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Name ____________________________________________________________ Test Date ________________ UNIT 3 – CLASSIFICATION & TAXONOMY I. BIOLOGICAL CLASSIFICATION (pp. 447-450) Classification is the ____________________________________________________________________. The branch of biology concerned with the grouping and naming of organisms is known as ________________________. A. Categories of Classification 1. Kingdom – broadest category, groups of closely related ___________________ 2. Phylum – groups of closely related _________________ 3. Class – groups of closely related ___________________ 4. Order - groups of closely related ___________________ 5. Family - groups of closely related ___________________ 6. Genus - groups of closely related ___________________ 7. Species – ________________ and most ________________ group; organisms that share ___________ _______________________ and can ______________________ *Memory Helper * _____________________________________________________________________________________ B. Binomial Nomenclature Carolus Linnaeus developed the 2-words naming system for classification in the 1700s that is still used today. In this system, known as _______________________________, groups are formed according to _______________________ ____________________________ and then each organism is assigned a 2-part scientific name. The scientific name is the ___________ and ______________ of the organism. The genus and species names are always _____________________ or ___________________. _________ is capitalized, ___________ is not. The scientific name for humans is _________________________________________________. II. THE SIX KINGDOMS OF LIFE (pp. 471-474, 497, 498, 527-529, 551, 657-660) A. Kingdom Archaebacteria 1. Cell Type - ________________________________ 2. Cell Structure - ____________________________________________________________________ _________________________________________________________________________________ 3. Body Form - ______________________________________________________________ 4. Nutrition - ________________________________________________________________ 5. Other Characteristics – Considered to be the most _____________of organisms; live in very _______ conditions like _____________ temperatures, high __________concentration, etc. Another group of Archaebacteria live in the _________________ system of animals and produce ______________ gas. B. Kingdom Eubacteria 1. Cell Type - ________________________________ 2. Cell Structure - ____________________________________________________________________ _________________________________________________________________________________ 3. Body Form - ______________________________________________________________ 4. Nutrition – Mostly __________________________; some are ______________________ 5. Other Characteristics – Most ________________ bacteria. They are ubiquitous which means they are ______________________. Very important _________________. Some are ________________ (disease-producing), but ____________________________________________________. 6. Examples - _______________________________________________________________ C. Kingdom Protista 1. Cell Type - _______________________________________________________________ 2. Cell Structure – May have ______________________; may have ___________________; May be ________________ and have ______________ or _________________________. 3. Body Form – Mostly ______________________; may be __________________________ 4. Nutrition - ________________________________________________________________ 5. Other Characteristics – Nicknamed “____________________” kingdom or “______________________________”. Contains ________________________ that don’t “fit” into other kingdoms. Protists are sub-grouped according to which ________________ kingdom they’re most like; for example, _______________-like, ______________-like, or ________________-like. 6. Examples - _______________________________________________________________ D. Kingdom Fungi 1. Cell Type - _______________________________________________________________ 2. Cell Structure – Have ___________________ made of _____________. Fungi do not have _________________. 3. Body Form – Mostly _________________________; may be __________________. Single-celled fungi are known as ___________________. 4. Nutrition – All ________________________! Obtain nutrients through a process called _________________, meaning food is digested _____________________ by secretion of ___________________, then absorbed by fungi. 5. Other Characteristics – Principle ____________________________. Also important in ________________ and _____________________. All _______________________. 6. Examples - _______________________________________________________________ E. Kingdom Plantae 1. Cell Type - _______________________________________________________________ 2. Cell Structure – Have _______________________ made of ____________; ____________________ present. 3. Body Form – All ____________________________ 4. Nutrition – All _______________________________ 5. Other Characteristics – Most contain ____________ and ____________________________. All _________________________ with specialized ____________________ structures. 6. Examples - _______________________________________________________________ F. Kingdom Animalia 1. Cell Type - _______________________________________________________________ 2. Cell Structure – Never have _________________________________. 3. Body Form – All _____________________________ 4. Nutrition – All _______________________________ 5. Other Characteristics – Most ___________________ of all kingdoms. Most organisms contain ___________ and __________________________. All members are capable of ________________ sometime during lifetime. Most animals are _________________________ meaning they __________ a backbone. All vertebrates belong to Phylum ____________________. 