IGCSE Biology 2024

Classification Topic
Self-Study Notes Booklet

Reference Jones and Jones Text:

Chapter 1 + Chapter 2 Section 4

Name: ____________________________________

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Classification Topic Student Learning Objectives

I can:

Characteristics of Living Organisms and Classification

1. Describe the characteristics of living organisms by
describing: movement, respiration, sensitivity, growth,
reproduction, excretion and nutrition.
2. State that organisms can be classified into groups by the
features that they share.
3. Define species as a group of organisms that can reproduce
to produce fertile offspring
4. Define and describe the binomial system of naming species as an internationally agreed system in
which the scientific name of an organism is made up of two parts showing the genus and species.
5. Explain that classification systems aim to reflect evolutionary relationships.
6. Explain that the sequences of bases in DNA are used as a means of classification.
7. Explain that organisms which share a more recent ancestor (are more closely related) have base
sequences in DNA that are more similar than those that share only a distant ancestor.

Features of Living Organisms

8. State the main features used to place all organisms into one of the five kingdoms: Animal, Plant,
Fungus, Prokaryote, Protoctist.
9. List the main features used to place organisms into groups within the animal kingdom:
- the main groups of vertebrates: mammals, birds, reptiles, amphibians, fish,
- the main groups of arthropods: myriapods, insects, arachnids, crustaceans.
10. List the main features used to place organisms into groups within the plant kingdom, - ferns and
flowering plants (dicotyledons and monocotyledons)
11. List the features of viruses, limited to protein coat and genetic material.

Dichotomous Keys
12. Construct and use simple dichotomous keys based on easily identifiable features.

Biological Drawings and Magnification

13. State and use the formula: magnification = image size ÷ actual size.
14. Calculate magnification and size of biological specimens using millimetres and micrometres as
units. (This will be covered again at a microscopic level in the Cells topic).
15. Convert measurements between millimetres (mm) and micrometres (µm). (This will be covered
again at a microscopic level in the Cells topic).
16. (Practical) observe, record and measure images of familiar and unfamiliar biological specimens.
17. (Practical) make a clear line drawings of biological specimens, calculating the magnification or
actual size and adding labels as required.

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Term 1 Self-study Overview

As part of your IGCSE Biology course you need to complete this unit of study in full. Your teacher will
summarise the topic at the end of the time allocated for you to complete this booklet as homework.

This summary lesson will be on:_____________

Prior to this, you can ask questions in class or in tutorials. An outline for the content of five self-study
homework sessions is as follows:

Session 1: Characteristics of Living Things and Classification

SLOs
1. Describe the characteristics of living organisms by describing: movement, respiration, sensitivity,
growth, reproduction, excretion and nutrition.
2. State that organisms can be classified into groups by the features that they share.
3. Define species as a group of organisms that can reproduce to produce fertile offspring
4. Define and describe the binomial system of naming species as an internationally agreed system in
which the scientific name of an organism is made up of two parts showing the genus and species.
5. Explain that classification systems aim to reflect evolutionary relationships.
6. Explain that the sequences of bases in DNA are used as a means of classification.
7. Explain that organisms which share a more recent ancestor (are more closely related) have base
sequences in DNA that are more similar than those that share only a distant ancestor.

Tasks
1. Read p2-7 sections 1.1 and 1.2 TEXT
2. View this Youtube video https://www.youtube.com/watch?v=Ul26qSQ3auI and
https://www.youtube.com/watch?v=S2O6sVcUtLU
3. Use the information you have seen and heard, your text and any other relevant sources to complete
pages 5-11 of this booklet: the cut paste activity, gaps and definitions, textbook questions and
research task.

Session 2: Classification: Kingdoms and Phyla

SLOs
1. State the main features used to place all organisms into one of the five kingdoms: Animal, Plant,
Fungus, Prokaryote, Protoctist.
2. List the features of viruses, limited to protein coat and genetic material.

Tasks
1. Read p10-14 + 24, sections 1.4 and 1.6 TEXT
2. View this Youtube video https://www.youtube.com/watch?v=LY-8YXEkDBE
3. Use the information you have seen and heard, your text and any other relevant sources to complete
pages 12-21 of this booklet: the additional notes and definitions, textbook questions and activities.

