COURSE DETAILS

INSTITUTE COURSE UNIKL MSI BIOLOGY 2

NAME COURSE SSP03404 DR. KHONG
CODE COURSE HOU KEAT DR. KHONG
LEADER LECTURER HOU KEAT FEBRUARY
SEMESTER & YEAR 2025

ASSESSMENT DETAILS
TITLE/NAME ASSIGNMENT 1
WEIGHTING 10%
DATE/DEADLINE WEEK 3
COURSE LEARNING CLO 3:
OUTCOME(S) Relate biological facts and principles to offer solutions to biological problems
(C4, PLO2)
KNOWLEDGE
PROFILE (SK/DK)
ENGINEERING
PROBLEMS (SP/DP)
INSTRUCTIONS
Assignment 1 is related to Chapter 1.

1. Complete Assignment 1 following the instructions given during

class. If you missed the class, contact the lecturer if you have any
doubt.
2. Understand and complete the Assessment Coversheet before you
begin.
3. You must submit your assignment before the due date.

DELIVERABLES PDF

Page 1 of 5
 ASSESSMENT COVERSHEET

Attach this coversheet as the cover of your submission. All sections must be completed.

Section A: Submission Details

Student Names :
Nur Jasmeerra binti Kader Batcha
Student ID : 54051324023
Programme :
FOUNDATION IN SCIENCE AND ARTS
Course Code & Name :
SSP03404 BIOLOGY 2
Course Lecturer(s) :
DR. KHONG HOU KEAT
Submission Title :
ASSIGNMENT 1
Deadline :
Day 27 Month 2 Year 2025 Time

Penalties • 5% will be deducted per day to a maximum of four (4) working days, after which the
submission will not be accepted.
• Plagiarised work is an Academic Offence as stated in University Rules & Regulations
and will be penalised accordingly.

Section B: Declaration of Academic Integrity

Tick (✓) each box below if you agree:

I have read and understood the UniKL’s policy on Plagiarism in University Rules & Regulations.
This submission is my own, unless indicated with proper referencing.
This submission has not been previously submitted or published.
This submission follows the requirements stated in the course.

Section C: Details of the Submitter

Check that all the details above are filled in, then sign below with the date of submission:

Signatures:

Date: 27 February 2025

Page 2 of 5
 ASSIGNMENT 1

Exploring Biodiversity: Constructing Dichotomous Keys

Objective The objective of this assignment is to utilize dichotomous keys in the process of identifying
and categorizing living organisms, emphasizing their significance in taxonomy and biodiversity. By
constructing their own keys, students will develop a richer comprehension of these concepts.

Instructions
1. Understanding Dichotomous Keys
a. Dichotomous keys are tools used by biologists to identify and classify organisms based
on their characteristics. Click here for more info.
2. Specimen Observation (restricted around MSI campus)
a. Students observe and take note of the specific characteristics of the organisms that
appear around the campus vicinity.
b. Students should pay attention to immutable features and other relevant traits. See
samples below.
3. Construction of Dichotomous Keys
a. Students take photos of the identified organisms.
Requirements: Students construct dichotomous keys, incorporating representatives
from Kingdom Plantae with at least two different phyla and Kingdom Animalia with
at least one invertebrate and one vertebrate.
b. Students should start with broad categories and then progressively narrow down the
options through a series of yes/no questions, emphasizing the importance of clear and
concise descriptions for each characteristic.
c. Students are encouraged to create digital versions of their dichotomous keys.
4. Reflection and Discussion
a. Students reflect on the importance of dichotomous keys in biology and their role in
taxonomy.
b. Students discuss the challenges encountered during the construction of the
dichotomous keys and how they were overcome.
5. Submission
a. The assignment must contain:
i. At least two dichotomous keys (Plantae & Animalia)
ii. Reflection and discussion (1 page maximum)
b. Students must submit the assignment before the due date (27 Feb 2025).
c. Students are encouraged to consult the lecturer for any doubts.

Page 3 of 5
Sample 1: Branching flowchart

Sample 2: Paired statements

Page 4 of 5
Format for Assignment and Lab Report

Title:
Title that indicates the subject matter being covered (assignment or lab report). E.g., Exploring
Biodiversity: Constructing Dichotomous Keys.

Introduction:
This section briefly introduces the study and provides background information on the study. Include
the objectives of the study here.

Materials and Methods:

This section describes the experimental design, materials used, and steps employed depending on the
nature of the study. This section should provide sufficient detail for others to replicate the study.

Results:
This section presents the findings of the study in a clear and concise manner, often using tables,
figures, and graphs to illustrate data.

Discussion:
This section interprets the results and discusses their implications. This section may also address
challenges and limitations of the study.

Conclusion:
This section summarizes the main points of the study and may offer insights or reflections on the topic.

References:
A list of all the sources cited in the study, following APA citation style (latest version). It is important
to include references to any sources used to support arguments or provide information. This could
include textbooks, scientific journals, websites, or other resources.

Appendices:
Additional materials, such as raw data, calculations, or supplementary information, may be included
in appendices if they are relevant to the study.

Please continue your response for Assignment 1 on the following page.

