Chapter Resources for Differentiated Instruction Classifying and Exploring Life Title Page Lesson 1 Lesson 2 Lesson 3 Level Get Ready to Read 1 all students Quick Vocabulary 3 all students Student Lab Safety Form 5 all students Launch Lab 8 25 44 all students Content Vocabulary ELL 9 26 45 all students Lesson Outline ELL 10 27 46 all students MiniLab 12 29 48 all students Content Practice A 13 30 49 AL OL BL Content Practice B 14 31 50 AL OL BL Language Arts Support 51 all students Math Skills 53 all students all students School to Home 15 32 54 Key Concept Builders 16 33 55 Enrichment 20 37 59 Challenge 21 38 60 AL OL BL Lesson Quiz A 22 41 61 AL OL BL Lesson Quiz B 23 42 62 AL OL BL Skill Practice AL OL BL all students 39 all students Lab A 63–65 AL OL BL Lab B 66–68 AL OL BL Lab C 69 AL OL BL Chapter Key Concepts Builder 70 AL OL BL Chapter Test A 71–73 AL OL BL Chapter Test B 74–76 AL OL BL Chapter Test C 77–79 AL OL BL Answers (with Lesson Outlines) AL Approaching Level T2–T14 OL On Level BL Beyond Level ELL English-Language Learner Teacher evaluation will determine which activities to use or modify to meet any ELL student’s proficiency level. Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such materials be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with the Glencoe Middle School Science program. Any other reproduction, for sale or other use, is expressly prohibited. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240-4027 ISBN: 978-0-07-891452-2 MHID: 0-07-891452-3 Printed in the United States of America. 1 2 3 4 5 6 7 8 9 10 HES 15 14 13 12 11 10 To The Teacher This book contains reproducible pages that support the Student Edition. Descriptions and frequencies of these resources are listed in the table that follows. Title Get Ready to Read: What do you think? Frequency Appropriate For Overview Using the Get Ready to Read anticipation guide in the Student Edition? This page matches the 1/Chapter anticipation guide in the Student Edition. Students can complete this at the beginning of a chapter and check their responses at the end. all students Need some options to preteach vocabulary and help students with vocabulary development ? By Quick Vocabulary 1/Chapter folding the Quick Vocabulary sheet in half, students will have an easy reference tool. Lesson vocabulary, along with academic vocabulary, review vocabulary, or multiple-meaning words, are listed and defined. Students can add other words that they need to remember as well. all students Need a standard lab safety form? Each FastFile Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Student Lab Safety Form Launch Lab Content Vocabulary* Lesson Outline* MiniLab 1/Chapter includes this form that students can complete prior to each lab. Students indicate that they understand all aspects of the lab. There is a place for the student and you to sign it. 1/Lesson Want a lab recording page for Student Edition Launch Labs ? Each recording page matches the 1/Lesson Want to help students who need more vocabulary practice? Content Vocabulary pages provide review and Student Edition Launch Labs, so students do not need to use their textbooks in the lab. reinforcement activities. Use these pages to help students master content terms. all students all students all students Want an outline of the chapter for a substitute teacher, for absent students, or for students to use for review ? Lesson outlines follow the head and 1/Lesson 1/Lesson AL Approaching Level subhead structure of the Lesson, emphasizing the major content objectives. They can be used in many ways. In addition to those listed above, they can help you organize teaching notes and accompany student reading. Want a lab recording page for Student Edition MiniLabs ? This recording page matches the Student Edition MiniLab, so students do not need to use their textbooks in the lab. OL On Level BL Beyond Level all students all students * ELL English-Language Learner Teacher evaluation will determine which activities to use or modify to meet any ELL student’s proficiency level. Classifying and Exploring Life iii Title Frequency Appropriate For Overview Need more options for content review? Content Content Practice (Leveled) Practice A is designed to help students who have difficulties learning and understanding the vocabulary and Key Concepts of each lesson: 1/Lesson • Form A—helps struggling students grasp lesson content AL AL AL • Form B—provides on-level and beyond-level reinforcement of lesson content AL OL BL Looking for a way to help students build reading and writing skills in science? Language Arts Language Arts Support 1/Chapter Math Skills 1/Chapter all students Support pages provide practice using vocabulary, language structure clues, and writing skills with science content. Want help for students who need to practice math skills ? This page provides additional practice all students of the Math Skill in the Student Edition. School to Home Enrichment all students for a home-learning partner to help a student better understand the Big Idea of a chapter. Have students who need more practice with Key Concepts ? Key Concept Builders present the content 4/Lesson 1/Lesson AL in a context different from the Student Edition. These pages can be used whenever a student is struggling with any of the lesson’s Key Concepts. Looking for ways to help students to broaden their understanding of lesson concepts ? Use Enrichment AL AL all students pages to further explore information and Key Concepts introduced in a lesson. Want to motivate the independent learner ? The Challenge 1/Lesson Challenge activity extends information in the Student Edition and challenges a student’s abilities. The activity can be completed in class or at home. AL AL BL OL BL Need options to evaluate students after each lesson? These quizzes are developed around the Key Lesson Quiz (Leveled) Concepts of a lesson: 1/Lesson AL Approaching Level • Quiz A—provides more guided questions AL • Quiz B—provides more short-answer and completion questions AL OL On Level BL Beyond Level * ELL English-Language Learner Teacher evaluation will determine which activities to use or modify to meet any ELL student’s proficiency level. iv Classifying and Exploring Life Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Key Concept Builders 1/Lesson Looking for a way to help students with the content ? The School to Home page provides support Title Frequency Appropriate For Overview Need a lab recording page for the Skill Practice? Skill Practice 1/Chapter This corresponds to the Skill Practice in the Student Edition. Write-on lines are included for answers. Tables/ charts/graphs are included for recording observations, or space is provided for drawing tables/charts/graphs. Students do not need to use their textbooks in the lab. all students Want leveled lab recording pages for the Lab in the Student Edition? These pages provide leveled versions of the Student Edition Lab. Write-on lines are included for answers. Tables/charts/graphs are often included for recording observations, or space is provided for creating tables/charts/graphs: Lab (Leveled) Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Chapter Key Concepts Builder 1/Chapter 1/Chapter • Version A—This version follows the student edition lab but each step of the procedure is broken down sentence by sentence. Included are check-off boxes that provide easier processing for struggling learners. AL AL AL • Version B—This version is the student edition lab. AL OL BL • Version C—This version is designed to be a challenge for independent learners. Students must complete version B before doing version C. AL AL BL AL AL AL • Version A—provides students with more guided questions AL AL AL • Version B—more short-answer and completion questions AL OL AL • Version C—challenges students with more difficult and open-ended questions AL AL BL Have students who need more practice with Key Concepts related to the Big Idea? This practice page is designed to reinforce chapter content for struggling students before they take the chapter test. Need options to assess each student according to his or her abilities ? These leveled chapter tests accommodate all students: Chapter Test (Leveled) 1/Chapter Teacher Pages AL Approaching Level Want all the answers in one place? These pages contain the answers for all the practice pages. OL On Level BL Beyond Level * ELL English-Language Learner Teacher evaluation will determine which activities to use or modify to meet any ELL student’s proficiency level. Classifying and Exploring Life v Name Date Class Get Ready to Read Classifying and Exploring Life What do you think? Before you read, decide if you agree or disagree with each of these statements. On the line before each statement, place an A if you agree or a D if you disagree. As you read this chapter, see if you change your mind about any of these statements. Before You Read Statements After You Read 1. All living things move. 2. The Sun provides energy for almost all organisms on Earth. 3. A dichotomous key can be used to identify an unknown organism. Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 4. Physical similarities are the only traits used to classify organisms. 5. Most cells are too small to be seen with the unaided eye. 6. Only scientists use microscopes. What have you learned? After you read each lesson, return to this worksheet to see if you have changed your mind about any of the statements related to that lesson. Place a C after each statement that is correct or an I for those that are incorrect. Classifying and Exploring Life 1 Name Date Class Quick Vocabulary Lesson 1 Lesson 2 cell smallest unit of life binomial nomenclature naming homeostasis ability to maintain steady internal conditions when outside conditions change multicellular made of two or more cells organism thing that has all the characteristics of life unicellular made of one cell system that gives each organism a two-word scientific name cladogram branched diagram that shows the relationships among organisms dichotomous key series of descriptions arranged in pairs that can be used to identify an unknown organism genus group of similar species kingdom classification category that ranks above phylum and below domain species group of organisms that have Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. similar traits and produce fertile offspring Classifying and Exploring Life 3 Name Date Class Quick Vocabulary Lesson 3 atom building block of matter composed of protons, neutrons, and electrons compound microscope uses more than one lens to magnify an image electron microscope uses a magnetic field to focus a beam of electrons through an object or onto an object’s surface identify to determine the characteristics of a person or thing light microscope uses light and lenses to enlarge an image of an object Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 4 Classifying and Exploring Life Student Lab/Activity Safety Form Teacher Approval Initials Date of Approval Student Name: Date: Lab/Activity Title: • Carefully read the entire lab and respond to each of the following statements. • Return this completed and signed safety form to your teacher to initial before you begin the lab/activity. 1. Describe what you will be doing during this lab/activity. Ask your teacher any questions Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. you might have regarding the lab/activity. 2. Will you be working alone, with a partner, or with a group? (Circle one.) 3. What safety precautions should you take while doing this lab/activity? 4. Write any steps in the procedure, additional safety concerns, or lab safety symbols that you do not understand. Student Signature Classifying and Exploring Life 5 Lesson 1 | Characteristics of Life Student Labs and Activities Page Appropriate For: Launch Lab 8 all students Content Vocabulary ELL 9 all students Lesson Outline ELL 10 all students MiniLab 12 all students Content Practice A 13 AL AL AL Content Practice B 14 AL OL BL School to Home 15 Key Concept Builders 16 Enrichment 20 Challenge 21 AL AL BL Lesson Quiz A 22 AL AL AL Lesson Quiz B 23 AL OL BL all students AL AL AL all students Assessment Teacher Support Answers (with Lesson Outlines) AL Approaching Level T2 OL On Level BL Beyond Level ELL English-Language Learner Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Teacher evaluation will determine which activities to use or modify to meet any ELL student’s proficiency level. Classifying and Exploring Life 7 Name Date Launch Lab Class LESSON 1: 15 minutes Is it alive? Living organisms have specific characteristics. Is a rock a living organism? Is a dog? What characteristics describe something that is living? Procedure 1. Read and complete a lab safety form. 2. Place three pieces of pasta in the bottom of a clear plastic cup. 4. Observe the contents of the cup for 5 minutes. Record your observations in the Data and Observations section below. 3. Add carbonated water to the cup until it is 2/3 full. Data and Observations 1. Think about living things. How do you know they are alive? 2. Which characteristics of life do you think you are observing in the cup? 3. 8 Key Concept Is the pasta alive? How do you know? Classifying and Exploring Life Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Think About This Name Date Content Vocabulary Class LESSON 1 Characteristics of Life Directions: Unscramble each word. Then write the correct term next to its definition on the lines provided. 1. clel 2. samigron 3. rainullclue 4. steamhissoo 5. cruelmalltiul 6. made of one cell 7. the ability to maintain steady internal conditions when Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. outside conditions change 8. the smallest unit of life 9. made of more than one cell 10. a thing that has all the characteristics of life Classifying and Exploring Life 9 Name Date Class Lesson Outline LESSON 1 Characteristics of Life A. Characteristics of Life 1. All things are organized, grow and develop, reproduce, respond, maintain certain internal conditions, and use energy. 2. Things that have all the characteristics of life are called . B. Organization 1. Whether an organism is made of only one —the smallest unit of life—or many cells, all living things have structures that have specific functions. 2. Living things that are made of only one cell are called organisms. 3. Living things that are made of two or more cells are called organisms. 4. Living things with more than one cell have a greater level of because groups of cells function together. C. Growth and Development or increasing cell number. 2. The changes that occur in an organism during its lifetime are called . D. Reproduction 1. is the process by which one organism makes one or more new organisms. 2. Some organisms must have a(n) to reproduce, but others can reproduce without one. E. Responses to Stimuli 1. All living things can These changes are called external. 2. Hunger and thirst are examples of 3. Some examples of 10 to changes in the environment. and can be internal or stimuli. stimuli are light and temperature. Classifying and Exploring Life Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 1. Living things grow by increasing Name Date Class Lesson Outline continued F. Homeostasis 1. An organism’s ability to maintain steady internal conditions when outside conditions change is called . Maintaining these conditions ensures that cells can . 