Comparative Thinking in Biology
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KS2 Tortoise Shapes and Sizes
TORTOISE SHAPES AND SIZE... ? Not all tortoises look the same. What can you learn about a tortoise from looking at the shape of its shell? Some Galapagos tortoises have Some Galapagos tortoises have domed shells like this saddleback shells like this An adaptation is a feature an animal has which helps it survive. If an animal has a greater chance of surviving then it has a greater chance of having more babies who are also likely to have the same adaptation. In the space below, draw one of our Galapagos giant tortoises. Make notes describing the TASK 1 different adaptations of the tortoise and how those features might help the tortoise survive in the wild. Worksheet 2 KS2 1 ? Not all the Galapagos Islands have the same habitat. What can you tell about the habitat of a tortoise by looking at the shape of its shell? Some of the Galapagos Islands are Some of the Galapagos Islands are smaller and dryer, where tall cacti larger and wetter, where many plants grow. plants grow close to the ground. TASK 2 Of the two tortoise shell shapes, which is likely to be better for reaching tall cacti plants? ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ Which of these island types is likely to provide enough food for tortoises to grow to large sizes? ______________________________________________________________________________________________ -
Integrative and Comparative Biology Integrative and Comparative Biology, Volume 58, Number 4, Pp
Integrative and Comparative Biology Integrative and Comparative Biology, volume 58, number 4, pp. 605–622 doi:10.1093/icb/icy088 Society for Integrative and Comparative Biology SYMPOSIUM INTRODUCTION The Temporal and Environmental Context of Early Animal Evolution: Considering All the Ingredients of an “Explosion” Downloaded from https://academic.oup.com/icb/article-abstract/58/4/605/5056706 by Stanford Medical Center user on 15 October 2018 Erik A. Sperling1 and Richard G. Stockey Department of Geological Sciences, Stanford University, 450 Serra Mall, Building 320, Stanford, CA 94305, USA From the symposium “From Small and Squishy to Big and Armored: Genomic, Ecological and Paleontological Insights into the Early Evolution of Animals” presented at the annual meeting of the Society for Integrative and Comparative Biology, January 3–7, 2018 at San Francisco, California. 1E-mail: [email protected] Synopsis Animals originated and evolved during a unique time in Earth history—the Neoproterozoic Era. This paper aims to discuss (1) when landmark events in early animal evolution occurred, and (2) the environmental context of these evolutionary milestones, and how such factors may have affected ecosystems and body plans. With respect to timing, molecular clock studies—utilizing a diversity of methodologies—agree that animal multicellularity had arisen by 800 million years ago (Ma) (Tonian period), the bilaterian body plan by 650 Ma (Cryogenian), and divergences between sister phyla occurred 560–540 Ma (late Ediacaran). Most purported Tonian and Cryogenian animal body fossils are unlikely to be correctly identified, but independent support for the presence of pre-Ediacaran animals is recorded by organic geochemical biomarkers produced by demosponges. -
An Introduction to Lemurs for Teachers and Educators
AN INTRODUCTION TO LEMURS FOR TEACHERS AND EDUCATORS WELCOME TO THE WORLD OF AKO THE AYE-AYE The Ako the Aye-Aye Educator’s Guide introduces you to the remarkable world of lemurs. This guide provides background information about the biological concepts conveyed through the 21 Ako lessons. These lessons were created to accompany the Ako books. The Ako book series were developed by renowned primatologist Alison Jolly for students in Madagascar to inspire understanding and appreciation for the unique primates that share their island home. In addition to the books there is also a set of posters which showcase the habitat of each lemur species and their forest “neighbors.” GOALS OF THE AKO LESSONS: • Inspire students to make a positive difference for lemurs and other wildlife. • Promote environmental awareness, understanding and appreciation. • Provide activities that connect students to nature and motivate conservation action. HOW TO USE THIS GUIDE Each lesson aligns with a