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Biology Unit 3: Taxonomy and Classification
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Unit 3: Taxonomy and Classification
Name: _________________________________ Period: __________ Test Date: _______________________
Biology Unit 3: Taxonomy and Classification
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Table of Contents
Title of Page Page Number Due Date
Unit 3 Warm Ups 3-4
Unit 3 KUDs 5
Sorting Activity 6-7
Taxon Bullseye 8
Taxonomy and Classification Notes 9-11
Classifying Salamanders with DNA 12-15
Kingdoms Chart 16
Name That Kingdom Performance Assessment
17-18
Dichotomous Key Assessment 19-21
Unit 3 Vocabulary 22-23
Biology Unit 3: Taxonomy and Classification
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UNIT 2 Part 2 WARM-UPS Question: Answer: Question: Answer: Question: Answer: Question: Answer:
Date: ___________
Date: ___________
Date: ___________
Date: ___________
Biology Unit 3: Taxonomy and Classification
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Question: Answer: Question: Answer: Question: Answer: Question: Answer:
Date: ___________
Date: ___________
Date: ___________
Date: ___________
Biology Unit 3: Taxonomy and Classification
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Unit 3: Taxonomy and Classification KUDs
What should I understand, know and be able to do? Got it √
By the end of the unit I will UNDERSTAND that…
Systems exist to make order of the natural world.
By the end of the unit I will KNOW that…
Taxonomy is the system of classifying organisms.
Scientists use a standardized system to discuss organisms.
Dichotomous keys, phylogenic trees and DNA analysis can be used to identify and classify organisms.
Relationships exist between organisms in the hierarchical classification system.
The eight levels of Linnaean taxonomy (domain, kingdom, phylum, class, order, family, genus, and species).
The characteristics of the six kingdoms.
By the end of the unit I will BE ABLE TO…
Define taxonomy.
Explain the purpose of using a standardized system to classify organisms.
Utilize the rules of binomial nomenclature to name organisms.
Classify organisms into a specified taxonomic level utilizing characteristics, DNA sequences, phylogenetic trees and dichotomous keys.
Determine degree of relatedness between different organisms utilizing scientific names and taxonomic levels.
Determine the proper classification tool to use based on the limitations of each.
Given various characteristics (listed below), classify an organism into its appropriate kingdom. o Prokaryote or Eukaryote o Unicellular or Multicellular o Sexual or Asexual reproduction o Autotroph, Heterotroph, or Decomposer o Motile/mobile or immobile/sessile/nonmotile
**REMINDERS** Tutoring:
• Mondays and Wednesdays 4:15 PM – 5:00 PM (There will be a late bus available on these days. If you are not in the classroom by 4:20 PM, then I will not stay for tutoring).
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Sorting Activity Part 1 – Sorting Animals
Study the following list of living things:
Trout, Parrot, Horse, Woodpecker, Cocker spaniel, Goldfish, Great Dane, Eagle, Bass, Beagle, Hawk, Stallion, Shark
1. (10 pts)Classify them into two groups and list what animals would go under each group name: Group 1 ________________________ Group 2 _________________________ Animals: ________________________ Animals:_________________________ ________________________ _________________________ ________________________ _________________________ ________________________ _________________________ ________________________ _________________________ ________________________ _________________________ ________________________ _________________________ (10 pts) Using the same list of living things show how they could be classified into three groups.
Group 1 __________________ Group 2 ___________________ Group 3 ___________________ Animals:__________________ Animals:___________________ Animals:___________________ __________________ ___________________ ___________________ __________________ ___________________ ___________________ __________________ ___________________ ___________________ __________________ ___________________ ___________________
Part 2 – Sorting Shoes
● Everyone in the classroom should take off a shoe and throw it out in the middle of the room.
● Now, our job is to divide these all down into categories based on characteristics. Some of the characteristics you could look at are: Left or right foot, laces or no laces, color, size, brand, type, etc.
2. (10 pts) Using the shoes in the classroom, make two groups of shoes. You will need to give each group a name. Please explain why your class formed these two groups. Group 1 Name: ____________________________ Group 2 Name: ______________________________
Shoes in Group 1:___________________________ Shoes in Group 2: _______________________________
_________________________________________ ______________________________________________
_________________________________________ ______________________________________________
_________________________________________ ______________________________________________
_________________________________________ ______________________________________________
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(10 pts) Explanation: _______________________________________________________________________________________
_______________________________________________________________________________________
3. (10 pts) Using the same shoes in the classroom, make four groups of shoes. You will need to give each group a name. Please explain why your class formed these four groups.
