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Unit 2: Taxonomy and Classification: Tuesday, October 8

The document provides information about taxonomy and classification. It discusses how biologists group organisms based on similarities and differences in physical appearance, genetic makeup, and evolutionary history. This helps identify organisms efficiently and determine their relatedness. The document explains the taxonomic hierarchy from domain to species. It also covers binomial nomenclature and provides scientific name examples. Students are assigned a homework on creating a "layered look book" with taxon information and organism examples.

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68 views29 pages

Unit 2: Taxonomy and Classification: Tuesday, October 8

The document provides information about taxonomy and classification. It discusses how biologists group organisms based on similarities and differences in physical appearance, genetic makeup, and evolutionary history. This helps identify organisms efficiently and determine their relatedness. The document explains the taxonomic hierarchy from domain to species. It also covers binomial nomenclature and provides scientific name examples. Students are assigned a homework on creating a "layered look book" with taxon information and organism examples.

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© © All Rights Reserved
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Unit 2: Taxonomy and Classification

Tuesday, October 8th


Creepy Classification

 Using the provided zombie names and their


descriptions…
 Create two groups based on similarities and differences
 Break these two groups into smaller subgroups
 If possible, break down the subgroups into pairs or
smaller groups

 On a sheet of paper (one per group) write down each


group and how you subdivided at each step
Creepy Classification
Why classify?

 Biologists group organisms based on similarities


and differences in the organisms’:
 Physical Appearance
 Genetic Makeup
 Evolutionary History

 This helps to:


1. Identify organisms more efficiently
2. Study group characteristics
3. Determine relatedness
TaxaTaxonomy

Domain Dear
Kingdom King
Phylum Phillip,
Class Come
Order Over
Family For
Genus Good
Species Soup
Binomial Nomenclature

 Carolus Linnaeus is responsible for the


development of binomial nomenclature—the use of
the genus and species to identify an organisms

 Rules for Nomenclature


 First letter of genus is always capitalized
 If printed or typed both should be italicized
 If handwritten both should be underlined
 After writing a scientific name completely, you can
abbreviate thereafter by using the first letter of the
genus, a period, and then the species name.
Scientific Name Examples

 Household CatFelis catus


 Dogs and WolvesCanis lupus
 LionsPanthera leo
 TigersPanthera tigris
 HumansHomo sapiens
 NeanderthalsHomo neanderthalensis
 StaphStaphyllococcus aureus
 E. ColiEscherichia coli
Homework: Taxa Foldable

 Giving each taxon its own page, create a “Layered


Look Book” (see page xxvi) with the following
information:
 Name of the Taxon
 Definition of Taxon (Use pages 486-488)
 At least three example organisms for each taxon with
the appropriate scientific name
Domain
Kingdom
Phylum
Class
Order

Family
Genus
Species
Unit 2: Taxonomy and Classification
Wednesday, October 9th
If you had to choose between a phylum
and an order, which taxon would have
greater biodiversity? Why?

 Taxons are ordered by increasing similarity and


specificity, therefore a phylum would exhibit more
biodiversity than an order.
Identifying Organisms

 It’s fairly easy to identify which kingdom, phylum, and


often class an organism belongs to based on simple, often
obvious, characteristics
 Membrane Bound OrganellesEukarya (Domain)
 Multicellular, but lacking cell wallsAnimaliae (Kingdom)
 Spinal Cord and TailsChordata (Phylum)
 Single Tooth Replacement, live offspringMammalia (Class)
 Forward Facing EyesPrimates (Order)
Identifying Organisms

 More specific characteristics, require careful observation


and are typically used to distinguish between orders,
families, genuses, and species.

 Dichotomous keys are often used to determine the exact


species and genus of an organism
 Use visible characteristics to determine an organism’s
identity
 Characteristics are presented in pairs (i.e. Blue vs. Not Blue)
 Progressively reduces the number of potential species
 Can be presented with text or a flow chart.
Pamishan
Jelly Belly Dichotomous Key

 In each bag there should be 10-15 unique jelly beans


 There should be more than 10-15 jelly beans, but the
surplus should be repeat flavors

 You need to record some characteristics of each jelly


bean before tasting them—you choose the characteristics
that will best help you to identify the flavor

 After recording the characteristics of each jelly bean, you


need to taste and identify the flavor—BEWARE! There
are some “vomit” and “earthworm” flavored beans
floating around
Jelly Belly Homework

 Using colored pencils or markers, fill in the jelly


bean on your chart accurately capturing its
characteristics

 Create a dichotomous key to identify your jelly bean


flavors.

 Remember you can only have two options and they


must be related

 You can do this in either a numbered or flow chart


format.
Taxonomy and Classification
Thursday, October 10th
The Tree of Life

 All living things share a


single, common ancestor that
evolved over millions of years
to bring about the biodiversity
we see today

 Relatedness is determined by
a number of things:
 Morphology
 Physiology
 Biochemistry
Determining Relatedness
Types of Terms to
Characteristics Know
 Morphology  Homologous Structures
 Form and structure  Similar structures with
common ancestry; does not
always have a similar function
 Physiology
 Function  Analogous Structures
 Similar functions with
 Biochemistry different forms/structures
 Genetic makeup
 Vestigial Structures
 Structures present in current
form that do not perform vital
functions
Determining Relatedness

 You have each been given a handout with 23 organisms


present; you are expected to do the following:
1. Cut out each organism and glue each image into your lab
notebook
2. Divide the organisms into two “kingdoms”
3. Develop and record a name for the kingdom on each card
4. Divide the organisms in each “kingdom” into two smaller
“phyla”
5. Develop and record a name for the phyla on each card
6. Continue to divide the cards into smaller groups; naming
and recording each division.
Kingdom:

Phylum:

Class:

Order:

Family:

Genus:

Species:
Reflection Questions

 On what basis did you initially separate the


organisms?

 After the initial grouping, what characteristics did


you use as distinguishing factors?

 Specify the kingdoms that were noted in your


separations.

 In terms of shared characteristics, what happens as


you make more subdivisions?
Taxonomy and Classification
Friday, October 11th
Visualizing the Tree of Life

 All living things are related and share a single


common ancestor that existed approximately 3.9
billion years ago.

 Since the beginning of life, there have been


hundreds of thousands (possibly millions) of
different organisms that have lived on our planet

 What we do know about these organisms, we’ve


used to construct a tree displaying the relationships
between these organisms and those we see today
Cladograms

 Cladograms are used to show how organisms are related and


have evolved over time.

 They use “nodes” to denote the beginning of a new


characteristic (i.e. eggs, hair, milk production, etc.)

 Each “node” represents a common ancestor that may or may


not be identifiable
Cladograms

Claws/Na
Organism Jaws Feathers Lungs Fur Thumbs
ils

Perch

Worm

Salamander

Lizard

Pigeon

Mouse

Chimp
Cladograms
Cladistics Handout

 Working individually, complete the questions on


the handout and submit before the end of class.
Homework

 Complete the Chapter 17 Worksheet on


constructing and interpreting a cladogram; due
Monday!

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