specific grade level (Kindergarten-1st, 2nd-3rd and 4th-5th) and one of the seven environmental themes below. Before carrying out an activity, we recommend reading the corresponding section in this guide that matches the theme of the lesson. The themes are: • LOOKING AT LEMURS—CLASSIFICATION AND BIODIVERSITY (PAGE 4) • EXPLORING LEMUR HABITATS (PAGE 10) • INVESTIGATING LEMUR ADAPTATIONS (PAGE 18) • DISCOVERING LEMUR COMMUNITIES—INTER-DEPENDENCE (PAGE 23) • LEARNING ABOUT LEMUR LIFE—LIFE CYCLES AND BEHAVIOR (PAGE 26) • DISCOVERING MADAGASCAR’S PEOPLE AND PLACES (PAGE 33) • MAKING A DIFFERENCE FOR LEMURS (PAGE 40) Lessons can be completed chronologically or independently. Each activity incorporates multiple learning styles and subject areas. -
Phylogenetic Comparative Methods: a User's Guide for Paleontologists
Phylogenetic Comparative Methods: A User’s Guide for Paleontologists Laura C. Soul - Department of Paleobiology, National Museum of Natural History, Smithsonian Institution, Washington, DC, USA David F. Wright - Division of Paleontology, American Museum of Natural History, Central Park West at 79th Street, New York, New York 10024, USA and Department of Paleobiology, National Museum of Natural History, Smithsonian Institution, Washington, DC, USA Abstract. Recent advances in statistical approaches called Phylogenetic Comparative Methods (PCMs) have provided paleontologists with a powerful set of analytical tools for investigating evolutionary tempo and mode in fossil lineages. However, attempts to integrate PCMs with fossil data often present workers with practical challenges or unfamiliar literature. In this paper, we present guides to the theory behind, and application of, PCMs with fossil taxa. Based on an empirical dataset of Paleozoic crinoids, we present example analyses to illustrate common applications of PCMs to fossil data, including investigating patterns of correlated trait evolution, and macroevolutionary models of morphological change. We emphasize the importance of accounting for sources of uncertainty, and discuss how to evaluate model fit and adequacy. Finally, we discuss several promising methods for modelling heterogenous evolutionary dynamics with fossil phylogenies. Integrating phylogeny-based approaches with the fossil record provides a rigorous, quantitative perspective to understanding key patterns in the history of life. 1. Introduction A fundamental prediction of biological evolution is that a species will most commonly share many characteristics with lineages from which it has recently diverged, and fewer characteristics with lineages from which it diverged further in the past. This principle, which results from descent with modification, is one of the most basic in biology (Darwin 1859). -
Cognition, Biology and Evolution of Musicality Rstb.Royalsocietypublishing.Org Henkjan Honing1, Carel Ten Cate2, Isabelle Peretz3 and Sandra E
Downloaded from http://rstb.royalsocietypublishing.org/ on February 2, 2015 Without it no music: cognition, biology and evolution of musicality rstb.royalsocietypublishing.org Henkjan Honing1, Carel ten Cate2, Isabelle Peretz3 and Sandra E. Trehub4 1Amsterdam Brain and Cognition (ABC), Institute for Logic, Language and Computation (ILLC), University of Amsterdam, PO Box 94242, 1090 CE Amsterdam, The Netherlands 2Institute of Biology Leiden (IBL), Leiden Institute for Brain and Cognition (LIBC), Leiden University, Introduction PO Box 9505, 2300 RA Leiden, The Netherlands 3Center for Research on Brain, Language and Music and BRAMS, Department of Psychology, University of Cite this article: Honing H, ten Cate C, Peretz Montreal, 1420 Mount Royal Boulevard, Montreal, Canada H3C 3J7 4 I, Trehub SE. 2015 Without it no music: Department of Psychology, University of Toronto Mississauga, 3359 Mississauga Road, Mississauga, Canada L5L 1C6 cognition, biology and evolution of musicality. Phil. Trans. R. Soc. B 370: 20140088. Musicality can be defined as a natural, spontaneously developing trait based http://dx.doi.org/10.1098/rstb.2014.0088 on and constrained by biology and cognition. Music, by contrast, can be defined as a social and cultural construct based on that very musicality. One contribution of 12 to a theme issue One critical challenge is to delineate the constituent elements of musicality. What biological and cognitive mechanisms are essential for perceiving, appre- ‘Biology, cognition and origins of musicality’. ciating and making music? Progress in understanding the evolution of music cognition depends upon adequate characterization of the constituent mechan- Subject Areas: isms of musicality and the extent to which they are present in non-human behaviour, evolution, cognition, neuroscience, species. -
