nstructions

You will create this assignment following the Assignment Detail instructions below. This assignment will be submitted in the Unit 5 – Submission Assignment lesson in intellipath.

Review the tutorial titled How to Submit the Intellipath Submission Assignment.

Please submit your work to this week’s Intellipath Unit Submission lesson. Click the ‘Upload’ button within the submission lesson to access the submission area.  Click the ‘Select file’ button to upload your document, then click ‘Ok’ to finish.

Assignment Description

Animal Kingdom

Organisms are placed in taxonomic classifications based on differences and similarities of their traits. If you know what critical traits to look for, it is possible to separate any animal into a taxonomic category using a dichotomous key.

The common taxonomic categories are Domain, Kingdom, Phylum, Class, Order, Family, Genus, and Species (Specific Epithet). This assignment will explore the Phylum and Class categories.

The assignment document contains a table with nine images. The images are examples of nine different animal phyla: Porifera, Cnidaria, Nematoda, Arthropoda, Platyhelminthes, Annelida, Mollusca, Echinodermata, and Chordata. In column 1, determine and list the correct Phylum name for each animal using the nine Phyla listed in your text. In column 2, using the dichotomous key provided, determine the class for each animal. List all of the dichotomous key steps chosen when using the key to arrive at the class for each animal. In column 3, the Classification Column, write the class name for each animal from the dichotomous key provided and your key steps.

First download U5 Animal Table 2018 document.

Next, download the Dichotomous Key document.

Use the dichotomous key to determine the class category, as shown for each animal (picture), and write the class names under the Classification Column on the table.

For help on how to use the dichotomous key, download and review the document called How to Use the Dichotomous Key.

Submit your completed table.

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