Group 1 Name: __________________________ Group 2 Name: _____________________________ Group 1 Shoes:___________________________ Group 2 Shoes: _____________________________ ________________________________ _______ ________________________________________ _______________________________________ ________________________________________ _______________________________________ ________________________________________ _______________________________________ ________________________________________ Group 3 Name: __________________________ Group 4 Name: _____________________________ Group 3 Shoes: __________________________ Group 4 Shoes: _____________________________ _______________________________________ _________________________________________ _______________________________________ _________________________________________ _______________________________________ _________________________________________ _______________________________________ _________________________________________ (10 pts) Explanation: ________________________________________________________________________________________ ________________________________________________________________________________________
4. (10 pts) Could we divide the shoes into more groups? Explain. _______________________________________ ________________________________________________________________________________________
________________________________________________________________________________________
5. (10 pts) Would you have grouped in the same way as the class? If not, how would you change it?____________ _________________________________________________________________________________________
_________________________________________________________________________________________
6. (10 pts) How many levels of classification did we use?__________ 7. (10 pts) Is there a limit to the number of levels we can classify our shoes in? Why or why not?(Hint: how many shoes
were there?) _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________
Biology Unit 3: Taxonomy and Classification
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Biology Unit 3: Taxonomy and Classification
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Taxonomy and Classification Notes
The science of naming and classifying organisms is called _________________________. How are organisms classified?
1. Scientists begin with similarities in structure and function: -Type of _______________ -Unicellular or ___________________________ -Mode of _______________________________ -Mode of _______________________________ -Ability to _________________
2. Then they look at other factors such as evolutionary connections (phylogeny), habitat, and niche.
Why classify? Reason #1
To ______________ organisms and _________________ them in a logical manner. Reason #2
To avoid confusion caused by _____________________ ___________________. Levels of Classification
Domains are the broadest level of classification. What is a ______________________________?
A ____________ cell organism with_____ ___________ or membrane bound organelles
_________ is _____________ floating in __________________
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What is a ______________________________? An organism whose _____________ is enclosed in a __________________
Contains ________________________
The _______________ taxonomic ______________ that two organisms share, the _________ closely _______________ they are considered to be.
Which two animals are most closely related? ___________________________ _____________________________ Which level distinguishes cats and wolves by their characteristics?________________ What are some ways these animals (dog, wolf, fox, and mountain lions) are similar and what are some ways they are different? Similarities: ____________________________________________________________________ Differences: ____________________________________________________________________
How do we name organisms? Carl Linnaeus is known as the Father of ________________________ (1700’s)
Linnaeus developed the two-word naming system…_______________ _____________________.
Rules of binomial nomenclature: Each organism is given a ________________ name based on its __________ and
____________.
Written in _________________
1st word represents ____________ and 2nd word represents ________________
The genus is ALWAYS capitalized and the species is NOT!
Names can also be underlined or italicized
Example – Polar bear is the common name. Ursus maritimus is the scientific name.
What is your scientific name? Genus: ___________________ Species: __________________
Correctly written: _______________ ________________
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Your dog is Canis familiaris. Your cat is Felis catus.
Review Questions Which of the following is the correct scientific name of an organism?
a. equus caballus
b. Black stallion
c. Equus caballus
d. horse
Which organism is most similar to the sandhill crane, Grus canadensis? a. Branta canadensis
b. Falcipennis canadensis
c. Grus americana
d. Recurvirostra americana
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Classifying Salamanders with DNA Background: How do biologists determine whether two populations of organisms belong to the same species or not? Taxonomy has long been a fluid, exciting, and controversial area of biology. The biological species concept defines a species as a group of organisms capable of reproducing and leaving fertile offspring. But according to this definition dogs and wolves, which readily hybridize, are the same species. However, most sources describe them as different species, Canis lupus and Canis familiaris. The value of the biological species concept is its focus on how a species came to exist- the evolution of an isolated gene pool. In reality, most species are identified by the morphological species concept. In this approach a species is recognized as distinct based on unique structures.
Molecular biology has added a powerful tool to the arsenal of taxonomists. The more closely related two organisms are, the more similar their DNA, RNA, and amino acid sequences. New molecular data have revolutionized some longstanding classifications. But like other methods of identifying a species, the molecular approach has some limitations. For instance, how similar do DNA sequences need to be for two populations to be considered of the same species? How can we decide?
In this activity you will observe and compare the morphology of four salamanders. Your observations will be based on size, shape, distinguishing structures and color pattern. From these observations, you will classify the salamanders. Then you will compare and analyze the amino acid sequences of a gene of the four salamanders. Will your classification stand up to the molecular data?
Problem: How many species are represented by the four salamander specimens?
Materials: Handout 4.1, rulers, dichotomous key
Procedure:
Morphological Data Analysis
1. Observe the four salamander specimens on Handout 4.1. Answer the following questions with your group.
• How many species are represented- one, two, three or four? • On what are you basing your answer? • What distinctive features do the salamanders have? • How do these features vary in the different salamanders? • What traits could you measure to document differences/similarities among the
salamanders?
