1. Unit 2: Classification of Living Things
    2. Part C: Vocabulary Strand
    3. Part D: Get Real! Strand

Name _____________________________________ Applications in Biology

Period _____ Dr. Mitchell

 

Unit 2: Classification of Living Things

 

Part A: Reading Strand ( Visualizing Life, Chapter 17)

Read from this chapter in our textbook to respond to these items.

 

  1. List and explain problems associated with using common names to identify living things.

 

 

  1. The first name of a scientific name is the name of the ____________ to which the organism belongs while the second name is called the ________________ name. The science of classifying living things is called ____________________. The system of binomial nomenclature (using 2 names to identify organisms) was developed by ______________ ________________.

 

  1. Explain the advantage of using Latin for scientific names.

 

 

 

  1. Explain why two organisms that belong to the same genus must also belong to the same family.

 

 

  1. The AIMS CD (Technology Strand) suggests a 5-Kingdom classification system of living things. Your text describes a 6-Kingdom classification system. Even today, what does this suggest?

 

 

  1. Use your textbook's 6-Kingdom classification scheme to identify each of the major groups in the Tree of Life schematic drawing in this packet.

 

  1. Compare fungi and plants to suggest two differences between the groups as well as two characteristics that they share.

 

 

  1. Why aren't breeds of domestic dogs, as different as they are, considered as separate species?

 

 

 

 

  1. Use the rules for writing scientific names suggested in this chapter to write the scientific names for these organisms.
Common Name
Scientific Name
Sowbug
 
Corn
  
Red Oak
  
Human Being
  
House Cat
  
Mountain Lion
 		  

 

 

 

Part B: Technology Strand (AIMS CD, Classification: Bringing Order to Diversity)  

(Choose Bulletin Board from the main menu to read an overview of the contents of this CD and respond to each of these items).

 

 

  1. Millions of species of living organisms are broken down into categories through a process known as ____________________.

 

  1. Organisms are usually broken down into seven major categories, listed here in order from the broadest group to the most specific group:

___________________

___________________

___________________

___________________

___________________

___________________

___________________

 

(KPCOFGS)

 

 

________________________________________________________________________

 

 

  1. Scientists have developed a system of classification that groups all living things into Kingdoms. Although some biologists prefer a 6-Kingdom classification system, five Kingdoms are identified in this CD. Each of these Kingdoms are considered to be unique in structure, function, and organization at the cellular level. Write the names of the five Kingdoms that are identified in this CD and a brief description of each.

Kingdom __________________:

 

Kingdom __________________:

 

Kingdom __________________:

 

Kingdom __________________:

 

Kingdom __________________:

 

Now click Main Menu , then select Video Chapters . Be attentive as you watch and listen to Video Chapters 1-5. When completed, return to the Main Menu. Please DO NOT close the program.

 

 

Part C: Vocabulary Strand

1. Use the glossary of your book to define each of the terms on the vocabulary list.

2. Complete the vocabulary crossword puzzle outside of class for extra-credit.

 

Part D: Get Real! Strand

A dichotomous key is a tool used to identify living things. As you attempt to identify an unknown specimen, you will repeatedly choose between two statements that differ. When using a "key," examine your sample and choose the descriptor that most accurately describes the specimen. Follow the instructions to move further in the "key" to a new set of descriptions, eventually leading you to a scientific name of the specimen you are trying to name or identify.

 

1. Use the key to freshwater fish (attached) to identify each of the fish that are pictured.

  1. Bring twigs of trees to class so we may use a key to identify Pennsylvania trees. Try

not to bring in just single leaves; you will see, twigs that contain several leaves will

help us to identify the genus and species name.

 

 

Part E: Weekend Web Warriors (Enrichment)

What Tree Is It? http://www.oplin.lib.oh.us/products/tree/

Tree of Life http://www.sidwell.edu/us/science/vlb5/Labs/Classification_Lab/tree2.html

WebLift (Search any Kingdom) http://www.ucmp.berkeley.edu/help/taxaform.html

 

 

 

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