HABITAT MANAGEMENT PLAN Green Bay and Gravel Island
HABITAT MANAGEMENT PLAN Green Bay and Gravel Island National Wildlife Refuges October 2017 Habitat Management Plans provide long-term guidance for management decisions; set forth goals, objectives, and strategies needed to accomplish refuge purposes; and, identify the Fish and Wildlife Service’s best estimate of future needs. These plans detail program planning levels that are sometimes substantially above current budget allocations and as such, are primarily for Service strategic planning and program prioritization purposes. The plans do not constitute a commitment for staffing increases, operational and maintenance increases, or funding for future land acquisition. The National Wildlife Refuge System, managed by the U.S. Fish and Wildlife Service, is the world's premier system of public lands and waters set aside to conserve America's fish, wildlife, and plants. Since the designation of the first wildlife refuge in 1903, the System has grown to encompass more than 150 million acres, 556 national wildlife refuges and other units of the Refuge System, plus 38 wetland management districts. This page intentionally left blank. Habitat Management Plan for Green Bay and Gravel Island National Wildlife Refuges EXECUTIVE SUMMARY This Habitat Management Plan (HMP) provides vision and specific guidance on enhancing and managing habitat for the resources of concern (ROC) at the refuge. The contributions of the refuge to ecosystem- and landscape-scale wildlife and biodiversity conservation, specifically migratory waterfowl, are incorporated into this HMP. The HMP is intended to provide habitat management direction for the next 15 years. The HMP is also needed to ensure that the refuge continues to conserve habitat for migratory birds in the context of climate change, which affects all units of the National Wildlife Refuge System. -
Clearing the Highest Hurdle: Human-Based Case Studies Broaden Students’ Knowledge of Core Evolutionary Concepts
The Journal of Effective Teaching an online journal devoted to teaching excellence Clearing the highest hurdle: Human-based case studies broaden students’ knowledge of core evolutionary concepts Alexander J. Werth1 Hampden-Sydney College, Hampden-Sydney, VA 23943 Abstract An anonymous survey instrument was used for a ten year study to gauge college student attitudes toward evolution. Results indicate that students are most likely to accept evolu- tion as a historical process for change in physical features of non-human organisms. They are less likely to accept evolution as an ongoing process that shapes all traits (including biochemical, physiological, and behavioral) in humans. Students who fail to accept the factual nature of human evolution do not gain an accurate view of evolution, let alone modern biology. Fortunately, because of students’ natural curiosity about their bodies and related topics (e.g., medicine, vestigial features, human prehistory), a pedagogical focus on human evolution provides a fun and effective way to teach core evolutionary concepts, as quantified by the survey. Results of the study are presented along with useful case studies involving human evolution. Keywords: Survey, pedagogy, biology, evolution, Darwin. All science educators face pedagogical difficulties, but when considering the social rami- fications of scientific ideas, few face as great a challenge as biology teachers. Studies consistently show more than half of Americans reject any concept of biological evolution (Harris Poll, 2005, Miller et al., 2006). Students embody just such a cross-section of soci- ety. Much ink has been spilled explaining how best to teach evolution, particularly to unwilling students (Cavallo and McCall, 2008, Nelson, 2008). -
Human Translocation As an Alternative Hypothesis to Explain the Presence of Giant Tortoises on Remote Islands in the Southwestern Indian Ocean
