SITE of MICROEVOLUTION a Student Investigation
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The Pulitzer Prizes 2020 Winne
WINNERS AND FINALISTS 1917 TO PRESENT TABLE OF CONTENTS Excerpts from the Plan of Award ..............................................................2 PULITZER PRIZES IN JOURNALISM Public Service ...........................................................................................6 Reporting ...............................................................................................24 Local Reporting .....................................................................................27 Local Reporting, Edition Time ..............................................................32 Local General or Spot News Reporting ..................................................33 General News Reporting ........................................................................36 Spot News Reporting ............................................................................38 Breaking News Reporting .....................................................................39 Local Reporting, No Edition Time .......................................................45 Local Investigative or Specialized Reporting .........................................47 Investigative Reporting ..........................................................................50 Explanatory Journalism .........................................................................61 Explanatory Reporting ...........................................................................64 Specialized Reporting .............................................................................70 -
Introduction to Macroevolution
Spring, 2012 Phylogenetics 200A Modes of Macroevolution Macroevolution is used to refer to any evolutionary change at or above the level of species. Darwin illustrated the combined action of descent with modification, the principle of divergence, and extinction in the only figure in On the Origin of Species (Fig. 1), showing the link between microevolution and macroevolution. The New Synthesis sought to distance itself from the ‘origin of species’ (= macroevolution) and concentrated instead on microevolution - variation within populations and reproductive isolation. “Darwin’s principle of divergence derives from what he thought to be one of the most potent components of the struggle for existence. He argued that the strongest interactions would be among individuals within a population or among closely related populations or species, because these organisms have the most similar requirements. Darwin’s principle of divergence predicts that the individuals, populations or species most likely to succeed in the struggle are those that differ most from their close relatives in the way they achieve their needs for survival and reproduction.” (Reznick & Ricklefs 2009. Nature 457) Macroevolution also fell into disfavor with its invocation for hopeful monsters in development as well as its implication in some Neo-Lamarckian theories. Interest in macroevolution revived by several paleontologists including Steven Stanley, Stephen Jay Gould and Niles Eldredge, the latter two in the context of punctuated equilibrium. They proposed that what happens in evolution beyond the species level is due to processes that operate beyond the level of populations – including species selection. Niles Eldredge, in particular, has written extensively on the macroevolutionary hierarchy. -
Microevolution and the Genetics of Populations Microevolution Refers to Varieties Within a Given Type
Chapter 8: Evolution Lesson 8.3: Microevolution and the Genetics of Populations Microevolution refers to varieties within a given type. Change happens within a group, but the descendant is clearly of the same type as the ancestor. This might better be called variation, or adaptation, but the changes are "horizontal" in effect, not "vertical." Such changes might be accomplished by "natural selection," in which a trait within the present variety is selected as the best for a given set of conditions, or accomplished by "artificial selection," such as when dog breeders produce a new breed of dog. Lesson Objectives ● Distinguish what is microevolution and how it affects changes in populations. ● Define gene pool, and explain how to calculate allele frequencies. ● State the Hardy-Weinberg theorem ● Identify the five forces of evolution. Vocabulary ● adaptive radiation ● gene pool ● migration ● allele frequency ● genetic drift ● mutation ● artificial selection ● Hardy-Weinberg theorem ● natural selection ● directional selection ● macroevolution ● population genetics ● disruptive selection ● microevolution ● stabilizing selection ● gene flow Introduction Darwin knew that heritable variations are needed for evolution to occur. However, he knew nothing about Mendel’s laws of genetics. Mendel’s laws were rediscovered in the early 1900s. Only then could scientists fully understand the process of evolution. Microevolution is how individual traits within a population change over time. In order for a population to change, some things must be assumed to be true. In other words, there must be some sort of process happening that causes microevolution. The five ways alleles within a population change over time are natural selection, migration (gene flow), mating, mutations, or genetic drift. -
