Monday, May 23, 2011

All classes!!

1)  Final presentations are Wed. & Thurs. , 5/25-26/2011, Be Prepared!!  You need a Completed Poster with work cited page; A 5 Minut Oral presentation,  questions for the other groups and your rough draft turned in

2)  Notebooks are due next period, Wed. & Thurs. , 5/25-26/2011 .

3)  Turn your textbook in to the Library before Friday, May 27th, 2011.
 
4) Have a great Summer!!  :-D

Friday, May 20, 2011

Thursday, May 19, 2011

Biology HW- 5/19-20/2011

For Monday and Tuesday;  you must have a detailed rough draft of your chordate conference poster to post at the BEGINNING of the class.

Wednesday, May 18, 2011

Earth science HW 5/18/2011

Read and take notes on ch 26 : Earth's Resources, pgs. 682-703.

Earth Science Final and final presentation

Students will research a topic on energy resources, create a poster showing pro's,Con's, Economic impact/legislation and diagrams and give a 2-5 minute presentation on their topic.  They will also prepare and ask thoughtful questions for the other groups based on the other group's poster rough drafts. 

Energy Resource Conference 2011- Orth


  1. In groups of 2-3 you will conduct online AND textbook research on an energy resource to determine at minimum the environmental and economic pros/cons in using that energy resource.  After thoroughly researching the issue you will
    • create a poster as described below
    • give a 2-5 min group presentation that summarizes the pros & cons of the environmental/economic issues related to your energy resource.
    • Your group members will conduct basic research on the other energy resources being presented in class and create at least one question for every other group presenting.
    • use evidence from your research to support answers to questions asked about your energy resource.

  1. Poster, poster should have each of the following to earn more than 70% (200 CW/HW pts - group grade). 
·         <70%-Diagram of how the energy resource is used to produce electricity.
·         Summary of the three most important environmental AND economic pros/cons
·         <80%-Legislation and/or Societal impact
·         <90%-Include relevant clear images of at least three additional interesting facts, statistics, graphs, comparisons… for your energy resource in addition to the summary above. 
·         Attention to detail should include an easy to read clearly printed summaries, accuracy of information, works cited and diagrams that use color/keys.
·         Divide up the work I will observe you in participation on all aspects of the conference and grade you based only on what I see.  You will need to do work outside of class, but I grade on what I see in class!

  1. Questions: (100 pt CW/HW individual grade)
 Your group will need to prepare questions for each of the other groups about how their energy resource CONS will affect the environment, health and economy.   Each member of your table must think of two questions minimum  that can be asked of the other energy resource groups.  Divide up the other groups so that your group does not ask any one other group more than two questions.  No credit for any questions that can be answered yes or no.
·         Do not ask any questions that can be answered with a yes or a no. 
·         Use other group’s posters and prior research on other topics to come up with powerful questions.  I will award bonus points for powerful thought out questions.
·         I will deduct points for: questions asked that are obviously answered on by looking at their poster or were presented during the group summary.

Conference Format     (300 pts., Test/quizes - group grade). 


  1. 5 Minute Introduction your group should present how the energy source produces electricity and summarize the PROS of the Energy resource.  No questions may be asked, yet, and the maximum five-minute time limit will be enforced.
  2. Questions: all conference members will take turns asking their pre-generated questions about the cons of other group’s energy resource.  The group asked a question will have 30 seconds MAX. to devise an answer supported by evidence from your research. 
  3. Repeat process until every student participating has asked at least one question.
  4. Free form questions any remaining time will be used to ask pre-generated questions or new questions about any of the energy resources pro or con.  Students that answer with evidence and well thought powerful questions will earn extra credit. I will deduct points for repeat questions, yes/no answers, asking something obviously present on the poster

Group Grade at Conference

Energy Resource Debate

5
4
3
2
0
Participation:  Did all group members contribute equally?






Visual:  Did the poster legibly include the EQ and POVs as graphic representations of the issue?






POV Content:  Were there at least pro and con sides represented by the group?






