Download Classification of Living Things

Introduction to General Biology
Presented by
Mr. Richard
Kamukuenjandje
2017
Subject Code IB1511S
INTRODUCTION TO GENERAL BIOLOGY
Department of AGRICULTURE
and Natural Resources Sciences
Instructor: R. T Kamukuenjandje
Course Aims
This course is designed to provide students
with a basic understanding of the
fundamentals/principles of Biology.
The course will enable students to appreciate
the relevance of natural sciences and apply
basic concepts/principles in their everyday
lives.
Learning Objectives:
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At the end you should be able to:
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define biology and distinguish between living and
nonliving things by describing the features that
characterise living organisms
Name the six kingdoms of organisms and briefly
describe each
Differentiate between Gymnosperms and
Angiosperms plants
Differentiate between monocot and dicot plants
2/16/2017
Department of Agriculture
COURSE EVALUATION:
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This course will be based on continuous assessment
and an end of semester examination.
The continuous assessment consists of class tests,
assignments and quizzes and contributes 60% to the
final mark.
Students have to obtain at least 40% to qualify to write
the examination.
The end of semester assessment consists of one
three-hour paper in which students must obtain a subminimum of 40%. The examination mark contributes
40% to the final mark.
Assessment
Continues
Assessment
Final Mark
Assignments1
Assignments2
Test 1
Test 2
Quiz, Class part
Practicals
10%
10%
30%
30%
10%
10%
Introduction
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As we study Biology we need to know the meaning
of Biology.
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Biology is the study of life & living organisms
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The word biology comes from Greek, bios means
‘life’ and logos means ‘knowledge’.
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It is the study of life and living things (organisms).
How do we know is something is ‘living’?
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M
R
S
N
E
R
G
All living things are characterised as being able to do seven things
These are usually remembered by the mnemonic MRS NERG
Can you guess what these
letters stand for?
The 7 characteristics of Living
Things
Movement – Animals move to find food and keep away from
predators, plants move to face the light
Reproduction – the ability to produce offspring to keep the
species in existence
Sensitivity – responding and reacting to the environment
Nutrition – Animals need food for respiration, plants need
minerals from the soil
Excretion – Getting rid of waste
Respiration – Turning food into energy
Growth – Growing larger and stronger  becoming adult size
Movement
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All living organisms show
movement of one kind or another.
All living organisms have internal
movement, which means that they
have the ability of moving
substances from one part of their
body to another.
Some living organisms show
external movement as well - they
can move from place to place by
walking, flying or swimming.
Reproduction
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All living things produce young.
Humans make babies, cats
produce kittens and pigeons lay
eggs. Plants also reproduce.
Many make seeds which can
germinate and grow into new
plants.
Sensitivity
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Living things react to changes
around them. We react to touch,
light, heat, cold and sound, as do
other living things.
Feeding
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All living organisms need to take substances from
their environment to obtain energy, to grow and
to stay healthy.
Excretion
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Excretion is the removal
of waste from the body.
If this waste was allowed
to remain in the body it
could be poisonous.
Humans produce a liquid
waste called urine. We
also excrete waste when
we breathe out. All living
things need to remove
waste from their bodies.
Breathing or Respiration
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All living things exchange gases with their
environment. Animals take in oxygen and
breathe out carbon dioxide.
Growth
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When living things feed they gain energy. Some
of this energy is used in growth. Living things
become larger and more complicated as they
grow.
Non-living things
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Sand, wood and glass are all non-living things. None of
them shows any of the characteristics listed above.
Non-living things can be divided into two groups. First,
come those which were never part of a living thing, such as
stone and gold.
The second group are those which were once part of living
things.
Coal is a good example. It was formed when trees died and
sank into the soft ground. This happened many millions of
years ago when the Earth was covered with forests. Paper
is non-living but it is also made from trees. Jam is also nonliving but it was made from the fruit of a plant.
Classifying Organisms
Why do Scientists Classify?
Imagine a grocery store…
How are they organized?
What would happen if they were not organized?
How is your life organized?
Why do Scientists Classify?
Almost 2 million kinds of organisms on Earth
Need to keep organized! (Easier to study!)
Classification
process of grouping things based on their
similarities
What is classification?
 Classification
is the grouping of
things according to characteristics
 The
science of classifying
organisms is known as taxonomy
Why do Scientists Classify?
Taxonomy
scientific study of how living things are
classified
Useful because:
once classified, scientists will know a lot about
an organism
Early Classification Systems
Aristotle grouped animals according to the way
they moved
Aristotle (4th century B.C.)