6. Examples - _______________________________________________________________ III. TAXONOMY Taxonomy, the science of _____________________, is a work in progress. A. The Kingdoms of Life DNA analysis has had a major impact on the classification system, changing the long-accepted system of _____ kingdoms to _____ kingdoms. The two prokaryotic kingdoms, _______________ and ___________________ were originally classified together as Kingdom __________________. B. The Three Domains of Life Recently, further studies have led taxonomists to propose a classification system which includes three “superkingdoms” called ______________________. 1. Domain Archaea – Includes the ________________________ 2. Domain Bacteria – Includes all remaining prokaryotes or the ____________________ 3. Domain Eukarya – Includes all eukaryotic kingdoms - _______________________________________________ A CLOSER LOOK AT KINGDOM PLANTAE I. INTRODUCTION (pp. 551-552) Plants are placed into groups based on structural and functional similarities, but all plants share the following characteristics: A. Plants are ___________________, _____________________ organisms with __________________________________________ B. All plant cells have ____________________________ composed of _____________________________. C. Plants are ________________________, which means they can use energy from the ___________ to make ________________ in ______________________________. Photosynthesis takes place in the ___________________ of plant cells. The equation for photosynthesis is _________________________________________________________________________________________. D. Plants are _______________________; therefore, special adaptations are required for __________________________________. II. PLANT STRUCTURE & GROWTH (pp. 579 - 597) A. Plant Transport Larger plants must have a way to transport __________________ , ___________________and ___________________. This is carried out by two types of _____________. Together the vessels (cells working together) make up a ________________ in plants known as _____________________ tissue. Plants are divided into two groups, based on whether or not they have vascular tissue. 1. Xylem transports ____________________ & _____________________ from the _________________ to the rest of the plant. Water always moves in 1 direction – from the _______________________________________________ Water evaporates from the plant through opening on the underside of the leaves called __________________. 2. Phloem transports __________________________________ from the _____________________ to the rest of the plant. It carries sugars in ____________ directions. Sugar can be carried from where it is made (usually the leaves) to where it is stored (usually stems and roots). B. Plant Growth 1. Primary Growth – Lifelong growth occurs at the tips of the _______________ and the end of the _______________ in tissue called the _________________________________. _______________________ meristem is located at the tips of stems and roots (group of undifferentiated cells that divide to produce increased length of stems and roots) 2. Secondary Growth – Trees and some other plants have a second type of meristem tissue; allows them to grow in width or girth. ______________________ is the meristem tissue that allows plants to get wider. C. Roots Roots _____________________________________, absorb _______________ and ______________________ from the soil, and transport these materials to the stem. Some plants also store food in their roots. Each root has root hairs, tiny extensions of epidermal cells that increase ___________________________________ for _____________________________________. Water is absorbed into the plant by the process of _________________________. There are two kinds of roots: Taproots - a large, main, primary root. Example= _______________________ Fibrous - branching, secondary roots. Example = ______________________ D. Stems Stems have two main functions: _______________________ leaves and flowers. Transporting ______________ via ________________ and _________________ via _________________. Some plant stems have the additional job of _______________________________. E. Leaves The actual leaf is the __________. It is attached to the stem by a by a thin structure called a _____________. The vascular tissue enters the leaf through the petiole and forms the _________________ of the leaf. Leaves are the main organ for ____________________________________. They have a large surface area for maximum __________________________________________. The structures of a leaf include: A. Cuticle - ______________________ covering to prevent _____________________________ B. Epidermis – Outermost layer of cells; prevents ___________________________________________________________ C. Mesophyll - __________________________________ layer of leaf 1. Palisade layer – Upper portion of mesophyll with closely packed cells; site of most ________________________________ 2. Spongy layer – Underside of leaf; loosely-packed cells to allow for exchange of ___________________________________ D. Vein - _______________ + __________________ E. Stomata – Opening in underside of leaf that allows ______________________ to enter; ____________________ to exit. F. Guard Cells – Control size of ________________________. Work to preserve balance between allowing for gas exchange without losing too much _________________________. “Plant sweat” is known as ______________________________. LEAF ANATOMY III. PLANT CLASSIFICATION Plants are divided into two basic groups based on whether they contain __________________________ tissue: A. Bryophytes (pp. 556-559) Bryophytes, or ______________, are the only group of plants that lack vascular tissue. This limits both the __________________ and _______________________ of this group of plants. Mosses are _______________ and typically live in __________________ areas. In addition, a moist climate is required because mosses have ______________________ sperm. The sperm must swim to the __________________ cell in order for _____________________________ to take place. B. Tracheophytes (pp. 560 - 562) Tracheophytes are vascular plants which allows them to ________________________________________________ and ________________________________________________. The tracheophytes are