Research:  Did the group present their Energy resource with real world examples?






Technical:  did the ethical issue appear to have been researched thoroughly, organized into POVs, and in general understood by the group?





Presentation skills did group members maintain eye contact, clarity, pacing






Engagement:  was the audience inspired to know more and ask questions?






Civility:  were group members respectful towards each other?
Were group members respectful towards other groups?







Calendar
Day one =  research energy resources electricity production and environmental/economic
pros/cons for your E resource.  Use textbook at home.
Day two = Additional research on other E resources being presented.  Use textbook at home.
Day three = Finish posters, gallery walk and create questions for other groups;
Day four= E resource Conference day

For those of you who read the whole handout, enjoy a head start on the Energy resource topics.  Some of these resources may not be in your textbook, which will require you to conduct more Online research then you will have time for in class (=HW).
--coal                                                     
--natural gas                     
--petroleum                      
--nuclear fission               
--nuclear fusion                
–-solar                               
--biofuels/biomass                       
–-wind                                
--hydrogen                        
--tidal                                   
--hydroelectric                   
--geothermal                      
-- other?? ( ex. oil from shale)

Biology HW 5/17-18/2011

Read and take notes for the chapter relevent to your topic for the Chordate Conference( ch 27-30).

Biology Final and Final project

Chordate conference:  See attached handout.  Students will research a group of chordate animals, create a descriptive poster, create questions for the other groups and present for 5 minutes on their group on May 25th/26th.

Chordate Conference 2011


  1. In small groups you will conduct online/textbook research on one of the Chordate groups to become classroom experts.  After thoroughly researching your group’s chordate you will:
    • Create a poster as described below
    • Give a 2-5 min group presentation that summarizes the anatomical features, major organ systems (circulatory, respiratory, nervous, excretory, and reproductive), locomotion and ecological roles for your chordate
    • Respond like class experts on your chordate group when answering questions asked by other groups by using evidence and specific examples from your research.

  1. Poster, poster should have each of the following to earn more than 50% (1000 Lab pts). 
·         Diagram (s) of the external and internal anatomy for a typical member of this group
·         Organ system summary of the similarities/differences of your chordate compare to other chordates.  For each system = circulatory, respiratory, nervous, excretory, and reproductive
·         At least three Interesting facts about the ecology of this group of organisms
·         Attention to detail should include easy to read, clearly printed summaries, accuracy of information, works cited and diagrams that use color/keys.
·         Divide up the work, I will ask you about what you did on the poster = grade

  1. Questions:  Your group will need to prepare questions for each of the other groups about their chordate group.   Each member of your table must think of two questions minimum that can be asked on the ecology of the group or how humans have influenced the group.  Divide up the other chordates groups so that your group does not ask any one other chordate groups less than two questions.  2 questions/member = cw credit; No credit for any questions that can be answered yes or no.  (250 HW/CW pts). 
·         Do not ask any questions that can be answered with a yes or a no. 
·         Use other group’s posters and prior research on other topics to come up with powerful questions.  I will award bonus points for powerful thought out questions.
·         I will deduct points for: questions asked that are obviously answered by looking at the group’s poster

Rubric (1000 proj/test pts) Individual not group!

Chordate  Conference


Doing each one of these Student: contributed equally to the poster, presented intro equally, asked one pre-generated question, answered one question or helped to.
student
Extra credit = +
Deductions = -
5 =100
4 =85
3
=75
2
=50
0






























Conference Format (1000 proj/test pts) Individual not group!