2. When your outside environment becomes too hot or too cold, your body responds by sweating, shivering, or changing the flow of maintain a body temperature of 37°C. to G. Energy 1. Cells continuously use to transport substances, make new cells, and perform chemical reactions. 2. For most organisms, the energy they use originally came to Earth from . Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. the Classifying and Exploring Life 11 Name Date MiniLab Class LESSON 1: 20 minutes Did you blink? Like all living organisms, you respond to changes, or stimuli, in your environment. When you react to a stimulus without thinking, the response is known as a reflex. Let’s see what a reflex is like. Procedure 1. Read and complete a lab safety form. 2. Sit on a chair with your hands in your lap. 3. Have your partner gently toss a soft, foam ball at your face five times. Your partner will warn you when he or she is going to toss the ball. Record your responses in your Science Journal. 4. Have your partner gently toss the ball at your face five times without warning you. Record your responses. 5. Switch places with your partner, and repeat steps 3 and 4. Analyze and Conclude 1. Compare your responses when you were warned and when you were not warned. 3. 12 Key Concept Infer why organisms have reflex responses to some stimuli. Classifying and Exploring Life Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 2. Decide if any of your reactions were reflex responses, and explain your answer. Name Date Class Content Practice A LESSON 1 Characteristics of Life Directions: On the line before each definition, write the letter of the term that correctly matches it. Each term is used only once. 1. a tadpole changing into a frog A. growth and development 2. a bacterium dividing and becoming two bacteria B. homeostasis 3. eating because you feel hungry C. organization 4. your body temperature staying the same D. reproduction 5. what you need for doing all activities E. response to stimuli 6. groups of cells working together F. energy Directions: Circle the term in parentheses that correctly completes each sentence. 7. Something that has only four of the six characteristics of life is (a nonliving thing/an organism). Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 8. A living thing that is made of only one cell is a (multicellular/unicellular) organism. 9. Cells in a (multicellular/unicellular) organism usually are organized into groups that have different jobs. 10. Light and temperature are two examples of (external/internal) stimuli. 11. The smallest unit of life is a (cell/tadpole). 12. (Growth/Homeostasis) allows living things to keep a steady internal environment. Classifying and Exploring Life 13 Name Date Class Content Practice B LESSON 1 Characteristics of Life Directions: Complete the concept map by filling in each of the six characteristics of life. 1. 2. 6. 3. Characteristics of Life 5. 4. Directions: Answer each question on the lines provided. 7. How is the characteristic of organization in a unicellular organism different from 8. What is homeostasis? 9. What is the difference between internal stimuli and external stimuli? Give examples. 14 Classifying and Exploring Life Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. organization in a multicellular organism? Name Date Class School to Home LESSON 1 Characteristics of Life Directions: Use your textbook to respond to each statement. 1. Research each organism listed in the table. Then give an example of how each organism exhibits the characteristic of life listed next to it. Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Organism Characteristic of Life Example Sunflower organization a. Tadpole growth and development b. Snake response to stimuli c. Oak tree use of energy d. 2. The ability to maintain a stable internal environment, or homeostasis, is another characteristic of life. Give three examples that illustrate how your body maintained homeostasis today. Classifying and Exploring Life 15 Name Date Key Concept Builder Class LESSON 1 Characteristics of Life Key Concept What characteristics do all living things share? Directions: Living things have all the characteristics of life. Unscramble the letters to find a characteristic of living things. Write the characteristic in the blank. 1. THOWGR DAN VELDEMEOPNT Hint: You have changed since you were born. 2. MEOHOSTSISA Hint: You sweat when you are hot. 3. IOGANORATNIZ Hint: You have different body parts that have different jobs. 4. PRORETIONDUC Hint: Baby birds are in a nest with their mother. 5. NSEPORES OT MULISTI Hint: You are hungry and go to the kitchen. 6. SUE FO ERGYEN Directions: Write your own hint for each of the six characteristics of living things on the lines provided. 7. Hint: 8. Hint: 9. Hint: 10. Hint: 11. Hint: 12. Hint: 16 Classifying and Exploring Life Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Hint: You have been playing soccer for an hour. Name Date Class Key Concept Builder LESSON 1 Characteristics of Life Key Concept What characteristics do all living things share? Directions: On each line, write the term from the word bank that correctly completes each sentence. Some terms may be used more than once. development energy growth organization reproduction stimulus homeostasis 1. Specialized structures in cells are an example of . 2. When a plant’s leaves and stems grow toward light, the plant is responding to an external . 3. A paramecium regulates by pumping water out of the cell. 4. Multicellular organisms have a greater level of than Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. unicellular organisms have. 5. Increasing cell size is . 6. Changing from one kind of cell to a specialized cell is . 7. The process that makes more living things is . 8. All activities carried out by living things use . 9. Drinking water helps your body maintain Classifying and Exploring Life . 17 Name Date Class Key Concept Builder LESSON 1 Characteristics of Life Key Concept What characteristics do all living things share? The use of energy is an important characteristic that all living things share. Food webs describe how energy can pass from one organism to another. Directions: Answer each question or respond to each statement on the lines provided. 1. List the characteristics of life that plants and animals in a food web share. 2. Name three ways the organisms in a food web get energy. 4. What are some ways individual cells in an organism use energy? 5. What do you have in common with other living things in a food web? 18 Classifying and Exploring Life Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 3. What are some ways the organisms in a food web use energy? Name Date Class Key Concept Builder LESSON 1 Characteristics of Life Key Concept What characteristics do all living things share? All living things consist of cells. Some organisms are made of one cell. Other organisms are made of organized groups of cells. Directions: Read each sentence and decide which type of organism it describes. On the line before each item, write U for unicellular, M for multicellular, or B for both unicellular and multicellular. 1. These organisms are made of two or more cells. 2. Some of these organisms lay eggs. 3. These organisms grow as the number of cells increases. 4. These organisms use energy for everything they do. Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 5. During development, the cells in these organisms become specialized. 6. These organisms are made of only one cell. 7. These organisms respond to internal and external stimuli. 8. These organisms have specialized cells for reproduction. 9. This organism grows only as the cell increases in size. 10. Homeostasis is necessary for these organisms to survive. 11. These organisms reproduce by dividing and becoming two cells. Directions: Answer the question on the line provided. 12. What process is considered to be growth when it occurs in a multicellular organism and reproduction when it occurs in a unicellular organism? Classifying and Exploring Life 19 Name Date Enrichment Class LESSON 1 Tropism Living things share certain characteristics, one of which is the ability to respond to changes in the environment. These changes are called stimuli (singular, stimulus). Phototropism Like all living things, plants respond to stimuli. Light, for example, is a stimulus. Leaves and stems of plants often respond to light by moving toward the light source. Any movement of a plant toward or away from a stimulus is called a tropism. In the case of light, the movement of the plant is called phototropism. Charles Darwin and his son investigated phototropism in the late 1800s. They used five groups of seedlings in their experiments. The table summarizes their results. Based on their experiments, the Darwins concluded that something in the tip of a plant senses light and controls the movement of the leaves and stems toward the light source. Scientists later discovered that hormones produced in the tip of the stem are responsible for phototropism. The hormones cause different parts of the plant to grow at different rates. Other Tropisms Seedlings Setup Result tips covered with black caps did not grow toward the light Group 2 tips covered with transparent caps grew toward the light Group 3 tips cut off did not grow toward the light Group 4 stems covered with black tubes grew toward the light Group 5 tips and stems left uncovered grew toward the light Applying Critical-Thinking Skills Directions: Answer each question or respond to each statement. 1. Infer A plant’s movement away from a stimulus is called a negative tropism. What do you think scientists call a plant’s movement toward a stimulus? 2. Sketch a diagram showing the Darwins’ experiment. Include labels and captions in your diagram. 20 Classifying and Exploring Life Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Group 1 Hormones also cause plants to respond to other stimuli. For example, thigmotropism is a plant’s response to touch. Grapevines exhibit thigmotropism when they wrap around a wooden post. Geotropism is the movement of a plant in response to gravity. You can observe geotropism by placing germinating seeds and damp paper towels in a clear jar. After the roots have developed, set the jar on its side. In a day or two, the roots will turn and grow downward, exhibiting geotropism. The stem, however, will turn and grow upward. In this case, the stem is growing away from the force of gravity. This is known as negative geotropism. Name Challenge Date Class LESSON 1 Homeostasis Imagine you are a medical doctor who wants to study the ability of the human body to maintain homeostasis. You want to observe what happens to a person’s heart rate following exercise. Design an Investigation Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Design an investigation to find the answer to your question. You can use a volunteer to help you gather data. You also will need a stopwatch to find the volunteer’s pulse rate in three different situations—while resting, following exercise, and 5 minutes after exercise. Make a hypothesis about how the person’s heart rate will change during the experiment. Write each step of your experiment. How will you find the volunteer’s pulse? What exercise will the volunteer do? How many trials should you run? What safety measures should you take? How will you record your data? Afterward, create a line graph showing changes in the volunteer’s pulse rate. Include a brief explanation of why the pulse rate changed. Be sure to include the term homeostasis in your explanation. Classifying and Exploring Life 21 Name Date Class Lesson Quiz A LESSON 1 Characteristics of Life Matching Directions: On the line before each definition, write the letter of the term that matches it correctly. Each term is used only once. 1. having specialized structures with specialized functions A. organization B. homeostasis 2. smallest unit of life C. cell 3. ability to maintain a stable internal environment D. response to stimuli 4. process of becoming larger by adding cells and/or E. growth by increasing cell size 5. living things making new living things like themselves 6. adjusting to changes in internal and external F. reproduction G. multicellular H. unicellular I. organism environments 7. made up of many cells 8. something that has all the characteristics of life Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 9. made up of one cell Multiple Choice Directions: On the line before the question, write the letter of the correct answer. 10. How does a tree get energy? A. It does not need energy. B. It gets energy from the Sun. C. It eats food in its environment. 22 Classifying and Exploring Life Name Date Class Lesson Quiz B LESSON 1 Characteristics of Life Completion Directions: On each line, write the term that correctly completes each sentence. 1. A(n) is the smallest unit of life. 2. An organism has all the characteristics of . 3. Living things make more living things through the process of . 4. An organism’s ability to maintain a steady internal environment is called 5. Living things . by increasing cell size and/or cell number. 6. Living things respond to in their internal and external environments. 7. Living things use to carry out all life processes. 8. Multicellular organisms have a greater level of than unicellular organisms do. Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Short Answer Directions: Respond to the statement on the lines provided. 9. Explain how a tree exhibits each characteristic of life. Classifying and Exploring Life 23 Lesson 2 | Classifying Organisms Student Labs and Activities Page Appropriate For: Launch Lab 25 all students Content Vocabulary ELL 26 all students Lesson Outline ELL 27 all students MiniLab 29 all students Content Practice A 30 AL AL AL Content Practice B 31 AL OL BL School to Home 32 Key Concept Builders 33 Enrichment 37 Challenge 38 Skill Practice 39 all students AL AL AL all students AL AL BL all students Assessment Lesson Quiz A 41 AL AL AL Lesson Quiz B 42 AL OL BL Teacher Support Answers (with Lesson Outlines) AL Approaching Level T4 OL On Level BL Beyond Level ELL English-Language Learner 24 Classifying and Exploring Life Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Teacher evaluation will determine which activities to use or modify to meet any ELL student’s proficiency level. Name Date Launch Lab Class LESSON 2: 15 minutes How do you identify similar items? Do you separate your candies by color before you eat them? When your family does laundry, do you sort the clothes by color first? Identifying characteristics of items can enable you to place them into groups. Procedure 1. Read and complete a lab safety form. 2. Examine twelve leaves. Choose a characteristic that you could use to separate the leaves into two groups. Record the characteristic in your Science Journal. 4. Choose another characteristic that you could use to further divide group A. Record the characteristic, and divide the leaves. 5. Repeat step 4 with group B. 3. Place the leaves into two groups, A and B, using the characteristic you chose in step 2. Think About This Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 1. What types of characteristics did other groups in class choose to separate the leaves? 