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What Darwin Never Knew

How did the discovery of DNA prove that Darwin’s theory of evolution was correct and how does it change the way we view evolution today and into the future?

What is evolution and What is Darwin’s theory of it?

Before the 1800’s, Biblical philosophers thought all species came into existence at the same. During the 1800’s though, scientists started to believe that species were changing, and this process of modern organisms having come from ancient organisms is called evolution. Evolution is the process by which related population diverge from one another, giving rise to new species. Many scientists had different theories of how this happened but were wrong until Darwin had a theory.  Charles Darwin was a British naturalist and in the 1800’s thought of a way for life to change called natural selection. He studied that organisms have physical traits and behaviours that allow them to survive and reproduce in their environment which Darwin called fitness. He thought fitness occurred through adaptation. This allows organisms to be better suited to their environment and be able to survive and reproduce and pass along their good fitness genes to their offspring.

How did the discovery of DNA prove that Darwin’s theory of evolution was correct?

DNA and genes are important for life on Earth and is what makes us all different. Every living organism has genes, but clearly not all organisms are the same. That’s because of mutation. A mutation occurs as our cells divide and bodies develop. For example, Adenine can be replaced with Guanine in a DNA sequence which can cause small changes that no one is aware of. But if mutations happen in cells that are passed down to children, they can cause big changes. Mutations can be good, though. For example, a white furred rock pocket mouse living in the desert has only a chance of survival by camouflaging into it’s environment, but the dark colour of the land in some areas makes them easy to spot by predators. Over time, the light mice living on dark rock turned into dark furred mouse and the light mice living on light rock stayed light. This is because of mutation that Michael Nachmann found. There were four places where the sequence of DNA was different in the dark mice than the light mice. When a mouse was born with these mutations then it grows dark fur. This is evolution and natural selection at work and shows that DNA and genes are responsible for evolutionary change.

There is still another way that DNA is related to evolutionary change and scientists proved it after questioning how even though humans have the same gets of genes how do we have so many differences? The study of embryos showed that the body plan genes determine where the head and limbs go, if they have legs, arms or wings. Therefore; its not the number of genes that matters it’s how you use them. A piece of DNA called a switch turn on and off the genes that make stuff. For example, some fruit flies have spots on their wings, and others have plain wings. Sean Carroll found out that when the genes that code for black wing spots were compared to the ones that don’t have spots they had the same sequence. But in the plain winged fly, a sequence outside of that gene, the switch, turned off the gene that coded for spots, therefore there are a species of fruit flies that don’t have spots on their wings. Switches explain more than that like how one creature can become another creature. Just like how the manatee that lost its hind legs, Lake Stickleback lost its spikes whereas the Ocean Stickleback still have theirs. David Kinsley and Dolph Schluter from Stanford University, realized after research, that the gene responsible for this is a body plan gene, but its identical in both ocean and lake Stickleback. The difference is a result from a section of DNA that was broken, a switch, and didn’t turn on the spikes gene. This lead to the realization by David Kingsley and his team that the stickleback losing its spikes is caused by the same thing that made manatees lose their legs. This proves that switches play such a significant role in evolution. Then, after research on Galapagos finches done by Cliff Tabin and Arkhat Abzhanov from Harvard Medical School, and how they have different beaks, it showed that the same genes were responsible for the beaks in all types of finch. They found out the only difference is how much the gene is turned on and when it’s turned on. This is because body plan genes throw the switches that tell the stuff genes what to do and when. So, the body plan genes threw the switch to tell the genes that form the beak how to form the beak. This has significant effects on how different animal bodies are formed, and how transformations have occurred. This proves Darwin’s idea of the tree of life, that all life-forms are related, and over billions of years they have changed and evolved.

How does it change the way we view evolution today and in the future?