-observed animals
-watched appearance, behavior,
movement
-fly, swim, and walk/crawl/run
-observed similarities and differences
-used differences to divide into smaller
subgroups
1707-1778
The science of
classifying
organisms is called
taxonomy
The “father of
modern taxonomy”
was Carolus
Linnaeus (Carl von
Linné)
Organisms are
grouped into “taxa”
based on their
similarities to each
other
Linnaeus
Carolus Linnaeus (1750s)
-used observations as basis of his system
-placed organisms based on observable
features
Devised naming system for organisms:
Binomial Nomenclature
Binomial Nomenclature
Developed by Linnaeus
 Two-name system
 Each organism has a genus and a
species name
 First name (genus); second name
(species)
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What is a scientific name?
Combination of the genus and species
name of an organism
 Scientific names of organisms are
always italicized or underlined:
(Genus is capitalized; species name is
lower-case)
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Classification Today
Species with similar evolutionary histories are
classified more closely together.
-when organisms share a common ancestor, they
share an evolutionary history
Questions
 What
is classification?
 Why is classifying living things
important?
 What is taxonomy?
 Describe binomial nomenclature.
Questions
 Who
developed a system for
naming living organisms?
 What
is a scientific name of an
organism and how is it written?
Levels of Classification
-based on contributions of both Aristotle and Linnaeus
There are 7 levels of classification.
Remember the first letter of this sentence:
King Philip Came Over For Good Spaghetti.
(or)
Kings Play Cards On Fat Green Stools
Seven classification groups of living
things
 Kingdom
 Phylum
 Class
 Order
 Family
 Genus
 Species
Classification System
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Kingdom
Phylum
Class
Order
Family
Genus
Species
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Animalia
Arthropoda
Insecta
Diptera
Muscidae
Musca
Musca
domestica
Ursus americanus
American Black Bear
Binomial Nomenclature: “a twoname system”
First part of name: genus first
letter always capitalized
Second part of name: species first
letter always lowercase
Entire name is underlined and
italicized
Names must be submitted for
acceptance by original discoverer,
and are generally Latin or Latinized
Questions
 What
are the seven classification
groups?
Kings Play Cards On Fat Green Stools
Classification of Living Things
Everything that is living can
be sorted into these 5
kingdoms
Kingdom Moneran
Protist Kingdom
Animal Kingdom
Fungi Kingdom
Plant Kingdom
Classification
The Old System
FIVE KINGDOMS OF
ORGANISMS
Monera
Protista
Mycota (Fungus)
Plantae
Animalia
6 Kingdom Proposal
Archebacteria
EUbacteria
Classification of Bacteria
Kingdom Monera has been replaced with two
kingdoms.
Kingdom Archaebacteria – primitive bacteria that
live in the harsh environments that resemble the
conditions of the early earth when life was first
evolving.
Kingdom Eubacteria – larger kingdom -- includes
heterotrophic & autotrophic organisms; some of
the autotrophs are photosynthetic; others are
chemosynthetic. Harmful & beneficial forms.
Separated because of biochemical differences.
The three Domains of life
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Domain Archaea and Eubacteria both consist of
prokaryotes, organisms with prokaryotic cells. Most
prokaryotes are unicellular and microscopic.
In the five-kingdom system, archaea and Eubacteria
were combined in a single kingdom. But newer
evidence from comparison of DNA and other
molecules suggests that they represent two very
distinct branches of life.
All the eukaryotes, organisms with eukaryotic cells,
are now grouped into various kingdoms of domain
Eukarya.
3 Domain System
5 Kingdoms
(Whittaker 1969)
6 Kingdoms
(Woese et al. 1977)
3 Domains
(Woese et al. 1990)
Monera
Eubacteria
Bacteria
Archaebacteria
Archaea
Protista
Protista
Eukarya
Fungi
Fungi
Plantae
Plantae
Animalia
Animalia
Domain Archaea
Formerly part of the kingdom monera
Microbiologists who study bacteria determined that the DNA of these are much different from
other, true bacteria
Most Archaea live in extreme conditions (very hot, acidic/basic, sulfurous, etc)
Archaebacteria
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Lack important
carbohydrate found
in cell walls
Have different
lipids in their cell
membrane
Different types of
ribosomes
Very different gene
sequences
Archaebacteria can
live in extremely
harsh environments
They do not require
oxygen and can live
in extremely salty
environments as well
as extremely hot
environments.
Domain Eubacteria
Formerly a part of the
kingdom monera
Name means “true
bacteria”
These are the kind of
bacteria likely to
make us sick, live in
our gut to help us
digest food, or be
used in the making
of cheese
Eubacteria
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Make up the larger of
the two prokaryote
kingdoms
Generally are
surrounded by a cell
wall composed of
complex
carbohydrates
3 Shapes of Bacteria
Bacteria are classified by shape into 3 groups:
Spiral:
spirilla
rod-shaped:
bacilli,
bacillus
Round:
cocci
Domain Eukarya
Contains all of the eukaryotes (organisms with a nucleus in their cells)
Protista
Fungi
Plantae
Animalia
Kingdom Protista
Amoeba
Paramecium
Water Mold
Euglena
Giardia
Slime Mold
Dinoflagellates Green Algae
Brown Algae
Diatom
Kingdom Protista
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More complex than Monera.