2. Key Concept Why would scientists need rules for separating and identifying items? Classifying and Exploring Life 25 Name Date Class Content Vocabulary LESSON 2 Classifying Organisms Directions: Use the clues and the terms listed below to complete the puzzle. Then on each line, write the term from the word bank that correctly completes each sentence. binomial nomenclature cladogram dichotomous key genus kingdom species 6. 1. 2. 3. 4. 5. 1. A diagram called a shows the relationships among organisms. 2. The system of gives every organism a two-word scientific name. is the classification category above phylum and below domain. 4. A can be used to identify an unknown organism. 5. A is a group of organisms that have similar traits and produce fertile offspring. 6. A 26 is a group of similar species. Classifying and Exploring Life Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 3. Name Date Class Lesson Outline LESSON 2 Classifying Organisms A. Classifying Living Things 1. There have been many different ideas about how to living things. 2. Aristotle placed all organisms into two large groups—plants and . B. Determining Kingdoms 1. Carolus Linnaeus placed all organisms into two main . 2. In 1969 an American biologist proposed a five-kingdom system for classifying organisms that included kingdoms Monera, Protista, Fungi, and Animalia. , C. Determining Domains 1. The current system used for classifying is called systematics. Systematics uses all the about organisms to classify them. that is known Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 2. Organisms are classified into one of three —Bacteria, Archaea, and Eukarya—and then into one of six . D. Scientific Names 1. When Linnaeus grouped organisms into kingdoms, he also developed a system for naming organisms. His system of gives each organism a two-word scientific name, such as Ursus arctos for a brown bear. 2. A(n) is a group of organisms that have similar traits and produce fertile offspring. 3. In a scientific name, the first word is the organism’s , such as Ursus. 4. The second word in a scientific name identifies the 5. Similar species are grouped into one are grouped into kingdoms, and domains. 6. Each species has its own . . Similar genera and then into orders, classes, phyla, , which is the same all over the world. Classifying and Exploring Life 27 Name Date Class Lesson Outline continued E. Classification Tools 1. A(n) is a series of descriptions arranged in pairs that can be used to identify an unknown organism. The chosen description leads to another pair of descriptions or to the identification of the . 2. A(n) is a branched diagram that shows the relationships among organisms. New characteristics appear before each . Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 28 Classifying and Exploring Life Name Date Class MiniLab LESSON 2: 20 minutes How would you name an unknown organism? Assign scientific names to four unknown alien organisms from a newly discovered planet. Procedure 1. Use the table to assign scientific names to identify each alien. 2. Compare your names with those of your classmates. Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Prefix Meaning Suffix Meaning mon– one –antennius antenna di– two –ocularus eye rectanguli– square –formus shape trianguli– triangle –uris tail Analyze and Conclude 1. Explain why you chose the two-word names for each organism. 2. Compare your names to those of a classmate. Explain any differences. 3. Key Concept Discuss how two-word scientific names help scientists identify and organize living things. Classifying and Exploring Life 29 Name Date Class Content Practice A LESSON 2 Classifying Organisms Directions: On each line, write the term from the word bank that correctly completes each sentence. Some terms may be used more than once. binomial nomenclature cladogram dichotomous key domains kingdoms scientific name species systematics genus 1. Based on similar structures, Linnaeus classified all organisms into two . 2. As more discoveries were made, Whittaker proposed classifying organisms into five . 3. The current system of classifying organisms uses molecular analysis and is called . 4. The current system classifies organisms into three and six . to give each species a name. 6. Ursus arctos is the for a brown bear. 7. Ursus is the brown bear’s . 8. The word arctos is the brown bear’s 9. A name. is a series of questions that helps you identify an unknown organism. 10. A branched diagram called a can help you understand the relationships among organisms. 30 Classifying and Exploring Life Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 5. Scientists still use Linnaeus’s naming system called Name Date Content Practice B Class LESSON 2 Classifying Organisms Directions: Answer each question or respond to each statement on the lines provided. 1. Aristotle classified all organisms into two groups—plants and animals. Why did Whittaker propose a five-kingdom system? 2. What is the current system for classifying organisms called? What evidence does it use Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. to classify organisms? 3. What is binomial nomenclature? 4. Explain what makes up a scientific name. 5. How would you use a dichotomous key to identify an organism? 6. How does a cladogram show the relationships among organisms? Classifying and Exploring Life 31 Name Date Class School to Home LESSON 2 Scientific Names Directions: Use your textbook to answer each question or respond to each statement. 1. Research to find the scientific name for each of the organisms listed below. Write each name in the table. Organism Scientific Name Galápagos tortoise a. Labrador retriever b. Giant sequoia c. 2. Look at the cladogram shown below. According to the cladogram, which plants are flowering plants most closely related to? Mosses and relatives Ferns and relatives Cone-bearing plants Flowering plants Flowers Tissue to move fluids 3. Research to find the name of the plant divisions represented by the cladogram. What are some common names of plants in each division? Division names: Common names: 32 Classifying and Exploring Life Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Seeds Name Date Key Concept Builder Class LESSON 2 Classifying Organisms Key Concept What methods are used to classify living things into groups? Directions: Use the terms from the word bank to answer each question on the lines provided. Some terms may be used more than once. Animalia Archaea Bacteria Fungi Plantae Protista Eukarya 1. Which terms are the names of domains? 2. Which terms are the names of kingdoms? Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 3. Which four terms represent organisms in the same domain? Directions: Put a check mark on the line before each item in this list that is used to classify organisms. 4. cell types 5. number of organisms 6. habitats 7. how they obtain food and energy 8. amount of blood 9. common ancestry 10. molecular analysis 11. age of organisms Classifying and Exploring Life 33 Name Date Class Key Concept Builder LESSON 2 Classifying Organisms Key Concept What methods are used to classify living things into groups? Directions: The system used to classify organisms has changed over time. Put each system listed below in the order it was used, starting with the oldest system. Aristotle’s two groups, plants and animals Linnaeus’s two-kingdom system, plants and animals Systematics Whittaker’s five-kingdom system 1. 2. 3. Directions: Answer each question on the lines provided. 5. What does Whittaker’s system have that Linnaeus’s system does not? 6. What does systematics have that the other systems do not? 7. Why is the system of classifying organisms still changing? 34 Classifying and Exploring Life Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 4. Name Date Class Key Concept Builder LESSON 2 Classifying Organisms Key Concept What methods are used to classify living things into groups? Directions: Answer each question or respond to each statement on the lines provided. 1. Imagine that you just observed an insect landing on your desk. How can a dichotomous key help you identify the kind of insect you saw? Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 2. Write two questions you might see in a dichotomous key for insects. 3. What is the diagram below called? Salamander Hamster Lizard Salmon Lungs Chimpanzee Opposable thumbs Fur, mammary glands Claws or nails 4. Which organisms shown have claws or nails? 5. Which organisms shown do not have opposable thumbs? Classifying and Exploring Life 35 Name Date Class Key Concept Builder LESSON 2 Classifying Organisms Key Concept Why does every species have a scientific name? Directions: Work with a partner to answer each question on the lines provided. 1. What system is used to give an organism a scientific name? 2. What are the two words in a scientific name? 3. Are more kinds of organisms in a species or in a genus? Explain your answer. Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 4. Why are scientific names important for scientists to use? Directions: List each taxonomic group from largest to smallest on the lines provided. class domain family genus kingdom order phylum species 5. 36 Classifying and Exploring Life Name Date Enrichment Class LESSON 2 Rethinking Classification Schemes Early classification schemes for life included only two kingdoms—Animalia and Plantae. As time passed, more distinct groups of organisms were discovered. After microscopes were developed, scientists were able to view tiny organisms not easily seen by the unaided eye. Prokaryotes, which are unicellular organisms, were discovered, and a new kingdom—Kingdom Monera—was added to the classification scheme. Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Still More Changes Five kingdoms—Animalia, Plantae, Fungi, Protista, and Monera were organized under two domains—Prokarya and Eukarya. Recall that prokaryotic cells do not contain internal, membrane-bound structures. Prokaryotes include bacteria and were grouped in Kingdom Monera. In contrast, the cells of eukaryotes do contain internal, membrane-bound structures. Eukaryotes include plants, animals, fungi, and protists. In 1977 some scientists realized there was much more to Prokarya than previously thought. Previously, unicellular organisms called archaea were considered to be bacteria; they look very similar to bacteria when they are viewed under a microscope. However, genetic tests showed that archaea are very different from bacteria. For that reason, Prokarya is now organized into two separate domains—Bacteria and Archaea. Life is now classified into three domains rather than two—Bacteria, Archaea, and Eukarya. Hardy Life-Forms Archaea have an amazing ability to thrive in harsh habitats. Scientists have discovered these tiny life-forms near scalding hydrothermal vents on the seafloor. They also have been found in icy antarctic waters. They even live 600 m below ground. Some of these same harsh conditions are found on Mars and certain moons in the solar system. Scientists theorize that organisms similar to archaea could be present below the surface of these bodies in space. Engineers also are studying archaea. They hope these unusual life-forms can be used in the production of common items. For example, archaea might help improve the cleaning ability of cold-water detergents, make fragrances last longer, and reduce food spoilage. Applying Critical-Thinking Skills Directions: Respond to each statement. 1. Consider Imagine you are a scientist. Decide what criteria you would consider before establishing a new domain for a life-form. 2. Infer which facts indicate that ancestors of archaea might be among the first life-forms on Earth. Classifying and Exploring Life 37 Name Date Challenge Class LESSON 2 Classifying Life Your friend has researched the biological classification of an organism. However, he mistakenly scrambled the order of the different classification groups. In addition, he cannot remember the common name of the organism. Your friend needs your assistance. The list below shows his notes. Reorganize the information in the correct order, beginning with the largest classification group and ending with the smallest. Use clues in the scientific names to predict the identity of the organism. Then conduct research to see whether your prediction is correct. Notes on Unknown Organism 1. Order Falconiformes 2. Genus Haliaeetus 3. Class Aves 4. Species leucocephalus 5. Domain Eukarya 6. Phylum Chordata Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 7. Family Accipitridae 8. Kingdom Animalia 38 Classifying and Exploring Life Name Date Skill Practice Classify Class LESSON 2: 20 minutes How can you identify a beetle? A dichotomous key is one of the tools scientists use to identify an unknown organism and classify it into a group. To use a dichotomous key, a scientist examines specific characteristics of the unknown organism and compares them to characteristics of known organisms. Learn It Sorting objects or events into groups based on common features is called classifying. When classifying, select one feature that is shared by some members of the group, but not by all. Place those members that share the feature in a subgroup. You can classify objects or events into smaller and smaller subgroups based on characteristics. Try It Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 1. Use the dichotomous key to identify beetle A. Choose between the first pair of descriptions. Follow the instructions for the next choice. Notice that each description either ends in the name of the beetle or instructs you to go to another set of choices. 2. Record the identity of the beetle using both its common name and scientific name. 3. Repeat steps 1 and 2 for beetles B, C, Dichotomous Key 1A. The beetle has long, thin antennae. Go to 5. 1B. The beetle does not have long, thin antennae. Go to 2. 2A. The beetle has short antennae that branch. Go to 3. 2B. The beetle does not have short antennae that branch. It is a stag beetle Lucanus cervus. 3A. The beetle has a triangular structure between wing covers and upper body. It is a Japanese beetle, Popillia japonica. 3B. The beetle does not have a triangular structure. Go to 4. 4A. The beetle has a wide, rounded body. It is a June bug, Cotinis nitida. 4B. The beetle does not have a wide, rounded body. It is a death watch beetle, Xestobium rufovillosum. 5A. The beetle has a distinct separation between body parts. Go to 6. 5B. The beetle has no distinct separation between body parts. It is a firefly, Photinus pyralis. 6A. The beetle has a black, gray, and white body with two black eyespots. It is an eyed click beetle, Alaus oculatis. 6B. The beetle has a dull brown body with light stripes. It is a click beetle, Chalcolepidius limbatus. and D. Classifying and Exploring Life 39 Name Date Class Skill Practice continued Apply It 4. Think about the choices in each step of the dichotomous key. What conclusion can be made if you arrive at a step and neither choice seems correct? 5. Predict whether a dichotomous key will work if you start at a location other than the first description. Support your reasoning. 6. Key Concept How did the dichotomous key help you classify the unknown beetles? Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 40 Classifying and Exploring Life Name Date Class Lesson Quiz A LESSON 2 Classifying Organisms Multiple Choice Directions: On the line before each question, write the letter of the correct answer. 