As I have said, the discovery of DNA has clearly proved Charles Darwin’s theory and has changed the way we view evolution today. Before Charles Darwin was proved correct through DNA, the fact that humans have evolved from fish and that certain animals have lost their legs was just a theory and much like a myth. For all we know, without the discovery of DNA proving Charles Darwin’s theory, then Jean Babtiste Lamark’s theory which was based on acquired characteristics could be what we believe today. But now with proof, the evolutionary process on how certain organisms came to be through natural selection can teach us about and help us with the present and future. Scientists are figuring out ways where they can use evolution to their advantage such as with genetically modifying things, especially animals, to help benefit the human population. This means genetic materials have been added, removed, neutralized, or modified to allow certain new characteristic to be expressed. They have been in study for decades for things like producing pharmaceutical products in milk, transplanting animal organs to humans, producing resistant mosquitos, and most importantly, used to improve farm animals for human consumption. In 1989, Newfoundland’s Memorial University conducted a research to transfer resistance to freezing into salmon and AquaBounty Technologies Inc. did the modification. They made Atlantic Salmon by inserting a gene from the chinook salmon to hurry its growth rate, so it can reach market size more quickly. This type of salmon, evolved from a normal salmon, has reproduced so many times to a point where the Atlantic salmon has doubled in two years. In other words, AquaBounty Technologies Inc. took a gene from the chinook salmon, inserted in into another salmon to make a new species of salmon that grow faster therefore lay eggs earlier and reproduce their new species of salmon. This is an example of evolution used in the present day. Now that evolution is being proved through DNA, scientists are using it in an advanced way to benefit life on earth. They are doing this by manipulating DNA sequences, and taking favourable genes from one species and inserting it into another species to make it a more efficient species that can benefit human life. With the amount of technology humans have created, its not surprising that it was used in this way. As for the future, the technology that is being produced can only lead to better discoveries. I believe more species are going to be “made” by science leading to a more proactive feeding source meaning food is going to be produced quicker and more efficiently. Overall, the discovery of DNA proving Charles Darwin’s theory was important because if scientists today didn’t know genetics was the main factor in changing animals then they wouldn’t be able to manipulate that fact to make certain animals have specific characteristics of scientists choosing.

Citation.

What Darwin Never Knew. Produced by Matthew Barrett. 2011. DVD

Finnigan, Pat. “Figure 2f From: Irimia R, Gottschling M (2016) Taxonomic Revision of Rochefortia Sw. (Ehretiaceae, Boraginales). Biodiversity Data Journal 4: E7720. Https://doi.org/10.3897/BDJ.4.e7720.” GENETICALLY MODIFIED ANIMALS FOR HUMAN CONSUMPTION, December 2016, 1-19. Accessed October 8, 2018. doi:10.3897/bdj.4.e7720.figure2f

 

Biology 11 Kingdom Post

6 Kingdoms

Archaebacteria 

  • Methanobrevibacter smithii : common and import microbe found in the human gut that helps us digest complex sugars better and coverts co2 to methane

 

  • Haloquadratum walsbyi: square-shaped archeaons that resides and can be found in extremely salty environments and uses energy from the sun in the photosynthesis process. They have gas-filled sacs that allow them to float  

 

Eubacteria: 

  • Clostridium botulinum: rod-shaped bacteria are found in low-oxygen conditions (mainly under marine sediments) because oxygen is poisonous for them. They form spores to survive. Clostridium botulinum causes botulism (when the nervous system is paralyzed by neurotoxins produced by the bacterium). Causes food poisoning

 

 

  • Helicobacter pylori: helix-shaped, found in the gastrointestinal tracts of 50% of people in the world and is in 80% of stomach ulcers. Heliobacter pylori is found mostly in countries with poor sanitation.

 

Protists 

  • Ameoba Naegleria fowleri. : this specific type of amoeba is the only one that causes human disease. It survives in very warm water like lakes, ponds, rivers, untreated swimming pools, spas, well water, and muncipal water. They crawl/swim around looking for food and sometimes accidentally infect humans and take the brain tissue as food.

 

  • Protozoa Paramecium caudatum: animal-like, some can be parasitic which means they damage other organisms to survive. They live in water and soil and can live in extreme environments, both high or low temperature

 

Animalia

  • Panthera tigris: largest cat species and have recognizable pattern of dark vertical stripes that are reddish orange fur, sharp teeth . Extremely endangered 

 

 

  • Balaenoptera musculus: largest animal to have ever existed on the planet, and are the fastest swimmers. Their voice is the deepest of any animals and live for 80-90 years. They eat 6-7 tons of krill per day


 

Fungi 

  • Neurospora: produces bakery mold or red bread mold

 

  • Basidiomycota: large phylum of fungi which includes jelly, shelf fungi, mushrooms, puffballs, and stinkgorms, some yeasts. Most reproduce sexually with a club-shaped spore organs.

