Classification of Living ThingsChapter 18

http://analyzer.depaul.edu/astrobiology/kingdoms.jpg

_______________ = branch of biology that names and groups organisms according to their _________________________ Does it have a backbone? Feathers? Gills? Flippers?

__________________________ How has organism changed in fossil record? What other organisms is it related to?

TAXONOMY

CHARACTERISTICS

EVOLUTIONARY HISTORY

The first person to group or classify organisms was the Greek teacher & philosopher _______________more than 2000 years ago.

(300 B.C.) ARISTOTLE

Image from: http://www.ucmp.berkeley.edu/history/aristotle.html

Aristotle’s system

Based on size of stem

PLANTS:Based on where they lived

ANIMALS:

By: Riedell

Problems?1. Not all organisms fit into Aristotle’s

2 groups (plants or animals) Ex: Bacteria Fungi

Images from: http://www.leighday.co.uk/upload/public/docImages/6/Listeria%20bacteria.jpghttp://danny.oz.au/travel/iceland/p/3571-fungi.jpg

Problems?2. Common names can be misleading

Sea cucumber sounds like a plant

but… it’s an animal!

Ex: A jelly fish isn’t a fish, but a seahorse is! Image from: http://en.wikipedia.org/wiki/Jellyfish

Image from: http://www.alaska.net/~scubaguy/images/seacucumber.jpg

Problems?3. Common names vary from

place to place

Ex: puma, catamount, mountain lion, cougar are all names for same animal

Image from: http://www4.d25.k12.id.us/ihil/images/Cougar.jpg

Problems?4. Same organisms have different

names in different countries.

ChipmunkStreifenhornchen (German)Tamia (Italian)Ardilla listada (Spanish)

Image from: http://www.entm.purdue.edu/wildlife/chipmunk_pictures.htm

Solution?Some early scientists devised

scientific names using long descriptions in LATIN.

RED OAK

Quercus foliis obtuse-sinuatis setaceo-mucronatis

RED OAK Quercus foliis obtuse-sinuatis setaceo-

mucronatis

PROBLEMS?Names too hard and long to remember!

“oak with leaves with deep blunt lobes bearing hairlike bristles”

Names don’t show relationships between different animals

Carolus Linnaeus comes to the rescue!

Devised a new classification system based on _________________

(Organism’s form and structure)

(1707-1778)

MORPHOLOGY

Image from: http://www.medusozoa.com/images/linnaeus.jpg

Linnaeus’s System

Grouped in a _____________ of 7 different levels

Each organism has a two part LATIN __________________

HIERARCHY

SCIENTIFIC NAME

Kidspiration by RiedellSource: see end of show

KingdomPhylum

ClassOrder

Family Genus

Species

Kids PreferCheeseOverFriedGreenSpinach

KingdomPhylum

Class Order

Family Genus

Species

Animalia

Chordata

Mammalia

Carnivora

Felidae

Panthera

leohttp://www.vetmed.wisc.edu/dms/fapm/personnel/tom_b/2004-lion.jpg

Kidspiration by Riedell

BINOMIAL NOMENCLATURE(2 name naming system)

• 1st name = _______________– Always capitalized

•2nd name = _________________–Always lower case

•Both names are ______________ or written in ____________.

GENUS NAME

SPECIES IDENTIFIER

UNDERLINED ITALICS

Binomial Nomenclature

Vampire batDesmodus rotundus

Eastern chipmunk Tamias striatus

Image from: http://212.84.179.117/i/Vampire%20Bat.jpg

Image from: http://www.entm.purdue.edu/wildlife/chipmunk_pictures.htm

Binomial nomenclature

Humans

Homo sapiens

Homo sapiens

Image from: http://www.earlylearning.ubc.ca/images/photo_baby.jpg

So what do we use now?

Still use Linnaeus’s system:

but we have added more _____________KINGDOMS

Remember: Linnaeus only had 2.

MODERN TAXONOMY

Modern Taxonomy

Kidspiration by Riedell

MODERN TAXONOMYorganizes living things in the context of _________________Evolution

http://animals.timduru.org/dirlist/dino/FlyingDinosaurus-Pterodon-fossil.jpg

MODERN TAXONOMY

Fossil recordMorphology

Scientists use different kinds of info to classify organisms:1. ______________________2. ______________________3. ______________________4. ______________________5. ______________________

EmbryologyChromosomesMacromolecules (DNA & proteins)

1. FOSSIL RECORD

Evolutionary history = _____________PHYLOGENY

We can trace some changes over time through the fossil record.

http://www.familyeducation.com/printables/display/0,2361,1650,00.gif

2. MORPHOLOGY Shape and Function

 Image from: http://www.angelfire.com/ab7/evolution12/evolutionclues.html

MORPHOLOGY_________________ characteristics: same embryological origin

(may have similar structure and function) EX: __________________________

HOMOLOGOUS

Homologous characteristics suggest a _____________________.