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Session 3: Animal and Plant Groups
SLOs
1. List the main features used to place organisms into groups within the animal kingdom:
a. the main groups of vertebrates: mammals, birds, reptiles, amphibians, fish
b. the main groups of arthropods: myriapods, insects, arachnids, crustaceans.
2. List the main features used to place organisms into groups within the plant kingdom, ferns and
flowering plants (dicotyledons and monocotyledons).

Tasks
1. Read p15-23 TEXT
2. View this YouTube video https://www.youtube.com/watch?v=MBJp3CCqrxg
3. Use the information you have seen and heard, your text and any other relevant sources to complete
pages 22-28 of this booklet: the gaps and definitions, additional notes and definitions, textbook
questions and activities.

Session 4: Biological drawings and magnification

SLOs
1. State and use the formula: magnification = image size ÷ actual size.
2. Calculate magnification and size of biological specimens using millimetres and micrometres as
units. (This will be covered again at a microscopic level in the Cells topic).
3. Convert measurements between millimetres (mm) and micrometres (µm). (This will be covered
again at a microscopic level in the Cells topic).
4. (Practical) observe, record and measure images of familiar and unfamiliar biological specimens.
5. (Practical) make a clear line drawings of biological specimens, calculating the magnification or
actual size and adding labels as required.

Tasks
1. Read text p42-43 section 2.4 TEXT
2. View this Youtube video https://www.youtube.com/watch?v=0ZQG_CcU64c and this one
https://www.youtube.com/watch?v=DPwhJ8FJ9LU
3. Use the information you have seen and heard, your text and any other relevant sources to complete
pages 29-36 of this booklet: the drawings, conversions, textbook questions and exam questions.

Session 5: Dichotomous keys

SLOs
1. Construct and use simple dichotomous keys based on easily identifiable features

Tasks
1. View https://www.youtube.com/watch?v=wpKulkADzBk and
https://www.youtube.com/watch?v=3x7tuIZd4Sw
2. Complete up to p41 of this notes booklet – including all activities and task sheets

The remaining questions in the booklet are optional but recommended.

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CHARACTERISTICS OF LIVING THINGS

You do not need to be a biologist to realise that there are millions of different living organisms. We
organise them so that they are grouped according to their common characteristics. At the most basic level,
based on MRS GREN, we classify things as either non-living or living. You must be able to describe and
define each of the characteristics of Living Things (MRS GREN) very precisely. The following definitions
need to be learned.

A permanent increase in size and dry mass by an increase in

Movement
cell number or cell size or both

Respiration
Processes that make more of the same kind of organism

Removal from organisms of toxic materials, the waste

Sensitivity products of metabolism (chemical reactions in cells including
respiration) and substances in excess of requirements

The chemical reactions in cells that break down nutrient

Growth
molecules in living cells to release energy for metabolism

Taking in materials for energy, growth and development;

plants require light, carbon dioxide, water and ions. Animals
Reproduction
need organic substances and mineral ions and usually need
water

An action by an organism or part of an organism causing a

Excretion
change of position or place

The ability to detect or sense stimuli in the internal or external

Nutrition Energy
environment and to make appropriate responses

Ref p3 TEXT
ACTIVITY: Match the correct description and picture with each life process by CUTTING AND PASTING onto
the next page of this booklet.

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Living things must carry out the following life functions (learn the definitions of these terms): (Glue your cut
and paste here)

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CLASSIFICATION

Ref p5-7 TEXT Activity: Complete the sentences and definitions (learn these).
Classification means:

Organisms are classified according to ___________________________________

The main reason for classifying living things is to make it easier to study them. All life evolved from a single
celled organism about 4.5 billion years ago. Since then more complex organisms have formed. Closely
related organisms all evolved from a common ancestor.

A common ancestor is:

In the past, the only ways scientists could decide which organisms were closely related to each other, was
to study the structure of their bodies – their morphology (shape and form) and anatomy (internal
structure). Today, we use DNA to work out the evolutionary relationships between organisms.

Activity: Read through the text below and answer the question.
Using DNA to help with classification From Jones and Jones Third Edition
DNA is the chemical from which our chromosomes are made. It is the genetic material, passed on from
one generation to the next. Each DNA molecule is made up of strings of smaller molecules, each
containing four different bases. These bases, called A. C, G and T, can be arranged in any order.
Biologists compare the sequences of bases in the DNA of organisms from two different species. The
more similar the base sequences, the more closely related the species are to one another. They have a
more recent common ancestor than species that have DNA base sequences that are less similar.

