jschmied/reid@2010		Name________
all rights reserved	Classification research	Period _______
		Student #_______

Greetings Ladies and Gentlemen!

We are planning to mainly do hands-on classification activities in the classroom, and we need to support it with a solid understanding of the theory behind classification and living things. I think you will find that this research guide will help you organize your thoughts as we move through the unit.

->Vocabulary building instructions

Instructions: For each section list the vocabulary words and make up a CQC sentence that uses each word and, at the same time, defines it. Underline the words being defined. (Glossary definitions will not receive full credit.)

Example:

Defining sentence: Dichotomous Key: A guide used to identify different organisms by use of physical characteristics, like leaf shape, number of needles in a bundle, etc. A dichotomous key has a series of couplets that, if followed correctly, allow you to identify any organism on the key.

->Research Question Instructions Complete the following Data Tables, Exercises and Questions on a separate sheet of paper. Quality answers embody the question in the answer in a complete, informative sentence(s). Quality answers will receive the most credit. Use lined paper and ink or word processor.

Total Points for this Research = 210 points

 

Part A Assignment 7.1 What is Classification (70 points for this job)

a. Complete Vocabulary building using the 6 Science Words page 188 (3pts. Ea=20 pts.)

b. Questions: Answer questions 1- 5 (50 total points!)

1. What does to Classify mean?

2. a. Who was one of the first recorded classifiers and what did he name this science?

b. How many kingdoms did this system have and why did it not stand up over time?

3. Carolus Linnaeus created a system based upon what 6 things?

4. What are two positive things about using a binomial system?

5. How can you tell if two organisms, one male, one female, are of the same species?

 

Part B Assignment 7.2 Modern Classification (80) points for this job)

a. Complete Vocabulary building using the 6 Science Words page 193 (3pts. Ea=20 pts.)

b. Questions: Answer questions 6-11 (60 total points!)

 

6. What is phylogeny, and why do scientists use this concept to help them classify living things?

7. Describe the six Major Kingdoms used in today's classification system.

8. What four characteristics are used to place an organism in one of the major Kingdoms.

9. Explain the difference between a Prokaryote and a Eukaryote and tell which is the more ancient Kingdom?

10. Name the seven different levels scientists use to classify organisms into groups. (List in order from broadest to most specific)

11. Why did scientists change from a five Kingdom system to a Six Kingdom system of classification?

 

Part C Assignment 7.3 Diminishing Diversity (25) points for this job)

a. Complete Vocabulary building using the 1 Science Words page 198 (3pts. Ea=5pts.)

b. Questions: Answer questions 12-13 (20 total points!)

12. Why is it good to have an ecosystem with high species diversity?

13. What are the two major points of view on the use of forest resources and which one do you support?

 

Part D Assignment 7.4 Identifying Organisms (35) points for this job)

a. Complete Vocabulary building using the 1 Science Words page 199 (3pts. Ea=5 pts.)

b. Questions: Answer questions 14-16 (30 total points!)

14. What are the four functions scientific names serve?

15. What is a dichotomous key and what is it used for?

16. People who classify organisms are called Taxonomists, or Systematicists.

Why would they be called systematicists?

 

Extra Credit Essay Opportunity (up to 50 points) - We purposely avoided dissecting any creatures in this class, instead we focused upon caring for and studying as many living things as possible. However, many teachers and parents strongly believe that dissections should be done. Many others are adamantly opposed to this view point.

• Select the viewpoint you believe you represent best

• Write a paragraph stating strong facts supporting why you believe in this viewpoint.

• Write another paragraph stating the opposing viewpoint and explain what arguments they would present in a discussion with you.

• Write a final statement.

Please avoid religious arguments, as this is a science class. Non secular moral arguments, however, are ok. The presence of facts supporting your arguments are key to receiving best credit.

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