Posted on 03/13/2004 11:53:26 AM PST by js1138
Critical Analysis of Evolution Grade 10
Life Sciences
Benchmark H
Describe a foundation of biological evolution as the change in gene frequency of a population over time. Explain the historical and current scientific developments, mechanisms and processes of biological evolution. Describe how scientists continue to investigate and critically analyze aspects of evolutionary theory. (The intent of this benchmark does not mandate the teaching or testing of intelligent design.)
Indicator 23
Describe how scientists continue to investigate and critically analyze aspects of evolutionary theory. (The intent of this indicator does not mandate the teaching or testing of intelligent design.)
Scientific Ways of Knowing
Benchmark A
Explain that scientific knowledge must be based on evidence, be predictive, logical, subject to modification and limited to the natural world.
Indicator 2
Describe that scientists may disagree about explanations of phenomena, about interpretation of data or about the value of rival theories, but they do agree that questioning, response to criticism and open communication are integral to the process of science.
Indicator 3
Recognize that science is a systematic method of continuing investigation, based on observation, hypothesis testing, measurement, experimentation, and theory building, which leads to more adequate explanations of natural phenomena.
Lesson Summary:
This lesson allows students to critically analyze five different aspects of evolutionary theory. As new scientific data emerge, scientists understandings of the natural world may become enhanced, modified or even changed all together. Using library and Internet sources, groups of students will conduct background research for one of the aspects of evolution in preparation for a critical analysis discussion. Students also will listen to, and take notes on, their classmates' critical analyses of evolution theory.
Estimated Duration: Four to six hours
Commentary:
This lesson should be used midway or toward the end of a unit on evolution. This will allow students to carry over their knowledge of basic evolutionary concepts into this lesson. The strength of this lesson lies in having students research topics that interest them about evolutionary biology. Students are encouraged to consider the research and discuss their findings with fellow students.
Pre-Assessment:
· The following items can be used to stimulate dialogue with the students.
· Instruct students to copy the following items from the chalkboard in their science lab notebook.
1. Describe anomalies and explain why they exist.
2. Are there any benefits to exploring scientific anomalies?
3. How do scientists make and test predictions?
4. How do scientists critically analyze conflicting data?
5. Define the following terms in your own words:
§ Theory
§ Critical analysis
§ Natural selection
§ Biological evolution
§ Macroevolution
§ Microevolution
· Direct students to respond to the questions in their science notebook in as much detail as possible leaving space to record information from the ensuing dialogue to add to their notes.
Scoring Guidelines:
Collect pre-assessments and evaluate for indication of prior knowledge and/or misconception. Sample definitions for question five in the pre-assessment include, but are not limited to, the following:
· Theory
A supposition or a system of ideas intended to explain something, especially one based on general principles independent of the thing to be explained.
· Critical analysis
The separation of an intellectual idea into its constituent parts for the purpose of a careful, exact evaluation and judgment about those parts and their interrelationships in making up a whole. (This definition combines the definition for critical and analysis.)
· Natural selection
The principle that in a given environment, individuals having characteristics that aid survival will produce more offspring, and the proportion of individuals having such characteristics will increase with each succeeding generation.
· Biological evolution
Changes in the genetic composition of a population through successive generations.
· Macroevolution
Large-scale evolution occurring over geologic time that results in the formation of new taxonomic groups.
· Microevolution
Evolution resulting from a succession of relatively small genetic variations that often cause the formation of new subspecies.
Post-Assessment:
Instructional Procedures:
Instructional Tip:
Scientists make a distinction between two areas of evolutionary theory. First, scientists consider mutation, natural selection, genetic drift and gene flow (immigration and emigration) as the processes that generate evolutionary changes in organisms and populations. Second, the theory of universal common descent describes the historical pattern of biological change. This theory maintains that all living forms have descended from earlier living forms and ultimately from a single common ancestor. Darwin envisioned the theory of universal common descent as a necessary result of evolutionary changes in organisms and populations, and represented it in his branching tree of life. Students will investigate and analyze these two areas of evolutionary theory in this lesson.
