What the Cell
A3.2

Classification and cladistics

HL only
4 hours9 statementsTextbook pp. 125–137

Guiding questions

  1. Which tools help us sort organisms into taxonomic groups?
  2. How does cladistics differ from traditional classification?

Slides

Slide 1 of 15

Notes

Written for this site from the class slides, with textbook page references for each statement. The chapter is on pages 125–137 of the course textbook. Image credits are on slide 15.

Classification

A3.2.1

Why classify?

pp. 125–126

Millions of species need organizing. A single binomial name works in every language, groups make identification easier, and a species' group lets us predict its features.

A3.2.2

Problems with ranked taxa

pp. 126–127

The ranks from kingdom to species are fixed levels, but evolution produces continuous branching. Ranks are not equivalent between groups, convergent evolution can mislead, and some traditional groups, such as reptiles, leave out descendants of their ancestor.

A3.2.3

Classifying by ancestry

p. 128

If every member of a group comes from one common ancestor, members share inherited features, so we can predict the features of species that have not been studied, and the classification shows evolutionary history.

Cladistics

A3.2.4

Clades

p. 129
Slide: a cladogram with one clade shaded

A clade is a common ancestor and all its descendants. The most objective evidence for a clade comes from base sequences of genes and amino acid sequences of proteins; morphology can also be used.

A3.2.5

The molecular clock

p. 130

Sequence differences build up at a roughly steady rate, so the number of differences estimates how long ago two clades diverged. It is only an estimate because mutation rates vary with generation time, population size and selection.

A3.2.6

Building cladograms

pp. 131–133

Count the differences between each pair of sequences. Join the most similar pair first, then add the others in order of similarity.

A3.2.7

Analysing cladograms

pp. 133–134
Slide: cladogram labelled with root, node and terminal branch

The root is the common ancestor of all the taxa; each node is a hypothetical common ancestor; each terminal branch leads to one taxon. Taxa that share a more recent node are more closely related.

A3.2.8

Testing classifications

pp. 135–136

DNA comparisons showed that the figwort family was not a clade, so many of its genera, such as foxgloves and speedwells, were moved to other families, mostly the plantain family.

A3.2.9

Three domains

p. 137

In 1977, ribosomal RNA sequences showed that prokaryotes form two very different groups. A new rank, the domain, now divides life into Bacteria, Archaea and Eukarya.

Videos

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Note-taking sheet

Print this guide and complete it as you work through the slides and videos. It asks for your own explanations, so close the notes while you try each section.

First page of the note-taking sheet

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Practice questions

A printable worksheet covering all nine statements, from quick recall to data questions and a longer answer. It has 40 marks and takes about 40 minutes, or you can do one section at a time.

Your teacher has the mark scheme.

First page of the worksheet

Practical

Building a cladogram from sequences

Data35 minA3.2.6, A3.2.7

You will need: Short aligned amino acid sequences for five species from UniProt, paper

  1. Count the differences between each pair of species
  2. Group the two most similar species first
  3. Add the others in order of similarity
  4. Draw the cladogram, and mark where clades split

Safety: No practical hazards.

Carry this out with your teacher's supervision and follow your school's lab rules.

Nature of science and TOK

Syllabus statements

Summarised in our own words. Use each code to find the exact wording in your textbook or the IB subject guide.

  • A3.2.1Why organisms need to be classifiedp. 125
  • A3.2.2Problems with fitting organisms into the traditional hierarchy of taxap. 126
  • A3.2.3Why it helps when classification reflects evolutionary relationshipsp. 128
  • A3.2.4Clades: groups that share a common ancestor and characteristicsp. 128
  • A3.2.5Using accumulated sequence differences to estimate when clades split from a common ancestorp. 130
  • A3.2.6Building cladograms from gene or protein sequencesp. 131
  • A3.2.7How to interpret a cladogramp. 131
  • A3.2.8Using cladistics to test whether a classification matches evolutionary relationshipsp. 135
  • A3.2.9How rRNA sequence evidence places all organisms in three domainsp. 137

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