Biology

Standard: 05

Objective: 03. Classify organisms into a hierarchy of groups based on similarities that reflect

their evolutionary relationships.

ILO:

Redwood trees belong to a kingdom with what characteristics?

a. cells have a nucleus, cell wall, and is highly mobile

b. cannot make own food, cells with a nucleus, unicellular

c. photosynthetic, multicellular, cell walls

d. makes own food, cell walls, cells have no nucleus

Correct Answer: c

Biology

Standard: 05

Objective: 03. Classify organisms into a hierarchy of groups based on similarities that reflect

their evolutionary relationships.

ILO:

Complete analogy by selecting the correct letter. In analogies, A : B :: C : ? means A is to B as C is to ?

Felis concolor : scientific name :: mountain lion : ?

a. Latin name

b. common name

c. species name

d. genus name

Correct Answer: b

MC

Biology

Standard: 05

Objective: 03. Classify organisms into a hierarchy of groups based on similarities that reflect

their evolutionary relationships.

ILO:

Which of the following characteristics belong ONLY to members of kingdom Monera? They:

a. can make their own food using sunlight

b. have no nucleus in their cells

c. are single-celled

d. get food from other sources

Correct Answer: b

Biology

Standard: 05

Objective: 03. Classify organisms into a hierarchy of groups based on similarities that reflect

their evolutionary relationships.

ILO:

Which would be the best example of organisms that have been grouped together by a similarity in structure?

a. dog, fox, coyote

b. bear, rabbit, coyote

c. cat, horse, dog

d. antelope, deer, rabbit

e. horse, antelope, bear

Correct Answer: a

Biology

Standard: 05

Objective: 03. Classify organisms into a hierarchy of groups based on similarities that reflect

their evolutionary relationships.

ILO:

Members of the same phylum would also belong to the same

a. class

b. family

c. kingdom

d. species

Correct Answer: c

Biology

Standard: 05

Objective: 03. Classify organisms into a hierarchy of groups based on similarities that reflect

their evolutionary relationships.

ILO:

In the scientific name of a dog, Canis familiaris, the name Canis designates the dog's

a. family

b. genus

c. kingdom

d. species

Correct Answer: b

Biology

Standard: 05

Objective: 03. Classify organisms into a hierarchy of groups based on similarities that reflect

their evolutionary relationships.

ILO:

Which classification grouping contains organisms with the most similarities?

a. Family

b. Genus

c. Order

d. Phylum

Correct Answer: b

Biology

Standard: 05

Objective: 03. Classify organisms into a hierarchy of groups based on similarities that reflect

their evolutionary relationships.

ILO:

Which would contain species that were most dissimilar from each other?

a. Kingdom

b. Genus

c. Class

d. Order

e. Phylum

Correct Answer: a

Biology

Standard: 05

Objective: 03. Classify organisms into a hierarchy of groups based on similarities that reflect

their evolutionary relationships.

ILO:

Organisms that can produce their own food and have cells with a nucleus belong in which kingdom?

a. Animalia

b. Plantae

c. Fungi

d. Monera

Correct Answer: b

Biology

Standard: 05

Objective: 03. Classify organisms into a hierarchy of groups based on similarities that reflect

their evolutionary relationships.

ILO:

Which scientific name is written correctly?

a. Lynx Rufus

b. lynx rufus

c. lynx Rufus

d. Lynx rufus

Correct Answer: d

Biology

Standard: 05

Objective: 03. Classify organisms into a hierarchy of groups based on similarities that reflect

their evolutionary relationships.

ILO:

Which of the following ins most clearly related to Canis familiaris?

a. Panthera leo

b. Prolyon loter

c. The class mammalia

d. Canis lupis

e. The order of primates

Correct Answer: d

Biology

Standard: 05

Objective: 03. Classify organisms into a hierarchy of groups based on similarities that reflect

their evolutionary relationships.

ILO:

Which two of these organisms are most closely related?

1. Canis familiaris

2. Mephitis mephitis

3. Canis lupus

4. Panthera pardus.

a. 1 and 2

b. 1 and 3

c. 2 and 3

d. 2 and 4

Correct Answer: b

Biology

Standard: 05

Objective: 03. Classify organisms into a hierarchy of groups based on similarities that reflect

their evolutionary relationships.

