3. Why did Whittington's next classification pose a problem?
(a) Naraoia cannot be classified with an arthropod group.
(b) His tools malfunction.
(c) Yohoia cannot be classified with an arthropod group.
(d) Whittington loses his classification charts.

4. How many major contingencies along the path toward human development does Gould guide the reader through?
(a) Four.
(b) Nine.
(c) Eight.
(d) Seven.

5. How did Naraoia help the Burgess Drama?
(a) By helping summon it.
(b) By helping complete it.
(c) By helping destroy it.
(d) By helping save it.

6. How does Gould say diversity could possibly have expanded?
(a) Narrowly.
(b) Evenly or even logarithmically.
(c) Exponentially less.
(d) Geometrically.

7. How did Gould come to understand the Burgess Shale?
(a) A "Mesozoic Mishap."
(b) A "Palentologic Fortune."
(c) A "Pre-Cambrian Finality."
(d) A "Cambrian Generality."

8. What is the problem with the Burgess Shale in relation to many of the similarities and distinctions?
(a) Few are unknown and there are so many different classifications.
(b) The classification system needs a complete overview.
(c) Only two are known and there are no classifications to put them in.
(d) Many are unknown and this makes classification difficult.

9. Which old category did the team focus on to classify Opabinia?
(a) "Beetles."
(b) "Trilobites."
(c) "Worms."
(d) "Mechanisms."

10. What does Leanchoilia have that makes it look bizarre?
(a) Two appendages that split into three whip-like extensions.
(b) A trivalve.
(c) Two toothy fins.
(d) A very large mouth.

11. How many acts does the Burgess Drama have?
(a) Four.
(b) Five.
(c) Seven.
(d) One.

12. What did Morris push Whittington to do?
(a) To wonder more and do less.
(b) To do more and wonder less.
(c) To be less radical.
(d) To be more radical.

13. When did many species of hominid exist?
(a) A million years ago.
(b) Hundreds of thousands of years ago.
(c) Five billion years ago.
(d) Two thousand years ago.

14. What adjectives describe Morris?
(a) Antisocial, benevolent, gracious.
(b) Radical, immature.
(c) Young, radical, antisocial.
(d) Gracious, young, compassionate.

15. What kind of similarities and differences must scientists attend to?
(a) None.
(b) Deep.
(c) Shallow.
(d) Fair to middling.