Rethinking Abiogenesis: Part 1, Continuity of Life Through Time Emily Boring Emily Boring, J
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Intelligent Design, Abiogenesis, and Learning from History: Dennis R
Author Exchange Intelligent Design, Abiogenesis, and Learning from History: Dennis R. Venema A Reply to Meyer Dennis R. Venema Weizsäcker’s book The World View of Physics is still keeping me very busy. It has again brought home to me quite clearly how wrong it is to use God as a stop-gap for the incompleteness of our knowledge. If in fact the frontiers of knowledge are being pushed back (and that is bound to be the case), then God is being pushed back with them, and is therefore continually in retreat. We are to find God in what we know, not in what we don’t know; God wants us to realize his presence, not in unsolved problems but in those that are solved. Dietrich Bonhoeffer1 am thankful for this opportunity to nature, is the result of intelligence. More- reply to Stephen Meyer’s criticisms over, this assertion is proffered as the I 2 of my review of his book Signature logical basis for inferring design for the in the Cell (hereafter Signature). Meyer’s origin of biological information: if infor- critiques of my review fall into two gen- mation only ever arises from intelli- eral categories. First, he claims I mistook gence, then the mere presence of Signature for an argument against bio- information demonstrates design. A few logical evolution, rendering several of examples from Signature make the point my arguments superfluous. Secondly, easily: Meyer asserts that I have failed to refute … historical scientists can show that his thesis by not providing a “causally a presently acting cause must have adequate alternative explanation” for the been present in the past because the origin of life in that the few relevant cri- proposed candidate is the only known tiques I do provide are “deeply flawed.” cause of the effect in question. -
Revised Glossary for AQA GCSE Biology Student Book
Biology Glossary amino acids small molecules from which proteins are A built abiotic factor physical or non-living conditions amylase a digestive enzyme (carbohydrase) that that affect the distribution of a population in an breaks down starch ecosystem, such as light, temperature, soil pH anaerobic respiration respiration without using absorption the process by which soluble products oxygen of digestion move into the blood from the small intestine antibacterial chemicals chemicals produced by plants as a defence mechanism; the amount abstinence method of contraception whereby the produced will increase if the plant is under attack couple refrains from intercourse, particularly when an egg might be in the oviduct antibiotic e.g. penicillin; medicines that work inside the body to kill bacterial pathogens accommodation ability of the eyes to change focus antibody protein normally present in the body acid rain rain water which is made more acidic by or produced in response to an antigen, which it pollutant gases neutralises, thus producing an immune response active site the place on an enzyme where the antimicrobial resistance (AMR) an increasing substrate molecule binds problem in the twenty-first century whereby active transport in active transport, cells use energy bacteria have evolved to develop resistance against to transport substances through cell membranes antibiotics due to their overuse against a concentration gradient antiretroviral drugs drugs used to treat HIV adaptation features that organisms have to help infections; they -
Impacts of a Comprehensive Public Engagement Training and Support Program on Scientists’ Outreach Attitudes and Practices
International Journal of Science Education, Part B Communication and Public Engagement ISSN: 2154-8455 (Print) 2154-8463 (Online) Journal homepage: http://www.tandfonline.com/loi/rsed20 Impacts of a comprehensive public engagement training and support program on scientists’ outreach attitudes and practices Cathlyn Stylinski, Martin Storksdieck, Nicolette Canzoneri, Eve Klein & Anna Johnson To cite this article: Cathlyn Stylinski, Martin Storksdieck, Nicolette Canzoneri, Eve Klein & Anna Johnson (2018): Impacts of a comprehensive public engagement training and support program on scientists’ outreach attitudes and practices, International Journal of Science Education, Part B, DOI: 10.1080/21548455.2018.1506188 To link to this article: https://doi.org/10.1080/21548455.2018.1506188 Published online: 31 Aug 2018. Submit your article to this journal View Crossmark data Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=rsed20 INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, PART B https://doi.org/10.1080/21548455.2018.1506188 Impacts of a comprehensive public engagement training and support program on scientists’ outreach attitudes and practices Cathlyn Stylinski a, Martin Storksdieck b, Nicolette Canzonerib, Eve Kleinc and Anna Johnson c aUMCES, University of Maryland Center for Environmental Science Appalachian Laboratory, Frostburg, MD, USA; bCenter for Research on Lifelong STEM Learning, Oregon State University, Corvallis, OR, USA; cInstitute for Learning Innovation, Seattle, WA, USA ABSTRACT ARTICLE HISTORY Scientists are increasingly being called upon to play a more prominent role Received 1 November 2017 in the interface of science and society by contributing to science literacy in Accepted 24 July 2018 ways that support two-way exchanges with the public. -