In addition to the distinctions between different areas of evolutionary theory, scientists also find it helpful to distinguish amounts of biological change or evolution. Microevolution refers to evolution resulting from a succession of relatively small genetic variations that often cause the formation of new subspecies. Macroevolution refers to large-scale evolution occurring over geologic time that results in the formation of new taxonomic groups. These terms are helpful distinctions in the course of analyzing evolutionary theory. These terms have appeared in OhioLink research databases, numerous Internet sites, and biology and evolution textbooks. Though micro and macro are prefixes, it is quite clear that the scientific community recognizes and acknowledges the distinction between the words. To help ensure academic clarity, this lesson distinguishes between microevolution and macroevolution. Teachers may need to provide support to students to help them understand this distinction throughout the lesson.
Student Engagement
· Spontaneous generation versus biogenesis
Several pieces of data could be used. One example is Francesco Redis observation that flies must contact meat in order for maggots to appear on the meat.
· Geocentric versus Heliocentric
Several pieces of data could be used. One example is the observed phases of Venus.
Instructional Tip:
Alternative strategies for beginning this lesson could be to engage students in a Socratic discussion or a mini-lecture. See the Web site for student research at the Los Alamos National Laboratory for guidelines on the Socratic method. The Web address is listed in the Technology Connections section.
Student Research
Aspect 1: Homology (anatomical and molecular)
Aspect 2: Fossil Record
Aspect 3: Anti-Biotic Resistance
Aspect 4: Peppered Moths
Aspect 5: Endosymbiosis
Instructional Tip:
Attachment B, Investigative Worksheet, has questions that can be applied to all five aspects. This will help students become familiar with the data, and therefore be able to critically analyze the evidence for either the supporting side or the challenging side. As they complete the worksheet, the group members may all work together on each question, or divide the questions among themselves and then share their findings as a group.
Instructional Tip:
Encourage all students to participate in the critical analysis activity because the experience will be a learning opportunity. Be prepared, however, to distribute alternate assignments to students who do not want to participate.
Differentiated Instructional Support:
Instruction is differentiated according to learner needs, to help all learners either meet the intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the specified indicator(s).
Extension:
Have students consider other aspects of evolutionary biology that are critically analyzed by scientists. Possible topics include:
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Interdisciplinary Connections: |
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Social Studies Skills and Methods Standard |
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Benchmark A |
Evaluate the reliability and credibility of sources. |
Indicator 1 |
Determine the credibility of sources by considering the following: a. The qualifications and reputation of the writer; b. Agreement with other credible sources; c. Recognition of stereotypes; d. Accuracy and consistency of sources; e. The circumstances in which the author prepared the source. |
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English Language Arts Research Standard |
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Benchmark B |
Evaluate the usefulness and credibility of data and sources. |
Indicator 3 |
Determine the accuracy of sources and the credibility of the author by analyzing the sources validity (e.g., authority, accuracy, objectivity, publication date and coverage, etc.). |
Benchmark C |
Organize information from various resources and select appropriate sources to support central ideas, concepts and themes. |
Indicator 2 |
Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources). |
Indicator 4 |
Evaluate and systematically organize important information, and select appropriate sources to support central ideas, concepts and themes. |
Materials and Resources:
The inclusion of a specific resource in any lesson formulated by the Ohio Department of Education should not be interpreted as an endorsement of that particular resource, or any of its contents, by the Ohio Department of Education. The Ohio Department of Education does not endorse any particular resource. The Web addresses listed are for a given sites main page, therefore, it may be necessary to search within that site to find the specific information required for a given lesson. Please note that information published on the Internet changes over time, therefore the links provided may no longer contain the specific information related to a given lesson. Teachers are advised to preview all sites before using them with students.
For the teacher: attachments, resource materials such as the Internet, World Wide Web, library resources
For the student: attachments, resource materials such as the Internet, World Wide Web, library resources
Vocabulary:
Technology Connections:
Research Connections:
Marzano, R. et al. Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. Alexandria: Associat ion for Supervision and Curriculum Development, 2001.