1. What did Linnaeus use to classify living things? A. DNA B. domains C. similar structures 2. Which term means “a group of organisms that have similar traits and are able to produce fertile offspring”? A. genus B. species C. domain Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 3. Which item is NOT a kind of evidence used in systematics? A. cell type B. common ancestry C. presence of “red blood” 4. Which term shows the correct way to write a scientific name? A. Carnivora B. Ursus arctos C. grizzly bear Matching Directions: On the line before each definition, write the letter of the term that matches it correctly. Each term is used only once. 5. a series of questions with two possible answers that is used to identify organisms 6. a way of classifying organisms that uses all the evidence known about organisms 7. a branched diagram that shows how organisms are related A. genus B. binomial nomenclature C. cladogram D. dichotomous key E. systematics 8. a naming system that gives each organism a two-word scientific name 9. a group of similar species Classifying and Exploring Life 41 Name Date Class Lesson Quiz B LESSON 2 Classifying Organisms Completion Directions: On each line, write the term that correctly completes each sentence. 1. Linnaeus classified living things based on their similar . 2. The largest grouping used to classify living things today is the . 3. A way of classifying organisms that uses all the evidence known about organisms is called . 4. Ursus arctos is the name for a grizzly bear and a brown bear. 5. The system that is used to give each organism a two-word scientific name is called binomial 6. A(n) . is a group of similar species. 7. A species is a group of organisms that have similar traits and are able to produce . Short Answer 8. Compare and contrast cladograms and dichotomous keys. 9. List the types of evidence used to classify organisms in systematics. 42 Classifying and Exploring Life Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Directions: Respond to each statement on the lines provided. Lesson 3 | Exploring Life Student Labs and Activities Page Appropriate For: Launch Lab 44 all students Content Vocabulary ELL 45 all students Lesson Outline ELL 46 all students MiniLab 48 all students Content Practice A 49 AL AL AL Content Practice B 50 AL OL BL Language Arts Support 51 all students Math Skills 53 all students School to Home 54 all students Key Concept Builders 55 Enrichment 59 Challenge 60 AL AL BL Lab A 63 AL AL AL Lab B 66 AL OL BL Lab C 69 AL AL BL Chapter Key Concepts Builder 70 AL AL AL Lesson Quiz A 61 AL AL AL Lesson Quiz B 62 AL OL BL Chapter Test A 71 AL AL AL Chapter Test B 74 AL OL AL Chapter Test C 77 AL AL BL AL AL AL all students Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Assessment Teacher Support Answers (with Lesson Outlines) AL Approaching Level T5 OL On Level BL Beyond Level ELL English-Language Learner Teacher evaluation will determine which activities to use or modify to meet any ELL student’s proficiency level. Classifying and Exploring Life 43 Name Date Launch Lab Class LESSON 3: 15 minutes Can a water drop make objects appear bigger or smaller? For centuries, people have been looking for ways to see objects in greater detail. How can something as simple as a drop of water make this possible? Procedure 1. Read and complete a lab safety form. 2. Lay a sheet of newspaper on your desk. Examine a line of text, noting the size and shape of each letter. Record your observations in the Data and Observations section below. 3. Add a large drop of water to the center of a piece of clear plastic. Hold the plastic about 2 cm above the same line of text. 4. Look through the water at the line of text you viewed in step 2. Record your observations. Data and Observations 1. Describe how the newsprint appeared through the drop of water. 2. 44 Key Concept How might microscopes change your ideas about living things? Classifying and Exploring Life Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Think About This Name Date Class Content Vocabulary LESSON 3 Exploring Life Directions: Use the clues and the terms listed below to complete the puzzle. NOTE: There is no empty square in the puzzle between the words of two-word terms. atom compound microscope identify light microscope electron microscope 5 4 1 2 Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 3 Clues Across 1. a tool that uses a magnetic field to focus a beam of electrons 2. the building block of matter 3. a tool with more than one lens that is Down 4. to determine the characteristics of a person or thing 5. a tool that uses light and lenses to enlarge an image of an object used to enlarge an image of an object Classifying and Exploring Life 45 Name Date Class Lesson Outline LESSON 3 Exploring Life A. The Development of Microscopes 1. The invention of allowed people to see details of living things that cannot be seen with the unaided eye. 2. Two inventors of early microscopes were Anton van Leeuwenhoek and Robert . 3. Before microscopes, people did not know that living things are made of . B. Types of Microscopes 1. One characteristic of all microscopes is that they images. Magnification makes an image appear really is. 2. Another characteristic of microscopes is than it —how clearly the magnified image can be seen. 3. microscopes use light and lenses to enlarge an image of an object. a(n) microscope. b. Light microscopes can be used to view or nonliving things. c. Light microscopes can enlarge images up to times their original size. 4. microscopes use a magnetic field to focus a beam of electrons through an object or onto an object’s surface. a. Because objects must be mounted in plastic and then sliced very thin, only organisms can be viewed with an electron microscope. b. microscopes usually are used to study extremely small things, such as the structures inside a cell. c. microscopes usually are used to study the surface of an object. 46 Classifying and Exploring Life Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. a. A light microscope that uses more than one lens to magnify an image is called Name Date Class Lesson Outline continued C. Using Microscopes 1. People in , such as doctors and laboratory technicians, often use microscopes. Microscopes are used in surgery, such as cataract surgery and surgery. 2. scientists use microscopes to study evidence from crime scenes. 3. The steel industry examines steel for with the use of microscopes. stones. Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 4. Jewelers use microscopes to Classifying and Exploring Life 47 Name Date MiniLab Class LESSON 3: 20 minutes How do microscopes help us compare living things? A microscope enables scientists to study objects in greater detail than is possible with the unaided eye. Compare what objects look like with the unaided eye to those same objects observed using a microscope. Procedure 1. Read and complete a lab safety form. 2. Examine a sea sponge, a leaf, and salt crystals. Draw each object in the Data and Observations section below. 3. Observe microscope slides of each object using a microscope on low power. 4. Draw each object as it appears under low power. Data and Observations 1. Compare your sketches of the objects observed with your unaided eye and observed with a microscope. 2. Key Concept Explain how studying an object under a microscope might help you understand it better. 48 Classifying and Exploring Life Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Analysis and Conclude Name Date Class Content Practice A LESSON 3 Exploring Life Directions: Circle the term in parentheses that correctly completes each sentence. 1. All microscopes (magnify/photograph) images. 2. How clearly an image can be seen depends on a microscope’s (magnification/resolution). 3. Using a microscope, (Hooke/Leeuwenhoek) observed and named cells. Directions: Write the name of the microscope that goes with each clue on the line provided. Each type of microscope will be used more than once. Some lines will be filled in with more than one type of microscope. compound microscope electron microscope light microscope 4. uses light and one lens to enlarge an image of an object Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 5. uses light and more than one lens to magnify an image 6. has an ocular lens and an objective lens 7. can be used to view living organisms 8. uses a magnetic field to focus a beam of tiny particles through or onto an object 9. has the highest magnification 10. has the lowest resolution Classifying and Exploring Life 49 Name Date Class Content Practice B LESSON 3 Exploring Life Directions: Answer each question or respond to each statement on the lines provided. 1. How did microscopes make the discovery of cells possible? 2. How were the first microscopes different from those used in classrooms today? 3. What are two characteristics of all microscopes, and what do they describe? 5. What are the differences between a transmission electron microscope and a scanning electron microscope? 50 Classifying and Exploring Life Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 4. How are light microscopes different from electron microscopes? Name Date Class Language Arts Support LESSON 3 Text-Analysis Activity: Noun Modifiers Directions: In each sentence, find the nouns described by the underlined noun modifiers. Draw an arrow from each underlined word or words to the modified noun. Some nouns have more than one group of modifiers. NOTE: The noun appears soon after or shortly before the words describing it. Most cells are so small that you cannot see them without some kind of magnifying device. Before the invention of the microscope, people could not see microscopic cells or other tiny things. They thought living things came from nonliving things. For example, it was thought that ordinary flies came from rotting meat. People once thought every egg contained a miniature version of an adult organism. They thought the organism’s structures just had to grow bigger as the developing organism grew. After the invention of the Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. microscope, new evidence changed the way people understand the living world. Classifying and Exploring Life 51 Name Date Class Language Arts Support LESSON 3 Reading Comprehension Activity Directions: After you have read the Characteristics of Life section of your textbook, complete the multiplechoice exercise below. On the line before each question, write the letter of the correct answer. 1. What is an organism? A. a part of the microscope B. a structure that pumps water out of a cell C. a thing that has all the characteristics of life 2. What is the smallest unit of life? A. the cell B. the atom C. the species 3. Which object describes a multicellular organism? A. a paramecium B. a living thing made of one cell C. a living thing made of two or more cells 4. Which situation describes a response to an external stimulus? A. a person getting thirsty B. a person getting hungry C. a plant growing toward light 52 Classifying and Exploring Life Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 5. What is homeostasis? A. a multicellular organism B. a characteristic of a nonliving thing C. an organism’s ability to maintain steady internal conditions Name Date Class Math Skills LESSON 3 Use Multiplication The magnifying power of a lens is expressed by a number and a multiplication symbol (×). For example, a lens that makes an object look ten times larger has a power of 10×. To determine a microscope’s magnification, multiply the power of the ocular lens by the power of the objective lens. Find the total magnification of an object viewed under a microscope with a 10× ocular lens and a 10× objective lens. Step 1 Identify the magnification power of each lens. Ocular lens: 10× Objective lens: 10× Step 2 Multiply the power of the ocular lens by the power of the objective lens. 10 × 10 = 100× Practice 1. If the ocular lens of a microscope has Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 10× magnification and the objective lens has 40× magnification, what is the total magnification? 4. A student observes a sample of onion root cells under a microscope with a 10× ocular lens and a 50× objective lens. How much larger do the cells appear under the microscope? 2. A microscope has an ocular lens with a power of 5× and an objective lens with a power of 20×. What is the total magnification of the microscope? 5. One microscope has a 5× ocular lens 3. A student observes a sample of pond water under a microscope. The ocular lens has a 2× magnification, and the objective lens has a 40× magnification. How much larger do the pond water organisms appear under the microscope? Classifying and Exploring Life and a 50× objective lens. Another microscope has a 10× ocular lens and a 40× objective lens. Which microscope has the greater magnification power? Explain. 53 Name Date Class School to Home LESSON 3 Exploring Life Directions: Use your textbook to respond to each statement. 1. Complete the table below by filling in the type of microscope—light microscope, TEM, or SEM—that would be used to explore each object or behavior listed. Object/Behavior Type of Microscope Nucleus of a plant cell a. Surface of a dust particle b. Feeding behavior of a microorganism c. Structure of a single white blood cell d. 2. Describe how an electron microscope produces an image. Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 54 Classifying and Exploring Life Name Date Key Concept Builder Class LESSON 3 Exploring Life Key Concept How did microscopes change our ideas about living things? Directions: Answer each question on the lines provided. 1. How is a magnifying lens similar to the first microscope invented? Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 2. What did the invention of microscopes allow people to see? 3. Leeuwenhoek’s microscope could magnify an image about 270 times its original size. What kinds of objects did he observe with his microscope? 4. In the 1700s, what important discovery about living things did Hooke make using his microscope? 5. What can scientists today study about living things using microscopes? Classifying and Exploring Life 55 Name Date Class Key Concept Builder LESSON 3 Exploring Life Key Concept What are the types of microscopes, and how do they compare? Directions: On each line, write the term from the word bank that correctly completes each sentence. Some terms may be used more than once. compound microscope electron microscope light microscope scanning electron microscope transmission electron microscope 1. A simple uses one lens to magnify an image. 2. The magnification of a(n) is found by multiplying the magnification of the ocular lens by the magnification of the objective lens. 3. A(n) is a type of light microscope. 4. A TEM is one type of . , electrons bounce off an object. 6. In a(n) , electrons pass through an object. 7. A(n) produces a three-dimensional image of a cell’s surface. 8. A(n) produces an image of the tiny structures inside a cell. 9. The two main types of microscopes are the and the 56 . Classifying and Exploring Life Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 5. In a(n) Name Date Key Concept Builder Class LESSON 3 Exploring Life Key Concept What are the types of microscopes, and how do they compare? Directions: Answer each question or respond to each statement on the lines provided. Compare your responses with a partner’s responses. 