THE INDY STEM TEACHER RESIDENCY PROGRAM: a Teacher Quality Partnership Between Indianapolis Public Schools and Purdue University
Table of Contents QUALITY OF THE PROJECT DESIGN 1-29 1.Extent to which the proposed project demonstrates a rationale 3-7 (a) Needs Assessment data 4-6 AppC (b) Project will prepare teachers with strong teaching skills 1-29 2.Goals, objectives, and outcomes are clearly specified and measurable 42-44 3.Project is designed to build capacity / yield results that extend beyond project period 29 4.Project represents exceptional approach for meeting statutory purposes/requirements 1-29 (c) Program will prepare teachers to understand/use research data to improve instruction 1-29 (f5i) Program aligns with state early learning standards… 1-29 ADEQUACY OF RESOURCES 29-33 1. Adequacy of support, including facilities, equipment, supplies, and other resources 29-33 (e1) Assessment describing resources, including integration of funds from other sources 29-33 (e2) Assessment that describes the intended use of the grant funds 33 2. Relevance/demonstrated commitment of partners to project implementation/success 33 (e3) Commitment of resources and to the continuation of activities when the grant ends 29-33 QUALITY OF MANAGEMENT PLAN 33-41 1. Adequacy of management plan to achieve objectives on time/within budget, 33-39, including clearly defined responsibilities, timelines, and milestones for AppJ accomplishing tasks (d1) Coordination of strategies/activities with funded teacher preparation or PD prog 13 (d2) How activities are consistent with State, local, and other education reform activities 8, 18- 19,21- that promote teacher quality and student academic -
Astro2020 Science White Paper Unlocking the Secrets of Late-Stage Stellar Evolution and Mass Loss Through Radio Wavelength Imaging
Astro2020 Science White Paper Unlocking the Secrets of Late-Stage Stellar Evolution and Mass Loss through Radio Wavelength Imaging Thematic Areas: Planetary Systems Star and Planet Formation Formation and Evolution of Compact Objects Cosmology and Fundamental Physics 7 Stars and Stellar Evolution Resolved Stellar Populations and their Environments Galaxy Evolution Multi-Messenger Astronomy and Astrophysics Principal Author: Name: Lynn D. Matthews Institution: Massachusetts Institute of Technology Haystack Observatory Email: [email protected] Co-authors: Mark J Claussen (National Radio Astronomy Observatory) Graham M. Harper (University of Colorado - Boulder) Karl M. Menten (Max Planck Institut fur¨ Radioastronomie) Stephen Ridgway (National Optical Astronomy Observatory) Executive Summary: During the late phases of evolution, low-to-intermediate mass stars like our Sun undergo periods of extensive mass loss, returning up to 80% of their initial mass to the interstellar medium. This mass loss profoundly affects the stellar evolutionary history, and the resulting circumstellar ejecta are a primary source of dust and heavy element enrichment in the Galaxy. However, many details concerning the physics of late-stage stellar mass loss remain poorly understood, including the wind launching mechanism(s), the mass loss geometry and timescales, and the mass loss histories of stars of various initial masses. These uncertainties have implications not only for stellar astrophysics, but for fields ranging from star formation to extragalactic astronomy and cosmology. Observations at centimeter, millimeter, and submillimeter wavelengths that resolve the radio surfaces and extended atmospheres of evolved arXiv:1903.05592v1 [astro-ph.SR] 13 Mar 2019 stars in space, time, and frequency are poised to provide groundbreaking new insights into these questions in the coming decade. -
Bayesian Analysis of the Astrobiological Implications of Life's
Bayesian analysis of the astrobiological implications of life's early emergence on Earth David S. Spiegel ∗ y, Edwin L. Turner y z ∗Institute for Advanced Study, Princeton, NJ 08540,yDept. of Astrophysical Sciences, Princeton Univ., Princeton, NJ 08544, USA, and zInstitute for the Physics and Mathematics of the Universe, The Univ. of Tokyo, Kashiwa 227-8568, Japan Submitted to Proceedings of the National Academy of Sciences of the United States of America Life arose on Earth sometime in the first few hundred million years Any inferences about the probability of life arising (given after the young planet had cooled to the point that it could support the conditions present on the early Earth) must be informed water-based organisms on its surface. The early emergence of life by how long it took for the first living creatures to evolve. By on Earth has been taken as evidence that the probability of abiogen- definition, improbable events generally happen infrequently. esis is high, if starting from young-Earth-like conditions. We revisit It follows that the duration between events provides a metric this argument quantitatively in a Bayesian statistical framework. By (however imperfect) of the probability or rate of the events. constructing a simple model of the probability of abiogenesis, we calculate a Bayesian estimate of its posterior probability, given the The time-span between when Earth achieved pre-biotic condi- data that life emerged fairly early in Earth's history and that, billions tions suitable for abiogenesis plus generally habitable climatic of years later, curious creatures noted this fact and considered its conditions [5, 6, 7] and when life first arose, therefore, seems implications. -
