So the professors next visit leaves them in shock-and-awe (not to mention any science enriched person), they find that an entirely different world has emerged underground. With that new habitat, comes new species (that mind you, somehow, all evolved from those magical worms who can undergo mitosis). This species list ranged from flies and two headed creatures to pterodactyl and primates! What a wide range of evolved forms for a worm, its like Pokemon all over again!
Briefly describe (from “Googlepedia”) Susan’s and Edward’s effective research steps. And then describe their opportunities for improvement.
The Texas horned lizard, Phrynosoma cornutum, is a species in the lizard family, Phrynosomatidae, which has ten genera and a diverse group of over 125 different species (Hammerson 2007; Cossel Jr. 1997). Lizards in this family can be found in Mexico, Panama, most areas of the United States and parts of Canada (Heying 2003). Phrynosomatids range in a variety of forms, but are most commonly distinguished by their small size (less than 10 cm long), rough and keeled scales, spikes on their bodies, and the fusion of the sides of their teeth to the sides of their inner jawbones, known as pleurodont teeth (Heying 2003). The thirteen species in the horned lizard genus, Phrynosoma, can be identified more specifically by their flattened bodies
At the beginning of his book “Your Inner Fish” Neil Shubin asks this question: “How can we visualize events that happened millions, and, in many cases, billions of years ago?” There were no eyewitnesses, Shubin says, no humans were around. The percentage of organisms that have been fossilized is very small and only certain species will ever be fossilized because of where they were located. However, this information did not intimidate Shubin on his hunt for his precious fish bones. Neil ties in the theory of evolution to explain how although life on Earth is widely diverse, all species have common ancestors. With the fish bones, he aimed to show how evolution caused one of the great transitions life has ever made- the transition from the ocean to land. Shubin, after six years, finds what he was looking for with the discovery of the fossil named Tiktaalik. This particular fossil is an intermediate between fish and primitive land-living animal.1
Aristotle believed "Nothing is more remarkable than Aristotle 's efforts to exhibit the relationships of living things as a scala naturae.” Charles Singer, a modern British historian, and zoologist quotes referring to Aristotle’s “History of Animals” which classified organisms in relation to a hierarchical "ladder of life" (scala naturae).
Chapter 7 revolves around beginnings of human research into the idea of evolution and an introduction of Charles Darwin's theory of evolution. This chapter has given us, as students, more knowledge and insight into the topic of evolution. Since we were little kids, we always thought of evolution as the theory that establishes the link between humans and monkeys or that the phrase “Survival of the fittest” meant that the strongest always prevailed over the weak. However, this chapter has given us more detailed knowledge and background information about evolution, allowing us to lift these rumors and myths from our minds.
Species In the ‘NOVA LABS; The Evolution Lab,’ we found that creating a phylogenetic tree can show how different species are related to each other. A simple body part, like a vertebrate, can put species into a certain group. This means that history can prove that species do change over time because one branch represents a single species that has had a speciation. When a speciation occurs, over time, more branches appear with more species on each, which creates a tree that has more biodiversity. In ‘The Stickleback Fish - A Story of Modern Evolution’ activity, it states, “The Three-Spined Stickleback is a model organism for studies in evolution.” This means actions, such as breeding Stickleback, can help scientists see how the fish and other organisms evolve because the Stickleback fish has such a short life-span, that they can breed and get results, fast. In brief, history can prove that species do change over time because breeding can show how the Stickleback population has occurred and how different traits can be expressed in the future generations. In the ‘Comparative Anatomy’ activity, we found that when looking at two different species, you can see how they are related because both species can possess similar traits and forms. When comparing different species, you can see how different and similar two species’ bodily structures are. When looking at the bodily structures, you could see how the species has evolved over time and how some body parts stay the same. In short, history can prove that species do change over time because creating phylogenetic trees, breeding species, and comparing body parts can help scientist see who the species evolved from and how these species can continue to
The definition of evolution is that species over time will change. They will start to adapt over time and become a new species. You see this happening throughout the world and over the course of our planets history. In this lab we will be testing different hypothesis and observing them to make conclusions if they can be justified or not. There are three different parts first is the Artificial and Natural selection, the second is the fossil record, third is comparative anatomy, biochemistry, embryology and the last is Biogeography.
