) Chapter 1
Characteristics
. and classification of living
organisms
) Characteristics of living organisms
KEY WORDS
excretion: the removal of the waste products of metabolism and substances in excess of requirements
growth: a permanent increase in size and dry mass
metabolic reactions: chemical reactions that take place in living organisms
movement: an action by an organism or part of an organism causing a change of position or place
nutrition: taking in materials for energy, growth and development
organism: a living thing
reproduction: the processes that make more of the same kind of organism
respiration: the chemical reactions in cells that break down nutrient molecules and release energy for metabolism
sensitivity: the ability to detect and respond to changes in the internal or external environment
Exercise 1.1
IN THIS EXERCISE YOU WILL:
practise naming and describing the characteristics of living things.
Focus
1 Draw lines to match each term with its description.
Term Description
nutrition making more of the same kind of organism
respiration removing waste products of metabolism
growth a permanent increase in size and dry mass
taking in materials for energy, growth
excretion
and development
chemical reactions that release energy from
reproduction
nutrient molecules
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Practice
2 Figure 1.1 shows a plant, growing towards the light. Inside its leaves, photosynthesis is taking place. Photosynthesis uses carbon
dioxide to make glucose, and releases oxygen.
Add labels to Figure 1. 1. Your labels should include short descriptions stating how the plant is showing these characteristics of living
things:
• reproduction
• growth
• sensitivity
• excretion
Figure 1.1: A plant growing towards the light.
Challenge
3 Imagine that someone from another planet is visiting Earth. They see aeroplanes and birds moving through the sky.
Explain to the visitor why birds are alive and aeroplanes are not alive, even though they seem to share some of the characteristics of
living things.
The aeroplane can't grow, consume energiers, excrete, or reproduce. People chose their own standard
rules to define living things and none living things, and those properties are included.in birds but not aeroplan
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) The biological classification system
KEY WORDS
binomial system: a system of naming species that is internationally agreed, in which the scientific name is made up of two parts
showing the genus and the species
fertile: able to reproduce
genus: a group of species that share similar features and a common ancestor
species: a group of organisms that can reproduce to produce fertile offspring
Exercise 1. 2
IN THIS EXERCISE YOU WILL:
• check that you know what a binomial is
• practise finding evidence in a short, written passage
• think about advantages of using the binomial system.
Focus
4 Complete the sentences, using words from the list.
binomial biological complete fertile genus group healthy
living population reproduce species
An organism is abiological species is a group of living organisms that can ...............
............... thing. A ............... reproduce with each other to
population
produce ............... offspring.
Each species of organism has a two-word name. This system of naming is called the boniminal
............... system. The first of the two words in
the name tells us the group
............... that the species belongs to.
Practice
5 Tigers, Panthera tigris, and lions, Panthera leo, sometimes mate with each other if they are kept together in a zoo. The offspring are
called ligers. Ligers are perfectly healthy, but are unable to reproduce.
Use this information to write down:
a one piece of evidence that lions and tigers are closely related
their genus are same
b two pieces of evidence that lions and tigers belong to different species.
their genus are same, but their back name are not same. Also, they look different.
Challenge
6 Many people dislike using binomials for species. They would prefer to just use English names.
Explain why it is helpful to scientists to use the binomial system.
Because binominal system tells about animal more specifically
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) Keys
dichotomous key: a way of identifying an organism, by working through pairs of statements that lead you to its name
Exercise 1. 3: Focus
IN THIS EXERCISE YOU WILL:
practise using a key to identify four animals.
7 Figure 1.2 shows four vertebrates.
C D
Figure 1.2: Four vertebrates.
Use the dichotomous key to identify each of these four animals.
List the sequence of statements that you worked through to find the name.
Remember to work on one animal at a time. Identify that one, then move on to the next.
1 a shell present ............................................................... .... Geochelone elephantopus
b shell absent .................................................................... go to 2
2 a four legs ......................................................................... go to 3
b shell absent ................................................................... .Ophiophagus hannah
3 a back and tail are covered with rough spikes ....................... .Crocodylus niloticus
b no spikes on tail. ............................................................ .Chamaeleo graci/is
When writing binomials, underline them to show that they should be in italics. Remember that the genus name starts with a capital
letter but the species name is all lowercase.
Animal A has been done for you.
A 16, 2..o.,3o.- Crocod11lus
nilo-licus
B
C
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D
Exercise 1.4: Practice
IN THIS EXERCISE YOU WILL:
practise writing a dichotomous key by completing one that has already been started.
8 Figure 1.3 shows a spider, locust, centipede and crab.
locust
spider
centipede crab
Figure 1.3: Spider, locust, centipede and crab.
Here is the start of a key to help someone who does not know anything about these animals to identify them. Complete the key by
writing more pairs of statements.
Then try your key out on a friend.
1 a has antennae .................................. go to 2
b does not have antennae .................. spider
2 a has three pairs of legs .................................................................................................................................................................................... .
b
3 a
b
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Exercise 1.5: Challenge
IN THIS EXERCISE YOU WILL:
write your own dichotomous key.
