NAME: Janina Suzette C. Guillermo SECTION: MEB 22 PROFESSOR: Ms. Gladys Fauni-Guirre DATE: June 18, 2014

ACTIVITY #1 The Nuts and Bolts of Taxonomy and Classification

I. Objectives

1. To be able to define and differentiate the terms taxonomy, systematics and phylogeny.

2. To understand the principles of evolution, organisms adaptation and mutation & proper naming of organisms guided by the International Code of Zoological Nomenclature (ICZN).

3. To demonstrate an understanding about the hierarchical system of nomenclature.

4. To develop skills in comparing and analyzing similarities and differences of closely related animals in terms of their evolutionary history, morphology, divergence and ancestral traits.

II. Materials

5 pcs. of galvanized flat head (trimmed) bolts 5 pcs. of galvanized Hex nuts 5 pcs. of Zinc plated flat head (trimmed) bolts 5 pcs. of Zinc plated Hex nuts

III. Results

1. Question: What are some difficulties and differences between classifying inanimate objects and living organisms?

Answer: In this activity we are assigned to put a hierarchy into non-living things like nuts and bolts then associate our learning into the basic principles of taxonomy, phylogeny and systematics of organisms. Some of the difficulties that I encountered during the experiment were to classify their functions in different fields, understanding the physiological importance from size, structure and color because they are non-living things. It is also hard to classify and group them in such way that they do not have wider biological backgrounds or history in comparison with animals. The difference between classifying inanimate objects from living organisms, inanimate objects have minimal or great differences from each other depending on the process of making that is already standard and can be easily classified or grouped with enough knowledge. Unlike to living organisms, differences can be also determined but they are observed in a longer period of time or it is scientifically determined through genes and mutations.

2. Is it easier or more difficult to classify living or inanimate objects? Why.

Answer: It is easier to classify inanimate objects because they are man-made. Things or objects that are created by human can be determined, group and named easily. They project a standard identification and characteristic that will help you to easily categorized, rank or put them into order; Provided by a simple knowledge about the materials, parts and functions about it. Scientific research, observation and experimentation will not be needed in order to prove their changes and distinct characteristics because it is dictated by humans.

3. If you knew nothing about each objects function, would that have made a difference in your classification scheme?

Answer: Yes, without knowing the objects function it would have made a difference in my classification. Inanimate or living organisms, knowing their functions is important in order to classify them from one another. Morphological and physical characteristics are not enough to differentiate and further specify them to each kind. In terms of inanimate objects like nuts and bolts having minimal differences between each kind would make it hard for them to be categorized ;our only basis would be their size, shape, diameter and color. These factors are insufficient to produce a well organize and classified phylogenic chart either naming them would be hard to. Knowing their function is essential to know why they are designed or crafted in that way, Also it would help and guide us to specify that each object is unique and has a distinct properties from one another though they are same in size, shape and color because of their function or usage in certain fields.

IV. Analysis of data

Given with 10 pcs. Of different flat (trimmed) bolts and 10 pcs. Of different hex nuts that are distinct from another in terms of height, diameter, materials, and structures, they are examples of non-living things that are named and placed in order of who evolved from whom? What are the changes that appear over time? And what made them more primitive or advanced from the other? In this experiment, they are inanimate objects that are treated like things with life. A lot of things should be considered in order to group either classify them for they dont have a biological background to be studied nor compared. Basic skills like pointing out the similarities and differences would be essential in order to categorized and differentiate them easily. Explanation of its phylogenic chart and grouping would be based on the understanding, analyzation and background knowledge of the person, for non-living things do not posses an evolutionary history, relationships nor adaptation like organisms have.

V. Conclusion

Taxonomy is the study that deals with laws and principles governing the classification or identification of organisms; while Systematics is about the study of diversity of living organisms and their evolutionary relationships, and Phylogeny is the study of evolutionary history of groups. These terms differ but are interrelated with one another. Indeed identifying, classifying and putting diverse set of an organism into an organized hierarchy is hard. In this experiment, we have appreciated the beauty of life and its capacity to change, interact, build relationships and adapt with its changing environment for survival and continuity of life. I have learned that organisms do have similarities, differences and distinct characteristics from another. Their evolutionary history, relationship, morphology, physiology, habitat, and traits are being observed and studied in order to create an organize system. This will help us to identify which are closest or farthest from each other? Where does this kind of animal belong? Why is it called like this? Or Why some species project the same behavior but differ in physical characteristics? The study of taxonomy does not only pave the way to create and name organisms but also help us see the connection between living things and their importance in our environment.

VI. Recommendation I would like to recommend that the materials that will be use next time for this kind of activity should have more variation in terms of physical characteristics and more identifiable specific functions. Like mixing up some nails and screws that come in different types, sizes, color or diameter. This would be helpful in enhancing ones ability of putting order or rank into a group of organisms that posses a common trait or distinct characteristic from each other whether by feature or function of the objects.

VII. References

(Books)

Miller SA, Harley JP. 2013 Zoology 9th edition. Singapore: Mc-graw Hill Education.

Hickman Jr. Cp et al 2012. Animal Diversity. 6th edition. New York: Mc-graw Hill Education.

Storer, Stebbins, Nybakken. 1979 General Zoology. 6th edition. Mc-graw Hill Education.

(Media)

http://www.boltdepot.com/fastener-information/type-chart.aspx

http://www.ehow.com/list_7204344_different-types-bolts-nuts.html