Bat wing & human arm

Recent common ancestor

Bat wing and human armdevelop from same embryonic structures

HOMOLOGOUS STRUCTURES Image from: http://www.angelfire.com/ab7/evolution12/evolutionclues.html

MORPHOLOGYANALOGOUS______________ characteristics:may have similar structure & function but different embryological origin

EX: _______________________Bird wing & butterfly wing

ANALOGOUS characteristics evolved separately.Organisms ________________________.NOT CLOSELY RELATED

Bird wing and butterfly winghave evolved with similar function BUTdifferent structureinside.

Insects and birds NOT closely related!

ANALOGOUSSTRUCTURES

http://uk.dk.com/static/cs/uk/11/clipart/bird/image_bird003.html

http://www.naturenorth.com/butterfly/images/05a%20tiger%20wing.jpg

3. EMBRYOLOGY

Image from: http://calspace.ucsd.edu/virtualmuseum/litu/03_3.shtml

Animals whose embryos develop in a similar pattern may be related

4. CHROMOSOMES

Similar karyotypes suggest closer relationships.

Human: http://www.nationmaster.com/wikimir/images/upload.wikimedia.org/wikipedia/en/thumb/1/18/300px-Human_karyogram.pngChimpanzee: Middle School Life Science , published by Kendall/Hunt.

5. MACROMOLECULES

Compare molecules like _________________ _________________

Organisms with similar sequences are

probably more closely related.

PROTEINS (amino acids)DNA

See page 334-335

So what do we use now?_________________-based on multiple kinds of evidence

6 KINGDOMS

Eubacteria Archaea Protista Plantae Fungi Animalia

Shows evolutionary relationships based on:

Morphology Fossil records Embryology Chromosomes Macromolecules (DNA & Proteins)

6 KINGDOM SYSTEM

These relationships can be shown in a diagram called a

_______________________PHYLOGENETIC TREE

Image from: http://sps.k12.ar.us/massengale/images/clip0075.jpg

So what do we use now?

_____________CLADISTICSShows evolutionary relationships based on:

_____________________________“shared derived characters”

OTHER WAYS TO CLASSIFY BESIDES the 6 KINGDOM SYSTEM:

CLADISTICSCladistic relationships are shown in a

diagram called a_________________CLADOGRAM

Image from:http://sps.k12.ar.us/massengale/images/clip0075.jpg

3 DOMAIN SYSTEM

Group organisms based on the kind of ______________ they have

Eubacteria Archaebacteria Protista Plantae Fungi Animalia

Bacteria Archaea Eukarya

RIBOSOMES

OTHER WAYS TO CLASSIFY BESIDES the 6 KINGDOM SYSTEM:

So what do we use now?

SOUTH DAKOTA CORE SCIENCE STANDARDS

9-12.L.1.1. Students are able to relate cellular functions and processes to specialized structures within cells.

LIFE SCIENCE:Indicator 1: Understand the fundamental structures, functions, classifications, and mechanisms found in living things

SOUTH DAKOTA CORE SCIENCE STANDARDS

9-12.L.1.2. Students are able to classify organisms using characteristics and evolutionary relationship of major taxa. (APPLICATION)

• Kingdoms

Examples: animals, plants, fungi, protista, monera

• Phyla

Examples: invertebrates, vertebrates, divisions of plants

LIFE SCIENCE:Indicator 1: Understand the fundamental structures, functions, classifications, and mechanisms found in living things

Core High School Life SciencePerformance Descriptors

High school students performing at the

ADVANCED level:

predict the function of a given structure;

construct an original dichotomous key.

High school students performing at the

PROFICIENT level:

tell how DNA determines protein formation;

classify organisms using a dichotomous key.

describe the relationship between structure and function

High school students performing at the

BASIC level

recognize that different structures perform different functions;

identify DNA as the structure that carries the genetic code

Know the purpose of a dichotomous key

SOUTH DAKOTA ADVANCED SCIENCE STANDARDS

9-12.L.1.3A. Students are able to explain how gene expression regulates cell growth and differentiation. (SYNTHESIS)Examples:

Tissue formation Development of new cells from original stem cells

9-12.L.1.5A. Students are able to classify organisms using characteristics and evolutionary relationships of domains. (SYNTHESIS)

Examples: eubacteria, archaebacteria, and eukaryotes

Kidspiration by RiedellImage sources: see end of show

Image Sources

 http://www.kidskonnect.com/Lions/lion.gif

http://www.seattleschools.org/schools/blaine/

http://www.geocities.com/TheTropics/2428/directory.html

http://www.gifs.net

 http://people.eku.edu/ritchisong/homepage.htm

http://anthro.palomar.edu/animal/images/platypus.gif

http://www.drtoy.com/news/

http://www.ca4h.org/4hresource/clipart/animals/pics/dog.gif

http://www.madlantern.com/clipart/cindexw.htm

http://www.chm.bris.ac.uk/motm/trimethylamine/fish.gif

http://www.gifs.net

 http://www.dallas-zoo.org/featured/featured.asp?page=wc

http://www.animationlibrary.com

http://www.dynamicearth.co.uk/education/images/tree_frog.jpg