  1. 5 Minute Introduction your group should present your poster.  This is a summary, focus on the important details and every one needs to present.  No questions may be asked, yet, and the maximum five-minute time limit will be enforced.
  2. Questions: all conference members will take turns asking their pre-generated questions to the other chordate groups.  The group asked a question will have 30 seconds MAX. to devise an answer supported by evidence from their research. 
  3. Repeat process until every student participating has asked at least one question.
  4. Free form questions any remaining time will be used to ask pre-generated questions or new questions in a less formal process.  Students that answer with evidence and well thought powerful questions will earn extra credit. I will deduct points for repeat questions, yes/no answers, asking something obviously present on the poster

Calendar
Day one = Library research
Day two = Additional 307 research?, Begin posters
Day three = Finish posters, gallery walk and questions for other groups
Day four = Conference in rm 302

For those of you who read the whole handout, enjoy a head start on the chordate groups.
--Birds
--Lizards/snakes
--Turtles/tortoises
--Marsupial mammals
-- Placental mammals
--Amphibians
--Bony fish
--Cartilaginous fish  
--Jawless fish
--Lancelot/sea squirts 
--Crocodilians                          
--Others…?














Friday, May 13, 2011

biology HW 5/13 & 16/2011

Finish Arthropod survey lab activity- Tiltle;Test; data and observation journal; Analysis and Conclusion questions all into notebook

Arthropod Survey (proto-lab v.1 2011)
Background:
With close to a million named species, the arthropods ("joint-footed animals") make up over three quarters of the animal kingdom; the identifying characteristics of this group that has a rich fossil record dating back to the Precambrian include:
·         Paired, jointed appendages from 1 pair/segment – 2pair/segment – 5 pairs – 8 pair – 6 pairs
·         Segmented body,  with segments often fused into three regions head, thorax and abdomen
·         Chitinous exoskeleton (secreted by underlying epidermis)
·         Ecdysis (molting) of the exoskeleton to allow growth over time
·         Open circulatory system = sinus with contractile heart & arteries = hemocoel; that contains hemolymph = blood
·         Digestive system is  complete (mouth – anus)
·         Nervous system = dorsal brain with 2 ventral nerve cords connecting a chain of ventral ganglia
·         Sense organs are highly developed include: compound eyes, chemoreceptors (smell & taste), vibration (air currents) & tactile (touch) sensing hairs and tympanic organs (hearing)
In terms of reproduction, in most arthropods, the sexes are separate; individuals usually have paired reproductive organs and ducts; fertilization is usually internal, and development often includes metamorphosis.
Materials --Key for identifying classes of arthropods/insect orders, --hand lens, --dissecting scope,
--Berlese funnel, --drop cloths and --collection jars.
Procedures --Arthropod collection
  1. Drop cloth collection.  We will go out to the soccer field and employ a drop cloth around vegetation/bush, shake vigorously and transfer specimens into collection jars.  See Procedure 1 day one for collection jar options.
  2. Use hand lens/scope and identification keys to complete the data table and identify all the arthropods your group collected by Class; at least 50% of your total identified collection must belong to Class Insecta identified by Order. 
  3. Complete both Data Tables and start Analysis & Conclusion questions in class.  Finish at home.
Analysis and Conclusions Students that did work_______________________________________________
  1. What characteristics were most useful for determining arthropod Class? Insect Order?  Explain

  1. What characteristics were least useful for determining Class/Order?  Explain

  1. If you were unsure of one of your classifications, what could you do to make sure of your identification?

  1. What ecological roles do the soil arthropods fulfill?  What about the ecological role of the arthropods collected from vegetation?

  1. List two ways in which invertebrates are of benefit to humans.

  1. List two ways in which invertebrates are harmful to humans.

  1. Diagram the external anatomical features of a typical member of O. Orthoptera.

  1. Create three bar graphs: 1) Compare the number of representatives for each Class in your survey 2) compare the number of representatives for each insect Order?  3) compare the number of insect Orders represented in the soil vs those collected on vegetation
Data Table for Soil Specimens At least 50% of your specimens must be Insects
# of antennae
# of compound eyes
# of walking legs (per segment/4/5/6)
# of body segments (2/3/more)
Mouth type (siphoning/ sponging/
piercing/
chewing)
# of wings (note: wing covers, halteres or other notable wing characteristics)
Other ID characteristics
Class/Order
“Common name” not required






Arthropod Survey Key (proto-lab v.1 2007)