further subdivided based on the presence or absence of pollen, seeds, and fruit: Pterophytes – No pollen, no seeds, no fruits Pterophytes are commonly called _______________. Although ferns contain vascular tissue, they are still found predominantly in moist climates because the sperm must ________________ to the egg cell. C. Tracheophytes with Seeds All other ______________________ produce seeds. Seeds provide a tremendous reproductive advantage. A seed consists of an ______________ surrounded by a tough protective coat. Advantages of Seeds 1. ________________________ 2. Nourishment - _______________ is stored in the seed for developing __________________________ 3. Dispersal - Easily spread by ______________________________________; reduces competition for __________________ 4. Dormancy - Seeds remain dormant or _____________________ until conditions are _________________ Seed Germination - The first visible evidence that a seed is germinating is the emergence of the embryo's ________________, followed by the growth of an embryonic shoot that develops into the plant's _______________. Types of Seed Plants o Gymnosperms – Have pollen and seeds, no fruit. The word, “gymnosperm” means _________________________ because the seed is not protected by a _________________. A unique characteristic of gymnosperms is the presence of ________________. The largest and most common phyla is ________________ which includes _________________________________. Conifers have characteristic leaves called __________________, which are modified to ___________________ and ____________________________. In addition, gymnosperms (and angiosperms) have “flying sperm” or _______________________, so they are no longer tied to ______________________ for reproduction. o Angiosperms – Have pollen, seeds, and fruit IV. ANGIOSPERMS - TRACHEOPHYTES WITH SEEDS & FRUIT (pp. 569 - 572) Angiosperms are the most complex and adaptable of all plant groups. They are also the most successful due to two important modifications: A. Fruit - A fruit is a mature ______________________ that contains one or more seeds. It provides the embryo with greater ____________________ than found in gymnosperm seeds. The fruit also facilitates seed dispersal because fruits are eaten by _________________, seeds pass through ________________________________ and are _______________________. Some fruits are not intended to be ____________________. B. Flower - The flower is the reproductive system of the angiosperm. It enhances ________________________, which occurs as a first step to fertilization. 1. The male reproductive organ is the ___________________, which consists of the _____________________ and ____________________. _________________, is produced by the anther and contains the ______________________. 2. The female reproductive organ is the ________________, which consists of the sticky top called the _______________, a neck called the ________________ and a base called the __________________. The ovary contains the female gametes - ____________ or ______________. During ________________________, pollen is transferred from the ____________ to the _____________. When a pollen grain lands on a stigma, it sends out a _______________________ that grows through the style to the __________________. One the sperm reached the egg cell, fertilization takes place. 3. The _____________________ are usually colorful to attract pollinators. 4. The ___________________ are protective green ___________________ at the base of a flower. They protect the bud before the flower blooms. FLOWER C. Types of Angiosperms 1. Angiosperms are further classified into two groups based on characteristics. Monocots include plants such as _____________________________. Monocot seeds have __________ cotyledon (seed leaf). These are seeds that cannot be split in half, like a piece of corn. Dicots are more abundant and include plants such as ________________________________. Dicots have _________ cotyledons. These seeds can be split in half like peanuts and beans. 2. Angiosperms may also be classified according to the length of their life cycle. • Annual- flowering plant that completes a life cycle within ____________ growing season. • Biennial- flowering plant that completes its life cycle in _______________________. • Perennial- flowering plant that ________________________________________. V. PLANT HORMONES AND RESPONSE A hormone is a chemical substance that is produced in one part of an organism and affects another part of the same individual. Plant hormones are chemical substances that control a plant’s patterns of _____________________________, and the plants ________________________ to environmental conditions. A. Hormones 1. Auxins – Produced in the _________________________________; transported throughout the rest of the plant. Works by “stretching” ________________________ to elongate shoot, stem, and/or root. 2. Cytokinins - Produced in growing roots and in developing fruits/seeds. Cytokinins stimulate ____________, growth of lateral ______________, and dormant seeds to ____________________. Cytokinins often produce effects opposite to those of auxin. 3. Gibberellins - Produce dramatic increase in _______________ by stimulating _____________________ and increasing ______________________. 4. Ethylene - ______________________ hormone that stimulates ________________________ of fruit. 5. Abscisic Acid - ________________ growth. Used to maintain seed _________________________ and tolerate ________________. B. Tropism - Response of a plant to an environmental ____________________________. 1. Phototropism - Tendency of a plant to grow toward a source of _____________________. ____________________ production increases in the ____________________ part of the stem; causes the dark side of the stem to elongate → stem to bends toward ________________. 2. Gravitropism - Response to ____________________ due to action of ________________. This assures that roots grow down and stems grow up. 3. Thigmotropism - Response to _______________. May be used for _________________________, to capture _______________, or allow a plant to grow on a surface for support.