Natural Selection and Genetic Drift | Experiment

Natural Selection and Genetic Drift | Experiment Camouflage Lab Eduardo Pà ©rez Introduction In 1859, an English scientist named Charles Darwin published his book, On the Origin of Species. This book described his Theory of Evolution, the process by which populations of organisms change over time to adapt to their environment. Over the years, the Theory of Evolution has become one of the most well-supported and widely accepted scientific theories out there. The main purpose of this experiment is to show how natural selection and genetic drift look like when they are put into play. According to Dennis ONeil, anthropology professor at Palomar College, natural selection is a series of events by which some organisms are born with random variations of a specific genetic trait that gives those organisms an advantage in staying alive long enough to survive and successfully reproduce. [HS1]Over time, these organisms will have more offspring, causing a shift in the population to that trait (ONeil 2013). An example of natural selection is the finches of the Galapagos Islands. Each island has different food sources, and each species of bird has slightly different beaks that are better suited for consuming their food source. In his book, Life: The Science of Biology (2014), author David Sadava describes genetic drift as the random fluctuation of gene frequencies in a population due to chance events. An example of genetic drift would be an oil spill in a river populated by fish. The surviving fish will repopulate the river with their offspring who share the same genetic variations. In this experiment, small beads were put on a colored mat to represent mussels in their environment. In the first part of the experiment, one team member was assigned as the Oystercatcher and they selected beads one by one and removed them from the environment to represent natural selection. In part two, beads were randomly removed by a pencil wrapped in tape (a piece of driftwood calling with mussels and killing them) which represented genetic drift. Both parts of the experiment were repeated for three generations after the surviving mussels repopulated the environment. The question being tested in this experiment was: How do natural selection and genetic drift affect populations of organisms? I hypothesized that the blue and red beads would be the most commonly selected and removed in the first part of the experiment, and that the beads would be removed in equal numbers by the pencil wrapped in tape. Materials and Methods The two most important materials used in this lab were the small colored beads, and the mat. Blue, white, green, and purple beads were used to represent mussels with different traits. Ten beads of each color were placed in the environment to start the experiment. The environment for the mussels was represented by the mat with a random background printed on it to camouflage the beads. For the second part of the experiment, a pencil was wrapped with masking tape (sticky side out), and used to represent a log crashing into the environment. The pencil was rolled along the mat to randomly pick up beads. To start off the experiment the person designated as oystercatcher removed beads one at a time from the mat and placed them in petri dishes (independent variable). The oystercatcher was instructed to pick the first beads they saw, and to look away from the mat between selections. After 30 beads were removed and placed into a petri dish, the survivors were counted (dependent variable). The numbers of each color of bead was recorded, and that number of beads (x) plus 3x beads were added back to the mat to represent the repopulation of the species based on the number of survivors. These steps were repeated two more times, and the data recorded each time. In part two of the experiment, the pencil wrapped in tape was rolled along the mat to randomly select and remove beads until 30 beads were removed (independent variable). Then the same procedure used in part one to repopulate the environment was used in part two (dependent variable). These steps were repeated two more times, and the data was recorded. Results I. Population of mussels over 3 generations after natural selection from Oystercatcher. Oystercatcher Data Survivors Total Generation 1 7 green 73 = 21 21+7 = 28 28 0 blue 0x3 = 0 0+0 = 0 0 2 white 63 = 18 2+6 = 8 8 1purple 13 = 3 1+3 = 4 4 Generation 2 10 green 103 = 30 30+10 = 40 40 0 blue 0x3 = 0 0+0 = 0 0 0 white 0x3 = 0 0+0 = 0 0 0 purple 0x3 = 0 0+0 = 0 0 Generation 3 10 green 103 = 30 30+10 = 40 40 0 blue 0x3 = 0 0+0 = 0 0 0 white 0x3 = 0 0+0 = 0 0 0 purple 0x3 = 0 0+0 = 0 0 When the beads were removed by the oyster catcher, the blue beads were completely removed from the map in just one generation, and the purple and white beads were also driven extinct, but not until the second generation, leaving only green beads at the end of the three generations. II. Population of mussels over three generations after genetic drift from log colliding with habitat. Oystercatcher Data Survivors Total Generation 1 2 green 23 = 6 6+2 = 8 8 2 blue 23 = 6 6+2 = 8 8 2 white 23 = 6 6+2 = 8 8 4 purple 43 = 12 12+4 = 16 16 Generation 2 2 green 23 = 6 6+2 = 8 8 1 blue 13 = 3 3+1 = 4 4 4 white 43 = 12 12+4 = 16 16 3 purple 33 = 9 9+3 = 12 12 Generation 3 1 green 13 = 3 3+1 = 4 4 1 blue 13 = 3 3+1 = 4 4 7 white 73 = 21 21+7 = 28 28 1 purple 13 = 3 3+1 = 4 4 When the beads were removed by the log, the survivors were more random and more equal than when removed by the oyster catcher. By the end of the experiment however, a majority of the survivors were yellow beads. III. Population of mussels over 3 generations after natural selection from Oystercatcher. IV. Population of mussels over three generations after genetic drift from log colliding with habitat. Discussion In part one of the experiment, where the beads were selected and removed by the oystercatcher, the blue beads were immediately driven extinct, and the white and purple beads were driven extinct in only one more generation. This left only green beads by just the third generation. These results show that in natural selection, organisms chances of survival are based on how fit they are to survive in their environment. In this experiment, the blue beads did not blend into their environment very well, and they were eliminated immediately. The purple and white beads were also poorly camouflaged, and were eliminated very quickly as well. Even by the third generation, where there were only green beads left, the oystercatcher had a hard time finding 30 beads to remove, because the green beads were much more difficult to see in the environment. These findings could be applied to a real life environment, and used to predict how well certain organisms have adapted to their environment, and how a n entire population will change over time because of natural selection. In part two of the experiment, the number of survivors was much more equally spread out between the different colors of beads. Although there were definitely more yellow beads than anything else by the end of the experiment, this outcome would be different every time you repeat the experiment, based on the survivors from earlier in the experiment. These results are consistent with the principles of genetic drift, where organisms are eliminated randomly from a population based on random occurrences like natural disasters and diseases. If for example, lightning struck an area with a high concentration of a particular type of mussel, over time, the number of that mussel would decrease because there are fewer mussels to reproduce. This experiment was limited to the use of basic lab materials in a lab setting, but it accurately represents data that would be collected from an actual environment out in nature. This experiment was only able to demonstrate the effects of color and camouflage on the survival rates of an organism, but in reality, there are many other genetic variations which contribute to the fitness of an organism to its environment. An elephant, for example, may not be particularly well camouflaged, but its sheer size and strength help it to survive. Further research could be done to demonstrate the effects of other forces of evolution, as this experiment only involved genetic drift and natural selection. Conclusion The data in this experiment supports the hypothesis that the blue and purple beads would be the most commonly eliminated by the oyster catcher, but the yellow beads were also driven extinct, leaving only green beads. The data somewhat supports the hypothesis that the beads would be removed in equal numbers by the log, although the population shifted to a majority of yellow beads by the end of the experiment. The same experiment could be repeated several times to obtain more data to prove or disprove this hypothesis. References   Ã‚   ONeil, D. (2013). Early Theories of Evolution: Darwin and Natural Selection. Retrieved August 29, 2016, from http://anthro.palomar.edu/evolve/evolve_2.htm Sadava, D. E. (2014). Life: The science of biology (10th ed.). Sunderland, MA: Sinauer Associates. [HS1]Are these his exact words? If not, remove the quotes

