Unit 3: Taxonomy and Classification Name:...

Biology Unit 3: Taxonomy and Classification

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Unit 3: Taxonomy and Classification

Name: _________________________________ Period: __________ Test Date: _______________________


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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


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UNIT 2 Part 2 WARM-UPS Question: Answer: Question: Answer: Question: Answer: Question: Answer:

Date: ___________

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Question: Answer: Question: Answer: Question: Answer: Question: Answer:

Date: ___________

Date: ___________

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Date: ___________


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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?) _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________


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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


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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

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