Arthropod Class key

Class Malacostraca (Isopods) are mainly water-inhabiting animals which breathe either by gills or, in the smaller forms, through the surface of the body. In those cases where its members live on land the gills are still present, though in a somewhat modified condition. They have numerous pairs of legs and generally two pairs of antennae (jointed "feelers"). Often some of the body segments are fused with the head to form a cephalothorax.
Class Diplopoda are land animals breathing by air tubes opening on the sides of the body, these tubes carrying the air into all the internal parts of the animal. The head bears a pair of antennae and is followed by a series of segments all practically alike and each, except the first three, with two pairs of legs. The reproductive organs open far forward on the body. In most of the more common members of this group the body is quite cylindrical, and when disturbed the animal usually curls up in a sort of close spiral. The common name "millipede" refers to the large number of legs possessed by these animals.
Class Chilopoda are also land animals like the diplopods they have antennae and breathe by air tubes, and the body segments are practically all alike. The general form, however, is rather flattened; each segment bears only one pair of legs, and the reproductive organs open at the hinder end of the body. The front leg on each side is modified to serve as a poison claw. The numerous legs present in these animals have resulted in their receiving the common name "centipede."
Class Arachnida generally have the segments of the body grouped into two sections called the cephalothorax and abdomen. No antennae are present and the eight legs are all attached to the first body segment.  They breathe by air tubes somewhat similar to those of the other groups; by sacs containing many thin plates resembling leaves of a book, whence these structures take the name of book-lungs; in the smallest forms, directly through the body surface. In the mites there is no evident division of the body into sections.
Class Insecta (aka Hexapoda) the segments of the body are grouped in three distinct sections: the head, thorax and abdomen. A pair of antennae is (with rare exceptions) present on the head; the six legs are attached to the thorax, as are the four wings usually present; the animals breathe by air tubes.