Single-celled or multicellular organisms
Contain nuclei, and organelles (little organs)
Live in damp places of water
Subdivided into two groups Protozoans and
Algae
Protozoans
 Kingdom
Protista
 no cell wall or chlorophyll
 internal digestion
 no locomotion (some)
Algae
 Cell
walls
 Chlorophyll
 Photosynthetic
 Placed in groups according to
color and structure
Fungi Kingdom
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Body is made up of a network of threads called
hyphae
The hyphae help to absorb nutrients through their
very large surface area.
A tangled mass of hyphae is known as mycelium.
Fungi are multicellular, with a cell wall, organelles
including a nucleus, but no chloroplasts and
heterotrophic.
They are sessile organisms. E.g moulds, mushrooms
Fungi Kingdom
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Nutrients are acquired by
absorption. For the most part, fungi
acquire nutrients from decaying
material
First they were classified with the
plants but now they are recognized
as a separate kingdom. This
separation is based on the presence
of the polysaccharide chitin found
in their cell walls, rather than the
cellulose present in plant cell walls.
Plant Kingdom
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Multicellular – made up of lots of cells
Organelles including nucleus, chloroplasts are
present, and cell walls are present.
Their cell walls contain cellulose.
Make their own food by photosynthesis
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Non-mobile (fixed to one spot).
Lots of examples: flowering plants / nonflowering plants
Nonvascular Plants
 CANNOT
conduct water
 Example: Moss
 Moist environment
Vascular Plants
 CAN
conduct water
 Capable of living in drier areas
 Club mosses, Ferns, Horsetails,
Gymnosperms, and Angiosperms
Plant Kingdom
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Seed plants are divided into two
groups Gymnosperms and
Angiosperms.
Gymnosperms protect their seeds
within cones.
Angiosperms protect their seeds
within woody or fleshy fruit.
Plants that bear flowers and
produce seeds are called flowering
plants (angiosperms). There are two
kinds of flowering plants:
monocotyledons and dicotyledons.
cones
fleshy fruit
Life processes in Plants
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Our major food, fibre, wood and ornamental
plants belong to two main classes- the
gymnosperms, represented mainly by the
narrow-leaved, evergreen trees; and the
angiosperms, usually broad-leaved, flowering
plants.
Angiosperms are divided into two classes: the
moncotyledons - an embryo with one cotyledon,
dicotyledons - an embryo with two cotyledons.
Animal Kingdom
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Multicellular – made up of may specialised cells
Cannot make own food (heterotrophic)
They have organelles including a nucleus, but no
chloroplast or cell walls.
They have nerves and muscles in their bodies.
Can be further classified into vertebrates and
invertebrates.
General Characteristics of animals
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First, animals are multi-celled.
Second, animals are heterotrophs.
Third, animals require oxygen, for use in aerobic
respiration.
Fourth, animals reproduce sexually and, in many
cases, asexually.
Fifth, most animals are motile during at least part of
the life cycle.
Sixth, their life cycles include stages of embryonic
development.
Gymnosperms
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Gymnosperms “means” naked
sperma means seed.
In biology, the plants that grow
cones are called gymnosperms.
These are cone-bearing plants
which lack flowers and fruits.
Gymnosperms are non-flowering
plants.
Gymnosperms
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The seeds of gymnosperms are
exposed. These are plants that
bear exposed seeds e.g. conifer
trees.
Their seeds grow inside hard,
scaly cones that open out to
release the seeds when they are
ripe.
scaly cones
Sequoia
Gymnosperms-Conifers
1.
2.
Most common gymnosperms are
Conifers
Conifers have leaves called needles
or scales have a reduced surface
area and thick waxy coat on the
needle to reduce water loss and
prevents freezing.
Pine
Juniper
Conifer Reproduction
1.
2.
3.
Gymnosperms have male
and female cones.
Male cones are normally
smaller than female cones.
Male cones produce pollen
and the female cone
produces eggs and seeds.
Pollen
Cone
Pollen
Seed
Cone
male Pine Cones
Gymnosperms
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Pollen is inefficiently transferred
by the wind.
Female cones have a sticky resin
that “catches” the pollen released
by the male cone.
When fertilized, the female cone
enlarges and the scales separate.
This separation allows the seeds to
drop out of the cone and are
dispersed by animals, such as
Female Pine Cones with separated scales
chipmunks & squirrels.