Science Georgia Standards of Excellence SCIENCE - Zoology
Science Georgia Standards of Excellence SCIENCE - Zoology The Science Georgia Standards of Excellence are designed to provide foundational knowledge and skills for all students to develop proficiency in science. The Project 2061’s Benchmarks for Science Literacy and the follow up work, A Framework for K-12 Science Education were used as the core of the standards to determine appropriate content and process skills for students. The Science Georgia Standards of Excellence focus on a limited number of core disciplinary ideas and crosscutting concepts which build from Kindergarten to high school. The standards are written with the core knowledge to be mastered integrated with the science and engineering practices needed to engage in scientific inquiry and engineering design. Crosscutting concepts are used to make connections across different science disciplines. The Science Georgia Standards of Excellence drive instruction. Hands-on, student-centered, and inquiry-based approaches should be the emphasis of instruction. The standards are a required minimum set of expectations that show proficiency in science. However, instruction can extend beyond these minimum expectations to meet student needs. Science consists of a way of thinking and investigating, as well a growing body of knowledge about the natural world. To become literate in science, students need to possess sufficient understanding of fundamental science content knowledge, the ability to engage in the science and engineering practices, and to use scientific and technological information correctly. Technology should be infused into the curriculum and the safety of the student should always be foremost in instruction. In this course, students will recognize key features of the major body plans that have evolved in animals and how those body plans have changed over time resulting in the diversity of animals that are evident today. -
Human Anatomy (Biology 2) Lecture Notes Updated July 2017 Instructor
Human Anatomy (Biology 2) Lecture Notes Updated July 2017 Instructor: Rebecca Bailey 1 Chapter 1 The Human Body: An Orientation • Terms - Anatomy: the study of body structure and relationships among structures - Physiology: the study of body function • Levels of Organization - Chemical level 1. atoms and molecules - Cells 1. the basic unit of all living things - Tissues 1. cells join together to perform a particular function - Organs 1. tissues join together to perform a particular function - Organ system 1. organs join together to perform a particular function - Organismal 1. the whole body • Organ Systems • Anatomical Position • Regional Names - Axial region 1. head 2. neck 3. trunk a. thorax b. abdomen c. pelvis d. perineum - Appendicular region 1. limbs • Directional Terms - Superior (above) vs. Inferior (below) - Anterior (toward the front) vs. Posterior (toward the back)(Dorsal vs. Ventral) - Medial (toward the midline) vs. Lateral (away from the midline) - Intermediate (between a more medial and a more lateral structure) - Proximal (closer to the point of origin) vs. Distal (farther from the point of origin) - Superficial (toward the surface) vs. Deep (away from the surface) • Planes and Sections divide the body or organ - Frontal or coronal 1. divides into anterior/posterior 2 - Sagittal 1. divides into right and left halves 2. includes midsagittal and parasagittal - Transverse or cross-sectional 1. divides into superior/inferior • Body Cavities - Dorsal 1. cranial cavity 2. vertebral cavity - Ventral 1. lined with serous membrane 2. viscera (organs) covered by serous membrane 3. thoracic cavity a. two pleural cavities contain the lungs b. pericardial cavity contains heart c. the cavities are defined by serous membrane d. -
Cometary Panspermia a Radical Theory of Life’S Cosmic Origin and Evolution …And Over 450 Articles, ~ 60 in Nature
35 books: Cosmic origins of life 1976-2020 Physical Sciences︱ Chandra Wickramasinghe Cometary panspermia A radical theory of life’s cosmic origin and evolution …And over 450 articles, ~ 60 in Nature he combined efforts of generations supporting panspermia continues to Prof Wickramasinghe argues that the seeds of all life (bacteria and viruses) Panspermia has been around may have arrived on Earth from space, and may indeed still be raining down some 100 years since the term of experts in multiple fields, accumulate (Wickramasinghe et al., 2018, to affect life on Earth today, a concept known as cometary panspermia. ‘primordial soup’, referring to Tincluding evolutionary biology, 2019; Steele et al., 2018). the primitive ocean of organic paleontology and geology, have painted material not-yet-assembled a fairly good, if far-from-complete, picture COMETARY PANSPERMIA – cultural conceptions of life dating back galactic wanderers are normal features have argued that these could not into living organisms, was first of how the first life on Earth progressed A SOLUTION? to the ideas of Aristotle, and that this of the cosmos. Comets are known to have been lofted from the Earth to a coined. The question of how from simple organisms to what we can The word ‘panspermia’ comes from the may be the source of some of the have significant water content as well height of 400km by any known process. life’s molecular building blocks see today. However, there is a crucial ancient Greek roots ‘sperma’ meaning more hostile resistance the idea of as organics, and their cores, kept warm Bacteria have also been found high in spontaneously assembled gap in mainstream understanding - seed, and ‘pan’, meaning all. -