Explain how DNA can indicate the relatedness of species.

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Classification and the Binomial naming system

Ref p6-7 TEXT Activity: Complete these sentences and definitions (learn these).

A Swedish naturalist, Carl Linnaeus in 1735, was the first person to try to classify organisms in a scientific
way. He divided all the different kinds of lining things into groups called species.

A species is:

Fertile means: _______________________________________________________

Infertile means: ______________________________________________________

The classification system we use today groups organisms into 7 different levels depending on how many
features they have in common. Species are grouped into larger groups called genera (singular: genus).
Each genus contains several species with similar characteristics. Several genera are then grouped into a
family, families into orders, orders into classes, classes into phyla and finally phyla into Kingdoms.

When naming organisms we use the binomial system. What does ‘binomial’ mean:

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What does the first part of the binomial name represent?
_______________________________________________________________

What is the second part of the binomial name represent?

_______________________________________________________________

When naming organisms with the binomial system it is important to follow some rules

If asked to write or state the name of an organism you must give both the genus and species. Sometimes
you might also need to write the subspecies. E.g. Canis lupis domesiticus (domestic dog).

Other examples (Genus first, species second)

• Escherichia coli (E. coli – a bacteria)
• Humans: ____________ _____________ subspecies ___________
•

ACTIVITY: Answer Question 1+2 p7 text below:

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ACTIVITY: Complete the second column of the table for humans (you will need to research this on the
internet)

HUMAN EXAMPLE
Eukarya
(Kingdoms Protista, Fungi, Plantae, Animalia)
Bacteria
DOMAIN
(Kingdom Eubacteria)
Archaea
(Kingdom Archaebacteria)
Old system -5 kingdoms
(Monera, Protista, Fungi, Plantae, Animalia)
New System – 6 kingdoms
KINGDOM
(same names as 5 Kingdoms but Monera is now
divided into Eubacteria and Archaebacteria)

(organisms with a backbones)

PHYLUM

(hair, give milk)

CLASS

ORDER

FAMILY

GENUS

SPECIES

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CLASSIFICATION INTO KINGDOMS

Ref p10-14 TEXT.

Taxonomy is the study of the principles of the organisation of taxa (groups) based on similar physical
characteristics. Most scientists classify living organisms into one of five large groups or Kingdoms.

Name the five kingdoms all organisms are placed in.

1.

2.

3.

4.

5.

NOTE: Viruses are not classified as living and therefore do not fit into the classification system that
taxonomists use.

Kingdom Animalia (overview) Ref p10 TEXT

(can be divided into phyla - Phyla=plural, Phylum=singular)

Main characteristics of animals:

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We divide the animal kingdom according to having a backbone (vertebrates – phylum vertebrates
(Chordata)) or not (invertebrates – several phyla)
The main Animal Phyla we are interested in are:
• Phylum Vertebrates (Chordata)
o Class Fish
o Class Amphibians
o Class Reptiles
o Class Birds
o Class Mammals
• Phylum Arthropods
o Class Crustaceans
o Class Insects
o Class Myriapods
o Class Arachnids
• Phylum Annelids (segmented worms eg earthworms)
• Phylum Nematoda (unsegmented worms)
• Phylum Mollusca (soft bodies e.g. snail)

Kingdom Plantae / Plant Kingdom (overview) Ref p11 TEXT

The main characteristics of plants:

There are 4 major groups within the plant kingdom:

• Mosses - no vascular tissue
• Ferns - vascular tissue, no seed
• Gymnosperms - e.g pine trees - produce seeds but no flowers
• Angiosperms - flowering plants - vascular, seeds and flowers

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ACTIVITY: Answer questions 3 and 4 p11 TEXT below

Kingdom Fungi Ref p12 TEXT

Define fungus:

List some examples of fungi.

Main features of fungi.

Make sure you know the definitions of: multicellular, unicellular, hyphae, decomposers and spores (there
is space on p16).

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Explain how fungi reproduce:

Structure.
ACTIVITY: Draw and label a diagram of bread mould – fig.1.14 p12.