ILO:

In a group of 8 to 10 organisms, there are four obvious characteristics. They are as follows:

1. 8 have teeth adapted for grinding and chewing.

2. All 10 have four legs.

3. 8 of the 10 have long snouts.

4. 5 of the 10 have retractable claws.

1. What characteristic is most likely the most important to classify all the organisms in one large group?

a. 1

b. 2

c. 3

d. 4

2. What classification provides the most closely related organisms?

a. 1

b. 2

c. 3

d. 4

Correct Answers:

1. b

2. d

Biology

Standard: 05

Objective: 03. Classify organisms into a hierarchy of groups based on similarities that reflect

their evolutionary relationships.

ILO:

Use the following chart to answer the questions below:

	Animal I	Animal II	Animal III	Animal IV	Animal V
Phylum	Chordata	Chordata	Chordata	Chordata	Chordata
Class	Mammalia	Mammalia	Mammalia	Mammalia	Amphibia
Order	Carnivora	Carnivora	Carnivora	Primates	Salietia
Family	Felidae	Felidae	Canidae	Hominidae	Ranidae
Genus	Felis	Felis	Canis	Homo	Rana
Species	leo	domesticus	familiaris	sapiens	clamitans

1. At which level of classification would you describe differences between animal II and animal III?

a. Phylum

b. Class

c. Order

d. Family

2. At which level of classification would you describe differences between animal I and animal V?

a. Phylum

b. Class

c. Order

d. Family

3. The two animals showing the greatest structural similarities are

a. animals I and II

b. animals II and III

c. animals III and IV

d. animals III and V

Correct Answers:

1. d

2. b

3. a

Biology

Standard: 05

Objective: 03. Classify organisms into a hierarchy of groups based on similarities that reflect

their evolutionary relationships.

ILO:

Use the following diagram to answer the questions below.

1. Which of the following is more closely related to a cow?

a. kangaroo

b. goat

c. rabbit

d. gorilla

2. Humans are more closely related to

a. gorilla

b. chimpanzee

c. sheep

d. kangaroo

3. Which characteristic of animals is not used in classifying organisms by this method?

a. skeletal forms

b. size of organism

c. reproductive parts

d. internal anatomy

e. related ancestry

4.Choose any two of the animals show in the diagram. Explain in your own words what characteristics they have in common and how, according to the diagram, each may have evolved.

Correct Answers:

1. b

2. b

3. b

4. Answers will vary.

Biology

Standard: 05

Objective: 03. Classify organisms into a hierarchy of groups based on similarities that reflect

their evolutionary relationships.

ILO:

Relate the seven levels of scientific classifications to the seven levels of geographical classification: Earth, United States, Utah, Salt Lake County, Salt Lake City, North America, Northern Hemisphere. Explain why you made the comparisons you did.

Geographic Scientific

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

Correct Answers:

1. Earth-Kingdom

2. Northern hemisphere-Phylum

3. North America-Class

4. United States-Order

5. Utah-Family

6. Salt Lake County-Genus

7. Salt Lake City-Species

Just like Earth covers the largest area, a kingdom in the classification system has the most organisms. Each level down from earth, represents a smaller and smaller area, just as each level down on the classification system represents fewer and fewer organisms.

Scoring Guide:

Complete- 40%

Accurate- 40 %

Well Written- 20%

Biology

Standard: 05

Objective: 03. Classify organisms into a hierarchy of groups based on similarities that reflect

their evolutionary relationships.

ILO:

Procedures:

1. Provide students with organisms for identification. Fresh aquatic macroinvertebrate specimens can be obtained from a nearby stream or you may choose to use preserved specimens. Number the organisms so they can be identified against the scoring key.

2. Provide materials that will help the students observe the characteristics used in the key such as: hand lenses, microscopes, forceps and dissecting needles.

3. Provide each student with a classification key and answer sheet.

4. When scoring, it is important to check for correct use of the key by checking both the key numbers as well as the phylum name. Note: Teach the students to remember to record the last key number.

Scoring Guide:

1a 2a ................... Arthropoda

1a 2b ................... Annelida

1b 3a ................... Platyhelminthes

1b 3b 4a ............... Nematoda

1b 3b 4b ............... Mollusca

Using a Classification Key

Key to Five Common Macroinvertebrate Phyla Found in Streams.

