1)

Concepts of biodiversity and Classification The word biodiversity comes from a contraction of biological diversity. Biological

diversity refers to the degree of variation of species (or subspecies) on a certain location. In its original concept it relates to the number of different species on an area of a certain size, and would be an equation of number / land size; e.g. number / m2. Besides, classification such as biological classification, is a method by which biologists group and categorize organisms by biological type, such as genus or species. Biological classification is a form of scientific taxonomy, but should be distinguished from folk taxonomy, which lacks scientific basis. Modern biological classification has its root in the work of Carolus Linnaeus, who grouped species according to shared physical characteristics.

2)

Taxonomy is the science of classifying organisms. The system currently used by

taxonomists is called the Linnaean taxonomic system, in honor of Swedish biologist Carolus Linnaeus (1707 1778). The Linnaean system breaks down organisms into seven major divisions, called taxa (singular: taxon). The divisions are as follows: 10 Taxa Kingdom Phylum Subphylum Class Subclass Super order Order Family Genus Species

3)

The taxonomic names are usually in Latin, although species are often named after the

person who first described them. Using Latin helps to give a general description of the organism through its taxonomic classification. There are; Common Name Nine-Banded
1

HBSC 4203: Teaching Science For Upper Secondary I

Armadillo Kingdom Phylum Subphylum Class Subclass Superorder Order Family Genus Species Animalia Chordata Vertebrata Mammalia Eutheria Xenarthra Cingulata Dasypodidae Dasypus Dasypus novemcinctus

Character
Weight

Label/Code 5.4 8.5 kg : lightly 8.5 10 kg : moderate 10 kg above : weighty 38 44 cm : shorten 44 50 cm : moderate 50 58 cm : longest

Head length

HBSC 4203: Teaching Science For Upper Secondary I

 Body length

13 24 cm : shorten 24 36 cm : moderate 36 48 cm : longest 51 82 cm : shorten 82 110 cm : longest 15 19 cm : relatively short 19 24 cm: relatively moderate 25 cm above : relatively highest

Tail

Height

Burrow Wide Deep Long Reproduction (Mating) 20 m 2.1 m 7.6 m 2 3 month

Ears & nose

Strong ears and nose to detect food or predators

Teeth Distance of jump Skull Condylobasal length Zygomatic width

30 32 peg shape 91 120 cm

79 mm 20 cm

90 mm 43 mm

Jaw length Distance of smelling

HBSC 4203: Teaching Science For Upper Secondary I

 Age at sexual maturity Diet Gestation Period

365 days insects, small birds, fruits, roots 133 days

Common Name Kingdom Phylum Subphylum Class Subclass Superorder Order Family Genus Species

Lion Animalia Chordata Vertebrata Mammalia Eutheria Xenarthra Carnivore Felidae Panthera P.Leo
4

HBSC 4203: Teaching Science For Upper Secondary I

Character
Weight

Label/Code 150 250 kg : male 120 182 kg : female 2.7 meters : male 2.4 meters : female 170 250 cm : male 140 175 cm : female 90 105 cm : male 70 100 cm : female 90 cm : male 75 cm ; female

Average length

Head & Body length

Tail

Height

HBSC 4203: Teaching Science For Upper Secondary I

 Reproduction (Mating)

2 3 month

No. of Teeth

30 38 mm 3.7 vertical 10.8 horizontal

Claw Distance of jump

Skull length

89 mm

Jaw length Maximum speed Gestation period Body Temperature Distance roar to hear

79 mm 48 kph. over 46 m 105-115 days 38.33 deg C 8 km

HBSC 4203: Teaching Science For Upper Secondary I

(4)

HBSC 4203: Teaching Science For Upper Secondary I

(5)