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/298072054 Human translocation as an alternative hypothesis to explain the presence of giant tortoises on remote islands in the Southwestern Indian Ocean ARTICLE in JOURNAL OF BIOGEOGRAPHY · MARCH 2016 Impact Factor: 4.59 · DOI: 10.1111/jbi.12751 READS 63 3 AUTHORS: Lucienne Wilmé Patrick Waeber Missouri Botanical Garden ETH Zurich 50 PUBLICATIONS 599 CITATIONS 37 PUBLICATIONS 113 CITATIONS SEE PROFILE SEE PROFILE Jörg U. Ganzhorn University of Hamburg 208 PUBLICATIONS 5,425 CITATIONS SEE PROFILE All in-text references underlined in blue are linked to publications on ResearchGate, Available from: Lucienne Wilmé letting you access and read them immediately. Retrieved on: 18 March 2016 Journal of Biogeography (J. Biogeogr.) (2016) PERSPECTIVE Human translocation as an alternative hypothesis to explain the presence of giant tortoises on remote islands in the south-western Indian Ocean Lucienne Wilme1,2,*, Patrick O. Waeber3 and Joerg U. Ganzhorn4 1School of Agronomy, Water and Forest ABSTRACT Department, University of Antananarivo, Giant tortoises are known from several remote islands in the Indian Ocean Madagascar, 2Missouri Botanical Garden, (IO). Our present understanding of ocean circulation patterns, the age of the Madagascar Research & Conservation Program, Madagascar, 3Forest Management islands, and the life history traits of giant tortoises makes it difficult to com- and Development, Department of prehend how these animals arrived -
Lemurs, Little and Large
Lesson Description LEMURS, LITTLE Students practice measuring and learn that lemurs come in many sizes by measuring the length of Bitika the mouse lemur AND LARGE and other lemur species that she encounters on her evening adventure. The discussion focuses on lemur biodiversity (and 2-3rd grade also island gigantism and dwarfism) and the risks and benefits Language Arts, Science. Math of being big and small. Students will know that lemurs come in a variety of sizes and be able to use different tools ● Sets of marked lemur measurement rope and and units to measure them. identification, made using: ● Lemur Fact Cards ● Thick yarn or twine (15 feet long, one per group of ● Measure the length of different lemur species students plus one for the teacher) ● Describe why lemurs are so diverse in size ● Toilet paper, paper towel roll, or similar tube ● Measure lengths using a variety of tools ● Paper clips (8 per group of students ) ● Compare various units of measurement ● Colored tape (to mark lengths on rope) ● Describe why island species are sometimes very ● Masking tape to tape the ends of the large or very small lemur measuring rope to the floor ● Understand complexity of conservation issues ● Menabe-Antanimena Ako Poster i LOOKING AT LEMURS SETUP . Print out one set of Lemur Fact Cards for each rope. Cut out each card and hole-punch the corner. Place a paper clip through the hole. The paper clip will be used to attach the card at the distance representing the length of each lemur depicted. Cut one 15 foot length of yarn for each student group. -
Does Relaxed Predation Drive Phenotypic Divergence Among Insular Populations?
doi: 10.1111/jeb.12421 Does relaxed predation drive phenotypic divergence among insular populations? A. RUNEMARK*, M. BRYDEGAARD† &E.I.SVENSSON* *Evolutionary Ecology Unit, Department of Biology, Lund University, Lund, Sweden †Atomic Physics Division, Department of Physics, Lund University, Lund, Sweden Keywords: Abstract antipredator defence; The evolution of striking phenotypes on islands is a well-known phenome- body size; non, and there has been a long-standing debate on the patterns of body size coloration; evolution on islands. The ecological causes driving divergence in insular crypsis; populations are, however, poorly understood. Reduced predator fauna is lizards; expected to lower escape propensity, increase body size and relax selection Podarcis; for crypsis in small-bodied, insular prey species. Here, we investigated population divergence; whether escape behaviour, body size and dorsal coloration have diverged as variance. predicted under predation release in spatially replicated islet and mainland populations of the lizard species Podarcis gaigeae. We show that islet lizards escape approaching observers at shorter distances and are larger than main- land lizards. Additionally, we found evidence for larger between-population variation in body size among the islet populations than mainland popu- lations. Moreover, islet populations are significantly more divergent in dorsal coloration and match their respective habitats poorer than mainland lizards. These results strongly suggest that predation release on islets has driven population divergence in phenotypic and behavioural traits and that selective release has affected both trait means and variances. Relaxed preda- tion pressure is therefore likely to be one of the major ecological factors driving body size divergence on these islands. adjacent mainland localities. -
