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of fictional organisms, which has the additional value of demonstrating macroevolutionary processes. Furthermore, in the case of data sets without a known phylogeny, unlike the case of the
Caminalcules, students may find multiple, equally correct solutions. This may demonstrate the fact that taxonomic questions do not always have a single correct response, since the true phylogeny often remains unknown.
226:, Robert P. Gendron published instructions for a lesson plan in which students are first asked to construct a potential tree based solely on the living Caminalcules, followed by a definitive tree that includes the fossil species. Many secondary and tertiary educational institutions around the world have adopted lesson plans that follow this sequence. Some examples are the
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Using
Caminalcules to practice the construction of phylogenetic trees has an advantage over using data sets consisting of real organisms, because it prevents the students’ pre-existing knowledge about the classification of real organisms to influence their reasoning during the exercise. They may only
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There are many other popular phylogenetic exercises that use different sets of ‘organisms’, some of which were inspired by the
Caminalcule exercises. Potential alternative data sets include sets of twigs, chocolate bars, Chinese masks, and dragons. Students may also be asked to create their own sets
76:
judgement. He assured that there was genetic continuity in the
Caminalcules by the preservation of all characters except for changes that he desired in all successive animals. He did not keep track of the changes he made in the different species. The images of the Caminalcules were made using master
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At a symposium dedicated to Camin, Dr. W. Wayne Moss said that "his collaborative studies on methods and principles of systematics at Kansas in the 1960s resulted in the appearance of that delightful taxon, the
Caminalcules", and that "his thoughts helped to launch the infant field of phenetics and
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published four succeeding papers about them, titled "A Phylogenetic
Analysis of the Caminalcules." These papers included the complete set of living and fossil species, as well as their cladogram, which Sokal had received from Camin in 1970.
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Students are typically asked to construct a phylogenetic tree based on the morphological characteristics of the
Caminalcules and taking into account evolutionary principles. In an article in
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as well as the consequences of introducing fossil species into a data set for cladistic and phenetic classifications. Whereas nowadays cladograms are usually created by applying
150:, whereas for real organisms it is generally impossible to obtain one. Therefore, Camin expected that they would be useful in evaluating different taxonomic techniques, such as
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The
Caminalcules can be used as a tool for evaluating taxonomic methods by virtue of their similarity to data sets of real organisms. Many of their properties, including
996:
Sokal, R. R.; K. L. Fiala; G. Hart (December 1984). "OTU Stability and
Factors Determining Taxonomic Stability: Examples from the Caminalcules and the Leptopodomorpha".
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analysis. This was indeed the case; for example, Robert R. Sokal used the
Caminalcules to investigate the ability of different numerical methods to estimate the true
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130:. According to Ulrich, the Didaktozoa are handier than the Caminalcules and were created in a way that more biologists would agree with, since phenomena such as
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distribution of the Caminalcules differs from the taxonomic diversity distributions of real animals and plants, since it does not follow a hollow curve.
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189:, and other measures for quantifying evolutionary change, are within the range of values that have been observed for real organisms. However, the
85:(29 species) were made available in the early 1960s; those of the fossil ones (48 species) later in the decade. These images were copied using
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use the given data set and the principles of evolution to come to a solution, which is how real taxonomic problems are solved as well.
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Caminalcules are commonly used in secondary school and undergraduate university curriculums as a tool for teaching principles of
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cladistics in North America". This quote demonstrates the importance of the Caminalcules for the field of phylogenetics.
947:"Evolution of the Chocolate Bar: A Creative Approach to Teaching Phylogenetic Relationships within Evolutionary Biology"
470:. Studies in Classification, Data Analysis and Knowledge Organization. Berlin, Heidelberg: Springer. pp. 421–433.
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Sokal, R. R. (September 1983). "A phylogenetic analysis of the Caminalcules. IV. Congruence and Character Stability".
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Joseph H. Camin (1922–1979) drew the Caminalcules in the early 1960s or possibly even earlier to study the nature of
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Russo, C. A. M.; Aguiar, B. O.; Voloch, C. M.; Selvatti, A. P. (2016). "When Chinese Masks Meet Phylogenetics".
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Sokal, R. R. (September 1983). "A phylogenetic analysis of the Caminalcules. III. Fossils and Classification".
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Sokal, R. R. (June 1983). "A phylogenetic analysis of the Caminalcules. II. Estimating the true cladogram".
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Holman, E. W. (June 1986). "A Taxonomic Difference Between the Caminalcules and Real Organisms".
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Ulrich Wirth introduced also the fictive animal group Didaktozoa in 1993, which was inspired by
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Sokal, R. R. (June 1983). "A phylogenetic analysis of the Caminalcules. I. The data base".
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Gendron, R. P. (October 2000). "The Classification & Evolution of Caminalcules".
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Inquiry-Based Science Education activity based on Caminalcules, Domènech, J. (2013)
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464:"Caminalcules and Didaktozoa: Imaginary Organisms as Test-Examples for Systematics"
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The name of the taxon Caminalcules seems to come from Camin's last name and
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Gendron, R. P. (2000). "The classification and evolution of Caminalcules".
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https://www.youtube.com/watch?v=D-a-SSX8pns&ab_channel=AndrewDrozd
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Drozd, A. (April 5, 2019). Caminalcules instructions by Susan Price .
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characteristics of organisms, rather than their genetic information.
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625:"Here Be Dragons: Using Dragons as Models for Phylogenetic Analysis"
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89:. Copies of all OTUs were in the possession of Dr. Paul A. Ehrlich (
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also uses the Caminalcules in their lesson plans about evolution.
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Caminalcules activity on Taxonomy and phylogeny, Harris, K (2010)
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238:, and the Turkana Basin Institute. Notably, the United States’
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and organ reduction were taken into account in their creation.
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Conceptual lifeforms to assist in understanding phylogenrtics
93:), Dr. W. Wayne Moss (Philadelphia Academy of Sciences) and
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10.1662/0002-7685(2000)062[0570:TCEOC]2.0.CO;2
466:. In Opitz, Otto; Lausen, Berthold; Klar, Rüdiger (eds.).
53:) and consist of 29 living 'species' and 48 fossil forms.
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in real organisms. They were created by Joseph H. Camin (
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788:"Canon Paleo Curriculum Unit 3: Evolution Lesson Plan 5"
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The Caminalcules first appeared in print in the journal
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1100:- "Caminalcules, Snouters and Other Unusual Creatures"
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Use in assessment and development of taxonomic methods
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228:New York City Lab School for Collaborative Studies
845:"Modeling Macroevolution with Invented Creatures"
724:http://ww.bio.miami.edu/dana/107/Caminalcules.pdf
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722:Caminalcules. (n.d.). University of Miami.
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892:"Building a Twig Phylogeny"
81:. The images of the living
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1110:Chasing after Caminalcules
761:Yang, D. (22 March 2017).
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34:Eight of the Caminalcules
924:10.1525/abt.2015.77.2.10
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223:American Biology Teacher
767:Turkana Basin Institute
623:Cruz, R. A. L. (2017).
58:Antonie van Leeuwenhoek
41:are a fictive group of
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843:Brown, C. G. (2016).
820:National Park Service
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132:homologous structures
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