General Tips:
1. Ayala, Francisco, "The Mechanisms of Evolution." Scientific American, 239:3 (1978): 56-69.
Attachments:
Attachment A, Five Aspects of Evolution
Attachment B, Investigative Worksheet
Attachment A
Five Aspects of Evolution
Aspect 1: Homology
Citations in the General Tips Section may provide a starting point for student research. It is suggested that students employ additional resources in their research.
Brief Supporting Sample Answer: Different animals have very similar anatomical and genetic structures. This suggests that these animals share a common ancestor from which they inherited the genes to build these anatomical structures. Evolutionary biologists call similarities that are due to common ancestry homologies. For example, the genes that produce hemoglobin molecules (an oxygen carrying protein) in chimps and humans are at least 98% identical in sequence. As another example, bats, humans, horses, porpoises and moles all share a forelimb that has the same pattern of bone structure and organization. The hemoglobin molecule and the pentadactyl limb provide evidence for common ancestors. Also, the genetic code is universal, suggesting that a common ancestor is the source.
Brief Challenging Sample Answer: Some scientists think similarities in anatomical and genetic structure reflect similar functional needs in different animals, not common ancestry. The nucleotide sequence of hemoglobin DNA is very similar between chimps and humans, but this may be because they provide the same function for both animals. Also, if similar anatomical structures really are the result of a shared evolutionary ancestry, then similar anatomical structures should be produced by related genes and patterns of embryological development. However, sometimes, similar anatomical structures in different animals are built from different genes and by different pathways of embryological development. Scientists can use these different anatomical structures and genes to build versions of Darwin family trees that will not match each other. This shows that diverse forms of life may have different ancestry.
Aspect 2: Fossil Record
Citations in the General Tips Section may provide a starting point for student research. It is suggested that students employ additional resources in their research.
Brief Supporting Sample Answer: The fossil record shows an increase in the complexity of living forms from simple one-celled organisms, to the first simple plants and animals, to the diverse and complex organisms that live on Earth today. This pattern suggests that later forms evolved from earlier simple forms over long periods of geological time. Macroevolution is the large-scale evolution occurring over geologic time that results in the formation of new taxonomic groups. The slow transformations are reflected in transitional fossils such as Archaeopteryx (a reptile-like bird) and mammal-like reptiles. These transitional fossils bridge the gap from one species to another species and from one branch on the tree of life to another.
Brief Challenging Sample Answer: Transitional fossils are rare in the fossil record. A growing number of scientists now question that Archaeopteryx and other transitional fossils really are transitional forms. The fossil record as a whole shows that major evolutionary changes took place suddenly over brief periods of time followed by longer periods of stasis during which no significant change in form or transitional organisms appeared (Punctuated Equilibria). The Cambrian explosion of animal phyla is the best known, but not the only example, of the sudden appearance of new biological forms in the fossil record.
Aspect 3: Antibiotic Resistance
Citations in the General Tips Section may provide a starting point for student research. It is suggested that students employ additional resources in their research.
Brief Supporting Sample Answer: The number of strains of antibiotic resistant bacteria, such as of Staphylococcus aureus, have significantly increased in number over time. Antibiotics used by patients to eliminate disease-causing bacterial organisms have facilitated this change. When some bacteria acquire a mutation that allows them to survive in the presence of antibiotics, they begin to survive in greater numbers than those that do not have this mutation-induced resistance. This shows how environmental changes and natural selection can produce significant changes in populations and species over time.
Brief Challenging Sample Answer: The increase in the number of antibiotic resistant bacterial strains demonstrates the power of natural selection to produce small but limited changes in populations and species. It does not demonstrate the ability of natural selection to produce new forms of life. Although new strains of Staphylococcus aureus have evolved, the speciation of bacteria (prokaryotes) has not been observed, and neither has the evolution of bacteria into more complex eukaryotes. Thus, the phenomenon of antibiotic resistance demonstrates microevolution.
Aspect 4: Peppered Moths (Biston betularia)
Citations in the General Tips Section may provide a starting point for student research. It is suggested that students employ additional resources in their research.