Student Test Instructions

1. Use the classification key written below to identify each organism to the correct phylum.

2. Specimens are numbered. Place your answers on the correct number line for each organism.

3. Record your choice of all key numbers in the spaces provided in the left column and the phylum name in the space provided in the right column.

Classification Key

1a body is segmented ........................................................................................ go to 2

1b body is NOT segmented ............................................................................... go to 3

2a jointed appendages present; exoskeleton present ......................................... Arthropoda

2b jointed appendages NOT present; exoskeleton absent .................................. Annelida

3a Body flattened; one opening to digestive system (mouth only) .................Platyhelminthes

3b Body NOT flattened; two openings to digestive system (mouth and anus) ..... go to 4

4a Body long and cylindrical, tapered at both ends; no well defined head at

anterior end ................................................................................................ Nematoda

4b Body NOT long; better developed head at anterior end; body often

protected with shell ...................................................................................... Mollusca

Place Answers Here

Key Numbers Phylum Name

Example: 1b 3b 4a __ __ Nematoda

1. __ __ __ __ __ ________________

2. __ __ __ __ __ ________________

3. __ __ __ __ __ ________________

4. __ __ __ __ __ ________________

5. __ __ __ __ __ ________________

Biology

Standard: 05

Objective: 03. Classify organisms into a hierarchy of groups based on similarities that reflect

their evolutionary relationships.

ILO:

Developing a Dichotomous Key

Teacher Guide

Background: Students should have been taught how to make and use dichotomous keys. If they have used a key of the five kingdoms to learn about classification, then this test will be a recall exercise

Materials: Test sheet: "Developing a Dichotomous Key of the Five Kingdoms"

Time: Varies considerably from 20 - 50 minutes

Directions: Distribute test sheets and instruct students to work individually until they complete the test.

Scoring Guide: There are several keys that are correct. One correct answer is as follows:

Title: Dichotomous Key of the Five Kingdoms

1. a. Cell wall present Go to 2

b. Cell wall absent Animalia

2. a. Nuclear membrane present Go to 3

b. Nuclear membrane absent Monera

3. a. Not able to move from place to place Go to 4

b. Able to move from place to place Go to 5

4. a. Not able to perform photosynthesis Go to 5

b. Able to perform photosynthesis Plantae

5. a. Unicellular reproductive structures Protista

b. Multicellular reproductive structures Fungi

Name___________________________________________

Developing a Dichotomous Key to the Five Kingdoms

Directions: Use the information in the chart below and develop a dichotomous key to the five kingdoms. Full credit is given if:

- your key works for all five kingdoms

- the key is dichotomous

- the key is short -- in other words, there are not several unnecessary steps in paths

- the key is formatted correctly and is legible

Characteristics of the Five Kingdoms
Characteristics	Monera	Protista	Fungi	Plantae	Animalia
Cell wall	Present	Present in some	Present	Present	Absent
Nuclear membrane	Absent	Present	Present	Present	Present
Mitochondria	Absent	Present	Present	Present	Present
Ability to perform photosynthesis	Some do	Some do	No	Yes	No
Ability to move from place to place	Some motile	Some motile	No	No	Most motile
Body form	Unicellular	Unicellular or multicellular	Unicellular or multicellular	Multicellular	Multicellular
Reproductive structures	Unicellular	Unicellular	Multicellular	Multicellular	Multicellular
Nutrition	Absorption, photosynthesis, or chemosynthesis	Absorption, photosynthesis, or ingestion	Absorption	Photosynthesis	Ingestion
Nervous system	Absent	Absent	Absent	Absent	Present

Biology

Standard: 05

Objective: 03. Classify organisms into a hierarchy of groups based on similarities that reflect

their evolutionary relationships.

ILO:

Classifying Conifers

Name _______________________________ Period ________________

Objectives:

1. Observe similarities and differences of various species of conifer trees.

2. Demonstrate how to use an identification key.

3. Correctly identify the five conifer trees.

Instructions:

1. Study the conifer trees and/or branches provided by the teacher.

2. Using the identification key provided, write the correct key numbers in the spaces below and correctly identify the conifer tree by its common name. Write the name in the space provided.

	Key Numbers	Name of Tree
Example	1a 2b 5a 6a __ __ __ __	Douglas Fir__________
1)	__ __ __ __ __ __ __ __	____________________
2)	__ __ __ __ __ __ __ __	____________________
3)	__ __ __ __ __ __ __ __	____________________
4)	__ __ __ __ __ __ __ __	____________________
5)	__ __ __ __ __ __ __ __	____________________

Scoring Guide:

The student will receive a score of 1 to 5 using the following scale.