1. Suppose you want to observe the movements of a unicellular organism. Explain which type of microscope you would use and why. Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 2. What is the difference between magnification and resolution? 3. Compare the magnification and resolution of a light microscope with those of an electron microscope. Include specific magnifications and resolutions. 4. What are a micrometer and a nanometer? 5. Give three examples of how people use microscopes today. Classifying and Exploring Life 57 Name Date Class Key Concept Builder LESSON 3 Exploring Life Key Concept What are the types of microscopes, and how do they compare? Directions: Complete the table by writing the correct terms on the lines provided. Two Main Types of Microscopes Light microscopes Specific Types 1. 2. Electron microscopes 3. 4. Directions: Write the types of microscopes you would use for the following on the lines provided. Be as specific as possible. Discuss your answers with a partner. 5. You want to view a white blood cell magnified 100,000 times. 7. You want to view the detail of a three-dimensional image of the outside of a cell. 8. You want to view a white blood cell magnified 1,000 times. 9. You want to view the detail of the tiny structures inside a cell. 58 Classifying and Exploring Life Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 6. You want to view living yeast cells. Name Date Enrichment Class LESSON 3 Microscope Inventor Anton van Leeuwenhoek was not trained as a scientist. Born in Holland in 1632, he did not go to a university. His father made baskets, and Anton began working as a fabric merchant when he was 16. Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Starting Small In his work, Leeuwenhoek used magnifying lenses to inspect cloth. He soon began inspecting objects in nature as well, such as drops of water and plaque on teeth. He had many of the qualities of a true scientist—curiosity, persistence, creativity, and intelligence. He made careful observations and took detailed notes. He could not draw well, so he hired someone to make sketches based on his observations. Here is his description of algae: “Passing just lately over this lake ... and examining this water next day, I found floating therein divers earthy particles, and some green streaks, spirally wound serpent-wise, and orderly arranged, after the manner of the copper or tin worms, which distillers use to cool their liquors as they distil over. The whole circumference of each of these streaks was about the thickness of a hair of one’s head ... all consisted of very small green globules joined together: and there were very many small green globules as well.” Milestones By 1668 Leeuwenhoek began making his own microscopes. Historians think he might have been inspired by the work of Robert Hooke, who observed and named cells. Leeuwenhoek made more than 500 microscopes throughout his life. He perfected a technique to grind lenses but refused to share his secret method. Leeuwenhoek discovered bacteria, protists, sperm cells, and blood cells. In 1680 he became a member of the Royal Society of England. Its membership was made up of many famous scientists of the day, including Hooke. During his lifetime, Leeuwenhoek was visited by Peter the Great of Russia and Queen Anne of England. By the time of his death in 1723, his contribution to science was widely recognized. One admirer wrote: “Leeuwenhoek considered that what is true in natural philosophy can be most fruitfully investigated by the experimental method, supported by the evidence of the senses; for which reason, by diligence and tireless labor he made with his own hand certain most excellent lenses, with the aid of which he discovered many secrets of Nature, now famous throughout the whole philosophical World.” Apply Critical-Thinking Skills Directions: Answer each question or respond to each statement. 1. Critique What scientific skills did Leeuwenhoek have? What scientific skills did he lack? Give examples to support your answer. 2. Originate Write a description of a microorganism that you have viewed through a microscope or seen in a photograph. Classifying and Exploring Life 59 Name Date Challenge Class LESSON 3 Compound Microscopes You have been asked to help create a manual that explains how a compound microscope works. Model • Sketch a compound microscope in the space below. • Label these parts of the microscope: base lamp coarse focus knob objective lens eyepiece ocular lens fine focus knob stage • Use arrows to show the path of light through the microscope. • Add a caption explaining how to determine the magnification of an image by a compound microscope. Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 60 Classifying and Exploring Life Name Date Class Lesson Quiz A LESSON 3 Exploring Life Matching Directions: On the line before each definition, write the letter of the term that matches it correctly. Each term is used only once. 1. uses light and one or more lenses to make an object appear larger than it really is 2. a light microscope that uses more than one lens A. compound microscope B. electron microscope C. light microscope to make an object appear larger than it really is 3. uses a magnetic field and a beam of electrons to make an object appear larger than it really is Multiple Choice Directions: On the line before each question, write the letter of the correct answer. 4. Which kind of microscope is best for observing the movement of a live cell? A. SEM B. TEM C. compound Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 5. Which kind of microscope is best for studying the details on an object’s surface? A. light B. SEM C. TEM 6. Which statement best describes a transmission electron microscope (TEM)? A. Electrons pass through an object. B. Multiple lenses pass through an object. C. Electrons bounce off the surface of an object. Short Answer Directions: Respond to the statement on the lines provided. 7. Explain how microscopes change people’s ideas about living things. Classifying and Exploring Life 61 Name Date Lesson Quiz B Class LESSON 3 Exploring Life Completion Directions: On each line, write the term that correctly completes each sentence. 1. A(n) microscope uses light and one lens to enlarge an image of an object. 2. A(n) microscope uses light, an ocular lens, and an objective lens to enlarge an image of an object. 3. A(n) microscope uses a magnetic field to focus a beam of electrons on or through an object whose image is being magnified. Short Answer Directions: Answer each question or respond to each statement on the lines provided. 4. Apply What kind of microscope would you use to observe the movement of a live cell? Explain your answer. Explain your answer. 6. Describe how a transmission electron microscope (TEM) works. 7. Relate How did the invention of the microscope lead to other scientific discoveries? 62 Classifying and Exploring Life Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 5. Apply What kind of microscope would you use to study the details on the surface of a cell? Name Date Class Lab A 45 minutes Constructing a Dichotomous Key A dichotomous key is a series of descriptions arranged in pairs. Each description leads you to the name of the object or to another set of choices until you have identified the organism. In this lab, you will create a dichotomous key to classify objects. Question How can you create a dichotomous key to identify objects? Materials a collection of objects Procedure 1. Read and complete the lab safety form. 2. Obtain a container of objects from your teacher. 3. Examine the objects, and then brainstorm a list of possible characteristics. You might Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. look at each object’s size, shape, color, odor, texture, or function. 4. Choose a characteristic that would separate the objects into two groups. Separate the objects based on whether or not they have this characteristic. This characteristic will be used to begin a dichotomous key like the example below. Dichotomous Key to Identify Office Supplies The object is made of wood. Go to 1. The object is not made of wood. Go to 2. 1. The object is longer than 20 cm. Go to 5. 3. The object is not longer than 20 cm. Go to 9. 2. The object is made of metal. Go to 6. 4. The object is not made of metal. Go to 10. Classifying and Exploring Life 63 Name Date Class Lab A continued 5. Write a sentence to describe the characteristic in step 4 and then write “Go to 1.” Write another sentence that has the word “not” in front of the characteristic. Then write “Go to 2.” 6. Repeat steps 4 and 5 for the two new groups. Give sentences for new groups formed from the first group of consecutive odd numbers. Give sentences for groups formed from the second group of consecutive even numbers. Remember to add the appropriate “Go to” directions. First group: Second group: Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 7. Repeat steps 4–6 until there is only one object in each group. Give each object an appropriate two-word name. 64 Classifying and Exploring Life Name Date Class Lab A continued 8. Give your collection of objects and your dichotomous key to another group. Have them identify each object using your dichotomous key. Have them record their answers. Lab Tips • Base the questions in your key on observable, measurable, or countable characteristics. Avoid questions that refer to how something is used or how you think or feel about an item. • Remember to start with general questions and then get more and more specific. Remember to use scientific methods. Make Observations Ask a Question Form a Hypothesis Test your Hypothesis Analyze and Conclude Communicate Results Analyze and Conclude 9. Evaluate Was the other team able to correctly identify the collection of objects using your dichotomous key? Why or why not? Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 10. The Big Idea Summarize how dichotomous keys are useful in identifying unknown objects. Communicate Your Results Create a poster using drawings or photos of each object you identified. Include your two-word names for the objects. Classifying and Exploring Life 65 Name Date Lab B Class 45 minutes Constructing a Dichotomous Key A dichotomous key is a series of descriptions arranged in pairs. Each description leads you to the name of the object or to another set of choices until you have identified the organism. In this lab, you will create a dichotomous key to classify objects. Question How can you create a dichotomous key to identify objects? Materials a collection of objects Procedure 1. Read and complete the lab safety form. 2. Obtain a container of objects from your teacher. 3. Examine the objects, and then brainstorm a list of possible characteristics. You might look at each object’s size, shape, color, odor, texture, or function. objects based on whether or not they have this characteristic. This characteristic will be used to begin a dichotomous key like the example below. Dichotomous Key to Identify Office Supplies The object is made of wood. Go to 1. The object is not made of wood. Go to 2. 1. The object is longer than 20 cm. Go to 5. 3. The object is not longer than 20 cm. Go to 9. 2. The object is made of metal. Go to 6. 4. The object is not made of metal. Go to 10. 66 Classifying and Exploring Life Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 4. Choose a characteristic that would separate the objects into two groups. Separate the Name Date Class Lab B continued 5. Write a sentence to describe the characteristic in step 4 and then write “Go to 1.” Write another sentence that has the word “not” in front of the characteristic. Then write “Go to 2.” 6. Repeat steps 4 and 5 for the two new groups. Give sentences for new groups formed from the first group of consecutive odd numbers. Give sentences for groups formed from the second group of consecutive even numbers. Remember to add the appropriate “Go to” directions. 7. Repeat steps 4–6 until there is one object in each group. Give each object an Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. appropriate two-word name. 8. Give your collection of objects and your dichotomous key to another group. Have them identify each object using your dichotomous key. Have them record their answers. Remember to use scientific methods. Make Observations Ask a Question Form a Hypothesis Test your Hypothesis Analyze and Conclude Communicate Results Classifying and Exploring Life 67 Name Date Class Lab B continued Lab Tips • Base the questions in your key on observable, measurable, or countable characteristics. Avoid questions that refer to how something is used or how you think or feel about an item. • Remember to start with general questions and then get more and more specific. Analyze and Conclude 9. Evaluate Was the other team able to correctly identify the collection of objects using your dichotomous key? Why or why not? 10. The Big Idea Summarize how dichotomous keys are useful in identifying unknown objects. Create a poster using drawings or photos of each object you identified. Include your two-word names for the objects. Extension Teach a peer how to use a dichotomous key. Let the peer use your collection to have a firsthand experience with how a key works. 68 Classifying and Exploring Life Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Communicate Your Results Name Date Class Lab C Dichotomous Keys Directions: Use the information and data from the Lab Constructing a Dichotomous Key to perform this lab. You have created a dichotomous key to identify common objects. In biology, dichotomous keys are used to identify different species of organisms. Develop a dichotomous key that can be used to identify at least four different species of local plants based on their leaves. Use leaves from plants that are not poisonous or protected. Please note that you must complete Lab B before beginning Lab C. Also, have your teacher approve your design and safety procedures before beginning your experiment. Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Dichotomous Key Classifying and Exploring Life 69 Name Date Class Chapter Key Concepts Builder Classifying and Exploring Life End-of-Chapter Practice Directions: Work with a group. As a group, choose an organism you are familiar with or make up a new organism. Then complete the following tasks. 1. Draw your organism and label it with a common name. 2. Write a paragraph or create a table that lists the characteristics of life and gives evidence of each characteristic that your organism has. 3. Explain how your organism is classified. Include its domain, kingdom, genus, and species. Label the drawing of your organism with a plausible scientific name. 4. Create a dichotomous key that will help other people identify your organism. 5. What could you learn about your organism by using a microscope? Which type of microscope would you use? 6. Present your organism to the class. Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 70 Classifying and Exploring Life Name Date Class Chapter Test A Classifying and Exploring Life Multiple Choice Directions: On the line before each question or statement, write the letter of the correct answer. 