Background: Why Is Taxonomy Important?
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1 Background: Why Is Taxonomy Important? Taxonomy is the system of classifying, or organizing, living organisms into a system based on their similarities and differences. Imagine you are a scientist who studies bears, and you call polar bears "white bears." A scientist in another country studies those same bears, but calls them "cream bears." You are both talking about polar bears. However, since you are using different common names, you may assume you were studying two distinctly different bear species. Now, imagine if the millions of species of organisms were referred to by their common names only! In the late 1700s, a scientist named Carl Linnaeus invented a system of naming species known as binomial nomenclature, an important part of taxonomy. This system uses Latin names to identify the genus and species of an organism. In this system, both the genus and the species names are italicized. The genus name is capitalized. The species name is lower case. This system significantly helps scientists to identify which species they are referring to as it gives each species its own, unique name. For example, when this system is applied to bears, scientists know that when they see the name Ursus maritimus, they are referring to a "Bear polar", or polar bear. If the scientist named Ursus arctos, then she would be referring to a brown bear. If the scientist named Ursus arctos horribilis (a trinomial name that further categorizes the species into subspecies), then she would be referring to a grizzly bear. As you can imagine, these are very important distinctions as all three of these bears share the same habitat and some even have the same coloring. Since Linnaeus devised his taxonomic system in 1758, this original system has changed as scientists apply new technologies, discover new species, and obtain other types of new knowledge about living organisms. This is due (in part) to ever-improving technologies that work at the molecular level. For example, modern genetic research indicates that physical features, or phenotypes, may be misleading when trying to determine relatedness. Please complete the Background section in your Student Journal. 1
2 Part I: Similarities and Differences Procedure: 1. Examine Organisms A and B shown below. Look at each image carefully. Organism A Organism B 2. How are these organisms similar? Use the photos and what you may already know about these types of organisms to make a list. Think of the similarities in terms of body structure, where these organisms live (habitat), reproductive and life cycles, and requirements for life. Be as specific as you can. 3. How are these organisms different? Again, use the photos and what you know to make a list. What are the obvious differences? Could the differences be due to habitat, diet, predation, reproduction, or perhaps some other factor? Be as specific as you can. 4. Once you have completed your observations and made your lists, use the Venn diagram provided in Part 1 of your Student Journal to categorize the similarities and differences in the phenotypes of the two organisms. 5. Once you have completed your Venn diagram, describe how this information could help you to categorize these two organisms. Also, list one distinguishing feature that you observed and how that feature would help you distinguish between these two organisms. Complete Part I in your Student Journal. 2
3 Part II: Surprise! Categorize! Procedures: 1. The characteristics of leaves are often used to identify trees. Obtain the Leaf Sort Cards. Lay them out on the table and examine the characteristics of each leaf. 2. Sort the leaf cards into categories based on their characteristics. Give a name to each of these categories in the space provided in your Student Journal. 3. Next, use the available classroom supply items provided in your room. You will sort these items by category. 4. Start by sorting the items into larger groups. These could be considered functional groups, or items that perform similar functions. Give each functional group a name. 5. Then, sort those items further into smaller groups. You may choose any grouping strategy that you like. However, make sure that you describe your process and why you grouped the items in the way that you did. Each of these smaller categories should also have a name. 6. Create a flow chart in the space provided in your Student Journal. As you sort each item into progressively smaller groups, give each group a descriptive name in your flow chart. You may use a flow chart similar to the one shown on this page. Keep in mind that your particular flow chart will contain more components and will look different. Classroom Supplies Fasteners Metal Sharp Tack Complete Part II in your Student Journal. 3
4 B.L 15.4, 15.5, and 15.6 Domains and Kingdoms Part III: Classification and Naming Classifying Scientists have a universal system for classifying and naming organisms called taxonomy. Carolus Linnaeus developed taxonomy as a way of classifying living organisms into different groups based on their physical traits and genetic relationships. Look below to see how an African Lion and household cat are classified. The domain is the broadest category, while the species is the most specific. Organisms with more taxonomic groups in common are said to be more related. Broad Specific African Lion Household Cat Domain Eukaryota Eukaryota Kingdom Animalia Animalia Phylum Chordata Chordata Class Mammalia Mammalia Order Carnivora Carnivora Family Felidae Felidae Genus Panthera Felis Species leo catus Naming All organisms have a scientific name. This name is composed of the genus and species with the genus name capitalized and the species name lowercase. Both the genus and species are then placed in italics. For example, the scientific came for the African lion is Panthera leo while the scientific name for a household cat is Felis catus. Complete Part III in your Student Journal. 4
5 Part IV: Kingdom Comparison Procedure: 1. Review the information below about the six currently recognized Kingdoms of organisms. 2. Organize the information in Part III of your Student Journal by completing the table. Kingdom Plantae Plants are autotrophic, eukaryotic, multicellular organisms. They are sessile and can reproduce sexually or asexually. Kingdom Fungi Fungi are eukaryotic, heterotrophic, single-celled or multicellular organisms. Most of them are sessile and can reproduce sexually or asexually. Kingdom Bacteria Bacteria are unicellular, prokaryotic organisms that are motile, heterotrophic or autotrophic, and reproduce through cell division. Kingdom Animalia Animals are eukaryotic, heterotrophic, multicellular organisms. They are motile and most commonly reproduce sexually. Kingdom Protista Protists are mostly uniceulllar, eukaryotic, heterotrophic or autotrophic organisms that primarily reproduce asexually. Kingdom Archaea Archaea are unicellular prokaryotic organisms that can be heterotrophic or autotrophic and reproduce asexually. Complete questions 1-3 in Part IV in your Student Journal. 5
6 Part V: Kingdom Comparison, continued Cladistics is the science of classifying organisms based on their relatedness. This science shows common descent, ancestor, and evolutionary lineage of organisms. Before DNA and chromosomal analysis, cladistics used mostly anatomical or molecular characteristics to show lineage. As technology allows us to determine the make-up of individual organism's DNA, we are better able to see common ancestry. A cladogram is a diagram used to show ancestral relationships. The branching design depicts the points at which different species diverge from a common ancestor. Example 1 Example 2 Complete Part V and the remainder of your Student Journal. 6
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