Name: _______________________________________________________
Date: _____________
____Period
1.
2.
3.
Unit 16 Directed Reading Guide
_______
a.
b.
Finding Order in Diversity (p.510-515)
What is the science of naming and grouping organisms called?
Genetics
c.
speciation
d.
_______
Modern systematists try to group organisms based on _______________.
a. size.
b. Evolutionary relationships.
Why is it confusing to refer to organisms by common names?
c.
d.
systematics
linnaeanology
ecological niche.
physical appearance.
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4.
What is binomial nomenclature?
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5.
What genus does the grizzly bear, Ursus arctos, belong to?
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6.
What is the correct way to write scientific names in the binomial nomenclature system?
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7.
The goal of systematics is to organize living things into groups, called __________________________________________, that have biological meaning.
8.
The largest taxonomic category in the Linnaean system of classification is the _______________________________________, while the smallest is the
_________________________________.
9.
Similar classes are grouped into a(n ____________________________________ , and similar orders are grouped into a(n) _________________________________.
10. Fill in the name of each missing taxonomic category in the chart below.
11.
How does Linnaeus’s system of classification help establish the unity of life?
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Modern Evolutionary Classification (p. 516-522)
12. How did Darwin’s theory of evolution change the way biologists thought about classification categories?
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13. Describe the goal of phylogenetic systematics (evolutionary classification).
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14. Which group of organisms would have the most recent common ancestor: the members of a clade corresponding to a genus or the
members of a clade corresponding to an order? Explain your answer.
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15. Use the Venn diagram to compare and contrast the definitions of the Linnaean class Reptilia and the clade Reptilia.
16. All species descended from a(n) ____________________________________are part of a monophyletic group.
17. ____________________________________is the study of how living and extinct organisms are related to one another.
18. A clade includes a common ancestor and all its descendants, living or ____________________________________.
19. A diagram that shows the evolutionary relationships among a group of organisms is called a(n) ____________________________________.
20. The place where the ancestral lineage splits on a cladogram is called a fork, or a(n)
____________________________________.
21. Characteristics shared by members of a clade and only by members of that clade are called ____________________________________.
22. Why can genes be considered derived characters?
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23. Both humans and yeasts have a gene that codes for a myosin protein. What does this indicate about their ancestry?
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24. Examine the cladogram below:
a. Shade in the two organisms that belong to a clade that does not include the third organism. Cross-hatch the organism that
does not belong to the clade.
b. Circle the point on the cladogram that shows the most recent common ancestor of the crab and the barnacle.
c. Mark an X on the point on the cladogram that shows the most recent common ancestor of mollusks and crustaceans.
d. Underline the characteristic that all three organisms have in common
Building the Tree of Life (p. 523-528)
What fundamental traits did Linnaeus use to separate plants from animals?
1.
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2.
What types of organisms were first placed in the kingdom Protista?
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3.
What types of organisms were placed into the kingdom Fungi?
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4.
Why did scientists place bacteria in their own kingdom, the Monera?
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5.
What two kingdoms was kingdom Monera separated into?
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6.
Complete the concept map.
The Six-Kingdom
System
Includes
Animalia
7.
What is a domain?
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8.
What did genomic analysis reveal about the two prokaryotic groups?
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9.
Match each of the following with the given description,
a.
________
“Protista”
A. They feed on dead or decaying organic matter.
b.
________
Fungi
B. They have no cell walls and they move about.
c.
________
Plantae
C. They are a “catchall” group of eukaryotes.
d.
________
Animalia
D. They include mosses and ferns.
10. What characteristics led camels to be classified in the same domain, kingdom, phylum, and class as dogs?
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11.
Complete the chart below.
Classification of Living Things
Domain
Kingdom
Eubacteria
Examples
Salmonella typhimurium
Sulfolobus archaea
Archaea
“Protista”
mushrooms, yeasts
Plantae
Sponges, worms, insects, fishes, mammals
Solve the Chapter Mystery
Directions:
Read the chapter mystery and clues located on pages 509, 512, 522 and 533. Answer the questions below.
1. List the evidence that supports classifying polar bears and brown bears into two different species. Then list the evidence that indicates
that polar bears and brown bears belong to the same species.
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2.
What evidence indicates that different populations of brown bears belong to different clades.
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3.
Do you think that the classic definition of a species “a group of similar organisms that can breed and produce fertile offspring” is still
adequate? Why or why not? Explain your answer.
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Directions: Read the following passage and answer the questions below.
WASHINGTON, D.C.—On May 14, 2008, the Secretary of the Interior Dirk Kempthorne announced that he would accept the recommendation of U.S.
Fish and Wildlife Service to list the polar bear as a threatened species under the Endangered Species Act (ESA). Section 3 of the 1973 Endangered
Species Act defines an endangered species as any species “which is in danger of extinction throughout all or a significant portion of its range.” The
opening paragraph of the rule is shown below.
AGENCY: Fish and Wildlife Service, Interior
ACTION: Final rule
SUMMARY: We, the U.S. Fish and Wildlife Service (Service), determine threatened status for the polar bear (Ursus maritimus) under the
Endangered Species Act of 1973, as amended (Act) (16 U.S.C. 1531 et seq.). Polar bears evolved to utilize the Arctic sea ice niche and are
distributed throughout most ice-covered seas of the Northern Hemisphere.
We find, based upon the best available scientific and commercial information, that polar bear habitat—principally sea ice—is declining
throughout the species’ range, that this loss threatens the species throughout all of its range. Therefore, we find that the polar bear is likely
to become an endangered species within the foreseeable future throughout all of its range.
4.
Who wrote the document and who ruled on its findings?
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5.
How does the U.S. Government define an endangered species?
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6.
In making its ruling, the U.S. Government considered not only scientific information but also commercial information. What do you
think this means?
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7.
What is the reason for listing the polar bear as a threatened species?
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8.
The Government lists the polar bear as a threatened species, not an endangered one. What is the threat facing a species that is listed
as threatened?
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1.
Essential Questions
How can taxonomic keys reveal relationships between organisms?
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2.
How do the patterns found in molecular and fossil evidence support our current understanding of natural selection and evolution?
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3.
What are some advantages of placing organisms into a hierarchy of groups and subgroups based on their evolutionary relationships?
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Unit 16 Directed Reading Guide Rubric
Exceeds Standard
100%
Meets Standard
75%
Book Section Completeness
(30 pts)
All questions in all
sections completed.
No more than 5 questions
are incomplete.
Essential Questions
(10 pts)
All essential questions
were answered correctly.
Chapter Mystery
(10 pts)
All chapter mystery
questions are answered. A
maximum of two errors
exist.
One of the essential
questions was answered
incorrectly or left blank.
All but one or two chapter
mystery questions are
answered.
A maximum of two errors
exist in the answered
questions.
Approaches Standard
50%
6-20 questions are
incomplete in the entire
DRG are incomplete.
Work was done in each
section.
Two of the essential
questions were answered
incorrectly or left blank.
Three to half of the
chapter mystery questions
are incomplete.
A maximum of two errors
exist in the answered
questions.
Doesn’t Meet Standard
25%
More than 20 questions
are incomplete.
or
An entire section was left
incomplete.
Incomplete
0%
More than one section was
incomplete.
No essential questions
were answered.
More than half of the
chapter mystery questions
are incomplete.
No chapter mystery
questions were answered