5 All sets of key numbers are correct and all trees are correctly identified.

4 Four sets of key numbers are correct and four trees are correctly identified.

3 Three sets of key numbers are correct and three trees are correctly identified.

2 Two sets of key numbers are correct and two trees are correctly identified.

1 Some key numbers are correct.

Key to the Native Conifers of the Uinta Mountains

1. a. Leaves are needle‑like; cones are woody or papery and brown in color 2

b. Leaves are scaly or awl‑like (long pointed scales, like short spikes);

cones are berry‑like and blue in color 9

2. a. Needles arise in bundles or packets of2,3,or5(Pines); cones scales are woody ................... 3

b. Needles do NOT arise in bundles or packets but are singular;

cone scales are thin and papery .............................................................................................. 5

3. a. Needles arise in bundles of 5, usually 2 to 3 inches in length;

cones are 5 to 6 inches long ............................................................................... Umber Pine

b. Needles arise in bundles of 3 (sometimes 2), usually 3 or

more inches in length; cones are about 4 inches long ................................... Ponderosa Pine

c. Needles arise in bundles of 2; cones are 1 to 2 inches in length ........................................ 4

4. a. Needles are about 2 inches long and twisted in appearance;

cones are 1.5 inches long; trunk grows straight and tall ................................ Lodgepole Pine

b. Needles usually less than 2 inches long; cones are 1 to 2 inches long

with large edible seeds; trunk is short and bushy in appearance ..................................... Pinyon Pine

5. a. Needles are flat and blunt; not sharp to touch .................................................................... 6

b. Needles are NOT flat, but are square in cross section; sharp to touch ............................... 8

6. a. Needles arise from twigs on all sides and point outward from twig;

cones with leafy bract extending from the cone scales ........................................ Douglas Fir

b. Needles arise from twig on all sides but bend upward; cones without

leafy bracts extending from cone scales ................................................................................. 7

7. a. Needles usually less than 1 inch in length; cones are 4 inches long ............. Subalpine Fir

b. Needles usually greater than 1 inch in length; cones are 2 inches long ............... White Fir

8. a. Young twigs and branches are pendulant (hanging downward);

cones are usually less than 2 to 3 inches long with rounded cone scales;

mature trunks are reddish, scaly and unfurrowed .................................... Englemann Spruce

b. Young twigs and branches are not pendulant but are stiff, growing outward

in flat layers; cones are 3 to 5 inches long with wedge‑shaped cone scales;

mature trunks are dark gray and somewhat furrowed ......................................... Blue Spruce

9. a. Leaves are awl‑like; longer than 1/4 inch arising in whorls of three;

leaves have a silver‑white band running down the midrib Common Juniper

b. Leaves are scaly‑like; less than 1/4 inch 10

10. a. Scaly leaves are coarse (rough to touch); berry‑like cones are

about 1/4 inch in diameter; trunk usually forkedÉÉÉÉÉÉÉÉÉÉUtah Juniper

b. Scaly leaves are fine (smooth to touch); berry‑like cones are

small, rarely to 1/4 inch in diameter;

trunk usually with a central stem ÉÉÉÉÉÉÉÉÉÉÉ.Rocky Mountain Juniper

Helpful Drawings

needle-like leaves scaly-like leaves awl-like leaves

needles in bundles needles singular

needles flat in cross section needles square in cross section

needles point out on all sides of branch needles bend upward

Biology

Standard: 05

Objective: 03. Classify organisms into a hierarchy of groups based on similarities that reflect

their evolutionary relationships.

ILO:

Observe the following group of organisms. Design a dichotomous key to identify each based on structural characteristics.

Scoring Guide:

4 - Two-part statements; clearly defined characteristics; correct "go to" directions; statements end with identity of birds.

3 - Two-part statements; characteristics more general; correct "go to" directions; statements end with identity of birds.

2 - Statements not correctly organized

1 - Birds not identified.

0 - Key cannot be followed.

Biology

Standard: 05

Objective: 03. Classify organisms into a hierarchy of groups based on similarities that reflect

their evolutionary relationships.