The poll surveyed teachers of all ranges of high school biology, from introductory biology to Advanced Placement Biology. In his survey, he asked teachers twelve questions that dealt with evolution in the classroom, ranging in scope from student reception of the subject all the way to teacher opinion on teaching methods. After the interviews, he compiled the results and examined the similarities of the teachers’ responses. Immediately, he found that all of the teachers he surveyed expressed the idea that their students had a difficult time fully comprehending the subject. Many of the teachers attributed this to the fact that students have the most difficulty grappling the concept of how long evolutionary change takes. Also, he noticed that the teachers unanimously agreed that religious beliefs acted as the biggest barrier to the full understanding of evolutionary theory. (Hermann 2012) While Hermann did not find substantial variation in teachers’ responses to the poll questions, he did find extreme variance in their actual methods of relaying the information to the
Introduction: In this lab we are trying to examine on evolution. To see the change over time. Evolution shows where an organism comes from, so if we retrace it to the beginning of its time we will be able to know more about the organism and its ancestors more reliable than an opinion. Measuring the skulls and comparing the the measurements can help us see how far the animal has came and how it changed over time. Also get to see who's related to who and how.
Lamarck realized that although the Museum’s collection was thoroughly enormous, it was also thoroughly in chaos; there was very poor organization at the time. Lamarck’s research was, at the time, considered the least prestigious of the fields of biology to study, but what not one of his colleagues would realize is that through his studies, he himself had created a new field of biology. After studying, classifying, and lecturing on everything from worms to spiders, and everything in between, for around ten years, Lamarck published two books, one of zoology, and the other on paleontology. His most famous one was the Philosophie zooloique , published in 1809, and very much portraying Lamarck’s ideas on evolution.
The word is now accepted to mean the change of nonliving chemicals into simple life-forms into more complex life-forms and finally into humans.” (Answers in Genesis 1). Despite the many claims that “evolution” simply means a change, scientifically speaking it means much more. Evolutionary ideals describe changes that allow scientists to date life on the earth to be 4.5 billion years, to trace the entire living population of every animal, insect, plant, virus, and bacteria back to one simple cell, and to conclude that the first cell supposedly came into being sporadically from a pool of organic molecules (Archean 1). Science cannot factually support evolutionary concepts because evolution cannot be tested; observation holds a critical role for experiments to take place, yet spontaneous creation of a cell has not recurred since the alleged first living cell created itself. Evolution cannot be proven, and therefore, the public school system should not teach evolution as fact, especially with no exposure to alternative concepts.
Evolution is one of the major themes of biology and one of the most widely known concepts in history. People believe that evolution contributes to the diversity of the earth and it is thought to be one of science's best supported theories. There is much speculation on whether the theory of evolution can be supported. Some scientists believe that it is the fundamental foundation of life, while others speculate it's validity.I recently went to the Field museum and visited the exhibit Evolving Planet. The purpose of this exhibit Is to let us see how earth evolved over time. It gives us a consider how life began and changed over time. It goes from life in the early oceans, to how plants evolved, to when dinosaurs roamed the earth, and when mammals
Charles Darwin broached the theory of natural selection in his book the Origin of Species, which has been considered the basis of evolutionary biology to this day. Natural selection is when populations of a species evolve over the course of many generations. Darwin believed that species were not created separately,
Introduction NYS Science Standard mandates that second graders learn that each generation of animals goes through changes in form from young to adult. This completed sequence of changes in form is called a life cycle. Therefore, this unit will concentrate on this aspect. This curriculum unit is called “The Life Cycles” and the focus content areas are ELA and Science. However, this unit also promotes art, social skills, and math. This unit is intended for a second grade classroom. This specific second grade classroom has fifteen students, in which one has ADHD and two are ELLs, whose primary language is Spanish. The purpose of this unit is to make students aware that each living thing has a life cycle and that although similar, life cycles differ from species to species.