 

 

Plantae 

  • Phylum bryophyta (Moss) : distributed throughout the world except in salt water and commonly found in moist, shady locations. Helps in soil erosion control by providing surface cover and absorbing water.

 

  • Araucaria araucana (Evergreen Tree): native to Argentina and Chile and their leaves are thick, tough, and scale-like.

 

 

 

 

Citation:

Schab, Terri. “Examples of Archaebacteria With Their Scientific Name & Classification.” Sciencing, 23 Apr. 2018, sciencing.com/examples-archaebacteria-scientific-name-classification-16044.html

“Eubacteria Examples.” BiologyWise, BiologyWise, 19 Mar. 2018, biologywise.com/eubacteria-examples.

Frazer, Jennifer. “Just What Is the Brain-Eating ‘Amoeba’ Naegleria Fowleri?” Scientific American Blog Network, 17 Aug. 2011, blogs.scientificamerican.com/artful-amoeba/just-what-is-the-brain-eating-amoeba-naegleria-fowleri/

“Protists Kingdom (Protista Kingdom) – The Five Kingdoms.” Kids Biology, kidsbiology.com/biology-basics/protists-kingdom/.

“Tiger – Panthera Tigris – Overview.” Encyclopedia of Life, eol.org/pages/328674/overview.

“Blue Whale – Balaenoptera Musculus – Overview.” Encyclopedia of Life, eol.org/pages/328574/overview.

“Neurospora.” Ignicoccus Hospitalis – Microbewiki, microbewiki.kenyon.edu/index.php/Neurospora

Britannica, The Editors of Encyclopaedia. “Basidiomycota.” Encyclopædia Britannica, Encyclopædia Britannica, Inc., 20 Dec. 2017, www.britannica.com/science/Basidiomycota

Britannica, The Editors of Encyclopaedia. “Moss.” Encyclopædia Britannica, Encyclopædia Britannica, Inc., 4 May 2018, www.britannica.com/plant/moss-plant.

“Araucaria Araucana.” Wikipedia, Wikimedia Foundation, 26 Aug. 2018, en.wikipedia.org/wiki/Araucaria_araucana#Description.

 

 

Elementary School Lab

What are some of my most powerful learning moments and what made them so?

One of my most powerful learning moments with working with the elementary school kids is that you just have to go with the flow for most things. I noticed that the children, or at least the ones my partner and I were working with, tended to have shorter attention span when it came to the actual science aspect. When I noticed this, I realized that things aren’t going to go exactly how it was planned. The way that a teacher or two told us to do it was have us, the high school students, pour the substances while the elementary school students got to play around with it. Some of the students, though, got impatient and wanted to help pour things. So, we decided that they could help pour some of the safer substances, such as water in the oobleck. Another example was that since they have a lot of energy, they got bored with looking at the reactions or playing around with the oobleck so we thought it’d be a good idea to take breaks since we had a lot of free time. Instead of the high school students telling the younger students what to do, we asked what they wanted to do and we followed along with it, since it was appropriate, so we knew they would be entertained. They ended up having a good time and a few of the other students of other groups joined us.

What were some of the most interesting discoveries I made while working with the younger students?

Some of the most interesting discoveries I made while working with the younger students is that they want to be hands on and need to be hands on to get a good understanding of what they’re doing. Because, as a result, they get curious and start to ask questions which helps them gain more knowledge.

What part of this shared learning experience did you enjoy the most and why?

The parts of this shared learning experience I enjoyed the most was seeing how excited the kids got when the reactions occurred. Since they were so impatient in the moments leading up to the reaction they were so fascinated when it happened. Besides the actual science part of the day, the part I enjoyed most was being around their high, carefree, energy. They didn’t stress about anything and found a good time in everything they did which is a relief. Being in a high school all day where there is stress in every corner, whether it’s society’s pressure or pressure with school work itself, it can be draining. So having the younger students around to take away from all that, even if it was for a short amount of time, was relieving.

Lab Analysis

Racism Then Vs. Racism Now

 

Week 10 Math 10

This week in Math 10 was all about factoring polynomials into binomials. One thing that stuck with me was factoring different squares ( the difference of squares is a squared number subtracted from another squared number. multiplied by a the same squared number as the start of the last binomial added by the same squared number as the last binomial.