Plants vs Fungi
ACTIVITY: Complete the following by ticking the correct boxes

Fungus Plant
Nucleus in cell
Cell wall
Movement
Chlorophyll present
Method of nutrition

Space for definitions:

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Kingdom Protoctista - no true nucleus Ref p13-14 TEXT
Define protoctist:

Main features of protoctists:

Structure.
Activity: Draw and label diagrams of typical protoctists – fig 1.16 p13.

Make a few short notes to describe protoctists:

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Kingdom Bacteria (Prokaryotes) - no true nucleus Ref p14 TEXT

Define prokaryote:

Main features of bacteria:

Structure.
Activity: Draw and label a diagram of a bacterium – fig 1.18 p14.

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Some uses of bacteria include:

Viruses Ref p24 TEXT

Main features of viruses:

• Smaller than bacteria (~10 000 x smaller)
• Some viruses can invade bacteria cells
• Outer coat made of protein
• No nucleus – may either contain DNA or RNA
• They destroy the cell that they use to reproduce

Viruses they are not living – WHY do we say this?

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Give some examples of viruses

Activity: Complete the table by adding in the correct detail.

Virus Bacteria

Covered by

Cell membrane

Cytoplasm

Genetic material

Living/non-living

Activity: Answer Q14 p24 TEXT

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PHYLA AND CLASSES OF THE ANIMAL KINGDOM

Ref p15-21 TEXT (more detail about the animal kingdom)

Animal kingdom phyla you need to know about are Chordata and Arthropoda.
Within the phyla you will also need to know about the features of some of the classes.
• Chordata:
• Classes:
• Fish,
• Frogs,
• Reptiles,
• Birds
• Mammals.
• Arthropoda:
• Classes:
• Myriapods,
• Insects,
• Arachnids,
• Crustaceans

Phylum Vertebrates (Phylum Chordata)

The key below uses the features of vertebrate organisms to divide them into five classes.

What is THE distinguishing feature of all vertebrates?

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NOTE on terms:
Ectothermic – they do not generate their own internal core body temperature and they are unable to
regulate their temperature. These animals rely on temperature from their surroundings.
Endothermic animals (homoiothermic) generate their own internal body temperature and usually their
core temperature is maintained within a fairly narrow range.

What are the advantages of endothermy?

Characteristics of vertebrates that are directly related to their ability to survive in their environments are:
• regulation of body temperature,
• adaptations of limbs and skeleton for movement,
• body covering,
• breathing mechanisms
• reproduction.
It is these characteristics that are often used to classify the different classes.

Activity: Use this information, p38 of this booklet and p15-21 text to complete the tasks on the next pages
24+25 of this booklet.

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Classes of Phylum Vertebrates (Chordata)
We are interested in these Classes:
• Class Fish
• Class Amphibians
• Class Mammals
• Class Reptiles
• Class Birds

ACTIVITY: Label the name of the class next to each diagram below. Then list the main visible features that place organisms in these groups. Include named
examples of organisms belonging to these classes.

Phylum Vertebrates

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Phylum Arthropoda
We are interested in these Classes within Phylum Arthropoda:
• Class Insects
• Class Crustaceans
• Class Arachnids
• Class Myriapods
ACTIVITY: Label the name of the class next to each diagram below. Then list the main visible features that place organisms in these groups. Include named
examples of organisms belonging to these classes.

Phylum Arthropods

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Activity: Answer Q.7-9 p19 TEXT

Activity: Answer Q10-11 p21 TEXT

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GROUPS OF THE PLANT KINGDOM

Ref p22-23 TEXT (more detail about the plant kingdom)

Plant kingdom groups you need to know about are Ferns and Flowering plants (angiosperms).

Flowering plants can be divided into two groups: monocotyledons and dicotyledons.
A cotyledon is __________________________________________________
A monocotyledonous plant is ________________________________________
A dicotyledonous plant is ___________________________________________

Activity: Complete the table by adding in the details for each group.

Monocotyledons Dicotyledons
Leaf shape
Vein patterns
Pattern of veins in stems
Number of cotyledons
Roots
Floral parts (3x/4-5x)
Examples

Ferns
ACTIVITY: Make some notes on Ferns.

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Activity: Answer Q.12 TEXT.