Generic Skills in Career and Technical Education :: Skills Work Careers Essays

Generic Skills in Career and Technical Education Career and Technical Educators Employ a Variety of Strategies for Teaching Generic Skills The Secretary's Commission on Achieving Necessary Skills (SCANS) identified the general skills that most workplaces require, thus providing a basis for programs that prepare students for employment. Reform programs such as Tech Prep and High Schools that Work strive to incorporate these "generic" skills as they offer students a rigorous academic background, technological literacy skill development, and learning experiences that are situated in the context of real-world environments (Pucel 1999). Integrated academic and CTE programs and contextual learning efforts offer similar opportunities to promote the learning of generic skills by linking them to specific workplace and social practices. Workplace learning experiences are another way of highlighting generic skill development by placing students in job situations where these generic skills are used in combination with occupational or technical skills. Although the United States has adopted a variety of strategies for the teaching of generic skills, it is not the only country to do so. Canada, Australia, and the United Kingdom have initiated similar programs to address generic skill development. In Australia, integrated curriculum that infuses literacy into specific vocational courses has served to illustrate the necessity of contextualized, multiple literacies (Searle et al. 1999). Case Studies to Advance Skills and Employability, a project conducted at the Universities of Northumbria and Newcastle, emphasized the development of employability skills within the academic curriculum (Holmes and Miller 2000). The contextual integration of employability skills into curriculum has become a recent trend in Canada and the United Kingdom (Overtoom 2000). Although there is evidence that generic skills are being taught in schools, there is great ambiguity about what they are. Many terms have been used to describe them: key skills, core skills, transferable skills, personal transferable skills, and employability skills. The list of skills defined by whatever term is being used varies across countries; however, most lists include communication skills, interpersonal and social skills, organization and planning skills, problem-solving skills, creative thinking, literacy, and technology skills. The Australian key competencies add "cultural understanding" as a generic skill (Werner 1995). Most attempts to define generic skills more closely "have resulted in a plethora of superficially similar but often significantly different lists" (Drummond, Nixon, and Wiltshire 1998, p. 20). Guile (2002) contends that definitions of generic skills are grounded in the complexity of relationship that they imply, which in turn directs how the skills are being taught.

