Transcript Intro to Evolution (PowerPoint) Madison 2005

Group 4
rEvolutionaries
By:
Mark Lyford
Patricia Colberg
Brent Ewers
Sally Hoskins
Therese Poole
Laura Carruth
Ross Nehm
Copyright 2005
Overarching Philosophy
Because evolution is such an important
process underlying all of biology, we feel it
should not be taught in isolation as a
segregated unit. Instead, we want to
illustrate how evolutionary concepts can
be incorporated throughout an introductory
biology course.
Goals:
1. Students will explain evolutionary mechanisms.
2. Students will avoid employing misconceptions in
evolutionary explanations.
3. Students will accept the evidence of evolution.
4. Students will connect evolutionary principles to
biological concepts ranging from molecules to
ecosystems.
“Traditional” Introductory Course
Diversity
Chem
Cell Bio
Heredity
Evolution
Ecology
“rEvolutionary” Introductory Course
Evolution
Diversity
Chem
Cell Bio
Heredity
Ecology
Tools
• Spreadsheet with activities that can be
incorporated into a variety of different topics
covered in an introductory biology course.
(on website)
• Table of common misconceptions likely to be
present in your students with references from
the primary literature (on website)
Examples
Forensics (DNA fingerprinting)
Skin Pigmentation
Human Birth Weight
SARS/HIV
Flower size/Bumblebee
Dog Breeds (artificial selection)
Endosymbiosis
Universality of Genetic Code
Cystic Fibrosis
Shrinking Y chromosome
Let’s Put a Stop to Evolution!
Let’s Put a Stop to Evolution!
Is it possible to stop evolution?
1 = YES
2 = NO
3 = MAYBE
Groups
Groups
• Group 1: If biologists wanted to, how could they go about stopping
evolutionary change in Bacillus anthracis (the anthrax bacterium)?
List all the potential mechanisms/causes/processes.
• Group 2: If biologists wanted to, how could they go about stopping
evolutionary change in Triticum aestivum (wheat)? List all the
potential mechanisms/causes/processes.
• Group 3: If biologists wanted to, how could they go about stopping
evolutionary change in Sylvilagus floridanus (cottontail rabbit)? List
all the potential mechanisms/causes/processes.
Each group will turn in one copy of their
answer on carbonless paper
Is it possible to stop evolution?
• 1 = YES
• 2 = NO
• 3 = MAYBE
Follow up Essay Question
Each person will write a complete answer to
the following question using carbonless
paper:
Cheetahs (large African cats) are able to run
faster than 60 miles (97 km) per hour when
chasing prey. How would a biologist explain
how the ability to run fast evolved in
cheetahs, assuming their ancestors could
run only 20 miles (32 km) per hour?
Rubric – Part I
Key Concepts of evolution mentioned in the student
response:
1 Origin of (cause) variation mutation(s)
2 Inheritable phenotypic variation/characteristics/traits/alleles for running faster
3 Reproductive potential
4 Resource limitation, carrying capacity, competition
5 Not all individuals survive
6 Selective survival based on heritable traits
7 Change in frequency of individuals with certain traits
8 Sexual reproduction (meiosis, recombination, shuffling of genes)
Rubric – Part 2
Misconceptions mentioned in the student response
1
Mutations are always bad
2
Need causes change to take place
3
Use/disuse explains the appearance/disappearance of traits
4
Trait appears when it is needed
5
Adaptation occurs in individuals rather than in a population
6
All individuals develop the trait at the same time
Summative Assessment
Cave salamanders are blind (they have
eyes that are not functional). How would a
biologist explain how blind cave
salamanders evolved from sighted
ancestors?
Thanks to our facilitators!
Amy Chang
Nancy DiIulio
And to all of our Summer Institute
Colleagues!