Brief Supporting Sample Answer: During the industrial revolution in England, more soot was released into the air. As a result, the tree trunks in the woodlands grew darker in color. This environmental change also produced a change in the population of English peppered moths (scientifically known as Biston betularia). Studies during the 1950s have suggested a reason for this change. It was observed that light-colored moths resting on dark-colored tree trunks were readily eaten by birds. They had become more visible by their predators compared to their dark-colored counterparts. This different exposure to predation explained why the light-colored moths died with greater frequency when pollution darkened the forest. It also explained why light-colored moths later made a comeback when air quality improved in England. This whole situation demonstrates how the process of natural selection can change the features of a population over time.
Brief Challenging Sample Answer: English peppered moths show that environmental changes can produce microevolutionary changes within a population. They do not show that natural selection can produce major new features or forms of life, or a new species for that matteri.e., macroevolutionary changes. From the beginning of the industrial revolution, English peppered moths came in both light and dark varieties. After the pollution decreased, dark and light varieties still existed. All that changed during this time was the relative proportion of the two traits within the population. No new features and no new species emerged. In addition, recent scientific articles have questioned the factual basis of the study performed during the 1950s. Scientists have learned that peppered moths do not actually rest on tree trunks. This has raised questions about whether color changes in the moth population were actually caused by differences in exposure to predatory birds.
Aspect 5: Endosymbiosis (formation of cellular organelles)
Citations in the General Tips Section may provide a starting point for student research. It is suggested that students employ additional resources in their research.
Brief Supporting Sample Answer: Complex eukaryotic cells contain organelles such as chloroplasts and mitochondria. These organelles have their own DNA. This suggests that bacterial cells may have become established in cells that were ancestral to eukaryotes. These smaller cells existed for a time in a symbiotic relationship within the larger cell. Later, the smaller cell evolved into separate organelles within the eukaryotic ancestors. The separate organelles, chloroplast and mitochondria, within modern eukaryotes stand as evidence of this evolutionary change.
Brief Challenging Sample Answer: Laboratory tests have not yet demonstrated that small bacteria (prokaryotic cells) can change into separate organelles, such as mitochondria and chloroplasts within larger bacterial cells. When smaller bacterial cells (prokaryotes) are absorbed by larger bacterial cells, they are usually destroyed by digestion. Although some bacterial cells (prokaryotes) can occasionally live in eukaryotes, scientists have not observed these cells changing into organelles such as mitochondria or chloroplasts.
Attachment B
This activity will help you to prepare for the critical analysis activity. Complete the following table by addressing the following points when you record supporting and challenging data for one aspect of evolution. Record your responses on the appropriate space on the chart.
Misleading. They found a role for 1 pseudogene, out of an estimated 20,000.
The other thing is a creationist tract. No thanks.
I agree with this statement. Do you?
Many of my colleagues are synthetic chemists. They're trying to build new molecules, or find new ways to synthesize old ones. So, no, I don't agree.
"Scientists, when speaking about scientific finding, do not speak in absolutes as is done in the name of religion."
I agree with this statement. Do you?
No. The second law of thermodynamics is as absolute a statement as exists.
The former (YEC-idm, Last Thursday-ism) is a statement of belief in something intrinsically untestable, insupportable, and outright ridiculous. The latter (evolution) is supported the natural history of our planet as well as every science known to man.
In other words, what makes "one-billion-yearism" any less susceptible to the fact that our observation of time is limited?
Another non-sequitur. If some god(s) created the universe Last Thursday in a manner so that it looks just like it was created 14 billion years ago by the Big Bang or the Big Bang happened 14 billion years, how would you expect to tell the difference? And, so why would it make any difference?
I like that. And evolutionists can posit with an air of certainty that the earth is billions of years old. If current obserservations of time are as sloppy as you imply, what makes the interpretation of artifacts any more reliable?
Sans principles of order? Sounds like the ultimate excercise in futility to me. I hope they are paid well.
It doesn't make any difference. That's why I said, the theory of evolution does not fall outside of such a preposterous proposition. There is no need, nor to my thinking is it plausible, to assume "apparent age" as a way to explain the age of the universe. The universe is as old as it is, but no one is quite sure how old.