9 Figure 1.4 shows photographs of four species of fish.
Bannerfish
Trout Goldfish
Figure 1.4: Four species of fish.
Write a dichotomous key to enable someone to identify each of the four fish.
SELF-ASSESSMENT
How confident do you feel about using and writing keys? Rate yourself for each of the points in the checklist using:
C) if you did it really well
Q if you made a good attempt at it and partly succeeded
Q if you did not try to do it, or did not succeed
Checklist Rating
I can use a dichotomous key to identify organisms.
I can complete a key that has already been started.
I can write my own key with no help.
What will you do to improve your ability to write a good dichotomous key?
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) Kingdoms
KEY WORDS
fungus: an organism whose cells have cell walls, but that does not photosynthesise
hyphae: microscopic threads, made of cells linked in a long line, that make up the body of a fungus
kingdom: one of the major groups into which all organisms are classified
spores: very small groups of cells surrounded by a protective wall, used in reproduction
Exercise 1.6
IN THIS EXERCISE YOU WILL:
practise making the kind of drawing that is used in biology.
Biologists often need to describe clearly what they observe when studying organisms. One of the best ways to do this is to make a
drawing.
A biological drawing needs to be simple, but clear. Sometimes, you need to label your drawing to indicate important features.
Here are some points to think about when you draw.
• Make good use of the space on your sheet of paper - your drawing should be large. However, do leave space around it so that you
have room for labels.
• Always use a sharp HB pencil and have a good eraser with you.
• Keep all lines single and clear with no breaks.
• Do not use shading.
• Do not use colours.
• Take time to get the outline of your drawing correct first, showing the correct proportions. Do this lightly to start with, so that you
can rub out and try again.
Here are some points to bear in mind when you label a diagram.
• Use a ruler to draw each label line.
• Make sure the end of the label line touches the structure being labelled.
• Write the labels horizontally.
• Keep the labels well away from the edges of your drawing.
• Do not let label lines cross one another.
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Focus
Figure 1.5 shows two drawings of a leaf made by learners.
Figures 1.5 a and b: Two drawings of a leaf made by learners.
10 List five ways in which the second drawing (Figure 1.5b) is better than the first drawing (Figure 1.5a).
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iv
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Practice
11 Figure 1.6a is a photograph of an earthworm. A learner has begun to make a drawing of the earthworm (Figure 1.6b).
Figure 1.6 a: A photo of an earthworm. b A drawing of the same earthworm.
a Complete the drawing of the earthworm. Add two labels to your drawing.
b Earthworms belong to the animal kingdom. Describe two features of an earthworm that you would not find in an organism
belonging to the plant kingdom.
ii
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) Groups within the animal and plant kingdoms
KEY WORDS
diaphragm: a muscle that separates the chest cavity from the abdominal cavity in mammals; it helps with breathing
dicotyledons: plants with two cotyledons in their seeds
exoskeleton: a supportive structure on the outside of the body
mammary glands: organs found only in mammals, which produce milk to feed young
metamorphosis: changing from a larva with one body form to an adult with a different body form
monocotyledons: plants with only one cotyledon in their seeds
pinna: a flap on the outside of the body that directs sound into the ear
placenta: an organ that connects the growing fetus to its mother, in which the blood of the fetus and mother are brought close
together so that materials can be exchanged between them
Exercise 1. 7: Focus
KEY WORDS
check that you remember the characteristic features of the five groups of vertebrates.
Table 1.1 shows some features of five vertebrates.
Animal What is ,ts skin like? Does it have wings? Does 1t have a beak7 What are its eggs l1ke7
A smooth no no soft, without a shell
B has hair yes no does not lay eggs
C has feathers yes yes with a hard shell
D has scales no no soft, without a shell
E has hair no no does not lay eggs
Table 1.1: Features of five vertebrates.
13 Identify the group of vertebrates to which each animal belongs.
A ..................................... .
B ..................................... .
C ..................................... .
D ..................................... .
E ..................................... .
14 Animals B and E belong to the same group.
List two features of these animals, other than those in the table, that are characteristic features of this group.
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15 Name one group of vertebrates that is not included in the table.
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Exercise 1.8: Practice
IN THIS EXERCISE YOU WILL:
practise remembering the characteristic features of the four groups of arthropods.
16 List two features that all arthropods share, that are not found in other groups in the animal kingdom.
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17 Complete the table to show the characteristic features of the four groups of arthropods.
Number of pairs of
Group Number of pairs of legs Other distinguishing features, if any
antennae
arachnids
insects
myriapods
crustaceans
Exercise 1.9: Challenge
IN THIS EXERCISE YOU WILL:
practise remembering the characteristic features of ferns and flowering plants (monocotyledons and dicotyledons).
18 List three features shared by ferns and flowering plants, which are not shared by organisms in the animal or fungus kingdom.
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19 Describe two ways in which ferns differ from flowering plants.
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20 Draw a table in the space below to summarise the characteristic features of monocotyledons and dicotyledons.
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