Step 1= find the square root of the terms in the equation  

sqaure root of 100= 10

square root of 25= 5

Step 2= write the equation so that they are conjugates (is formed by changing the sign between two terms in a binomial)

Make it so that the square root of 100x^2 is the first term of both binomials and then the square root of 25 is the second term of the binomials, but one MUST have one addition sign and one subtraction sign

Final answer= (10x – 5)(10x+5)

But sometimes we are faced with sometimes difficult equations that look like aren’t perfect square polynomials, but they are hiddin within

Step 1= In my example I was able to divide 2 by both terms and when I did I was left with

x^2 – 25 which is a difference of perfect sqaures

Then I repeated the steps up top and was left with the

FInal Answer= 2(x-5)(x+5) and just have to remember that the two belongs before the two binomials

Week 6 Math 10

This week in math 10 we learned the surface area and volume of a sphere and hemisphere. At first it was tricky to get down and hard to remember the formula equations, but eventually I got it in simple steps at a time.

To find the volume of a sphere you need to:

Step 1: Find your formula

Step 2: Fill in the variables that you know

Step 3: Solve the exponent

Step 4: Multiply 4/3 by pi

Step 5: Multiply the two numbers you’re left with

Final Answer

Volume of a hemisphere

Step 1: Find the formula

Step 2: Divide the volume of the sphere by 2

Final Answer

Week 3 Math 10

This week a lot was review for me, but one new thing that i learned was how to work with negative exponents. Before last class I wasn’t sure how, but now I can confidently work with them.

Step 1: when you get the question like the one I have below you want to find the recipricol of it. Every equation has a one underneath it so when you find the repicrol it will be the same equation, but with the one at the top. So basically the 1 and the equation switch, but the exponent turns to a postive

Step 2: solve. I used power to power law and took the 2 exponent outside of the bracket and multiplied it by the exponent attached to the 3 and got 4.

Step 3: I put the 4 as the exponent attached to the 3 and solved it. i got 1 over 81

 

Immigration Story

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Postcards 4-27ky948

First Peoples Principles of Learning

Aliessah                                        First Peoples Principles of Learning

There are two main First People principles of learning which are interconnectedness and sustainability. Both relate to our unit in spheres and the projects we have done so far.

Interconnectedness relates to our project of the mind map we just completed. Everything on that mind map was connected to different aspects of it. For example, the nitrogen cycle relies on bacteria and various bacteria’s in the soil convert gaseous N2 to compounds for plants (primary producers) to use for growth. Detrivores also decompose organic matter and recycle nitrogen to plants that primary producers also need. Primary producers are important because herbivores rely on them to survive and eat which then the secondary consumers (carnivores) come and eat the primary consumers and the tertiary consumers eat the secondary consumers. The problem with this food chain is that primary producers are sometimes infested with pesticides such as PBC’s which is extremely harmful for animals. But since they aren’t aware of what they’re eating, they digest it and then the secondary consumers who eat the primary consumers get a lot of the chemicals that the primaries had and then it continues through the food chain. Then at the tertiary consumer, they have taken in so many of the chemicals that has been passed through all the animals before that they become sick from all the toxic chemicals and die off. This was all from the start of the nitrogen cycle and it’s all connected and lead to the extinction of certain species from ingesting toxic chemicals.

Sustainability is the ability to maintain something at a certain rate and in this case, we want to maintain the spheres and the Earth, in general. In every part of the world, humans are cutting down trees to create new communities and homes. But an important source of atmospheric water is transpiration and the destruction of trees can alter weather patterns which leads to climate change. Climate change is affecting us slowly, but surely. The Earth’s temperature is going up and if humans don’t slow it down. Al Gore says that future generations are going to ask themselves “what we’re our parents thinking” We shouldn’t let it get that far. There are many ways to help this climate change and one of them is starting off small like composting. That is why it is imposed in so many places such as SFU. When we did the discussion of what our green goal for our city is there were many great ideas. People in our city government should plant a few compost bins around the city. Another way is to not use PBC’s on plants. Maybe use another type of pesticide that doesn’t harm the animals around. There are many ways to sustain this world, and it only goes as far as it being in your own home.

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