Patterns and Power of Phenotypic Selection in Nature
Articles Patterns and Power of Phenotypic Selection in Nature JOEL G. KINGSOLVER AND DAVID W. PFENNIG Phenotypic selection occurs when individuals with certain characteristics produce more surviving offspring than individuals with other characteristics. Although selection is regarded as the chief engine of evolutionary change, scientists have only recently begun to measure its action in the wild. These studies raise numerous questions: How strong is selection, and do different types of traits experience different patterns of selection? Is selection on traits that affect mating success as strong as selection on traits that affect survival? Does selection tend to favor larger body size, and, if so, what are its consequences? We explore these questions and discuss the pitfalls and future prospects of measuring selection in natural populations. Keywords: adaptive landscape, Cope’s rule, natural selection, rapid evolution, sexual selection henotypic selection occurs when individuals with selection on traits that affect survival stronger than on those Pdifferent characteristics (i.e., different phenotypes) that affect only mating success? In this article, we explore these differ in their survival, fecundity, or mating success. The idea and other questions about the patterns and power of phe- of phenotypic selection traces back to Darwin and Wallace notypic selection in nature. (1858), and selection is widely accepted as the primary cause of adaptive evolution within natural populations.Yet Darwin What is selection, and how does it work? never attempted to measure selection in nature, and in the Selection is the nonrandom differential survival or repro- century following the publication of On the Origin of Species duction of phenotypically different individuals. -
Tempo and Mode in the Macroevolutionary Reconstruction of Darwinism STEPHEN JAY GOULD Museum of Comparative Zoology, Harvard University, Cambridge, MA 02138
Proc. Nadl. Acad. Sci. USA Vol. 91, pp. 6764-6771, July 1994 Colloquium Paper This paper was presented at a coloquium ented "Tempo and Mode in Evolution" organized by Walter M. Fitch and Francisco J. Ayala, held January 27-29, 1994, by the National Academy of Sciences, in Irvine, CA. Tempo and mode in the macroevolutionary reconstruction of Darwinism STEPHEN JAY GOULD Museum of Comparative Zoology, Harvard University, Cambridge, MA 02138 ABSTRACT Among the several central nings of Dar- But conceptual complexity is not reducible to a formula or winism, his version ofLyellian uniformitranism-the extrap- epigram (as we taxonomists of life's diversity should know olationist commitment to viewing causes ofsmall-scale, observ- better than most). Too much ink has been wasted in vain able change in modern populations as the complete source, by attempts to define the essence ofDarwin's ideas, or Darwin- smooth extension through geological time, of all magnitudes ism itself. Mayr (1) has correctly emphasized that many and sequences in evolution-has most contributed to the causal different, if related, Darwinisms exist, both in the thought of hegemony of microevolutlon and the assumption that paleon- the eponym himself, and in the subsequent history of evo- tology can document the contingent history of life but cannot lutionary biology-ranging from natural selection, to genea- act as a domain of novel evolutionary theory. G. G. Simpson logical connection of all living beings, to gradualism of tried to combat this view of paleontology as theoretically inert change. in his classic work, Tempo and Mode in Evolution (1944), with It would therefore be fatuous to claim that any one legit- a brilliant argument that the two subjects of his tide fall into a imate "essence" can be more basic or important than an- unue paleontological domain and that modes (processes and other. -
Biographies & Non-Fiction
TOP NOTCH Biographies & Non-Fiction Southern Lehigh Public Library 3200 Preston Lane Center Valley, PA 18034 (610) 282-8825 Lists of award winners available at www.solehipl.org Southern Lehigh Public Library Jan 2016 Applebaum, Anne Egan, Timothy Philbrick, Nathaniel Gulag (2004) 365.45 APP The Worst Hard Time (2006) 978.032 EGA In the Heart of the Sea (2000) 910.9 PHI Atkinson, Rick Foreman, Amanda Poitier, Sidney An Army at Dawn (2002) 940.5423 ATK Georgiana, Duchess of Devonshire (2000) This Life (1980) B POITIER B DEVONSHIRE Ball, Edward Power, Samantha Slaves in the Family (1998) 975.7 BAL Gordon-Reed, Annette A Problem from Hell (2003) 364.15 POW The Hemingses of Monticello (2008) Berg, A. Scott 973.460922 GOR Sage, Lorna Lindbergh (1999) B LINDBERGH Bad Blood (2000) 942.9 SAG Graham, Katharine Bird, Kai Personal History (1997) B GRAHAM Schiff, Stacy American Prometheus (2005) Vera (2000) 920 SCH B OPPENHEIMER Hampl, Patricia A Romantic Education (1981) 943.712 HAM Sheehan, Neil Bix, Herbert P. A Bright Shining Lie (1988) 959.704 SHE Hirohito and the Making of Japan (2001) Hillenbrand, Lauren 952 BIX Seabiscuit (2001) 798.4 HIL Smith, Patti Just Kids (2010) 782.42166 SMI Boo, Katherine Kaplan, Justin Behind the Beautiful Forevers (2012) Walt Whitman (1980) B WHITMAN Solomon, Andrew 305.5690954 BOO The Noonday Demon (2001) 616.85 SOL Kidder, Tracy Boyle, Kevin The Soul of a New Machine (1981) 621.3819 KID Stone, Ruth Arc of Justice (2004) 345.73 BOY Ordinary Words (1999) 811.54 STO Lopez, Barry Holstun Carlson, Rachel Arctic Dreams (1986) 508.98 LOP Weiner, Jonathan The Sea Around Us (1979) 551.46 CAR The Beak of the Finch (1994) 598.8 WEI Lukas, J. -