Activity: Read Summary p25 TEXT

Activity: Answer Q.1-9 p27-29 TEXT

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Activity: Complete Self-evaluation Checklist p30 TEXT

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BIOLOGICAL DRAWINGS

Ref p42-43 TEXT

Biological drawing skills are very important in Biology, particularly in the Classification and Cells topics.
They are also assessed in Paper 5 Practical Skills. Some hints on correctly drawing biological
specimens/samples:

1. Draw what you see.

You should draw what you see, NOT what you WANT to see.

2. Pencil.

Make sure you use a good quality pencil for your diagrams. 2H pencils are more advisable, but you
may also use those technical drawing pencils. NEVER draw your diagrams with a pen.

3. Simplicity and no sketching/ shading / ‘lazy lines’.

Try to make your diagrams as simple as possible and draw using clear clean lines.

4. Give a title to your diagram ‘Biological drawing of …..’

5. Labelling and positioning.

Keep your diagram to the middle or slightly to the left side of your page. You should use the right-hand
side for labelling purposes. It is advisable to keep label lines parallel to one another. Do not cross label
lines over.

6. Size – use most of the space provided.

7. Drawings of photos should be bigger than the original.

8. Microscope drawings will need a magnification written on them.

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Page | 28
Example candidate response

Q: You are provided with half of an eating apple. Remove the wrapping.

a)
i. Make a drawing to show the cut surface of this apple. Your drawing should be the same size
as the specimen provided. Label the seeds and the remains of the sepals.

Grade A Response

Grade C Response

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Activity: Complete a biological drawing of the following organisms. Labels are not needed.

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CALCULATING MAGNIFICATION

Ref p42-43 TEXT

Often a biological drawing requires calculation of magnification so that we can compare it to the real
organism. To calculate magnification, we use the formula:

Magnification = Size of drawing

Size of actual object

Note:
• Sizes should be in the same unit e.g. both in mm
• Magnification is written with a multiplication sign in front of it e.g. x100.
• Some objects are so small they are measured in micrometres (µm). 1µm = 0.001mm
• To convert µm to mm:
• To convert mm to µm:

Using an image to calculate magnification:

1. Note the actual length of the specimen or part of it
2. Measure the length of the same part of the diagram or image of the specimen
3. Calculate
Magnification: = Length/size measured on the page (image/drawing)
Actual length of the specimen/real object

Using a scale bar to calculate magnification:

1. Note the actual length of the scale bar
2. Measure the length of scale bar on the page (on the picture)
3. Calculate
Magnification: = Length measured on the page (image/drawing)
Actual length that the bar represents

A worked example is shown on p42 of your textbook.

Activity: Answer Q.6+7 p42-43 TEXT. Show your working below.

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Activity: Calculating magnification and size of biological specimens.
1. The drawing of the worm below measures 50mm in length. The actual length of the worm is 5mm.
Calculate the magnification of this drawing.

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Page | 34
KEYS FOR IDENTIFICATION

A dichotomous key is a tool that allows the user to determine the identity of items in the natural world,
such as trees, wildflowers, mammals, reptiles, rocks, and fish. Keys consist of a series of choices that lead
the user to the correct name of a given item. "Dichotomous" means "divided into two parts". Therefore,
dichotomous keys always give two choices in each step.

EXAMPLES

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Page | 36
Activity: Complete the following questions on keys.

1. Identifying Arthropods using a Dichotomous Key. Use key on the next page to identify the
arthropods shown in Fig 1.1

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Page | 38
Fish Identification Key
The key below identifies eight fish. Six of them are illustrated below. What is the scientific name of each
fish – write your answer in the table below?

The fins or body have spines along

1.
the top (dorsal) surface ...2

No obvious dorsal spine ...3

2. Spines on the fins ...4

Separate spines on the body but not

on the fins ...5

3. Single dorsal fin ...6

Two dorsal fins Gobius

4. Dorsal fins similar in size Cottus

The front dorsal fin much smaller

than the rear one Trachinus

5. Snout upturned, body slender Spinachia

Snout not upturned, body not slender Gasterosteus

6. Distinct tail fin ...7

Dorsal fin merged with tail fin Zoarces

Elongated body; tail fin with central

7.
notch Ammodytes

Body not noticeably elongated; tail fin

smooth Labrus

Fish Name Fish Name

A D
B E
C F

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Classification Topic Optional Questions

Practice questions B

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Practice questions B

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Practice questions C

Practice questions D

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Practice questions E

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Page | 44
Classification Summary Key

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