The Modern Theory of Biological Evolution: an Expanded Synthesis
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AP Biology Planner
COURSE PLANNER Please note that not all activities for the course are listed, and many activities will be supplemented with additional activities such as diagram analysis, practice essays, etc. Intro to AP Biology/Scientific Method This course begins with introducing students to the seven science practices, in addition to the Big Ideas that unify the course. Students complete the lab exercises that emphasize the need for controls in experiments as well as to identify and explain potential sources of error as part of the normal scientific process. Reading in Campbell and Reece: Topics: • Intro to AP biology, the test and how to study. ♣ Activity: Theme-teams: Students research and present scientist who represent each Big Idea in AP Biology. ♣ Activity: Analyzing the AP multiple choice questions with diagrams. • Scientific Method: Steps and controlled experiments ♣ Activity: What is Science? Discussion/Poster Creation. ♣ Activity: Lab Safety activity: NIH’s Student Lab Safety Introduction Course. https://www.safetytraining.nih.gov/introcourse/labsafetyIntro.aspx ♣ Activity: Identify risks in procedures and materials (MSDS analysis) ♣ Activity: Guide to good graphing. ♣ Activity: Examining bias in science. ♣ Lab: Student Designed inquiry. The effect of environmental factors on the metabolic rate of yeast. In this student designed inquiry, students investigate environmental factors as they relate to CO2 production or O2 consumption in yeast. Students must select an independent variable and dependent variable, as well as design an experimental procedure based on an existing lab protocol. ECOLOGY The ecology unit introduces the ideas of energy processes and interactions, which are the focus of Big Idea 2 and 4. Ecology introduces students to creating, analyzing, and evaluating mathematical models in biology and prepares students to tackle evolution, the central unit in AP Biology. -
Charles Darwin: a Companion
CHARLES DARWIN: A COMPANION Charles Darwin aged 59. Reproduction of a photograph by Julia Margaret Cameron, original 13 x 10 inches, taken at Dumbola Lodge, Freshwater, Isle of Wight in July 1869. The original print is signed and authenticated by Mrs Cameron and also signed by Darwin. It bears Colnaghi's blind embossed registration. [page 3] CHARLES DARWIN A Companion by R. B. FREEMAN Department of Zoology University College London DAWSON [page 4] First published in 1978 © R. B. Freeman 1978 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the permission of the publisher: Wm Dawson & Sons Ltd, Cannon House Folkestone, Kent, England Archon Books, The Shoe String Press, Inc 995 Sherman Avenue, Hamden, Connecticut 06514 USA British Library Cataloguing in Publication Data Freeman, Richard Broke. Charles Darwin. 1. Darwin, Charles – Dictionaries, indexes, etc. 575′. 0092′4 QH31. D2 ISBN 0–7129–0901–X Archon ISBN 0–208–01739–9 LC 78–40928 Filmset in 11/12 pt Bembo Printed and bound in Great Britain by W & J Mackay Limited, Chatham [page 5] CONTENTS List of Illustrations 6 Introduction 7 Acknowledgements 10 Abbreviations 11 Text 17–309 [page 6] LIST OF ILLUSTRATIONS Charles Darwin aged 59 Frontispiece From a photograph by Julia Margaret Cameron Skeleton Pedigree of Charles Robert Darwin 66 Pedigree to show Charles Robert Darwin's Relationship to his Wife Emma 67 Wedgwood Pedigree of Robert Darwin's Children and Grandchildren 68 Arms and Crest of Robert Waring Darwin 69 Research Notes on Insectivorous Plants 1860 90 Charles Darwin's Full Signature 91 [page 7] INTRODUCTION THIS Companion is about Charles Darwin the man: it is not about evolution by natural selection, nor is it about any other of his theoretical or experimental work. -
Martian Crater Morphology
ANALYSIS OF THE DEPTH-DIAMETER RELATIONSHIP OF MARTIAN CRATERS A Capstone Experience Thesis Presented by Jared Howenstine Completion Date: May 2006 Approved By: Professor M. Darby Dyar, Astronomy Professor Christopher Condit, Geology Professor Judith Young, Astronomy Abstract Title: Analysis of the Depth-Diameter Relationship of Martian Craters Author: Jared Howenstine, Astronomy Approved By: Judith Young, Astronomy Approved By: M. Darby Dyar, Astronomy Approved By: Christopher Condit, Geology CE Type: Departmental Honors Project Using a gridded version of maritan topography with the computer program Gridview, this project studied the depth-diameter relationship of martian impact craters. The work encompasses 361 profiles of impacts with diameters larger than 15 kilometers and is a continuation of work that was started at the Lunar and Planetary Institute in Houston, Texas under the guidance of Dr. Walter S. Keifer. Using the most ‘pristine,’ or deepest craters in the data a depth-diameter relationship was determined: d = 0.610D 0.327 , where d is the depth of the crater and D is the diameter of the crater, both in kilometers. This relationship can then be used to estimate the theoretical depth of any impact radius, and therefore can be used to estimate the pristine shape of the crater. With a depth-diameter ratio for a particular crater, the measured depth can then be compared to this theoretical value and an estimate of the amount of material within the crater, or fill, can then be calculated. The data includes 140 named impact craters, 3 basins, and 218 other impacts. The named data encompasses all named impact structures of greater than 100 kilometers in diameter. -