Class Insecta Orders Key
Notes:-
Keys work by a process of elimination, gradually narrowing down the number of possibilities. It is important to understand that a key is much more trustworthy in proving that your insect is not A, than in proving that it is B. It might, for instance, actually be C, a species not mentioned in the key. A key does not prove anything positive, it only suggests possibilities.  The dichotomous key, so-called because at each step it asks you to choose between two alternatives. Thus:
1.  Two pairs of membranous wings...........................................2
Only one pair of membranous wings, the other pair being either hardened into wing-cases, or absent  
                                                                                           ...............29
2.  Fore-wings and hind-wings alike............................................3
     Fore-wings and hind-wings different......................................I8
3.  (and so on).
If the insect agrees with the first alternative of couplet 1, then you proceed to couplet 2; if the first alternative of couplet one is wrong then read the second alternative, if this is correct, then you proceed past all the intervening couplets. Go on like this until you come to a final choice where you will be offered a probable identification:.
Tarsi (singular tarsus) are the last major unit of an insects leg.
Cerci. (singular: cercus) are the paired appendages, often very long, which project from the tip of the abdomen in many insects.   Cerciform tergum = cerci like structures on the dorsal side of the abdomen
Cornicles are the pair of small tubular outgrowths which occur on the hind end of the abdomen of an aphid they, tend to point upwards and backwards from a little way forwards or the tip of the abdomen .
1a. Insect with wings...............................................................................................2
1b. Insect without wings.........................................................................................27
2a. Insects with four wings (two pairs)..................................................................3
2b. Insects with only two wings (one pair)............................................................25
3a. Wings covered with scales...........................................Butterflies and Moths Lepidoptera
3b. Wings not covered with scales, though they may be hairy...........................4
4a. Fore-wings partly or entirely horny or leathery and used as covers for hind-wings often much narrower than hind wings...................................................................................................................5
4b. Both pairs of wings entirely membranous (flexible) and used for flying…12
5a. Mouth-parts tube-like, adapted for piercing and sucking……. True Bugs Hemiptera
5b. Mouth-parts adapted for biting and chewing..................................................6
6a. Fore-wings and hind-wings with veins, hind-wings stiffer and harder than and serving as covers for hind-wings.............................................................................................................................7
6b. Fore-wings without veins, and modified into hard, horny cases for hind-wings  10
7a. Body dorsoventrally flattened.....................................................Cockroaches Orthoptera
7b. Body rounded or quadrate in section................................................................8
8a. Forelegs raptorial, adapted for grasping and holding......Preying Mantids Orthoptera
8b. Forelegs not raptorial...........................................................................................9
9a. Prothorax as large as or larger than meso and meta thorax, hind legs generally enlarged and adapted for jumping........................................................................Grasshoppers and Crickets Orthoptera
9b.Prothorax smaller than meso and meta thorax, legs normally similar in thickness, if hind legs enlarged then not used for jumping..................................................................................Stick-Insects Orthoptera
10a. Fore-wings short..................................................................................................11
10b.Fore-wings as long as, or nearly as long as abdomen the 2 wings may be joined where they meet along the animals back and hence never used for flying  …………………………..Beetles Coleoptera
11a. End of abdomen with characteristic pair of forceps like cerci........Earwigs Dermaptera
11b. End of abdomen with out characteristic forceps like cerci................Beetles Coleoptera
12a. Wings narrow and without veins, but fringed with long hairs. Very small insects, about 5 mm in length .............................................................................................................................Thrips Thysanoptera
12b. Wings more fully developed, and with veins present....................................13
13a. Hind-wings noticeably smaller than fore-wings..............................................14
13b. Hind-wings similar in size to or larger than fore-wings.................................19
14a. Abdomen with two or three long 'tails'. Fore-wings with a large number of cross-veins, making a net-like pattern............................................................................................................ Mayflies Ephemeroptera
14b. Fore-wings with fewer veins, not forming a net-like pattern, usually without 'tails' ..........................................................................................................................................15
15a. Wings obviously hairy. Mouth-parts very small, except for palpi  Caddisflies Trichoptera
15b. Wings not obviously hairy, though tiny hairs can be seen under the microscope 16
16a. Mouth-parts well developed and adapted for biting and chewing...............17
16b. Mouth-parts tube-like, adapted for piercing and sucking  Aphids; Cicadas etc Homoptera
17a. Very small insects, soft-bodied, mostly less than 6 mm. in length. tarsi with only two or three segments …………………………………......................................................................................18
17b. Often much bigger, wasp-like or bee-like insects; or if very small, then hard-bodied, with abdomen narrowed at its base into a 'waist'. tarsi with four or five segments Bees, Wasps, Ants and Sawflies Hymenoptera
18a. Antennae with 9 segments only.................................................................. rareZoraptera
18b. Antennae with 12 to 50 segments........................................Bark or Book Lice Psocoptera
19a. Tarsi with three or four segments only ..............................................................20
