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Chapter 7: Classification. Section 7.1 Review page 236.

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Presentation on theme: "Chapter 7: Classification. Section 7.1 Review page 236."— Presentation transcript:

1 Chapter 7: Classification

2 Section 7.1 Review page 236

3 Key Concepts 1. What are the dichotomous keys used for?

4 To identify known species 1. What are the dichotomous keys used for? To identify known species

5 2. What is binomial nomenclature?

6 The naming system that uses the genus and species of an organism. 2. What is binomial nomenclature ? The naming system that uses the genus and species of an organism.

7 3. Write the names of the seven levels of classification. Use the beginning letters to write your own memory aid for the names.

8 Kingdom Phylum Class Order Family Genus Species 3. Write the names of the seven levels of classification. Use the beginning letters to write your own memory aid for the names. Kingdom Phylum Class Order Family Genus Species

9 Critical Thinking 4. Summarize: What were Carolus Linnaeus’ main contributions to taxomony?

10 He developed systems for both naming species and organizing them into groups. 4. Summarize: What were Carolus Linnaeus’ main contributions to taxomony? He developed systems for both naming species and organizing them into groups.

11 Critical Thinking 5. Analyze: Why do scientists need a universal system of naming organisms?

12 Having a universal naming system allows people who speak different languages to refer to all organisms in the same way. 5. Analyze: Why do scientists need a universal system of naming organisms? Having a universal naming system allows people who speak different languages to refer to all organisms in the same way.

13 Challenge 6. Synthesize: Predict what differences you might find among organisms in the same species.

14 Characteristics like size, coloration, age, and length of fur. 6. Synthesize: Predict what differences you might find among organisms in the same species. Characteristics like size, coloration, age, and length of fur.

15 Section 7.2 Review page 245

16 Key Concepts 1. Why do taxonomists study biological relationships?

17 Taxonomists study biological relationships to discover how species evolved and how they are related 1. Why do taxonomists study biological relationships? Taxonomists study biological relationships to discover how species evolved and how they are related

18 Key Concepts 2. Describe two types of evidence that scientists use to classify organisms.

19 Physical evidence and genetic or DNA evidence. 2. Describe two types of evidence that scientists use to classify organisms. Physical evidence and genetic or DNA evidence.

20 Key Concepts 3. How do branching diagrams show how organisms are related to one another?

21 Branching diagrams can show when organisms shared common ancestors and when shared traits evolved. 3. How do branching diagrams show how organisms are related to one another? Branching diagrams can show when organisms shared common ancestors and when shared traits evolved.

22 Critical Thinking 4. Compare and Contrast: Compare a cladogram with a dichotomous key. Explain how they are alike and different.

23 Alike - Both are branching diagrams showing traits that are different in different species. Different - Cladograms are hypotheses about how groups or species are related. Dichotomous keys identify a specimen by using pairs of contrasting traits as a sorting system. 4. Compare and Contrast: Compare a cladogram with a dichotomous key. Explain how they are alike and different. Alike - Both are branching diagrams showing traits that are different in different species. Different - Cladograms are hypotheses about how groups or species are related. Dichotomous keys identify a specimen by using pairs of contrasting traits as a sorting system.

24 Critical Thinking 5. Predict: The prehistoric flying animal, Archaeopteryx, has the same derived characteristic of feathers as modern-day birds. What can you infer about their common ancestor?

25 5.. Predict: The prehistoric flying animal, Archaeopteryx, has the same derived characteristic of feathers as modern-day birds. What can you infer about their common ancestor? One thing you can infer is that a common ancestor was a species that had feathers. 5.. Predict: The prehistoric flying animal, Archaeopteryx, has the same derived characteristic of feathers as modern-day birds. What can you infer about their common ancestor? One thing you can infer is that a common ancestor was a species that had feathers.

26 Challenge 6. Apply: Your classmate says that the organism at the end of a cladogram is the most evolved. Explain why your classmate is wrong.

27 One reason he is wrong is the cladograms show taxonomists’ ideas about when certain species had common ancestors. They focus only on certain derived characteristics. 6. Apply: Your classmate says that the organism at the end of a cladogram is the most evolved. Explain why your classmate is wrong. One reason he is wrong is the cladograms show taxonomists’ ideas about when certain species had common ancestors. They focus only on certain derived characteristics.

28 Section 7.3 Review page 256

29 Key Concepts 1. What caused scientists to change the way they classify species?

30 New discoveries about their evolution. 1. What caused scientists to change the way they classify species? New discoveries about their evolution.

31 Key Concepts 2. What are the two most familiar kingdoms?

32 Plants (Plantae) and animals (Animalia). 2. What are the two most familiar kingdoms? Plants (Plantae) and animals (Animalia).

33 Key Concepts 3. Briefly name and describe the other four kingdoms.

34 Protista - single or multi-cellular with nucleus, mostly simple Fungi - multicellular, get energy by absorbing materials, have nucleus Archaea - unicellular, no nucleus, extreme environments Bacteria - unicellular, no nucleus 3. Briefly name and describe the other four kingdoms. Protista - single or multi-cellular with nucleus, mostly simple Fungi - multicellular, get energy by absorbing materials, have nucleus Archaea - unicellular, no nucleus, extreme environments Bacteria - unicellular, no nucleus

35 Critical Thinking 4. Communicate: Make a table with columns titled Animalia and Plantae. Using as many rows as needed, list characteristics that differ between these two kingdoms. 4. Communicate: Make a table with columns titled Animalia and Plantae. Using as many rows as needed, list characteristics that differ between these two kingdoms.

36 PlantaeAnimalia Store DNA in nucleusGet energy from consuming organisms Use Sun’s energy and air to make sugars Can move Cannot move from place to place Most have mouths and nervous systems Can grow up, around, and towards light No cell walls Have cell walls 4. Communicate: Make a table with columns titled Animalia and Plantae. Using as many rows as needed, list characteristics that differ between these two kingdoms.

37 Critical Thinking 5. Analyze: Explain how fungi differ from plants

38 Plants use the Sun’s energy and air to make sugars. Fungi take in nutrients from surroundings. Plants use the Sun’s energy and air to make sugars. Fungi take in nutrients from surroundings.

39 Challenge 6. Analyze: One bacterium has a membrane surrounding its DNA. Should this organism be classified with the eukaryotes? Why or why not?

40 Most will say no because the organism does not have a nucleus. Some will say yes because the membrane and DNA are like a nucleus. Most will say no because the organism does not have a nucleus. Some will say yes because the membrane and DNA are like a nucleus.


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