1. Which characteristic does NOT apply to all living things? A. the ability to respond to stimuli B. the ability to maintain homeostasis C. the ability to reproduce by dividing 2. make up an organism’s scientific name. A. Class and family B. Genus and species C. Phylum and order 3. Which microscope uses electrons to study the surface of an object? A. SEM B. TEM C. compound microscope Matching Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Directions: On the line before each example or definition, write the letter of the term that correctly matches it. Each term is used only once. Matching Set 1 4. trees A. Animalia 5. squirrels B. Fungi 6. mushrooms C. Plantae Matching Set 2 7. a series of questions used to identify organisms D. binomial nomenclature 8. shows the relationships among organisms E. cladogram 9. gives each organism a two-word scientific name F. dichotomous key Classifying and Exploring Life 71 Name Date Class Chapter Test A continued Interpreting a Diagram Directions: Use the diagram to respond to each statement. Hind Front a. ______________ Hind Front b. ______________ Hind Front c. ______________ Dichotomous Key to Animal Tracks 1. a. toe print separate from sole print, go to 2 b. toe print attached to sole print, go to 3 2. a. toes with long claws, Mephitis mephitis (skunk) b. toes with short claws, Mustela vison (mink) 3. a. regular-shaped toes, go to 4 b. irregular-shaped toes, Didelphis virginiana (opossum) 4. a. hind toes webbed, Castor canadensis (beaver) b. hind toes not webbed, Marmota monax (woodchuck) Hind Front d. ______________ Hind Front e. ______________ each animal on the lines provided. 11. Describe the primary difference between a skunk’s track and a mink’s track. 12. Describe one similarity between an opossum’s track and a beaver’s track. 72 Classifying and Exploring Life Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 10. Use the dichotomous key to identify each animal track. Write the common name of Name Date Class Chapter Test A continued Short Answer Directions: Respond to each statement on the lines provided. 13. List three characteristics of all living things. 14. Identify one discovery made possible by the invention of the microscope. Concept Application Directions: Respond to each statement on the lines provided. Use complete sentences. 15. During field research, a science class discovers a small organism that rolls into a ball Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. when disturbed. Joe calls the organism a pill bug. Samantha calls it a sow bug. Juan calls it a roly poly. Explain one benefit of using the organism’s scientific name. 16. A science class discovers a slimy yellow mass on the ground. Propose two ways the class could determine whether the object is living or nonliving. 17. Organism A is in the same phylum as organism B. Organism C is in the same class as organism B. Explain whether organism A or organism C is more closely related to organism B. Classifying and Exploring Life 73 Name Date Class Chapter Test B Classifying and Exploring Life Multiple Choice Directions: On the line before each question, write the letter of the correct answer. 1. Which term describes the changes that occur in an organism during its lifetime? A. stimuli B. homeostasis C. organization D. development 2. Which term is a scientific name? A. Canis B. Carnivora C. Canis familiaris D. German shepherd 3. Which microscope could be used to study the movement of protists in water? A. SEM B. TEM C. electron D. compound Directions: On the line before each example or definition, write the letter of the term that matches it correctly. Not all terms are used. Matching Set 1 4. trees A. Archaea 5. squirrels B. Animalia 6. mushrooms C. Fungi D. Plantae Matching Set 2 7. a series of questions used to identify organisms E. binomial nomenclature 8. shows the relationships among organisms F. cladogram 9. gives each organism a two-word scientific name G. dichotomous key H. protist 74 Classifying and Exploring Life Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Matching Name Date Class Chapter Test B continued Interpreting a Diagram Directions: Use the diagram to respond to each statement. Hind Front a. ______________ Hind Front b. ______________ Hind Front c. ______________ Dichotomous Key to Animal Tracks Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 1. a. toe print separate from sole print, go to 2 b. toe print attached to sole print, go to 3 2. a. toes with long claws, Mephitis mephitis (skunk) b. toes with short claws, Mustela vison (mink) 3. a. regular-shaped toes, go to 4 b. irregular-shaped toes, Didelphis virginiana (opossum) 4. a. hind toes webbed, Castor canadensis (beaver) b. hind toes not webbed, Marmota monax (woodchuck) Hind Front d. ______________ Hind Front e. ______________ 10. Use the dichotomous key to identify each animal track. Write the scientific name of each animal on the lines provided. 11. Write an example of how the shape of an animal’s toe print can be used to identify the animal. 12. State whether the front or hind tracks of the animals shown are more useful for identifying the animal. Give an example to support your conclusion. Classifying and Exploring Life 75 Name Date Class Chapter Test B continued Short Answer Directions: Respond to each statement on the lines provided. 13. List six characteristics of all living things. 14. Write two examples of how the invention of electron microscopes changed people’s understanding of living things. Concept Application Directions: Respond to each statement on the lines provided. Use complete sentences. 15. Explain the effect that molecular analysis of the DNA of organisms might have on the classification of living things and the use of binomial nomenclature. human. 17. Determine whether the discovery of a new phylum or the discovery of a new species would have a greater impact on our understanding of the relationships between organisms. 76 Classifying and Exploring Life Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 16. Apply Use the characteristics of living things to distinguish between a robot and a Name Date Class Chapter Test C Classifying and Exploring Life Multiple Choice Directions: On the line before each question, write the letter of correct answer. 1. Which characteristic applies to all living things? A. They require energy. B. They respond to light. C. They are multicellular. D. They reproduce by dividing. 2. Which description identifies a genus? A. a group of similar phyla B. a group of similar orders C. a group of similar species D. a group of similar domains 3. Why might a scientist choose to use a compound microscope rather than an Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. electron microscope? A. to study living specimens B. to study nonliving specimens C. to magnify things 100,000 times D. to produce a three-dimensional image of an object Completion Directions: On each line, write the term or phrase that correctly completes each sentence. 4. Trees are members of the kingdom 5. The kingdom . includes squirrels. 6. Mushrooms are members of the kingdom 7. A(n) . uses a series of questions to identify an organism. 8. A branched diagram that shows the relationships among organisms is called a(n) 9. . is a system for naming organisms by giving each organism a two-word scientific name. Classifying and Exploring Life 77 Name Date Class Chapter Test C continued Interpreting a Diagram Directions: Use the diagram to respond to each statement. Hind Front a. ______________ ______________ Hind Front b. ______________ ______________ Hind Front c. ______________ ______________ Dichotomous Key to Animal Tracks 1. a. toe print separate from sole print, go to 2 b. toe print attached to sole print, go to 3 2. a. toes with long claws, Mephitis mephitis (skunk) b. toes with short claws, Mustela vison (mink) 3. a. regular-shaped toes, go to 4 b. irregular-shaped toes, Didelphis virginiana (opossum) 4. a. hind toes webbed, Castor canadensis (beaver) b. hind toes not webbed, Marmota monax (woodchuck) Hind Front d. ______________ ______________ Hind Front e. ______________ ______________ common names of each animal on the lines provided. 11. You discover an animal track that has short claw prints. Determine the additional information you would need to identify the animal that made the track. 12. Suggest other characteristics that could be used to help identify the animals by their tracks. 78 Classifying and Exploring Life Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 10. Use the dichotomous key to identify each animal track. Write the scientific and Name Date Class Chapter Test C continued Short Answer Directions: Respond to each statement on the lines provided. 13. Compare the organization of a unicellular organism with the organization of a multicellular organism. 14. Assess whether light microscopes or electron microscopes would be more useful for the study of living organisms. Concept Application Directions: Respond to each statement on the lines provided. Use complete sentences. Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 15. Hypothesize about why scientific names include the organism’s genus. 16. Evaluate this statement: A computer is a living thing. 17. Assess how the development of technology has affected how people classify living things. Classifying and Exploring Life 79 Teacher Pages T2 Answers T6 Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Lesson Outlines for Teaching Classifying and Exploring Life T1 Lesson Outline for Teaching Lesson 1: Characteristics of Life A. Characteristics of Life 1. All living things are organized, grow and develop, reproduce, respond, maintain certain internal conditions, and use energy. 2. Things that have all the characteristics of life are called organisms. B. Organization 1. Whether an organism is made of only one cell—the smallest unit of life—or many cells, all living things have structures that have specific functions. 2. Living things that are made of only one cell are called unicellular organisms. 3. Living things that are made of two or more cells are called multicellular organisms. 4. Living things with more than one cell have a greater level of organization because groups of cells function together. C. Growth and Development 1. Living things grow by increasing cell size or increasing cell number. 2. The changes that occur in an organism during its lifetime are called development. D. Reproduction 1. Reproduction is the process by which one organism makes one or more new organisms. without one. E. Responses to Stimuli 1. All living things can respond to changes in the environment. These changes are called stimuli and can be internal or external. 2. Hunger and thirst are examples of internal stimuli. 3. Some examples of external stimuli are light and temperature. F. Homeostasis 1. An organism’s ability to maintain steady internal conditions when outside conditions change is called homeostasis. Maintaining these conditions ensures that cells can function. 2. When your outside environment becomes too hot or too cold, your body responds by sweating, shivering, or changing the flow of blood to maintain a body temperature of 37°C. T2 Classifying and Exploring Life Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 2. Some organisms must have a(n) mate to reproduce, but others can reproduce Lesson Outline continued G. Energy 1. Cells continuously use energy to transport substances, make new cells, and perform chemical reactions. 2. For most organisms, the energy they use originally came to Earth from the Sun. Discussion Question What are some differences between living and nonliving things? Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. All living things are organized, grow, and develop, reproduce, respond, maintain certain internal conditions, and use energy. Nonliving things do not have all these characteristics. Classifying and Exploring Life T3 Lesson Outline for Teaching Lesson 2: Classifying Organisms A. Classifying Living Things 1. There have been many different ideas about how to classify living things. 2. Aristotle placed all organisms into two large groups—plants and animals. B. Determining Kingdoms 1. Carolus Linnaeus grouped all organisms into two main kingdoms. 2. In 1969 an American biologist proposed a five-kingdom system for classifying organisms that included kingdoms Monera, Protista, Plantae, Fungi, and Animalia. C. Determining Domains 1. The current system used for classifying organisms is called systematics. Systematics uses all the information that is known about organisms to classify them. 2. Organisms are classified into one of three domains—Bacteria, Archaea, and Eukarya—and then into one of six kingdoms. D. Scientific Names 1. When Linnaeus grouped organisms into kingdoms, he also developed a system for naming organisms. His system of binomial nomenclature gives each organism a two-word scientific name, such as Ursus arctos for a brown bear. 2. A(n) species is a group of organisms that have similar traits and are able to produce fertile offspring. 4. The second word in a scientific name identifies the species. 5. Similar species are grouped into one genus. Similar genera are grouped into families and then into orders, classes, phyla, kingdoms, and domains. 6. Each species has its own scientific name, which is the same all over the world. E. Classification Tools 1. A(n) dichotomous key is a series of descriptions arranged in pairs that can be used to identify an unknown organism. The chosen description leads to another pair of descriptions or to the identification of the organism. 2. A(n) cladogram is a branched diagram that shows the relationships among organisms. New characteristics appear before each branch. Discussion Question What are some different ways organisms can be classified? Organisms can be classified according to size, structures, cell type, habitat, the way an organism obtains food and energy, structure and function of its features, common ancestry, or some combination of these factors. T4 Classifying and Exploring Life Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 3. In a scientific name, the first word is the organism’s genus, such as Ursus. Lesson Outline for Teaching Lesson 3: Exploring Life A. The Development of Microscopes 1. The invention of microscopes enabled people to see details of living things that cannot be seen with the unaided eye. 2. Two inventors of early microscopes were Anton van Leeuwenhoek and Robert Hooke. 3. Before microscopes, people did not know that living things are made of cells. B. Types of Microscopes 1. One characteristic of all microscopes is that they magnify images. Magnification makes an image appear larger than it really is. 2. Another characteristic of microscopes is resolution—how clearly the magnified image can be seen. 3. Light microscopes use light and lenses to enlarge an image of an object. a. A light microscope that uses more than one lens to magnify an image is called a(n) compound microscope. b. Light microscopes can be used to view living or nonliving things. c. Light microscopes can enlarge images up to 1,500 times their original size. 4. Electron microscopes use a magnetic field to focus a beam of electrons through an Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. object or onto an object’s surface. a. Because objects must be mounted in plastic and then sliced very thin, only dead organisms can be viewed with an electron microscope. b. Transmission electron microscopes usually are used to study extremely small things such as the structures inside a cell. c. Scanning electron microscopes usually are used to study the surface of an object. C. Using Microscopes 1. People in health care, such as doctors and laboratory technicians, often use microscopes. Microscopes are used in surgery, such as cataract surgery and brain surgery. 