19b. Tarsi with five segments....................................................................................... 23
20a. Tarsi with 3 segments only; first segment of anterior (front) legs greatly swollen Webspinners Embioptera
20b. Tarsi with 3 or 4 segments, if 3 then first segment of anterior legs not swollen 21
21a.Wings with few cross-veins, fore-wings differently shaped to hind-wings which are greatly expanded posteriorly......................................................................................................Stoneflies Plecoptera
21b.Wings with numerous cross veins, fore- and hind-wings usually very similar in shape, though hind-wings occasionally enlarged posteriorly................................................................................22
22a. Small insects, generally much less than 25 mm in length with long antennae, and with wings folded flat over body…........................................................................................................….Termites Isoptera
22b. Generally longer than 25 mm, with very short antennae. Wings held away from body when at rest
.................................................................................................................... Dragonflies Odonata
23a. Mouth-parts prolonged into a beak. ...........................................Scorpionflies Mecoptera
23b. Mouth-parts short...................................................................................................24
24a. Most of the veins in forewings divide or fork just before they reach the wing edge, hind-wings broader than fore-wings at least at base ……………………………...........Alderflies, Snakeflies Neuroptera
24b. Few or no veins in the forewings fork immediately before the wing edge, hind-wings similar to fore-wings..............................................................................................................Lacewings Neuroptera
25a. Hind-wings absent or reduced knob-like organs (called halteres)...................26
25b. Forewings absent or reduced to knob-like organ.................................Stylops Strepsiptera
26a. Hind-wings reduced or modified to knob-like organs (called halteres) Mouth-parts of various forms          ………………………………………………………………………………..true Flies Diptera
26b. Hind-wings entirely absent; no halteres. .................................Some Mayflies Ephemeroptera
27a. Some segments with jointed legs, which can be used for movement..............28
27b. No jointed legs; or if these are present and visible, then they are enclosed in membrane, and cannot move  …………..Larvae and Pupae of Endopterygota  (special keys needed to get these)
28a. Animals found living as parasites on warm-blooded animals, or found closely associated with them
………………………………………………………………………………………….....29
28b. Animals not found living as parasites on warm-blooded animals: either free living, or parasitic on other insects, snails etc...............................................................................................................34
29a. Body flattened from side to side, hard and bristly, with strong legs, jumping insects, found on birds and mammals..................................................................................................................Fleas Siphonaptera
29b. Insects not as above, body either rounded or flattened from above ...............30
30a. Mouth-parts adapted for biting and or chewing.................................................31
30b. Mouth-parts adapted for piercing and or sucking..............................................32
31a. Posterior end of the body with cerci. Found on bats and small rodents in tropical environments only ............................................................................................................. Parasitic earwigs Dermaptera
31b. Posterior end of body without cerci. On birds or mammals all over the world Chewing lice Mallophaga
32a. Flattened, rather spider-like insects, with head fitting into a notch on thorax, and with antennae not visible. Claws hooked............................................................................Louseflies and Batflies Diptera
32b. Not spider-like. Antennae clearly visible .............................................................33
33a. Snout (proboscis) short, unjointed. Body long and narrow. Tarsi of legs with one large, hooked claw. Permanent parasites of birds and mammals..........................................Sucking lice Anoplura
33b. Snout (proboscis) longer, jointed. Body more oval. tarsi with two small claws, not hook-like. Only temporary parasites....................................................................................................Wingless bugs Hemiptera
34a. Terrestrial: living on dry land, or on animals other than mammals and birds 35
34b. Aquatic: mostly nymphal forms of terrestrial insects..........................................60
35a. Mouth-parts not visible. Abdomen with appendages on some of the abdominal segments, or with a forked 'spring' near tip...................................................................................................................36
35b. Mouth-parts clearly visible.......................................................................................39
36a. Abdomen with six segments or fewer, usually with a forked appendage ('spring') near tip. No long bristles at tip of abdomen................................................................................................ Springtails Collembola
36b. Abdomen with nine or more segments. No spring, but several segments have simple appendages ................................................................................................................................................37
37a. Cerci present, sometimes appearing as clasping forceps......................................38
37b. No cerci........................................................................................................................Protura
38a. A central 'cerciform tergum' projects between the cerci giving the appearance of 3 'tails' .........................................................................................................3-Pronged Bristletails Thysanura
38b. No central 'cerciform tergum', hence having the appearance of 2 'tails'-2 Pronged Bristletails Diplura
39a. Mouthparts mostly adapted for piercing or sucking............................................40
39b. Mouth-parts not as above, adapted for biting and or chewing...........................44
40a. Body covered with scales and or dense hairs............................Wingless Moths Lepidoptera
40b. Body bare, or with few scattered hairs ...................................................................41