Evolution by Example
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Springer - Publisher Connector Evo Edu Outreach (2008) 1:165–171 DOI 10.1007/s12052-008-0045-8 BOOK REVIEW Evolution by Example Adam M. Goldstein Published online: 20 February 2008 © Springer Science + Business Media, LLC 2008 Keywords Evolution · Bibliography · Case study · must furnish particular instances of their applica- History of evolution tion” (Strunk and White 2000, 22). A number of books on evolutionary biology are written in a manner conforming to this advice: The central device their Introduction authors use to explain general principles about evo- lution is an example. For this reason, I call the genre William Strunk and E. B. White, in their famous book evolution by example. Myaiminthisessayistodescribe The Elements of Style, suggest, in rule 16 (one of the nature of this genre, to point readers to some the “Elementary Principles of Composition”) that a exemplary works in it, and to argue for its importance. writer ought to always “use definite, specific, concrete, language.” Prefer the specific to the general, the definite to the What is Evolution by Example? vague, the concrete to the abstract....Thegreatest writers—Homer, Dante, Shakespeare—are effec- The defining characteristic of works of evolution by tive largely because they deal in particulars and example is that they aim to bring their readers to report the details that matter. Their words call up an understanding of the general by way of an exten- pictures. If the experiences of Walter Mitty, of sive account of the specific: They build their central Molly Bloom, of Rabbit Angstrom have seemed explanatory scheme around a case study. -
Darwin's Theory of Evolution Charles Darwin the Old World View
9/11/14 Darwin’s Theory of Evolution Charles Darwin “Nothing in biology makes sense except in the light of evolution” • Synthesized these areas to establish -Theodosius Dobzhansky modern evolutionary biology. • Most important theory in biology. • Provides loose framework for this course. The History of Evolutionary The Old World View Thought • What led Darwin to conclude that • Plato & the Essence organisms evolve and are related by • Philosophical view descent? that all things have an essence, or type. • Old World View • Individuals are a • The enlightenment deviation from this • The lead-up to Darwin type. • Darwin 1 9/11/14 Ptolemy & geocentrism Aristotle & the Scala Naturae Coincided nicely with humans as the center of the universe • Life arranged in a scale from simple to complex with humans on top. • Developed the idea of a ‘final cause’ to explain everything. • Everything served a purpose to strive toward perfecon. The Renaissance & Revolutions The Judeo-Christian tradition • Increased wealth allowed for increased freedom to stray from the dictates of authority (especially in Italy). • Formalized/instuonalized all of this. • The world was geng smaller! – Discovery of the New World. • Final purpose was to glorify – People began to realize that the world was not exactly the way they were God. told that it was. • Humans (and the universe) – Again, a challenge to authority. were created perfectly, • Followed closely by the Reformaon. therefore any suggeson of – Again, a fundamental challenge to The Authority. evolu.on was heresy. – All of these caused certain people to begin thinking outside of dogma. • World was young (origins – Including challenges of dogma in observaons of the physical world. -
The Scientific Controversy Over Whether Microevolution Can Account for Macroevolution
SUMMARY: The Scientific Controversy Over Whether Microevolution Can Account For Macroevolution © Center for Science and Culture/Discovery Institute, 1511 Third Avenue, Suite 808, Seattle, WA 98101 When Charles Darwin published The Origin of Species in 1859, it was already known that existing species can change over time. This is the basis of artificial breeding, which had been practiced for thousands of years. Darwin and his contemporaries were also familiar enough with the fossil record to know that major changes in living things had occurred over geological time. Darwin's theory was that a process analogous to artificial breeding also occurs in nature; he called that process natural selection. Darwin's theory was also that changes in existing species due primarily to natural selection could, if given enough time, produce the major changes we see in the fossil record. After Darwin, the first phenomenon (changes within an existing species or gene pool) was named "microevolution." There is abundant evidence that changes can occur within existing species, both domestic and wild, so microevolution is uncontroversial. The second phenomenon (large-scale changes over geological time) was named "macroevolution," and Darwin's theory that the processes of the former can account for the latter was controversial right from the start. Many biologists during and after Darwin's lifetime have questioned whether the natural counterpart of domestic breeding could do what domestic breeding has never done -- namely, produce new species, organs, and body plans. In the first few decades of the twentieth century, skepticism over this aspect of evolution was so strong that Darwin's theory went into eclipse. -