The Complexity and Origins of the Human Eye: a Brief Study on the Anatomy, Physiology, and Origin of the Eye
Running Head: THE COMPLEX HUMAN EYE 1 The Complexity and Origins of the Human Eye: A Brief Study on the Anatomy, Physiology, and Origin of the Eye Evan Sebastian A Senior Thesis submitted in partial fulfillment of the requirements for graduation in the Honors Program Liberty University Spring 2010 THE COMPLEX HUMAN EYE 2 Acceptance of Senior Honors Thesis This Senior Honors Thesis is accepted in partial fulfillment of the requirements for graduation from the Honors Program of Liberty University. ______________________________ David A. Titcomb, PT, DPT Thesis Chair ______________________________ David DeWitt, Ph.D. Committee Member ______________________________ Garth McGibbon, M.S. Committee Member ______________________________ Marilyn Gadomski, Ph.D. Assistant Honors Director ______________________________ Date THE COMPLEX HUMAN EYE 3 Abstract The human eye has been the cause of much controversy in regards to its complexity and how the human eye came to be. Through following and discussing the anatomical and physiological functions of the eye, a better understanding of the argument of origins can be seen. The anatomy of the human eye and its many functions are clearly seen, through its complexity. When observing the intricacy of vision and all of the different aspects and connections, it does seem that the human eye is a miracle, no matter its origins. Major biological functions and processes occurring in the retina show the intensity of the eye’s intricacy. After viewing the eye and reviewing its anatomical and physiological domain, arguments regarding its origins are more clearly seen and understood. Evolutionary theory, in terms of Darwin’s thoughts, theorized fossilization of animals, computer simulations of eye evolution, and new research on supposed prior genes occurring in lower life forms leading to human life. -
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. -
The Journal of Effective Teaching an Online Journal Devoted to Teaching Excellence
The Journal of Effective Teaching JET an online journal devoted to teaching excellence Special Issue Teaching Evolution in the Classroom Volume 9/Issue 2/September 2009 JET The Journal of Effective Teaching an online journal devoted to teaching excellence Special Issue Teaching Evolution in the Classroom Volume 9/Issue 2/September 2009 Online at http://www.uncw.edu/cte/et/ The Journal of Effective Teaching an online journal devoted to teaching excellence EDITORIAL BOARD Editor-in-Chief Dr. Russell Herman, University of North Carolina Wilmington Editorial Board Timothy Ballard, Biology John Fischetti, Education Caroline Clements, Psychology Russell Herman, Physics and Mathematics Edward Caropreso, Education Mahnaz Moallem, Education Pamela Evers, Business and Law Associate Editor Caroline Clements, UNCW Center for Teaching Excellence, Psychology Specialty Editor Book Review Editor – none at this time Consultants Librarians - Sue Ann Cody, Rebecca Kemp Computer Consultant - Shane Baptista Reviewers Barbara Chesler Buckner, Coastal Carolina, SC Andrew J. Petto, University of Wisconsin, WI Scott Imig, UNC Wilmington, NC Massimo Pigliucci, SUNY Stony Brook, NY Julian Keith, UNC Wilmington, NC Joshua Rosenau, National Center for Science Education, Inc., CA Dennis Kubasko, UNC Wilmington, NC Colleen Reilly, UNC Wilmington, NC Gabriel Lugo, UNC Wilmington, NC Carolyn Vander Shee, Northern Illinois University, IL Dale McCall, UNC Wilmington, NC Tamara Walser, UNC Wilmington, NC Submissions The Journal of Effective Teaching is published online at http://www.uncw.edu/cte/et/. All submissions should be directed electronically to Dr. Russell Herman, Editor-in-Chief, at [email protected]. The address for other correspondence is The Journal of Effective Teaching c/o Center for Teaching Excellence University of North Carolina Wilmington 601 S. -
Phenotypic Plasticity Vs. Microevolution in Relation to Climate Change Noticeable Impacts of Climate Change Phenotypic Plasticit