41a. Almost all of thorax that is visible above is composed of the middle segment, the mesothorax: prothorax and metathorax both small and hidden............................................... Wingless True flies Diptera
41b. Mesothorax and metathorax about equally developed. Prothorax also is usually visible from above ................................................................................................................................................42
42a. Snout (proboscis) small, cone-shaped. Body long and narrow. Claws usually absent  Thrips Thysanoptera
42b. Snout (proboscis) longer, jointed. Body more or less oval. Claws present.........43
43a. Proboscis arising from front part of head. Abdomen without cornicles near tip Wingless Bugs Hemiptera
43b. Proboscis arising from hind part of head. Abdomen often with two cornicles at or near its tip ...................................................................................................................................Aphids Homoptera
44a. Abdomen with false or pro-legs, which are fleshy, and different from the jointed legs of the thorax. Caterpillar-like......................................................................................................................45
44b. Abdomen without any kind of legs, only thorax has legs.....................................47
45a. Five pairs of prolegs, or fewer, with minute hooks (crochets); none on the1st or 2nd abdominal segments …………............................................................................................................Caterpillars Lepidoptera
45b. Six to ten pairs of prolegs, always with one pair on the 2nd abdominal segment. No crochets present ..................................................................................................................................................46
46a. Head with a single ocellus (small eye) on each side.............. Larvae of Sawflies Hymenoptera
46b. Head with several ocelli on each side............................. Larvae of Scorpionflies  Mecoptera
47a. Antennae short and indistinct. Larvae.......................................................................48
47b. Antennae long and distinct. Adult insects.................................................................50
48a. Body Caterpillar-like.....................................................................................................49
48b. Body not caterpillar-like...................................................... Larvae of some insects Neuroptera or Coleoptera
49a. Head with six ocelli on each side of head…….. ..................................Caterpillars Lepidoptera
49b. Head with more than six ocelli on each side.................................Larvae of some Mecoptera
50a. Abdomen with a pair of movable forceps like cerci at tip.......................Earwigs Dermaptera
50b. Abdomen without such forceps...................................................................................51
51a. Abdomen strongly constricted at base into a 'waist'. Sometimes antennae are bent into an elbow ....................................................................................................Ants and wingless Wasps Hymenoptera
51b. Abdomen not constricted into a waist.........................................................................52
52a. Head prolonged underneath body into a long beak, which bears mandibles at its tip.Scorpionflies Mecoptera
52b. Head not prolonged into a beak...................................................................................53
53a. Tiny soft insects ..............................................................................................................54
53b. Fairly small, to very big, usually hard-bodied insect................................................55
54a. Cerci absent.............................................................................. Booklice and Barklice Psocoptera
54b. Cerci present....................................................................................................................Zoraptera
55a. Hind-legs enlarged for jumping........................................ Grasshoppers/Crickets Orthoptera
55b. Hind-legs not enlarged for jumping .............................................................................56
56a. Tarsi of legs with four segments. Pale, soft-bodied insects living in wood or soil. Termites Isoptera
56b. Tarsi of legs with five segments. More highly colored insects..................................57
57a.Body dorsoventrally flattened.................................................................Cockroaches Orthoptera
57b. Body not dorsoventrally flattened rounded or squarish in section..........................58
Cerci long, containing 8 segments, eyes reduced or absent.............................................. Orthoptera  
Cerci not as above, eyes well developed................................................................................59
59a. Fore-legs modified for grasping and holding, predatory........................................... Orthoptera
59b. Fore-legs not so modified...........................................................................Stick Insects Orthoptera
60a. Mouth-parts adapted for piercing and sucking. ..Nymphs of Water-bugs Hemiptera and some Neuroptera
60b. Mouth-parts adapted for licking and chewing.............................................................61
61a. Body enclosed in a case made of pebbles, sand and debris....Larvae of Caddisflies Trichoptera
61b. Body not enclosed in such a case....................................................................................62
62a. Abdomen with external gills...........................................................................................63
62b. Abdomen without external gills.....................................................................................64
63a. With two or three long processes at tip of abdomen, traces of wing-cases may be visible in later instars ................................................................................................................. nymphs of Mayflies Ephemeroptera
63b. Only one process at tip of abdomen, and no wing-cases visible.............Alderflies Neuroptera
64a. Head with a 'mask', bearing the jaws which is capable of being extended far forward of the insect's body ............................................................................................................Nymphs of Dragonflies Odonata
64b. Head without such a mask...............................................................................................65
65a. With long antennae; and long filaments at tip of abdomen.....Larvae of Stoneflies Plecoptera
65b. Without such filaments......................................................................Larvae of Beetles Coleoptera