ILO:

Designing a Classification System

(Handout for Students)

The Problem:

Classification systems are based on levels of shared characteristics. Organisms may be classified according to similarities in structure, or method of carrying out life's processes. The way we classify is based on the characteristics we examine. In this test you will design a classification system and then use it to collect and record data about a particular set of organisms.

Materials:

At least 10 different species in the same genus or family. You may choose pictures but the real thing is much better for this test. Consider flowers, trees, or leaves from trees, specimens from a collection of insects, birds, etc. Get approval from your teacher before you begin.

Developing your Key:

Prepare your dichotomous key according to the criteria in the scoring guide below. Be sure that written directions to the person who is to use the key are clear and that they work.

Using Your Key:

Now that you have developed a key, give your specimens to at least ten other students. Have each one, individually, use it to classify the specimens; do not help them. Your key has got to work independently of your suggestions and directions.

As students use the key, take notes on any problems they have, record the time it takes each to complete the task and how many specimens each classifies correctly.

Summarize what you learned from the students who used your key by using a table, graph or some other form that communicates easily to a reviewer.

Attach your key: your data summary to a brief, two paragraph report on what you learned about making and using a key.

Scoring Guide:

Dichotomous Key (See example: "Common Trees and Shrubs of Utah County")

Steps are numbered in the left-hand column

At each step the classifier is given two and only two choices.

Essential descriptive terms are defined or illustrated for the classifier.

Classifier is moved from general to detailed characteristics. e.g.

Leaves are SIMPLE

Leaves are COMPOUND

When the classifier comes to the end of the list, the name of the species is known (For this test either the common name or the scientific name is acceptable.)

Report:

Ten students were tested independently of each other.

Report includes some kind of summary of the data collected in the test of the key.

Key to the Common Trees and Scrubs of Utah County (Rock Canyon)

1. a. Leaves are flat and broad; seeds and fruit produced from flowers 2

b. Leaves are needle-like or scaly-like; seeds produced in cones 29

2. a. Leaves and buds are opposite on branches 3

b. Leaves and buds are alternate on branches 9

3. a. Leaves palmate, with major veins arising from point at base 4

b. Leaves pinnate, with one main vein or midrib 5

4. a. Leaves 3 to 5 lobes with coarsely-toothed margin Big Tooth Maple

b. Leaves 3 to 5 lobes with serrated margin Rocky Mtn. Maple

5. a. Leaves simple; no leaflets 6

b. Leaves compound; with leaflets 8

6. a. Leaves 2 to 4 inches long; entire with conspicuous veins Red-osier Dogwood

b. Leaves 1 inch or less 7

7. a. Leaves thick, evergreen, elliptical in shape, low spreading shrub Mtn. Lover

b. Leaves then, deciduous, round to ovate; erect branching shrub Snowberry

8. a. 3 to 7 coarsely toothed and incised leaflets; tree 50 to 75 feet tall Boxelder Maple

b. 5 to 7 lanceolate leaflets with small serrated margins; grows in

clumps 10 to 12 feet tall Elderberry

9. a. Leaves pinnate, with one main vein or midrib 10

b. Leave palmate, with major veins arising from point at base 28

10. a. Leaves simple; no leaflets 11

b. Leaves compound; with leaflets 24

11. a. Leaf margins are lobed 12

b. Leaf margins are not lobed 13

12. a. Leaves small, 1 inch or less in length, thick evergreen leaves Cliffrose

b. Leaves 2 inches or more in length; deciduous leaves Gambel Oak

13. a. Leaf bases are oblique with unequal sides 14

b. Leaf bases are not oblique 15

14. a. Leaves with rough sandpaper texture; margins with few or

no serrations Net-leaf Hackberry

b. Leaves do not have a rough texture; margins serrated Siberian Elm (Introduced)