But you know what? If some joker comes to me and says he has a way to test for apparent age, I will let him lay down his hypotheses, develop tests, report on it, and judge for myself whether his hypothesis and procedures merit the status of "theory." Dogmatic evolutionists, on the other hand, are "above" all that, or so it seems.
Oh, not true! Asian students who speak very little English often still excel in math-based courses! I've seen it.
What makes you so hung up on principles of order. Pricniples of order and regularity are precisely what science seeks. They are collectively what makes geology, astronomy, physics, chemistry and biology science. It is the order discovered in biochemistry that makes evolution possible.
Fester, here's your science assignment for the day: Write down, think about, or tell me what you think a hypothesis is.
Then go find the scientific definition of a hypothesis, and what it's used for.
Then, tell me how the 2 definitions differ.
Please inform your friend at #602 of this.
This is a fine idea, but I honestly would like your help, and please do not think I am asking this just to be lazy. Please tell me THE scientific definition of a hypothesis and how you arrived at the conclusion that this definition alone is the standard to be applied to all intelligent observers of the universe. If I try to find it "out there," I will find more than one definition.
Tell you what. I will make up a hypothesis of my own, and then you can tell me if it fits within the scientific definition of a hypothesis. Here goes:
The scientific definition of a hypothesis is subject to variable expression because humans differ in their comprehension of reality and how it applies to criticial thinking.
Doubtless you will insist that the CONCEPT or DEFINITION of hypothesis does not exist in such a manner as to be verifiable by science. Well, doesn't that leave us in a fine mess. If it cannot be quantified, and thus not verified, by science, what business do we have in believing a hypothesis has any basis whatsoever in reality?
True, because in either case the universe is some 14 billion years old.
That's why I said, the theory of evolution does not fall outside of such a preposterous proposition.
What "preposterous proposition" are you talking about? You are not being very clear here on what you mean.
There is no need, nor to my thinking is it plausible, to assume "apparent age" as a way to explain the age of the universe.
On the contrary, there is no reason to assume the age of the universe is any different than it looks.
The universe is as old as it is, but no one is quite sure how old.
Think again. If a god created you yesterday as a 70-year-old man complete with appropriate memories and an objectively verifiable history, then to suggest that you are anything but 70 years old is an act of apparent insanity.
You are on the right track with this idea. You must be able to test a hypothesis, or it is worthless.
Here's the first definition I found at www.dictionary.com. There are others, but this looked like a good one:
hy·poth·e·sis( P ) Pronunciation Key (h
-p
th
-s
s)
n. pl. hy·poth·e·ses (-sz
)
- A tentative explanation for an observation, phenomenon, or scientific problem that can be tested by further investigation.
- Something taken to be true for the purpose of argument or investigation; an assumption.
- The antecedent of a conditional statement.
Definition #1 is the one I'd consider closest to the "scientific" definition. Note that you must be able to test the hypothesis.
Let us then tentatively adopt the above dictionary definition as THE scientific definition of "hypothesis" and consider first of all which, if any, of its components can be accomplished or even recognized without intelligence, or design. Can you name one? I can, but only one. Here are the components I can reasonably distinguish:
1.) Explanation
2.) Observation
3.) Phenomenon
4.) Scientific Problem
5.) Testing
6.) Investigation
As far as "testing" is concerned, what should one look for to detect the presence of intelligence or design? Here are a few things I would look for:
1.) Order
2.) Symmetry
3.) Functionality
4.) Consistency
5.) Quantifiability
6.) Observability
7.) Interaction
8.) Communication
Is it really necessary to establish a scientifc test to determine whether these things are truly present in the universe? How about just opening those eyeballs a little bit? How about being born?!!!!
Now, as for how intelligence and design are related to each other, one should at least ask which of the two can exist without the other. Can there be intelligence without design, or vice versa, can there be design without intelligence?
That the universe came into being last Thursday. Don't you know it was the Thursday before last? Otherwise, I see where you're coming from.
Some say that if one were to traverse a straight line away from earth for an infinite time and/or distance one would once again return to the point of origin. If that is true of space it may also be true of time, in which case last Thursday is as much the present moment as 14 billion years from now or 14 billion years in the past.
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