The closer to the left hand side of the dendrogram species are linked, the more similar the

ratings of those species. The dendrogram clearly shows three major clusters of animals, two of which seem to have sub-clusters and the third of which is distinct. Starting at the top of the dendrogram (Fig. 1), the first cluster (Group A- 1) to emerge included the turkey, chicken, trout, ladybug, garter snake, earthworm and lobster. A second sub-group within this group included the angelfish, pigeon, canary, hamster and slug (Group A-2). Moving down the dendrogram, the next major cluster (Group B) also tended to split into two sub-clusters. The first of these (B-1) included the chimpanzee, monkey, dog, horse, human and dolphin. The second subgroup (B-2) included the cat, panda, sea otter, deer, rabbit, pig, elephant and sheep. Moving to the bottom of the dendrogram, the last major group in the cluster analysis (Group C) included the tarantula, rat, rattlesnake, shark, skunk, mosquito and lion. Table 2 gives the ratings on all six dimensions for each species of animal. The two dimensions (important-unimportant and responsive-unresponsive) which were excluded from the cluster analysis because of their high correlations with other dimensions are shown in Table 2 for purposes of comparison.

HBSC 4203: Teaching Science For Upper Secondary I

Group A-1 included animals which are used by humans for food or which we have been taught are useful to humans (e.g., eats bugs, improves the soil). These animals were given high ratings on usefulness, importance and safety, but were seen as stupid and unlovable. Lobsters were rated as somewhat more dangerous than the rest of the group and ladybugs as more lovable. Group A-2 was distin- guished from Group A-1 by lower ratings on usefulness and importance, and higher ratings on smartness and lovableness. The slug was quite atypical for this group, being rated as less useful, less smart and less lovable than the other animals. Slugs were probably placed in this group rather than Group C because of a low rating on smartness and a high rating on safety. In fact, two agglomeration methods for the cluster analysis (complete linkage and single linkage) placed the slug in Group C. Group B is a group of mammals including the most popular animals in the study. As shown in Fig. 1, there was a tendency for this group to split into two sub- clusters. The pattern of ratings was similar for the two sub-groups (B-1 and B-2) with the animals in Group B-1 receiving higher ratings on usefulness, importance, smartness, lovableness, and responsiveness. The animals in the third group to emerge from the cluster analysis (Group C) are all rated as very dangerous. They are rated as not very useful and not very lovable. There was considerable variability in these animals' ratings on smartness. They are rated as quite responsive. Two ani4mals in this cluster differed substantially in their ratings from the rest of the group. Lions were seen as smarter, more lovable and more responsive than the rest of the group. In fact, the method of average linkage within groups placed the lion in Group B-2. Mosquitoes were perceived as less useful, less important, less smart, less responsive, and less lovable than any other species in the study. Figure 2 shows the average ratings for each group and sub-group of animals with atypical animals (lion, mosquito and slug) removed. Figure 2. Average ratings for five groups with atypical animals removed.

HBSC 4203: Teaching Science For Upper Secondary I

(6)

Evolutionary Taxonomy
solution to unequal evolutionary rates-use phylogeny as far as possible but also make

some adjustments to account for unequal rates of evolution.

this means that sometimes classification will include paraphyletic groups.

HBSC 4203: Teaching Science For Upper Secondary I

10

References Gardner, Alfred., et al., (2005). Mammal Species of the World (3rd ed.). Baltimore: Johns Hopkins University Press, 2 vols. (2142 pp.). pp. 94-95. Kellert, S. R. & Berry, J. K. (1981). Knowledge, affection and basic attitudes toward animals in American society. Springfield, VA. Millett, K. & Lock, R. (1992). GCSE students' attitudes toward animal use: Some implications for biology/science teachers. Journal of Biological Education, 26, 204-208 Sieber, J. E. (1986). Students' and scientists' attitudes on animal research. American Biology Teacher, 48, 85-91. http://www.msu.edu/~nixonjos/armadillo/taxonomy.html http://www.linnean~taxonomy.html/wikipedia

HBSC 4203: Teaching Science For Upper Secondary I

11