15. a. Thick evergreen leaves about 1 inch in length; erect shrubs

with many branches; grow on dry rocky slopes Alder-leaf Mtn. Mahogany

b. Deciduous leaves 1 inch or longer in length 16

16. a. Leaves nearly circular 17

b. Leaves not circular 18

17. a. Leaf margin entire at base, serrated towards apex; petiole

not flattened Serviceberry

b. Leaf margin slightly undulate or with small rounded teeth;

apex acuminate; flattened petiole causes leaves to quiver in the

slightest breeze Quaking Aspen

18. a. Leaves elongated; leaf base cuneate, acute, to steeply rounded 19

b. Leaves somewhat triangular-shaped; leaf base truncate to broadly

rounded 23

19. a. Leaves entire; silver-white in color Russian Olive

(Introduced)

b. Leaves serrated 20

20. a. Leaves linear to lanceolate 21

b. Leaves elliptical to ovate 22

21. a. Leaves linear, grows in thick stand 6 to 8 feet tall Sandbar Willow

b. Leaves lanceolate, with small rounded teeth Narrow-leaf Poplar or

Cottonwood

22. a. Leaves doubly serrated Thin-leaf Alder

b. Leaves very finely serrated Chokecherry

23. a. Leaves 1.5 to 2 inches in length; sharply serrated margins River Birth

b. Leaves 2.5 to 5 inches in length; rounded serrated margins Easter Poplar or

Cottonwood

(Introduced)

24. a. Leaves trifoliate 25

b. Leaves with 5 or more leaflets 26

25. a. Leaflets are lobed Squawbush

b. Leaflets are serrated Poison Ivy

26. a. Leaflets are elliptical, 1 to 2.5 inches in length 27

b. Leaflets are lanceolate, 2 to 5 inches in length Smooth Sumac

27. a. Stems covered with thorns Wildrose

b. Stems not covered with thorns Mountain Ash

28. a. Leaves elliptical to broadly ovate, thick, leathery, finely serrated Snowbush

b. Leaves 3-lobed with rounded serrations Ninebark

29. a. Leaves scaly-like; cones are small, blue and berry-like 30

b. Leaves needle-like' cones are large (2 to 5 inches long); brown in color 31

30. a. Scaly leaves are coarse (rough to touch); berry-like cones are about inch

in diameter; trunk usually forked Utah Juniper

b. Scaly leaves are fine (smooth to touch); berry-like cones are small, rarely

to inch in diameter; trunk usually with a central stem Rocky Mtn. Juniper

31. a. Needles arise as multiples in bundles; cone scales are woody 32

b. Needles do not arise in bundles but are singular; cone scales are thin and

papery 33

32. a. Needles are about 2 inches long and twisted in appearance; cones are

1.5 inches long; trunk grows straight and tall Lodgepole Pine

b. Needles usually less than 2 inches long; cones are 1 to 3 inches long with

large edible seeds, trunk is short and busy in appearance Pinyon Pine

33. a. Needles are flat and blunt; not sharp to touch 34

b. Needles are not flat, but are square in cross section; stiff sharp to touch Blue Spruce

34. a. Needles arise from twig on all sides and point outward from twig; cones

with a leafy bract extending from cone scales Douglas Fir

b. Needles arise from twig on all sides but bend upward; cones without

leafy bracts White Fir

Biology

Standard: 05

Objective: 03. Classify organisms into a hierarchy of groups based on similarities that reflect

their evolutionary relationships.

ILO:

Using reference material, design a table that shows comparisons between the kingdoms of living things with respect to protection, internal coordination, waste elimination, internal transportation, support, and reproduction.

Answer Key:

Kingdom	Protection	Internal Coordination	Waste Elimination	Reproduction	Internal Transportation
Monera	cell walls endospores slime layer	Intracellular (genetic control)	Diffusion/ Active Transport	Asexual ∆ binary fission	Diffusion/ Osmosis/ Active Transport
Protista	cell membranes cell walls in algae	Intracellular control	Diffusion/ Active Transport	Asexual ∆ mitosis Sexual ∆ conjugation	Diffusion/ Osmosis/ Active Transport
Fungi	cell walls made of chitin	Intercellular control	Diffusion/ Active Transport	Spores produced both asexually and sexually	Diffusion/ Osmosis/ Active Transport
Plantae	cell walls cuticle	Intercellular control	Stomata/ Transpiration	Mostly sexual spores and gametes	Vascular system/ diffusion/ osmosis/ active transport
Animalia	integument (skin)	nerve cells, to ganglia to spinal cord and brain	Excretion from body cavity	Mostly sexual ∆ gametes	Vascular/pump system/ diffusion/ osmosis/ active transport

Scoring Guide:

4 All missing areas filled in with specific and appropriate terms.

3 All areas filled in, but terms more vague.

2 One to three areas not filled in.

1 Four areas not filled in.

0 More than four areas left blank.