Page 5 of 5
 INTRODUCTION

A dichotomous key is a systematic method of identifying patterns through contrasting

statements, primarily focusing on physical characteristics. It aids researchers in determining
the identity of organisms by presenting a series of choices leading to correct classifications,
often emphasizing scientific names of closely related species. In the field of science, the
dichotomous key serves as a crucial instrument in the classification of organisms, offering a
structured approach to identification. By presenting paired statements or questions, this tool
directs researchers toward accurate identification of various life forms, ranging from trees and
wildflowers to mammals and rocks. A dichotomous key is a method of identification whereby
groups of organisms are divided into two categories repeatedly. When using a dichotomous
key to identify specimens it is preferable to use immutable features (features that do not
change), for example: Size, colouration and behavioral patterns may all vary amongst
individuals and across lifetimes. Physical structures and biological processes make for better
characteristics. Dichotomous keys are usually represented in one of two ways: As a branching
flowchart. A series of paired statements laid out in a numbered sequence.

Objectives: To utilize dichotomous keys in identifying and categorizing living organisms,

highlighting their role in taxonomy and biodiversity conservation.
 MATERIALS AND METHODS
Materials:
1. Specimen or Images of Organisms
Example: Physical samples (animals, leaves and flowers)
A phone camera to capture images for digital analysis
2. Reference Books
Used to verify species characteristics and classification.
3. Digital Tools
Software like Creately, Venngage and Visual Paradigm

Method: Steps for Constructing the dichotomous keys

Step 1: Selecting the organisms
A set of organisms with some similarities but distinct differences was chosen.
Step 2: Observing and Listing Characteristics
Each organism was examined and key physical traits were noted such as:
Presence or Absence of backbone, Leaf or body structure
Presence of wings, legs, etc.
Step 3: Grouping organisms Based on Similarities
The organisms are grouped into broad categories based on their shared traits.
Step 4: Creating Pairs of Contrasting Statements
A series of paired statements that divide organisms into smaller groups was developed.
Each statement is ensured to lead to another statement or an identification.
Example: 1a. Organism has wings ->Go to step 2
1b. Organism that does not have wings ->Go to step 3
Step 5: Arranging the statements logically
Each characteristics are structured so that each step leads clearly to a final destination.
Step 6: Refining the Dichotomous Key
The structure of classification was checked via correction if necessary.
Step 7: Finalizing the Key
The dichotomous key was presented in a clear format(table, flowchart)
 RESULTS
Kingdom Plantae:
Paired Statements

1a.The plant has vascular tissue....................... Go to 2a

1b. The plant does not have vascular tissue....................... Go to 2b

2a. The plant produces seeds................... Go to 3

2b. The plant does not produce seeds............ Moss (Phylum Bryophyta)

3a. The plant produces flowers................................ Coconut Tree (Phylum Magnoliophyta)

3b. The plant does not produce flowers.................. Go to 4

4a. The plant has needle-like leaves........................ Go to 5

4b. The plant does not have needle-like leaves............... Common Rue (Phylum Tracheophyta )

5a. The plant has broad leaves.................................. Norfolk Island Pine (Class Conifers)
5b. The plant does not have broad leaves................. Blue Juniper (Class Conifers)

2b. 5b.

3a.

4b.

5a.
 Kingdom Animalia:
Paired Statement

1a. This animal is a vertebrate.............................................. Go to 2

1b. This animal is an invertebrate............................................... Go to 3

2a. This animal has fur........................................... Cat (Class Mammalia)

2b. This animal has feathers................................... Pigeon (Class Aves)

3a. This animal has wings...................................... Ladybug (Class Insecta)

3b. This animal does not have wings.............................. Go to 4

4a. This animal has legs.................................................. Spider (Phylum Arthropoda)

4b. This animal does not have legs................................. Worm (Phylum Annelida)

2a.

2b.

3a.

4a.

4b.
 DISCUSSION

The dichotomous key works well in classifying animals based on observable

traits, enhancing my taxonomic knowledge and systematic identification.
This systematic approach has helped me better grasp how to separate species
and enhanced my analytical skills in biological classification.

However, certainly every work comes with its challenges, but how I managed
to overcome it is by being patient while collecting images of the specimen
and also spending time outdoors in the campus after class to search for
available specimens. Other than that, I collected a few pictures of specimens
of plants from my family garden.

Beyond these constraints, this experience has greatly enhanced my

understanding of animal classification. The active learning process of
building dichotomous keys has solidified my capacity to critically analyze
biological characteristics, thus making taxonomy more practical and
interactive. Overall, I had fun exploring and learning the nature of the
ecosystem.
 CONCLUSION

Preparing the dichotomous key has enhanced my understanding of the

classification of animals despite challenges. By seeking help from my
lectures and friends, I was able to overcome these challenges, allowing
myself to gather sufficient knowledge and understanding to conduct my
assignment thoroughly. Not only that. I am extremely grateful for
having the opportunity and guidance from my lecturer, Dr Keith's
teachings have most definitely increased my understanding in this
domain of knowledge, which will most surely be useful for me not only
during examinations but also allow me to learn about our ecosystem.
Apart from researching deeply for this assignment, it has helped me
grasp my understanding of the content.
 REFERENCES
Website: https://old-ib.bioninja.com.au/standard-level/topic-5-evolution-and-biodi/53-classification-of-
biodiv/dichotomous-keys.html
Website: https://kids.britannica.com/students/article/dichotomous-key/624999
Website: https://creately.com/guides/what-is-a-dichotomous-key/

References books: SAP Education Comprehensive College Biology Textbook

 APPENDICES

Location: Unikl MSI campus