Darwin: a Summative Evaluation of the Visitor Experience
Darwin: A Summative Evaluation of the Visitor Experience Prepared by Ellen Giusti March 2006 Darwin: A Summative Evaluation of the Visitor Experience Prepared by Ellen Giusti March 2006 SUMMARY................................................................................................................................................................. 3 INTRODUCTION ....................................................................................................................................................... 4 PURPOSE .................................................................................................................................................................... 5 METHOD..................................................................................................................................................................... 6 FINDINGS................................................................................................................................................................... 7 DARWIN RATINGS AND OTHER AMNH EXHIBITIONS ....................................................................................... 7 EXPECTATIONS .................................................................................................................................................. 8 TIME SPENT IN THE EXHIBITION......................................................................................................................... 9 HIGHLIGHTS .................................................................................................................................................... -
2014 Nonfiction Reading Assignment.Pdf
AP/Dual Credit Language and Composition Mrs. Morris Independent Reading Assignment - Guidelines This semester, students are required to read one nonfiction book as independent reading. Students may choose a title from Mrs. Morris’ approved list or choose their own selection, but the book MUST be approved by the teacher if the student is reading a book not on the approved list. Only full-length works are acceptable for this project; short works of nonfiction, such as collections of essays, are not acceptable. The purpose of this assignment is to give students greater awareness and experience with longer pieces of nonfiction prose. This assignment will culminate at the end of the semester when students compose an original synthesis essay on a topic related to the nonfiction work using both the book itself as well as a variety of sources as support. In order to allow students time to digest the book and to find supporting materials for the synthesis essay, the book as well as the initial assignment must be completed by October 9th. Initial Independent Reading Assignment: 1) Write a 5-7-sentence summary of the overall main idea of this book. Within this summary, include 3-5 main points the author makes (most important, or ones you find most interesting). This needs to be a tight, concise, accurate paragraph of writing. Avoid critique at this point; just focus on short description that has specific main points. 2) List 5 (only 5) different rhetorical strategies used in this book (see rhetorical terms handouts). For each one, discuss the following: A) Name the rhetorical strategy, and define it; B) Write a short unified paragraph that explains how the author uses the rhetorical strategy—what is he or she trying to convince the reader to think, and how, and why? What is the author’s purpose in using this strategy? Is it effective? Why or why not? C) Support your analysis with specific references to text (i.e. -
Was Darwin Wrong? by David Quammen
Was Darwin Wrong? By David Quammen National Geographic – November 2004 Evolution by natural selection, the central concept of the life's work of Charles Darwin, is a theory. It's a theory about the origin of adaptation, complexity, and diversity among Earth's living creatures. If you are skeptical by nature, unfamiliar with the terminology of science, and unaware of the overwhelming evidence, you might even be tempted to say that it's "just" a theory. In the same sense, relativity as described by Albert Einstein is "just" a theory. The notion that Earth orbits around the sun rather than vice versa, offered by Copernicus in 1543, is a theory. Continental drift is a theory. The existence, structure, and dynamics of atoms? Atomic theory. Even electricity is a theoretical construct, involving electrons, which are tiny units of charged mass that no one has ever seen. Each of these theories is an explanation that has been confirmed to such a degree, by observation and experiment, that knowledgeable experts accept it as fact. That's what scientists mean when they talk about a theory: not a dreamy and unreliable speculation, but an explanatory statement that fits the evidence. They embrace such an explanation confidently but provisionally—taking it as their best available view of reality, at least until some severely conflicting data or some better explanation might come along. The rest of us generally agree. We plug our televisions into little wall sockets, measure a year by the length of Earth's orbit, and in many other ways live our lives based on the trusted reality of those theories.