Examples of conifers
Yew tree
Pine tree
Conifer tree is any tree that has
thin leaves or needles and
produces cones. Many types are
evergreen e.g. Pines are conifers.
Conifers
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Conifers adapted to temperate to cold regions
Narrow leaves (needles) help to conserve water
Covered by resins – for protection from predators,
fire, etc.
Gymnosperms
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Mainly woody plants that include
Oldest living trees: bristlecone pine,
5000 yrs old!
Most massive trees
(giant sequoia):
up to 375 ft. tall,
41 ft wide!
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Tallest living trees (redwoods)
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Other gymnosperms
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Cycads – short shrubs,
native to tropical regions
(look like palms)
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Ginkgo biloba –
a “living fossil”,
male and female tree,
used as a medicinal plant
Other gymnosperms
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Welwitschia – a bizarre gymnosperm plant that grows in
Namib desert (So. Africa).
Live up to 2000 years in these extreme conditions!
Only makes two leaves throughout its life. It takes water
from sea mist
Significance of gymnosperms
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Ecological importance:
Provide food and habitat for wildlife
Forests prevent soil erosion
Reduce greenhouse-effect gasses
Economic and commercial importance:
Lumber for wood, paper, etc.
Resins – wood, furniture, etc.
Ornamental plants (trees, landscaping, Certain
conifers provide Christmas trees)
Food – pine nuts (pesto, etc.)
In South Africa pine are planted for timber.
ANGIOSPERMS
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Angiosperm means “covered seed”
Have flowers
Have fruits with seeds
Live everywhere – dominant plants in the world
260,000 species (88% of Plant Kingdom)
Angiosperms are the most successful and advanced
plants on earth
Angiosperms- “enclosed seeds”
1.
2.
3.
4.
These are flowering plants they encourage direct
and efficient pollen transfer (smell, color and
offering nectar)
Pollinators are flying insects, birds, and bats that
transfer pollen from flower to flower.
Flowers contain ovaries, which is where
eggs/seeds are produced.
A fruit is the pollinated ovary containing mature
seeds.
Monocot vs. dicot
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Angiosperms are divided into monocots and
dicots
Monocots have one cotyledon (corn, lily, etc).
Dicots have two cotyledons (bean, oak, etc).
Classes of Angiosperms
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Monocotyledonae (Monocots)
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Very few are annuals
Lilies, grasses, palms, orchids, onions
Dicotyledonae (Dicots)
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More primative, 1/6 are annuals
Almost all kinds of trees and shrubs
Mints, peas, sunflowers, Oaks, Roses, Mustards, Cacti
Monocot characteristics
Angiosperms are broken into 2 groups: the monocots and the dicots.
Monocots have 1 cotyledon, parallel veins, flower parts in multiples
of 3 and scattered vascular bundles through out the stem. Examples
of monocots are corn and grasses.
Dicot characteristics
Dicots contain 2 cotyledons, have a network vein pattern
in their leaves, have flower parts in multiples of 4 or 5 and
have their vascular bundles in a ring around the edge of
the stem. Examples of dicots are roses and maple trees.
Comparison of Plants
Monocot is on the left
Oat plant
Dicot is on the right
Bean plant
Notice the difference in the
two plants
Differences between monocot
and dicot plants
Monocot
Dicot
Embryo with single cotyledon Embryo with two cotyledons
Flower parts in multiples of
three
Major leaf veins parallel e.g.
grasses
Roots are adventitious
Flower parts in multiples of
four or five
Major leaf veins reticulated
e.g. trees
Roots are tap roots
Differences between Gymnosperms and
Angiosperms
Gymnosperms
Angiosperms
Bear exposed seeds and do
not have flowers or fruits.
Grow flowers and fruits, also
forms seeds inside an ovary.
Trees, shrubs, no herbs.
Trees, shrubs and herbs.
Angiosperms

Identify the following pictures as an example of a
monocot or dicot. Justify your reason.
Flower A
Flower B
Angiosperms
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Identify the following pictures as an example of a
monocot or dicot. Justify your reason.
Angiosperms

Identify the following pictures as an example of a
monocot or dicot. Justify your reason.
Leaf B
Leaf A
Leaf D
Leaf C
TASK PRACTICAL
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Divide in groups of two:
Get two plants (monocots and dicots)
Do a comparison of the two plants explaining
the difference.
Classify the plants according to the 7 levels:
King Philip Came Over For Good Spaghetti
Each group gets a five minute presentation:
Due: Monday: 06 February 2017
TASK PRACTICAL
Number Number Marks
Plants
1
Present
2
1
2
2 Presenters
2
1
2
3 Comparisons
4
4
4 Classification
7
7
15
The End!