Caminalcule Phylogenetic Exercise
This activity has benefited from input from faculty educators beyond the author through a review and suggestion process.
This review took place as a part of a faculty professional development workshop where groups of faculty reviewed each others' activities and offered feedback and ideas for improvements. To learn more about the process On the Cutting Edge uses for activity review, see http://serc.carleton.edu/NAGTWorkshops/review.html.
This page first made public: Jun 4, 2009
Skills and concepts that students must have mastered
How the activity is situated in the course
Content/concepts goals for this activity
Higher order thinking skills goals for this activity
Other skills goals for this activity
Description of the activity/assignment
Depending on the class size, students either individually or in groups develop a phylogeny from their data prior to class time. In class we lay everything out on tables and compare and contrast the various phylogenies and in the process discuss many of the basic assumptions, practices, biases, etc. of phylogenetic reconstruction.
You could make this more complex and have students code things into MacClade, Paup, etc.; however, I use this for the concepts of phylogenetic reconstruction only.
Determining whether students have met the goals
Download teaching materials and tips
- Activity Description/Assignment:Caminalcule Phylogenetic Exercise (Acrobat (PDF) 16.8MB Jun4 09)
- Instructors Notes:
- Solution Set:
Sokal, R.R. 1983b. A phylogenetic analysis of the caminalcules. II. Estimating the true cladogram. Systematic Zoology, 32:185-201.
Sokal, R.R. 1983c. A phylogenetic analysis of the caminalcules. III. Fossils and classification. Systematic Zoology, 32:248-258.