Chapter 10 – Chemical Reactions Notes
Chapter 8 – Chemical Reactions Notes Chemical Reactions: Chemical reactions are processes in which the atoms of one or more substances are rearranged to form different chemical compounds. How to tell if a chemical reaction has occurred (recap): Temperature changes that can’t be accounted for. o Exothermic reactions give off energy (as in fire). o Endothermic reactions absorb energy (as in a cold pack). Spontaneous color change. o This happens when things rust, when they rot, and when they burn. Appearance of a solid when two liquids are mixed. o This solid is called a precipitate. Formation of a gas / bubbling, as when vinegar and baking soda are mixed. Overall, the most important thing to remember is that a chemical reaction produces a whole new chemical compound. Just changing the way that something looks (breaking, melting, dissolving, etc) isn’t enough to qualify something as a chemical reaction! Balancing Equations Notes: Things to keep in mind when looking at the recipes for chemical reactions: 1) The stuff before the arrow is referred to as the “reactants” or “reagents”, and the stuff after the arrow is called the “products.” 2) The number of atoms of each element is the same on both sides of the arrow. Even though there may be different numbers of molecules, the number of atoms of each element needs to remain the same to obey the law of conservation of mass. 3) The numbers in front of the formulas tell you how many molecules or moles of each chemical are involved in the reaction. 4) Equations are nothing more than chemical recipes. -
Introduction to the Cell Cell History Cell Structures and Functions
Introduction to the cell cell history cell structures and functions CK-12 Foundation December 16, 2009 CK-12 Foundation is a non-profit organization with a mission to reduce the cost of textbook materials for the K-12 market both in the U.S. and worldwide. Using an open-content, web-based collaborative model termed the “FlexBook,” CK-12 intends to pioneer the generation and distribution of high quality educational content that will serve both as core text as well as provide an adaptive environment for learning. Copyright ©2009 CK-12 Foundation This work is licensed under the Creative Commons Attribution-Share Alike 3.0 United States License. To view a copy of this license, visit http://creativecommons.org/licenses/by-sa/3.0/us/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA. Contents 1 Cell structure and function dec 16 5 1.1 Lesson 3.1: Introduction to Cells .................................. 5 3 www.ck12.org www.ck12.org 4 Chapter 1 Cell structure and function dec 16 1.1 Lesson 3.1: Introduction to Cells Lesson Objectives • Identify the scientists that first observed cells. • Outline the importance of microscopes in the discovery of cells. • Summarize what the cell theory proposes. • Identify the limitations on cell size. • Identify the four parts common to all cells. • Compare prokaryotic and eukaryotic cells. Introduction Knowing the make up of cells and how cells work is necessary to all of the biological sciences. Learning about the similarities and differences between cell types is particularly important to the fields of cell biology and molecular biology. -
Speculative Geology
15 Speculative Geology DALE E. SNOW We are not at peace with nature now. Whether it is the record-setting rain on the east coast or the raging wildfires in the west, distant news of melting permafrost or bleaching coral reefs, or the unexpected eruption of Mount Kilauea a few miles from here, things seem increasingly, and increasingly violently, out of control. I would like to suggest that there are resources in Schelling’s Naturphilosophie we can use in the twenty-first century to help us think differently about both the power of nature and our own relationship to it. Although Schelling saw himself, and was seen by many, as antagonistic toward the mechanical science of his own time, it would be a mistake—and a missed opportunity—to see his view as a mere Romantic reaction. It is a speculative rethinking of the idea of nature itself that finds a place for even those phenomena which seem most distant and alien. Schelling described his philosophy of nature as “speculative physics” both to distinguish it from what he calls the dogmatic or mechanistic model of nature, and to announce a new approach to natural science, concerned with the original causes of motion in nature (SW III: 275). Since every “natural phenomenon … stands in connection with the last conditions of nature” (SW III: 279), speculative physics can bring us to an understanding of nature as a system. Geology presents an illuminating case of this approach, as can be seen from Schelling’s characteristically enthusiastic introduction to a paper published by Henrik Steffens in Schelling’sJournal of Speculative Physics (Zeitschrift für speculative Physik) on the oxidization and deoxidization of the earth.1 After praising Steffens’ work on a new and better founded science of geology, Schelling reflects darkly on the too long dominant mechanical approach to geology.