Biology HS/Science Unit: 10 Lesson: 01 Sports Equipment Classification KEY

Instructions:

1. With your partner, use the dichotomous key to identify the scientific name for each piece of sports equipment and fill in the chart as you identify each piece of sports equipment.

2. Use the sports equipment located in your classroom as reference, if needed.

3. When your task is complete, choose one other group with whom to compare answers. If your groups disagree, discuss and determine the correct answer together.

Sports Equipment Common Name Sports Equipment Scientific Name

Football Pila pes

Softball Sphera mollis

Baseball Sphera crepido

Tennis ball Sphera flavus

Ping pong ball Globus puteo

Volleyball Globus superfundo

Soccer ball Globus dignissim

Golf ball Pila gelasinus

©2012, TESCCC 05/30/13 page 1 of 2 Biology HS/Science Unit: 10 Lesson: 01 Wrap Up Questions:

1. Why is it more advantageous to have only two choices at each step? Why would it be difficult to have more than two?

Individual student answers will vary, but should include information about directing the person using the key to different characteristics.

2. Do dichotomous keys go from general to specific characteristics or from specific to general characteristics? Use the dichotomous key examples provided by your instructor for comparison. Explain why this would be important.

Dichotomous keys go from general to specific characteristics. Individual student answers and explanations will vary, but should include narrowing the choices to be able to eliminate species.

3. What does the first and second part of the Latin name represent in the scientific name of the sports equipment?

The first part of the Latin name represents the genus. The second part of the Latin name represents the species.

4. How can common names for organisms be confusing? (Why are scientific names more helpful for scientists than common names?)

Individual answers will vary, but should include using a common system of common systems of nomenclature to allow scientists to better communicate.

©2012, TESCCC 05/30/13 page 2 of 2