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2. Next you will make and record measurements on the length of the salamanders on Handout 4.1.
specimen 1 specimen 2 specimen 3 specimen 4 Length (cm)
Molecular Data Analysis
Molecular biology provides powerful approaches to studying similarities and differences between organisms. The amino acid sequences on Handout 4.2 are for the same gene in the four different salamanders. The sequence of the amino acids is what determines the traits a particular salamander displays.
3. Look at Handout 4.2 with the amino acid sequences. Compare the four sequences, focusing on the similarities. Which sequences are the most similar? Find the locations in the sequence where each salamander is different from the other three.
Hint: It is easiest to compare 1 with 2; 1 with 3; and then 2 with 3 and so on. The more similarities between salamanders, the more closely they are related.
• Based on your calculations and those of other groups, what can you conclude about the four salamanders? How closely related are the four? How many species do they represent?
_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________
Wrap Up and Reflection
1. Use the dichotomous key on Handout 4.3 to identify the four salamanders. How many species are represented? What are they (label each with scientific name)?
2. Compare your analysis based on observing and measuring the salamanders (morphological) to your analysis of amino acid sequences. How did the two complement each other? In what ways was one more effective than the other?
3. What other information about the four salamanders would have helped in deciding whether they were different species?
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4. What limitations did you face when completing this experiment?
Handout 4.1 Salamander specimens
1
2
3
4
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Handout 4.3 Dichotomous key
Use the dichotomous key to determine the genus and species of the salamanders. Begin by reading statement 1a and 1b. One statement describes the salamander and one does not. Follow the directions for the statement that applies to the salamander you are trying to identify and continue following the correct statements until you reach the genus and species name. Repeat the process with each salamander.
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DOMAIN KINGDOM
CELL TYPE Prokaryote
or Eukaryote
STRUCTURAL ORGANIZATION
Unicellular Or Multi-cellular
PRESENCE & TYPE OF CELL WALL
MODE OF NUTRITION
Autotroph or Heterotroph
REPRO-DUCTION
Asexual, Sexual, or Both
LOCOMOTION Mobile or Immobile
ECOLOGICAL/ ECONOMIC
IMPORTANCE EX.
Arch
aea
Anci
ent
Bact
eria
Archaebacteria Unicellular Autotrophic
(chemosynthesis)
Extrem-ophiles
Bact
eria
Re
gula
r Ba
cter
ia
Eubacteria Prokaryote
Cell walls with
peptidogl-ycan
Asexual only
Food production,
decomposer, illness
Euka
ryot
a O
rgan
ism
s with
a n
ucle
us
Protista Eukaryote
Autotroph or Heterotroph
Fungi
Most multicellular,
yeast is unicellular
Heterotroph
Immobile Medicine, food,
decomposers, food
production
Plantae Eukaryote Multicellular Mostly
sexual, can be asexual
Ferns, trees,
flower- ing
plants
Animalia Multicellular NO cell walls
Mobile
Human, bird,
insect, fish
Biology Unit 3: Taxonomy and Classification
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Name That Kingdom Performance Assessment
Directions: As each group presents their research, use the information presented to identify the kingdom of the organism. Identify which distinguishing characteristic helped you determine which kingdom is being represented. For example, both Kingdom Plantae and Kingdom Animalia have organisms that are multicellular, but organisms in Kingdom Plantae are autotrophic. So the distinguishing characteristic would be that the organism was autotrophic. Group # Identify the Kingdom Which distinguishing characteristic(s) helped you decide how to classify the organism?
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Group # Identify the Kingdom Which distinguishing characteristic(s) helped you decide how to classify the organism?