Assignment in English Essay

A good listener can easily respond if he/she possesses an effective listening if they can evaluate the meanings, sound patterns and the vocabulary of each words. (Rost, 2002) defines listening, in its broadest sense, as a process of receiving what the speaker actually says (receptive orientation); constructing and representing meaning (constructive orientation); negotiating meaning with the speaker and responding (collaborative orientation); and, creating meaning through involvement, imagination and empathy (transformative orientation). In the process of communication, 40% came from listening while speaking have only 35%. It means that listening is the most important tool in communication process. It may become ineffective if the listener have some difficulties in recognizing the sound pattern and the structure of each words. It may also affect the communication procedure when there is misunderstanding to the speaker through its barriers which is the noise. And most of the time, the listener itself lose their attention and interest to the topic which can affects the relationship between the speaker and listener. So they should motivate their listeners so that they will continue in delivering their messages to their respective audience. There are three levels of listening; each is characterized by certain behaviors that affect listening effectiveness. Level 1 has the highest potential for understanding, retention and effective communication; level 3 has the lowest. These are general categories to help us understand our listening; they overlap and interchange depending on the situation. All of us listen at different levels of effectiveness throughout the day, as the circumstances and people around us change. For example, it is difficult for most people to listen effectively in the midst of a highly conflicted situation, when they are dealing with emotional people, when they are being criticized, when they are being corrected, or when they are feeling fearful, anxious, or angry. Others listen very effectively when they are working or ministering, only to tune out when they arrive home. These are the three levels of listening; a. ) the active listening that gives the full attention to listening when another is talking and focuses on what is being said and doesn’t allow the distraction but fully alert and engaged; b. the passive listening where the listener hears words but does not really listen because he couldn’t really understand the significance of what is being said; and c. ) the non-listening where the listener’s attention and response is not real and he/she pays attention to himself and own thoughts. Very few people spend most of their time listening at level 1. Most of us listen at all three levels over the course of a day, but the more we listen at level 1, the more effective we will be as leaders. Listening is a five-step process consisting of listening preparation, receiving, constructing meaning, responding, and remembering (Hybels & Weaver, 2007). The first three steps are crucial. Skipping a step can be disastrous. How accurate of a response can be derived without first preparing to listen followed by receiving information? There could not be enough information to accurately construct a meaning. The first step, preparation, is the foundation for listening. Having the proper mindset and environment are critical. The second step in the active process of listening is receiving. A number of processes involved in comprehension are intrapersonal; that is, they take place inside your head. This section familiarizes you with the nature of human information processing and the concept of inner speech. c. Remembering There has been a great deal of research on memory. Remembering is essential if you intend to apply what you have heard in future situations. This chapter acquaints you with the three basic memory systems and the work that has been done in listening training and assessment with regard to the memory process. d. Interpreting When you interpret message you do two things. First, you take into accounts the total communication context so that you are better able to understand the meaning of what is said from the speaker’s point of view. Your ability to empathize, or to see a situation from the other person’s perspective, requires that you pay attention to emotional meaning and to the communicate context. Second, effective listeners let their partners know that they have been understood. e. Evaluating You listen from a unique point of view and are influenced by your perceptual filters- your past experiences, attitudes, personal values, and predispositions.

John Stuart Mill’s Explanation of the Harm Principle

John Stuart Mill’s explanation of the harm principle is not as useful as once believed. Although the harm principle does in fact have some logic, it fails to set clear and concise borders regarding what denotes allowable hate speech. The harm principle essentially states that all speech, including hate speech, should be allowed. However, speech that causes a definable harm must be censored. For example, merely offensive speech is allowed; however, the context of the offensive speech in question is important in understanding when to apply Mill’s harm principle. The principle has some major flaws, as Mill does not take into consideration the numerous factors that must be examined before deciding whether or not to apply the principle, such as†¦show more content†¦Even if a critique is meaningless, Mill argues that we did our best at attempting to ensure the validity of a claim. We should therefore study all modes and perspectives in which something can be looked a t, since our knowledge base depends on subjecting ourselves to alternative viewpoints to know the truth about something. The disagreement and contestation that potentially occurs is what leads to the truth. Furthermore, contrary to the beliefs of certain monarchs during his time, Mill argued that human beings are not infallible; therefore, we can never be certain that anything is definite, because we are not in a position to be judges of certainty (Cahn 443). The usefulness of an opinion is subjective and open to discussion, and due to the fallibility of humans, no individual has the right to stifle the opinion of another, for we can never be certain we are stifling a false opinion (Cahn 461). Even our truest convictions must be tested, Mill argues, because even they can be partly mistaken. However, it may in fact be that our convictions are logical and valid. Mill asserts that even then we must subject ourselves to critics and alternative viewpoints; only then can our convictions become vivid in our mind and character. If our beliefs are not tested, they will become robotic and lifeless. Further, Mill argues that we must not think in black and white, for different positions hav e value in them and since we are not judges of what isShow MoreRelatedJohn Stuart Mill s On Liberty And Utilitarianism Essay2257 Words   |  10 PagesThis essay examines and inspects liberty and order conflict based on the writings of philosopher John Stuart Mill, titled On Liberty and Utilitarianism. We will discuss how his philosophical views on equality as fundamental to what it means to be human. We will interpret John Stuart Mill’s theorist view on equality as fundamental to the good or bad functioning of the state? The question and debate we would also raise will be, is equality be integral the arrangements of power? 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