2. Forensic scientists use microscopes to study evidence from crime scenes. 3. The steel industry examines steel for impurities with the use of microscopes. 4. Jewelers use microscopes to identify stones. Discussion Question What are some uses of microscopes? to study evidence from crime scenes, to study fossils, to examine steel for impurities Classifying and Exploring Life T5 Answers toward their heads and prepared themselves not to react as they would in an actual reflex response situation. What do you think? (page 1) 1. Disagree; movement is not a characteristic of all living things. 2. Agree 3. Agree 4. Disagree; physical similarities, molecular similarities, and ancestral relationships are used to classify organisms. 5. Agree 6. Disagree; microscopes are used by many different types of people, including forensic scientists, healthcare workers, and manufacturing technicians. Lesson 1 Launch Lab (page 8) 1. Living things are organized, grow and develop, reproduce, respond, maintain certain internal conditions, and use energy. Students might also include or substitute characteristics such as the ability to move, require food, and other simpler terms. 2. When the bubbles form on the pasta, the pasta rises through the water. The bubbles burst and the pasta sinks. This appears as movement, so students might suggest that the pasta is using energy to move or that the pasta is responding to its environment. Content Vocabulary (page 9) 1. cell 2. organism 3. unicellular 4. homeostasis 5. multicellular 6. unicellular 7. homeostasis 8. cell 9. multicellular 10. organism MiniLab (page 12) 1. Student responses might be the same or different for the two tests. Responses might include blinking, turning your head, or protecting your face with hands, among others. 2. Students might determine some responses were not really reflex responses because they might have thought about the object coming T6 Content Practice A (page 13) 1. 2. 3. 4. 5. A D E B F 6. C 7. a nonliving thing 8. unicellular 9. multicellular 10. external 11. cell 12. Homeostasis Content Practice B (page 14) 1–6. (in any order) organization, growth and development, reproduction, response to stimuli, homeostasis, use of energy 7. Possible answer: In a unicellular organism, structures within the cell have specific functions. In a multicellular organism, different cells usually perform different functions and are organized into groups that have a specialized function. 8. Homeostasis is an organism’s ability to maintain steady internal conditions when outside conditions change. 9. Possible answer: Internal stimuli are changes to the environment inside an organism. Feeling hungry is an internal stimulus. External stimuli are changes to the environment outside an organism. Light is an external stimulus. School to Home (page 15) 1. Possible answers: a. Different parts of a sunflower, such as the leaves, stems, and roots, have different functions. b. A tadpole’s size and shape change as it grows into a frog. c. A snake hunts for food when it gets hungry. d. The leaves of an oak tree use sunlight, carbon dioxide, and water to make food. 2. Possible answers: shivering to keep warm, sweating or flushing to stay cool, breathing faster after exercise, and getting rid of excess fluid and waste Classifying and Exploring Life Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 3. No, the object is not alive. I know this because the pasta shows only some, not all, of the characteristics that living things possess. 3. Students’ comments should reflect an understanding that an organism sometimes needs reflex responses to survive in its environment. An example might be animals scurrying for cover as the result of a loud sound. Answers continued Key Concept Builder (page 16) 1. growth and development 10. B 2. homeostasis 11. U 3. organization 12. cell division 4. reproduction Enrichment (page 20) 5. response to stimuli 1. positive tropism 6. use of energy 2. Diagrams should use the information shown in the table. 7–12. Students’ hints should reflect the characteristics of life as taught in Lesson 1. Key Concept Builder (page 17) 1. organization 2. stimulus 3. homeostasis 4. organization 5. growth 6. development 7. reproduction 8. energy 9. homeostasis Key Concept Builder (page 18) 1. organization, growth and development, reproduction, response to stimuli, homeostasis, use of energy Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 9. U 2. Possible answer: Plants get energy from the Sun. Some animals get energy from eating plants. Some animals get energy from eating other animals. 3. Possible answer: Living things in a food web use energy for everything they do, such as grow and develop, reproduce, respond to stimuli, and maintain homeostasis. Individual cells use energy to transport substances, make new cells, and perform chemical reactions. Challenge (page 21) Possible procedure: Have a volunteer sit quietly in a chair. The volunteer should rest one arm on a table with the inner wrist facing up. Lightly place two fingers on the volunteer’s inner wrist, just below the palm. Find the volunteer’s pulse. Use a stopwatch to determine the volunteer’s resting pulse rate. Count the pulses for a period of 30 seconds. Use the data to calculate the number of pulses per minute. Have the volunteer jog in place for 1 minute. Determine the volunteer’s pulse rate after exercise. Wait 5 minutes and then find the volunteer’s pulse rate. Record all data in a chart. The x-axis of each graph should be labeled Pulse Rates; the y-axis should be labeled Time. The normal resting pulse rate for students will vary from 60 to 100 beats per minute. The graphs should show the pulse peaking during exercise and then returning to normal 5 minutes later. In their explanations, students should note that the pulse rate returned to normal due to homeostasis, which works to return the body to a steady internal state. Lesson Quiz A (page 22) Matching 1. A 2. C 3. B 4. E 4. Possible answer: Individual cells use energy to transport substances, make new cells, and perform chemical reactions. 5. F 5. Possible answer: Like other living things, I have the characteristics of life and need to get and use energy. 7. G Key Concept Builder (page 19) 6. D 8. I 9. H 1. M Multiple Choice 10. B 2. M Lesson Quiz B (page 23) 3. M Completion 1. cell 4. B 5. M 6. U 7. B 8. M Classifying and Exploring Life 2. life 3. reproduction 4. homeostasis 5. grow T7 Answers continued 6. stimuli 7. energy 8. organization Short Answer 9. A tree grows and develops from a seed (growth and development) and can produce new trees through its seeds (reproduction). A tree is made of cells (organization). It grows toward the Sun (responding to stimuli) and uses energy from the Sun. A tree maintains a steady internal environment (homeostasis) by taking in water and giving off water through its leaves to keep the water level balanced. Lesson 2 Launch Lab (page 25) 1. Answers will vary but will likely include characteristics such as leaf margins (edges), branching or parallel veins, lobes (indents), and so on. 2. Scientists use rules for separating and identifying items so that all scientists arrive at the same result if they were classifying the same organism. Content Vocabulary (page 26) 1. cladogram 2. binomial nomenclature 3. Kingdom 4. dichotomous key 6. genus MiniLab (page 29) 1. Answers should indicate that students based the names on each organism’s characteristics. 2. Accept any reasonable responses. 3. Because each organism is given a specific twoword scientific name, scientists worldwide will use the same name for that organism and classify it the same way. Content Practice A (page 30) 2. systematics; It uses all the evidence that is known about an organism to classify it, including its cell type, its habitat, the way it obtains food and energy, the structure and function of its features, its common ancestry, and an analysis of its molecules. 3. a naming system that gives each organism a two-word scientific name 4. the organism’s genus name and species name 5. Possible answer: I would use a dichotomous key by answering a series of questions with two possible answers. My answer to each set of questions directs me to another set of questions until I identify the organism. 6. Possible answer: A cladogram shows relationships among organisms in a diagram with a series of branches. Each branch begins with a new characteristic. The characteristic is found in all the organisms to its right. Organisms to its left do not have the characteristic. School to Home (page 32) 1. a. Geochelone nigra; b. Canis lupus familiaris; c. Sequoiadendron giganteum 2. cone-bearing plants 3. division names: mosses and relatives— bryophyta; ferns and relatives—pterophyta; cone-bearing plants—gymnosperms; flowering plants—angiosperms; common names: (possible answers) club moss, marsh fern, spruce tree, apple tree Key Concept Builder (page 33) 1. Bacteria, Archaea, Eukarya 2. Bacteria, Archaea, Protista, Fungi, Plantae, Animalia 3. Protista, Fungi, Plantae, Animalia 4–11. Checkmarks next to 4, 6, 7, 9, 10 Key Concept Builder (page 34) 1. kingdoms 1. Aristotle’s two groups, plants and animals 2. kingdoms 3. systematics 2. Linnaeus’s two-kingdom system, plants and animals 4. domains, kingdoms 3. Whittaker’s five-kingdom system 5. binomial nomenclature 4. Systematics 6. scientific name 5. 5 kingdoms 7. genus 6. domains and the consideration of molecular evidence 8. species 9. dichotomous key 10. cladogram T8 1. because more had been learned about organisms and new organisms had been discovered 7. Possible answer: More is being learned about organisms and new species are still being discovered. Classifying and Exploring Life Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 5. species Content Practice B (page 31) Answers continued Key Concept Builder (page 35) 1. Possible answer: A dichotomous key can help me by giving me a series of questions about an insect’s characteristics. By observing my insect and answering the questions, I can identify my insect. 2. Possible answer: The insect has wings. The insect does not have wings. 3. a cladogram 4. lizard, hamster, chimpanzee 5. salmon, salamander, lizard, hamster Key Concept Builder (page 36) 1. binomial nomenclature 2. the organism’s genus name and species name 3. Possible answer: A genus has more kinds of organisms because a species is one kind of organism and a genus contains different species. 4. Possible answer: Scientific names are important to use so scientists who want to communicate about organisms refer to the same species. The same common name can refer to a number of different species. 5. domain, kingdom, phylum, class, order, family, genus, species Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Enrichment (page 37) 1. Possible answer: A molecular study of the lifeform would determine how different it is from organisms in other domains. Other criteria might be the life-form’s ancestry and its physical and behavioral adaptations. 2. Possible answer: Early Earth was characterized by harsh conditions; archaea thrive in harsh conditions. Challenge (page 38) 5. A dichotomous key will likely not work if you do not start with the first description. The first description begins the sorting process and sends you to different sections of the key, depending on which subgroup your organism belongs to. If you start with a description other than the first one, it is possible you could be trying to identify an organism using a part of the key that was written for a subgroup to which your organism does not belong. 6. The dichotomous key helped me identify the beetle by using the beetle’s characteristics to navigate through the questions, narrowing the possibilities of the identification of the beetle. Eventually the beetle I was identifying was singled out and identified based on its characteristics. Lesson Quiz A (page 41) Multiple Choice 1. C 2. B 3. C 4. B Matching 5. D 6. E 7. C 8. B 9. A Lesson Quiz B (page 42) Completion 1. structures 2. domain 1. Domain Eukarya 3. systematics 2. Kingdom Animalia 4. scientific 3. Phylum Chordata 5. nomenclature 4. Class Aves 6. genus 5. Order Falconiformes 7. fertile offspring 6. Family Accipitridae 7. Genus Haliaeetus 8. Species leucocephalus Students should predict that the organism is an animal. Some students might know that the class Aves refers to birds and the order Falconiformes refers to certain raptors. The organism is a bald eagle. Skill Practice (page 39) 4. If neither choice seems correct, one must conclude that an error was likely made in answering a previous question in the key. Classifying and Exploring Life Short Answer 8. Both are classification tools. A cladogram is a branching diagram that shows how organisms are related to one another. A dichotomous key is a series of questions that have two possible answers and is used to identify organisms. 9. Systematics uses cell type, habitat, the way an organism obtains food and energy, structure and function of its features, the common ancestry of organisms, and molecular analysis. T9 Answers continued Lesson 3 Launch Lab (page 44) 1. The letters looked bigger. 2. Answers will vary but might include that microscopes enable us to see more details about living things. Content Vocabulary (page 45) 5. A transmission electron microscope passes electrons through an object to produce an image. A scanning electron microscope bounces electrons off the object and produces a three-dimensional image. Language Arts Support (page 51) Most→cells←small some→kind 1. electron microscope magnifying→device 2. atom microscopic→cells 3. compound microscope tiny→things 4. identify living→things 5. light microscope nonliving→things MiniLab (page 48) ordinary→flies 1. Students’ sketches of the magnified objects should show more detail and be of a smaller area than the sketches completed without magnification. rotting→meat 2. Students should suggest that magnifying the objects enables them to see more detail, which provides information about each object. adult→organism Content Practice A (page 49) 1. magnify 2. resolution 3. Hooke 4. light microscope 5. compound microscope 7. light microscope, compound microscope 8. electron microscope 9. electron microscope 10. light microscope Content Practice B (page 50) 1. Microscopes allowed people to see details of living things that cannot be seen with the unaided eye. People could see the tiny cells that make up living things. 2. Possible answer: The first microscopes used only one lens and could not magnify images as much. 3. magnification and resolution; Magnification describes how much larger a microscope makes an image. Resolution describes how clearly the magnified image can be seen. 4. Possible answer: A light microscope uses light and lenses to magnify an image. An electron microscope uses a magnetic field to focus a beam of electrons through an object or onto an object’s surface to magnify its image. An electron microscope also has a much higher magnification and resolution. T10 miniature→version organism’s→structures developing→organism new→evidence living→world Language Arts Support (page 52) 1. C 2. A 3. C 4. C 5. C Math Skills (page 53) 1. 