6/6/14 Phenotypic Plasticity vs. Microevolution in Relation to Climate Change By Elizabeth Berry, Alex Lefort, Andy Tran, and Maya Vrba (EPA, 2013) Noticeable Impacts of Climate Change Phenotypic Plasticity vs Microevolution !! Canadian Squirrel: earlier breeding !! Phenotypic Plasticity: The ability of a genotype to produce different phenotypes in different environments (Charmantier & Gienapp 2013) !! American Mosquito: changes in dormancy !! Microevolution: Evolution in a small scale-within a single population (UC Museum of Paleontology 2008) !! Field Mustard plant: early blooming times !! Distinction: Phenotypic Plasticity acts on individuals, Microevolution acts on populations. !! Drosophila melanogaster: changes in gene flow !! Norm of Reaction: The range of phenotypic variation available to a given genotype that can change based on the environment. University of California Museum of Paleontology, 2008 European Great Tit: Parus major European Blackcap: Sylvia atricapilla !! Breeding times are evolving earlier in females to account for !! ADCYAP1: gene that controls the Climate Change. expression of migratory behavior !! Phenotypic Plasticity evident in (Mueller et al., 2011) laying times. !! Migratory activity is heritable and population-specific (Berthold & !! Some females having more flexible laying dates. Pulido 1994) ! Climate change causes evolving !! Success of offspring dependent ! on breeding times and caterpillar migratory patterns (Berthold & biomass coinciding, Pulido 1994) Jerry Nicholls and BBC, 2014 University of California -
Emanuele Serrelli Nathalie Gontier Editors Explanation, Interpretation
Interdisciplinary Evolution Research 2 Emanuele Serrelli Nathalie Gontier Editors Macroevolution Explanation, Interpretation and Evidence Interdisciplinary Evolution Research Volume 2 Series editors Nathalie Gontier, Lisbon, Portugal Olga Pombo, Lisbon, Portugal [email protected] About the Series The time when only biologists studied evolution has long since passed. Accepting evolution requires us to come to terms with the fact that everything that exists must be the outcome of evolutionary processes. Today, a wide variety of academic disciplines are therefore confronted with evolutionary problems, ranging from physics and medicine, to linguistics, anthropology and sociology. Solving evolutionary problems also necessitates an inter- and transdisciplinary approach, which is why the Modern Synthesis is currently extended to include drift theory, symbiogenesis, lateral gene transfer, hybridization, epigenetics and punctuated equilibria theory. The series Interdisciplinary Evolution Research aims to provide a scholarly platform for the growing demand to examine specific evolutionary problems from the perspectives of multiple disciplines. It does not adhere to one specific academic field, one specific school of thought, or one specific evolutionary theory. Rather, books in the series thematically analyze how a variety of evolutionary fields and evolutionary theories provide insights into specific, well-defined evolutionary problems of life and the socio-cultural domain. Editors-in-chief of the series are Nathalie Gontier and Olga Pombo. The -
The Moon After Apollo
ICARUS 25, 495-537 (1975) The Moon after Apollo PAROUK EL-BAZ National Air and Space Museum, Smithsonian Institution, Washington, D.G- 20560 Received September 17, 1974 The Apollo missions have gradually increased our knowledge of the Moon's chemistry, age, and mode of formation of its surface features and materials. Apollo 11 and 12 landings proved that mare materials are volcanic rocks that were derived from deep-seated basaltic melts about 3.7 and 3.2 billion years ago, respec- tively. Later missions provided additional information on lunar mare basalts as well as the older, anorthositic, highland rocks. Data on the chemical make-up of returned samples were extended to larger areas of the Moon by orbiting geo- chemical experiments. These have also mapped inhomogeneities in lunar surface chemistry, including radioactive anomalies on both the near and far sides. Lunar samples and photographs indicate that the moon is a well-preserved museum of ancient impact scars. The crust of the Moon, which was formed about 4.6 billion years ago, was subjected to intensive metamorphism by large impacts. Although bombardment continues to the present day, the rate and size of impact- ing bodies were much greater in the first 0.7 billion years of the Moon's history. The last of the large, circular, multiringed basins occurred about 3.9 billion years ago. These basins, many of which show positive gravity anomalies (mascons), were flooded by volcanic basalts during a period of at least 600 million years. In addition to filling the circular basins, more so on the near side than on the far side, the basalts also covered lowlands and circum-basin troughs. -
•How Does Microevolution Add up to Macroevolution? •What Are Species
