latin bi for "two"
and ped for "foot").
2. What characteristics do humans share with other primates?
a. Flattened noses
b. Reduced sense of smell
c. Grasping hands/ opposable thumbs
d. Flexible shoulder joints
3. How are hominids different from other primates?
Hominids are designed to walk upright on two legs/ they are bipedal
4. What species was the famous fossil “Lucy”?
Australopithecus afrarensis
5. Identify two Homo species that went extinct.
a. Homo erectus
b. Homo hablis
c. Homo neanderthalensis