Workshop in Evolutionary Biology - 2013 Wednesday, July 17 - What is Evolution? 9:00-9:30 - Welcome and Introduction 9:30-10:00- The state of evolution in the public schools - based on Science Article "Defeating Creationism in the Courtroom, But Not in the Classroom", Science 2011, 331:404-405. 10:00-10:15 - Coffee Break 10:15-11:00 - Round Table Discussion - What is Evolution? Reading Assignment - Introduction and Chapter 1 of Why Evolution is True - Goal - 1. Help teachers delineate what evolution is and what it isn't. 2. Discuss ways of dealing with student misconceptions. 11:00-noon - Activity #1 - The Toilet Paper Roll of Evolution TED talk on the history of the Earth --Benchmark details from NSDL - Life on earth is thought to have begun as simple, one-celled organisms about 4 billion years ago. During the first 2 billion years, only single-cell microorganisms existed, but once cells with nuclei developed about a billion years ago, increasingly complex multicellular organisms evolved. 5F/H8 12:00-12:30 - Lunch - Discussion of Possible Alterations to The Toilet Paper Roll of Evolution 12:30-1:30 - Invited Speaker - Alison Bell - Parallel Evolution in Sticklebacks 1:30-2:30 - Begin #Activity 2 - Evolution of Antibiotic resistance in E. coli - Video: PBS Video on evolution of Tb 2:30-3:15 - (time provided) Computer Activity - The Making of the Fittest: Evolving switches, evolving bodies, and the virtual stickleback evolution lab. 3:15-3:30 - Walk to the Institute for Genomic Biology 3:30-4:00 - Tour the Institute for Genomic Biology 4:00-4:15 - Return to Colonel Wolfe & Newman Hall Thursday, July 18 - Inferring Evolutionary Relationships 9:00-10:00 - Round Table Discussion Reading Assignment - Chapters 2 and 3 - Goal - 1. Help teachers fully comprehend the nature of the fossil evidence 2. Answer common claims made by Intelligence Design 10:00-10:15 - Coffee Break 10:15-11:15 - Activity #3 - The Great Clade Race/Another One Paired with Real Specimens --Benchmark details from NSDL - Similarities among organisms are found in internal anatomical features and patterns of development, which can be used to infer the degree of relatedness among organisms. 5A/M3a (ID: SMS-BMK-1879) 11:15-11:45 - Debriefing The Great Clade Race - How might this be altered for different classrooms? 11:45-12:15 - Lunch 12:15-1:15 - Speaker - Zac Cheviron - Adaptation to high altitude 1:15-2:30 - Activity #4 - Using the NCBI database to compare genes for human and chimpanzee beta hemoglobin --Benchmark details from NSDL - Heritable characteristics can be observed at molecular and whole-organism levels--in structure, chemistry, or behavior. These characteristics strongly influence what capabilities an organism will have and how it will react, and therefore influence how likely it is to survive and reproduce. 5F/H4 (ID: SMS-BMK-0316) 2:30-3:00 - Drink / Coffee break / Discussion of Possible Alterations to hemoglobin exercise 3:00-3:45 - Round Table Discussion Reading Assignment - Chapter 4 - Goal - 1. Teachers should be able to explain why the distribution of taxa on the earth, coupled with our knowledge of geology (continental drift, island formation, etc.), provides strong evidence for evolution. 3:45-4:00 - Depart for Alison's Lab 4:00-4:30 - Tour the stickleback lab. Friday, July 19 - Evolution in Action 9:00-10:00 - Round Table Discussion - Reading Assignment - Chapter 5 and 6 - Natural Selection and Sexual Selection - Goals. 1. Provide multiple examples of traits that are the result of natural selection to a particular environment. 2. Understand how natural selection can give rise to traits that appear to be 'perfectly adapted' to their environments, and how this can be be tricky slope for novice thinkers. These seemingly perfect traits can give the appearance of a 'creator'. 3. Understand that natural selection doesn't strive to produce perfection. It doesn't 'strive' to do anything. It's simply the result of some individuals possessing traits that give them increased fitness in terms of survival and reproduction and how this results in more individuals that possess these beneficial traits in subsequent generations. 4. Understand that some elements of evolution are random (i.e. the effects of new, incoming mutations), but that other parts - who survives to reproduce and who doesn't survive to reproduce - is not random at all. 5. Understand that natural selection can result in rapid change in phenotypic traits if the direction of selection is constant (in the case of size-selective harvest in fisheries), but that fluctuations in the direction of selection over time (in the case of Darwin's finches) or stabilizing selection can give the appearance of evolutionary stasis. 10:00-10:15 - Coffee Break 10:15-11:30: Speaker - Becky Fuller - Natural and sexual selection as a function of lighting environment. 11:30-12:00 - Lunch 12:00-1:00 - Activity #5 - Guppy Game --This activity has multiple benchmarks. -- Offspring of advantaged individuals, in turn, are more likely than others to survive and reproduce in that environment. The proportion of individuals that have advantageous characteristics will increase. 5F/H3c (ID: SMS-BMK-1887) -- When an environment, including other organisms that inhabit it changes, the survival value of inherited characteristics may change. 5F/H6c (ID: SMS-BMK-1889) -- Evolution builds on what already exists, so the more variety there is, the more there can be in the future. But evolution does not necessitate long-term progress in some set direction. Evolutionary change appears to be like the growth of a bush: Some branches survive from the beginning with little or no change; many die out altogether; and others branch repeatedly, sometimes giving rise to more complex organisms. 5F/H9 (ID: SMS-BMK-0321) -- Chance alone can result in the persistence of some heritable characteristics having no survival or reproductive advantage or disadvantage for the organism. 5F/H6b (ID: SMS-BMK-1890) 1:00-1:30 - Debrief activity 1:30-2:15 - Return to Activity #2 - Re-examine the bacteria culture plates. 2:15-2:30 - Coffee/Cookie Break 3:00-4:00 - Round Table Discussion - Reading Assignment - Chapter 8 and 9 'What about us?' and 'Evolution Redux' Goal - 1. Provide teachers with a solid understanding of the evolutionary origins of humans so that they may properly respond to student inquiries. Goal - 2. Find ways to help students think with the 'reasoning' part of their brains and not the 'emotional' part of their brains. 4:00-4:30 - Wrap up and Surveys.