Levels of Classification

Name:______

Levels of Classification

Introduction: In this investigation you will be observing structural similarities and differences used to establish the taxonomy of various organisms. You will also c onsider the logic used in this system of classification.

Instructions: Observe the specimens at each of the 8 stations in the laboratory. In the corresponding tables, fill in the names of the organisms. Then, copy the italicized key words in the spaces under characteristics. Examine the organisms and use other resources to fill in the information in the charts.

Station #1

Where it says “classification level” in the first column, write in “Domain”.

a.  Does it contain a nucleus (prokaryotic or eukaryotic)?

b.  Which of the 3 domains possess the oldest organisms on Earth?

c.  Which of the 3 domains possess the most pathogenic (will make you sick) organisms?

d.  Which of the 3 domains contain multiple kingdoms?

e.  List the niche of each domain.

Fill in the boxes in the classification level row with the proper Domain for each organism. You may have to use your text or some other resource to figure this out.

Station #2

Where it says “classification level” in the first column, write in “Kingdom”.

f.  How does the motility of the organisms compare?

g.  What is their mode of nutrition (photosynthesis, absorption, or ingestion)?

h.  What is their ecological importance?

i.  Are they composed of cells with nuclei as units of structure and function?

j.  Do their cells have cell walls?

Fill in the boxes in the classification level row with the proper Kingdom for each organism. You may have to use your text or some other resource to figure this out.

Station #3

Where it says “classification level” in the first column, write in “Phylum”.

a.  How does the motility of the organisms compare?

b.  What is their mode of nutrition (photosynthesis, absorption, or ingestion)?

c.  How would you describe the animals body covering texture (spiny or smooth skin)?

d.  Does the animal have a body cavity?

e.  Does the animal have radial or bilateral symmetry?

Fill in the boxes in the classification level row with the proper Phylum for each organism. You may have to use your text or some other resource to figure this out.

Station #4

Where it says “classification level” in the first column, write in “Class”.

a.  What is the number of paired appendages present in the animal?

b.  How would you describe the animal’s body covering texture (scales or smooth skin or feathers)?

c.  Is the animal endothermic (warm blooded) or exothermic (cold blooded)?

d.  What is the number of chambers in the heart?

e.  What type of ear does it have – a disk like tympanum, or something else?

Fill in the boxes in the classification level row with the proper Class for each organism. You may have to use your text or some other resource to figure this out.

Station #5

Where it says “classification level” in the first column, write in “Order”.

a.  Does the animal have a body covered in hair?

b.  Are large canine teeth present in the skull?

c.  Are molars specialized, for tearing meat, chewing, or for an omnivorous diet?

d.  What is the number of teeth in the upper jaw?

e.  Is the skeleton specialized for running (cursorial) or for an aquatic environment?

Fill in the boxes in the classification level row with the proper Order for each organism. You may have to use your text or some other resource to figure this out.

Station #6

Where it says “classification level” in the first column, write in “Family”.

a.  Is the skeleton internal or external?

b.  Is the ovipositor specialized for egg laying or for stinging?

c.  Are there large powerful chewing mouthparts present?

d.  What is the total number of legs?

e.  What is the total number of body segments?

Fill in the boxes in the classification level row with the proper Family for each organism. You may have to use your text or some other resource to figure this out.

Station #7

Where it says “classification level” in the first column, write in “Genus”.

a.  Is the animal bipedal (able to walk on 2 legs)?

b.  Is the cranial capacity (brain size) usually greater than 500 mL?

c.  Is there fossil evidence that clearly indicates tool use?

d.  Does it have stereoscopic vision (forward facing eyes for depth perception)?

e.  Is the head ape-like in appearance, with low cranial profile and large forward thrusting jaws?

Fill in the boxes in the classification level row with the proper Genus for each organism. You may have to use your text or some other resource to figure this out.

Station #8

Where it says “classification level” in the first column, write in “species”.

a.  Is the head ape-like in appearance, with low cranial profile and large forward thrusting jaws?

b.  Is the cranial capacity (brain size) usually greater than 1200 mL?

c.  Is there evidence that clearly indicates a use of art, belief in religion or afterlife?

d.  Is a large brow ridge present?

e.  Have there definitely been fossils found in Europe of this species?

Fill in the boxes in the classification level row with the proper species for each organism. You may have to use your text or some other resource to figure this out.

Station #1:

Characteristics / Organism 1 - Archaea / Organism 2 - Bacteria / Organism 3 - Eukarya
a.
b.
c.
d.
e.
Classification level
______

Station #2:

Characteristics / Organism 1 - Fungi / Organism 2 - Plantae / Organism 3 - Animalia
a.
b.
c.
d.
e.
Classification level
______

Station #3:

Characteristics / Organism 1 - Mollusca / Organism 2 - Echinodermata / Organism 3 - Annelida
a.
b.
c.
d.
e.
Classification level
______

Station #4:

Characteristics / Organism 1 – Amphibia / Organism 2 - Reptilia / Organism 3 - Aves
a.
b.
c.
d.
e.
Classification level
______

Station #5:

Characteristics / Organism 1 - Rodentia / Organism 2 - Carnivora / Organism 3 - Artiodactyla
a.
b.
c.
d.
e.
Classification level
______

Station #6:

Characteristics / Organism 1 - Ichneumonidae / Organism 2 - Nymphalidae / Organism 3 - Vespidae
a.
b. / NONE
c.
d.
e.
Classification level
______

Station #7:

Characteristics / Organism 1 – Australopithecus afarensis / Organism 2 – Australopithecus africanus / Organism 3 – Homo habilis
a.
b.
c.
d.
e.
Classification level
______

Station #8:

Characteristics / Organism 1 - sapiens / Organism 2 - erectus / Organism 3 - neanderthalensis
a.
b.
c.
d.
e.
Classification level
______

Conclusions:

1. There are more similarities between Humans and Neanderthals than between Neanderthals and Australopithecines. How does the classification system you used express this fact?

2. There are more similarities between the dog and the cat than between the dog and the chipmunk. How does the classification system you used express this fact?

3. There are more similarities between the sea urchin and the starfish than between the starfish and the octopus. How does the classification system you used express this fact?

4. You are told that species A and B are in the same kingdom but different phyla. Also, species C and D are classified in the same phyla but in different classes. What general statement can you make about how closely related any of these species might be to any of the others? Use an example from the lab specimens to support your statement.

5. DOMAIN STATION: Draw and identify the 3 types of bacteria, the amoeba, and 4 different forms of algae (make a wet mount slide).