The Island Rule and Its Application to Multiple Plant Traits
The island rule and its application to multiple plant traits Annemieke Lona Hedi Hendriks A thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Science in Ecology and Biodiversity Victoria University of Wellington, New Zealand 2019 ii “The larger the island of knowledge, the longer the shoreline of wonder” Ralph W. Sockman. iii iv General Abstract Aim The Island Rule refers to a continuum of body size changes where large mainland species evolve to become smaller and small species evolve to become larger on islands. Previous work focuses almost solely on animals, with virtually no previous tests of its predictions on plants. I tested for (1) reduced floral size diversity on islands, a logical corollary of the island rule and (2) evidence of the Island Rule in plant stature, leaf size and petiole length. Location Small islands surrounding New Zealand; Antipodes, Auckland, Bounty, Campbell, Chatham, Kermadec, Lord Howe, Macquarie, Norfolk, Snares, Stewart and the Three Kings. Methods I compared the morphology of 65 island endemics and their closest ‘mainland’ relative. Species pairs were identified. Differences between archipelagos located at various latitudes were also assessed. Results Floral sizes were reduced on islands relative to the ‘mainland’, consistent with predictions of the Island Rule. Plant stature, leaf size and petiole length conformed to the Island Rule, with smaller plants increasing in size, and larger plants decreasing in size. Main conclusions Results indicate that the conceptual umbrella of the Island Rule can be expanded to plants, accelerating understanding of how plant traits evolve on isolated islands. -
Integrative and Comparative Biology Integrative and Comparative Biology, Volume 59, Number 4, Pp
Integrative and Comparative Biology Integrative and Comparative Biology, volume 59, number 4, pp. 856–863 doi:10.1093/icb/icz132 Society for Integrative and Comparative Biology SYMPOSIUM INTRODUCTION Beyond the Powerhouse: Integrating Mitonuclear Evolution, Physiology, and Theory in Comparative Biology Justin C. Havird,* Ryan J. Weaver,*,† Liliana Milani ,‡ Fabrizio Ghiselli ,‡ Ryan Greenway,§ Downloaded from https://academic.oup.com/icb/article/59/4/856/5542403 by Auburn University user on 30 April 2021 Adam J. Ramsey,¶ Ana G. Jimenez ,k Damian K. Dowling ,# Wendy R. Hood ,† Kristi L. Montooth ,** Suzanne Estes,†† Patricia M. Schulte,‡‡ Inna M. Sokolova ,§§,¶¶ and Geoffrey E. Hill 1,† *Department of Integrative Biology, University of Texas, Austin, TX 78712, USA; †Department of Biological Sciences, Auburn University, Auburn, AL 36849, USA; ‡Department of Biological, Geological and Environmental Sciences (BiGeA), University of Bologna, Bologna, 40126, Italy; §Division of Biology, Kansas State University, Manhattan, KS 66506, USA; ¶Department of Biological Sciences, University of Memphis, Memphis, TN 38152, USA; kDepartment of Biology, Colgate University, Hamilton, NY 13346, USA; #School of Biological Sciences, Monash University, Clayton, Victoria 3800, Australia; **School of Biological Sciences, University of Nebraska-Lincoln, Lincoln, NE 68502, USA; ††Department of Biology, Portland State University, Portland, OR 97201, USA; ‡‡Department of Zoology, University of British Columbia, Vancouver, BC V6T 1Z4, Canada; §§Department of Marine Biology, Institute of Biological Sciences, University of Rostock, Rostock, Germany; ¶¶Department of Maritime Systems, Interdisciplinary Faculty, University of Rostock, Rostock, Germany From the symposium “Beyond the powerhouse: integrating mitonuclear evolution, physiology, and theory in comparative biology” presented at the annual meeting of the Society for Integrative and Comparative Biology, January 3–7, 2019 at Tampa, Florida.