Microevolution and Macroevolution • How does Microevolution add up to macroevolution? • What are species? • How are species created? • What are anagenesis and cladogenesis? 1 Sunday, March 6, 2011 Species Concepts • Biological species concept: Defines species as interbreeding populations reproductively isolated from other such populations. • Evolutionary species concept: Defines species as evolutionary lineages with their own unique identity. • Ecological species concept: Defines species based on the uniqueness of their ecological niche. • Recognition species concept: Defines species based on unique traits or behaviors that allow members of one species to identify each other for mating. 2 Sunday, March 6, 2011 Reproductive Isolating Mechanisms • Premating RIMs Habitat isolation Temporal isolation Behavioral isolation Mechanical incompatibility • Postmating RIMs Sperm-egg incompatibility Zygote inviability Embryonic or fetal inviability 3 Sunday, March 6, 2011 Modes of Evolutionary Change 4 Sunday, March 6, 2011 Cladogenesis 5 Sunday, March 6, 2011 6 Sunday, March 6, 2011 7 Sunday, March 6, 2011 Evolution is “the simple way by which species (populations) become exquisitely adapted to various ends” 8 Sunday, March 6, 2011 All characteristics are due to the four forces • Mutation creates new alleles - new variation • Genetic drift moves these around by chance • Gene flow moves these from one population to the next creating clines • Natural selection increases and decreases them in frequency through adaptation 9 Sunday, March 6, 2011 Clines -
New Perspectives on Eye Development and the Evolution of Eyes and Photoreceptors
Journal of Heredity 2005:96(3):171–184 ª 2005 The American Genetic Association doi:10.1093/jhered/esi027 Advance Access publication January 13, 2005 THE WILHEMINE E. KEY 2004 INVITATIONAL LECTURE New Perspectives on Eye Development and the Evolution of Eyes and Photoreceptors W. J. GEHRING From the Department of Cell Biology, Biozentrum, University of Basel, Klingelbergstrasse 70, 4056 Basel, Switzerland Address correspondence to Walter Gehring at the address above, or e-mail: [email protected] Walter J. Gehring is Professor at the Biozentrum of the University of Basel, Switzerland. He obtained his Ph.D. at the University of Zurich in 1965 and after two years as a research assistant of Professor Ernst Hadorn he joined Professor Alan Garen’s group at Yale University in New Haven as a postdoctoral fellow. In 1969 he was appointed as an associate professor at the Yale Medical School and 1972 he returned to Switzerland to become a professor of developmental biology and genetics at the Biozentrum of the University of Basel. He has served as Secretary General of the European Molecular Biology Organization and President of the International Society for Developmental Biologists. He was elected as a Foreign Associate of the US National Academy of Sciences, the Royal Swedish Academy of Science, the Leopoldina, a Foreign Member of the Royal Society of London for Improving Natural Knowledge and the French Acade´mie des Sciences. Walter Gehring has been involved in studies of Drosophila genetics and development, particularly in the analysis of cell determination in the embryo and transdetermination of imaginal discs. -
DEB Virtual Office Hour
Division of Environmental Biology (DEB) Virtual Office Hour Welcome to the DEB Virtual Office Hour. We will begin soon. Please submit questions via the Q&A box available to you on WebEx. Please set notification to ‘All Panelists’ Division of Environmental Biology (DEB) Virtual Office Hour – Welcome! Program Directors in attendance today • Matt Olson – Evolutionary Processes ([email protected]) • Kendra McLauchlan – Ecosystem Sciences ([email protected]) • Ford Ballantyne – Ecosystem Sciences ([email protected]) • Doug Levey – Population and Community Ecology ([email protected]) • Leslie Rissler – Evolutionary Processes ([email protected]) • Sam Scheiner – Evolutionary Processes ([email protected]) • Chris Schneider – Systematics and Biodiversity Sciences ([email protected]) Facilitators – Christina Washington, Alina Dallmeier, and Megan Lewis DEB Virtual Office Hour Questions: • Submit your questions via the Q&A box on your screen and set to “All Panelists” • For recently asked questions and future office hour topics, see the DEB blog (https://debblog.nsfbio.com/) • For specific questions about your project, please contact a Program Director DEB Virtual Office Hour • DEB Office Hours: second Monday of each month, 1-2 pm EST Upcoming Topics: Feb 10: Rules of Life/Understanding the Rules of Life Mar 9: RAPID/EAGER/Workshops Apr 13: OPUS May 11: CAREERs June 8: BIO Postdoc Program DEB Virtual Office Hour Today’s Topics: • Bridging Ecology and Evolution Track in DEB Core Solicitation • Demystifying the Co-Review Process • Open question and answer