Unit 3: Taxonomy and Classification Name: Period: Test Date: 1
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 2
UNIT 2 Part 2 WARM-UPS Question: Date: Answer: Question: Date: Answer: Question: Date: Answer: Question: Date: Answer: 3
Question: Date: Answer: Question: Date: Answer: Question: Date: Answer: Question: Date: Answer: 4
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). 5
Part 1 Sorting Animals Sorting Activity 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: Shoes in Group 1: Group 2 Name: Shoes in Group 2: 6
(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 1 Shoes: Group 3 Name: Group 3 Shoes: Group 2 Name: Group 2 Shoes: Group 4 Name: 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?) 7
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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 9
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 1 st word represents and 2 nd 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: 10
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 11
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? 12
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? 13
4. What limitations did you face when completing this experiment? Handout 4.1 Salamander specimens 1 2 3 4 14
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. 15
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. Archaea Ancient Bacteria Archaebacteria Unicellular Autotrophic (chemosynthesis) Extremophiles Bacteria Regular Bacteria Eubacteria Prokaryote Cell walls with peptidoglycan Asexual only Food production, decomposer, illness Protista Eukaryote Autotroph or Heterotroph Eukaryota Organisms with a nucleus Fungi Most multicellular, yeast is unicellular Plantae Eukaryote Multicellular Animalia Multicellular NO cell walls Heterotroph Mostly sexual, can be asexual Immobile Mobile Medicine, food, decomposers, food production Ferns, trees, flowering plants Human, bird, insect, fish 16
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? 17
Group # Identify the Kingdom Which distinguishing characteristic(s) helped you decide how to classify the organism? 18
Dichotomous Key Assessment 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 19
Kingdom 1. A. unicellular B. multicellular 2. A. prokaryotic B. eukaryotic 3. A. autotrophic/producer B. heterotrophic/consumer 4. A. no cell wall B. cell wall 5. A. lives in extreme, harsh environment B. lives in milder environment Go to 2 Go to 3 Go to 5 Kingdom Protista Plantae Go to 4 Animalia Fungi Archaebacteria Eubacteria Kingdom Protista 1. A. heterotrophic B. autotrophic 2. A. moves with cilia B. moves with pseudopods Go to 2 Common name=euglena 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 2. A. produces a shelf-like fruiting body B. produces a stalk-like fruiting body mushroom fungus Go to 2 shelf fungus mold Kingdom Plantae 1. A. Produces spores B. Does not produces spores 2. A. Spores are located on the underside of leaf-like organs B. Spores are located in a capsule at top of stalk 3. A. Produces flowers B. Produces cones Go to 2 Go to 3 Phylum Pterophyta Phylum Bryophyta Phylum Angiospermae Phylum Gymnospermae 20
Kingdom Animalia 1. A. has a nerve cord or backbone B. does not have a nerve cord or backbone 2. A. feeds young milk with mammary glands B. does not feed young with milk 3. A. is asymmetrical B. is symmetrical 4. A. has canine teeth B. has no canine teeth 5. A. body covered with feathers B. body not covered with feathers 6. A. has an exoskeleton B. does not have an exoskeleton 7. A. has flat molars B. has sharp, pointy molars 8. A. body covered with dry scales B. body not covered with dry scales 9. A. body has six legs B. body does not have six legs 10. A. has tube feet B. does not have tube feet 11. A. leads a double life; gills as larvae and lungs as an adult B. does not lead a double life 12. A. body has eight legs B. body has more than eight legs 13. A. has stinging tentacles B. does not have stinging tentacles 14. A. has a bony skeleton B. has a cartilaginous skeleton 15. A. Has a tube-like body B. Does not have a tube-like body 16. A. Has a mantle B. Does not have a mantle 17. A. Has tentacles with suction cups B. Does not have tentacles 18. A. Has two shells B. Has one shell Phylum Chordata: Go to 2 Go to 3 Class Mammalia: Go to 4 Go to 5 Phylum Porifera Go to 6 Got to 7 Order Herbivora Class Aves (Birds) Go to 8 Phylum Arthropoda: Go to 9 Go to 10 Order omnivore Order carnivora Class Reptilia (Reptiles) Go to 11 Class Insecta (Insects) Go to 12 Phylum Echinodermata Go to 13 Class Amphibia Go to 14 Class Arachnida Class Crustacea Phylum Cnidaria Go to 15 Class Bony fish Class Cartilagenous fish Phylum worms Go to 16 Go to 17 Phylum molluska Dead end Class Cephalopoda Go to 18 Class Bivalves Class Univalves 21
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 22
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; 1 st word is the genus name & 2 nd 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 23