400× 2. 100× 3. 80× 4. 500× 5. the second microscope, because 400× is greater than 250× School to Home (page 54) 1. a. TEM; b. SEM; c. light microscope; d. TEM 2. An electron microscope uses a magnetic field to focus a beam of electrons through an object or onto an object’s surface. The object must be a dead organism because it has to be mounted in plastic and sliced thinly. The electrons that pass through the object or bounce off its surface are used to produce an image of the object. Key Concept Builder (page 55) 1. Possible answer: Like the first microscope, a magnifying lens uses light and one lens to magnify images. Classifying and Exploring Life Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 6. compound microscope every→egg Answers continued 2. Possible answer: The invention of microscopes allowed people to see images of objects that could not be seen with the unaided eye. It allowed them to observe the cells that make up all living things. 6. I would use a compound light microscope because I want to view a living organism. 3. Possible answer: Leeuwenhoek observed objects such as blood cells, small insects, and pond water. 8. I would use a compound light microscope because it can magnify 1,000×. 4. Hooke observed and named cells. 9. I would use a transmission electron microscope because it passes electrons through an object and is used to study extremely small things. 5. Possible answer: Scientists can study the tiny structures inside cells. Key Concept Builder (page 56) 1. light microscope 2. compound microscope 3. compound microscope 4. electron microscope 5. scanning electron microscope 6. transmission electron microscope Enrichment (page 59) 1. Possible answer: Leeuwenhoek had the ability to carefully observe and take accurate notes, as shown by his description of algae. He was not good at collaborating, given that he refused to share his technique for grinding lenses. 2. Descriptions should be scientifically accurate. 7. scanning electron microscope Challenge (page 60) 8. transmission electron microscope Student diagrams should correctly label the basic parts of a compound microscope and show the path of light moving from the lamp through the lenses to the eyepiece. The magnification of a compound microscope is found by multiplying the magnifications of the ocular lens and the objective lens. 9. light microscope, electron microscope Key Concept Builder (page 57) 1. Possible answers: I would use a compound microscope because I can observe a living organism with it. I can put the unicellular organism directly under the microscope and observe its movements. Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 7. I would use a scanning electron microscope because it is used to study the surface of an object and makes a three-dimensional image. 2. Possible answers: Magnification is how much larger an image looks, but it doesn’t mean that the image can be seen clearly. Resolution is how clearly the magnified image can be seen, regardless of how much it is magnified. 3. A light microscope can magnify an image up to 1,500× with a resolution of 0.2 micrometers. An electron microscope can magnify an image up to 100,000× with a resolution as small as 0.2 nanometers. 4. A micrometer is two-millionths of a meter. A nanometer is two-billionths of a meter. 5. Possible answers: Healthcare professionals use microscopes to analyze body fluids. Microscopes are also used during surgeries. Forensic scientists use microscopes to study evidence from crime scenes. Scientists use microscopes to study fossils. Key Concept Builder (page 58) 1–2. (in either order) simple light microscope, compound light microscope 3–4. (in either order) transmission electron microscope, scanning electron microscope 5. I would use an electron microscope because it is the only kind that can magnify 100,000×. Classifying and Exploring Life Lesson Quiz A (page 61) Matching 1. C 2. A 3. B Multiple Choice 4. C 5. B 6. A Short Answer 7. Answers will vary but should include the fact that microscopes allowed people to see living things and parts of living things that they could not see before the invention of microscopes. Lesson Quiz B (page 62) Completion 1. simple light 2. compound 3. electron Short Answer 4. a light microscope or a compound microscope (which is a type of light microscope), because the process used to prepare organisms for viewing with an electron microscope kills the organism T11 Answers continued 5. SEM, because the electrons bounce off the surface of the object being viewed and produce a three-dimensional image 6. In a TEM, electrons pass through an object, magnifying its interior structure. 7. Answers will vary but should include information about how the invention of the microscope enabled scientists to view details they could not see before. The microscope led to the discovery of cells, cell structures, and other details about living things. Labs A and B (pages 63, 66) 8. Students should use their draft to create a dichotomous key. Remind them to use the form shown in the keys they have seen in previous activities. They will set up pairs of questions that offer a yes or no choice. At each choice, one of two things will happen: Either they have come to the identification, or they will give directions of where to look next in the key. When they reach the end of the key, each object stands alone, is identified, and has a name. 9. Students’ answers will vary. Answers should indicate an understanding of how dichotomous keys work. If the answer is “No, the other team was not able to correctly identify the collection of objects using the dichotomous key,” students should be able to determine how the key fell short. Communicate Your Results Posters will depend upon objects identified and the two-word names given to the objects by the students. B. Extension To extend this investigation, arrange to have your class visit a class of younger students and act as mentors. They will be able to explain how a dichotomous key works, and give the younger students a firsthand experience in using a dichotomous key to identify objects in a collection. Lab C (page 69) Please note: • Students must complete Lab B before they are assigned Lab C. • The procedure given below is just one possibility of many. • If you have students perform the labs they design, make sure proper safety precautions are included before allowing them to proceed. Sample Procedure: Ask a Question How can you create a dichotomous key to identify plants based on their leaves? T12 Test Your Hypothesis Testing procedures may vary, but the following is an example of a possible procedure: • Obtain at least four different leaves from your teacher. Examine the leaves and then brainstorm a list of possible characteristics. You might look at each leaf’s size, shape, color, vein structure, or leaflet arrangement. • Choose a characteristic that would separate the leaves into two groups. Separate the leaves based on whether they have this characteristic. This characteristic will be used to begin a dichotomous key. • Write a sentence to describe the characteristic in step 3 and then write “Go to 1.” Write another sentence that has the word not in front of the characteristic. Then write “Go to 2.” • Repeat steps 3 and 4 for the two new groups. Give sentences for new groups formed from the first group of consecutive odd numbers. Give sentences for groups formed from the second group of consecutive even numbers. Remember to add the appropriate “Go to” directions. • Repeat steps 3–5 until there is one leaf in each group. Analyze and Conclude Students should present an analysis of their data and some conclusion. Key Concept Builder (page 70) 1. Drawings can be of a known organism or a new organism with a common name labeled. 2. Paragraphs or tables should include all the characteristics of life (organization, growth and development, reproduction, response to stimuli, homeostasis, use of energy) and evidence of the characteristic in the organism. 3. The domain name should be one of the following: Bacteria, Archaea, Eukarya. The kingdom name should be from one of the following: Bacteria, Archaea, Protista, Fungi, Plantae, Animalia. The genus and species names will vary. The drawings should be labeled with a binomial nomenclature to indicate the genus name and the species name. 4. Dichotomous keys should include a series of questions about the organism’s characteristics in sets of two that lead to another set of questions or to the identification of the organism. Classifying and Exploring Life Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. 10. Dichotomous keys help to identify objects by narrowing possible choices in a step-by-step process, eventually leading you to the name of an object. Form a Hypothesis Student hypothesis may vary, but the following is an example: If other students base a dichotomous key on the leaves I use, then the dichotomous key might be different from the one I made because we might use different characteristics to describe the same leaves. Answers continued 5. Possible answer: I could learn about the kinds of cells that the organism has. I would use a compound microscope. 6. Students’ presentations should cover the classification and identification of their organisms. Chapter Test A (page 71) Multiple Choice 1. C 2. B 3. A Matching Set 1 4. C 16. Possible answers: The class could observe the yellow mass to see whether it responds to stimuli. They could observe whether it grows, develops, reproduces, or uses energy. They could observe it using a microscope to determine whether it is made of cells. 17. Organisms that are in the same class are more closely related than organisms that are in the same phylum. Therefore, organism C is more closely related to organism B because they are members of the same class. 5. A Chapter Test B (page 74) 6. B Multiple Choice 1. D Matching Set 2 7. F 8. E 9. D Chapter Test A (page 72) Interpreting a Diagram 10. a. beaver; b. opossum; c. woodchuck; d. skunk; e. mink 11. Skunks have toes with long claws and minks have toes with short claws. 12. Beavers and opossums leave tracks that have toe prints attached to the sole prints. Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. that each species has only one scientific name. This ensures that the identity of the organism is clear to everyone. Chapter Test A (page 73) Short Answer 13. Answers will vary but should include any three of the following: Living things are made of cells and have structures with specific functions. Living things grow and develop. Living things reproduce. Living things respond to their environment. Living things use energy. Living things maintain a stable internal environment, or homeostasis. 14. The microscope allowed people to observe features of living things they had not been able to observe before. For example, the invention of the microscope led to the discovery of cells. The discovery of cells enabled people to further explore and classify living things. Concept Application 15. Possible answer: Joe, Samantha, and Juan are using common names for the organism. If people use an organism’s common name, there can be confusion about the identity of the organism, because an organism might have several common names, or one common name might be used for a number of different species. The benefit of using binomial nomenclature is Classifying and Exploring Life 2. C 3. D Matching Set 1 4. D 5. B 6. C Matching Set 2 7. G 8. F 9. E Chapter Test B (page 75) Interpreting a Diagram 10. a. Castor canadensis; b. Didelphis virginiana; c. Marmota monax; d. Mephitis mephitis; e. Mustela vison 11. The shape of an animal’s toe print can be used to help distinguish between opossums and beavers or woodchucks. If the animal has regular-shaped toes, it is a beaver or a woodchuck. If it has irregular-shaped toes, it is an opossum. If its hind toes are webbed, it is a beaver. If its hind toes are not webbed, it is a woodchuck. 12. The hind prints are more useful for identifying the animal, because the hind tracks of the animals are more varied. For example, the presence or absence of webbing on the hind track can be used to distinguish between beavers and woodchucks. Chapter Test B (page 76) Short Answer 13. Living things are made of cells. Living things grow and develop. Living things reproduce. Living things respond to their environment. Living things use energy. Living things maintain a stable internal environment, or homeostasis. T13 Answers continued 14. Electron microscopes allowed people to see structures inside cells and to see much greater detail in three-dimensional images of cells. Concept Application 15. Possible answer: As people learn more about organisms through DNA analysis, systems of classification might change. Just as they have in the past as people learned more about organisms through the use of microscopes. As systems of classification change, methods of naming organisms might also change. 16. Possible answer: A robot requires energy to function, has specialized structures, and responds to stimuli, but it is not made of cells, and it does not grow and develop or reproduce. Humans, on the other hand, have all the characteristics of life. 17. A phylum is a much higher level of classification than species. Many species belong to a given phylum. Therefore, the discovery of a new phylum would change our understanding of the relationships between species more significantly than the discovery of a new species would. Chapter Test C (page 77) Multiple Choice 1. A 2. C 3. A 5. Animalia 6. Fungi 7. dichotomous key 8. cladogram 12. Possible answer: Size and depth of the tracks could provide useful information to help identify the animal that made the tracks. Chapter Test C (page 79) Short Answer 13. A unicellular organism has structures with specific functions. A multicellular organism has groups of cells with specific functions. 14. Possible answer: Light microscopes would probably be more useful because they can be used to observe living and dead organisms. Electron microscopes can only be used to observe dead organisms. Concept Application 15. The scientific name includes the genus, because the genus indicates which group of species the organism belongs to. The use of the genus name allows people to quickly understand how the organism is related to other species. 16. Possible answer: A computer requires energy to operate and is able to maintain stable internal conditions. Computers also respond to stimuli, such as commands. However, computers are not made of cells, they are unable to reproduce, and they do not grow and develop, so they are not living things. 17. Initially people classified living things by characteristics they could observe with the unaided eye. Then, with the invention of the light microscope, people could see more details, and that changed the way they classified living things. As more powerful tools and techniques, such as DNA analysis, are developed, the classifications are likely to change. 9. Binomial nomenclature Chapter Test C (page 78) Interpreting a Diagram 10. a. beaver, Castor canadensis; b. opossum, Didelphis virginiana; c. woodchuck, Marmota monax; d. skunk, Mephitis mephitis; e. mink, Mustela vison T14 Classifying and Exploring Life Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. Completion 4. Plantae 11. You would need to know whether the toe print was separate from the sole print.