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Dichotomous Key Assessment
1. _______________________ 2._____________________ 3. _______________________
4. _________________________ 5._________________________ 6._____________________
7. ______________________ 8.______________________ 9._______________________
10. ________________________ 11.________________________ 12._________________________
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Kingdom
1. A. unicellular B. multicellular
Go to 2 Go to 3
2. A. prokaryotic B. eukaryotic
Go to 5 Kingdom Protista
3. A. autotrophic/producer B. heterotrophic/consumer
Plantae Go to 4
4. A. no cell wall B. cell wall
Animalia Fungi
5. A. lives in extreme, harsh environment B. lives in milder environment
Archaebacteria Eubacteria
Kingdom Protista
1. A. heterotrophic B. autotrophic
Go to 2 Common name=Euglena
2. A. moves with cilia B. moves with pseudopods
Common name=Paramecium Common name=Amoeba
Kingdom Fungi
1. A. produces a mushroom shaped fruiting body B. does not produce a mushroom shaped fruiting Body
mushroom fungus Go to 2
2. A. produces a shelf-like fruiting body B. produces a stalk-like fruiting body
shelf fungus mold
Kingdom Plantae
1. A. Produces spores B. Does not produces spores
Go to 2 Go to 3
2. A. Spores are located on the underside of leaf-like organs B. Spores are located in a capsule at top of stalk
Phylum Pterophyta Phylum Bryophyta
3. A. Produces flowers B. Produces cones
Phylum Angiospermae Phylum Gymnospermae
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Kingdom Animalia
1. A. has a nerve cord or backbone B. does not have a nerve cord or backbone
Phylum Chordata: Go to 2 Go to 3
2. A. feeds young milk with mammary glands B. does not feed young with milk
Class Mammalia: Go to 4 Go to 5
3. A. is asymmetrical B. is symmetrical
Phylum Porifera Go to 6
4. A. has canine teeth B. has no canine teeth
Got to 7 Order Herbivora
5. A. body covered with feathers B. body not covered with feathers
Class Aves (Birds) Go to 8
6. A. has an exoskeleton B. does not have an exoskeleton
Phylum Arthropoda: Go to 9 Go to 10
7. A. has flat molars B. has sharp, pointy molars
Order omnivore Order carnivora
8. A. body covered with dry scales B. body not covered with dry scales
Class Reptilia (Reptiles) Go to 11
9. A. body has six legs B. body does not have six legs
Class Insecta (Insects) Go to 12
10. A. has tube feet B. does not have tube feet
Phylum Echinodermata Go to 13
11. A. leads a double life; gills as larvae and lungs as an adult B. does not lead a double life
Class Amphibia Go to 14
12. A. body has eight legs B. body has more than eight legs
Class Arachnida Class Crustacea
13. A. has stinging tentacles B. does not have stinging tentacles
Phylum Cnidaria Go to 15
14. A. has a bony skeleton B. has a cartilaginous skeleton
Class Bony fish Class Cartilagenous fish
15. A. Has a tube-like body B. Does not have a tube-like body
Phylum worms Go to 16
16. A. Has a mantle B. Does not have a mantle
Go to 17 Phylum molluska Dead end
17. A. Has tentacles with suction cups B. Does not have tentacles
Class Cephalopoda Go to 18
18. A. Has two shells B. Has one shell
Class Bivalves Class Univalves
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Unit 3: Taxonomy & Classification Vocabulary
1. TAXONOMY- science of classifying and naming organisms
2. TAXON- a group of organisms in a classification system
3. PHYLOGENIC TREE –a diagram that depicts the lines of evolutionary descent of different species,
organisms, or genes from a common ancestor
4. SEXUAL REPRODUCTION – process by which two gametes fuse and offspring that are a genetic
mixture of both parents are produced
5. ASEXUAL REPRODUCTION – process by which offspring are produced from a single parent; does
not involve the joining of gametes; offspring are genetically identical to the parent
6. MOTILE (MOBILE) – able to move
7. IMMOBILE (IMMOBILE) – not able to move
8. CLADOGRAM – branching tree that uses evolutionary patterns to classify organisms. Each
branch on this graph shows the relationship between various organisms by comparing traits or
characteristics of the organisms.
9. MULTICELLULAR - made of many cells
10. UNICELLULAR – made of one cell
11. DOMAIN – highest taxon; a single kingdom or group of domains that have similar characteristics
12. KINGDOM – group of phyla that contain similar characteristics
13. PHYLUM – group of classes that contain similar characteristics
14. CLASS – group of orders that contain similar characteristics
15. ORDER – group of families that contain similar characteristics
16. FAMILY – group of genus that contain similar characteristics
17. GENUS – one or more physically similar species that are thought to be closely related
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18. SPECIES – group of organisms so similar to one another that they can breed and produce fertile
offspring
19. DICHOTOMOUS KEY - an organized set of couplets and series of choices used to identify
organisms.
20. CLASSIFICATION – method used to group and categorize organisms into groups known as taxa
(singular: taxon)
21. BINOMIAL NOMENCLATURE – system that gives each species a two-part scientific name using
Latin roots; 1st word is the genus name & 2nd word is the species name
22. DERIVED CHARACTER – shared traits that are not present in other organisms that can be used to
figure out evolutionary relationships among a group of species
23. MOLECULAR CLOCK – theoretical clock that uses the rate of mutation to measure evolutionary
time
24. MITOCHONDRIAL DNA – DNA found in mitochondria (mtDNA); often used as a molecular clock
25. RIBOSOMAL RNA – RNA found in ribosomes and guides the translation of mRNA into a protein;
used as a molecular clock to study distantly related species