Research Experience for Teachers

Smithsonian Institution
National Museum of Natural History

PROJECT SUMMARY
2002

Navarro Bharat
Anacostia Senior High School
District of Columbia Public Schools
Washington, D.C. 20020

B.S. - DC Teachers College

M.S. - Howard University
Ph.D. - University of Maryland at College Park

Brian Huber, Ph.D.
Supervising Scientist
Department of Paleobiology

"The Smithsonian Institution helped me to integrate a micro unit in paleobiology in my biology 1 class."

Brian Huber and Navarro Bharat

Taxonomic Differences of Benthic and Planktic Foraminifera

Foraminifera are shell protozoans that have a variety of shell composition and morphology. There are two major groups of foraminifera namely benthic and planktic. Benthic are found in the sediments of the ocean floor whereas planktic are found in the deep ocean. Classification is the arrangement of taxa into established hierarchical sets. This has been done for convience and simultaneously to foster communication among scientists. Classification is important in most biologic disciplines especially in the case of taxa used in paleoceanographic studies. Consistent identification of biologic species is important. Systematic classifications have evolved over the years with increased knowledge of the organisms. There is a dire need among scientists to establish a systematic and stable form of classification for these organisms. Almost all the criteria used to classify foraminifera are based on the external characteristics of the adult shell. Scientists have overlooked ontogenetic growth history that was preserved in the early growth stages. X-ray images were taken of several benthic and planktic organisms. These images were digitized to show chamber growth of different species to determine features that best depict taxonomic differences. Biometric data were obtained using this method. This research is ongoing and one day will establish a systematic and stable form of classification for benthic and planktic foraminifera that will be universally accepted.

This research was supported by a grant from the National Science Foundation Research Experiences for Teachers Award Number EEC-973148, Supplement #11.

Letter of Gratitude