About SyRIS
what is it?

people
who is involved?

SyRIS in action
videos & photos

modules
gallery of projects

2000-2001

2001-2002
* The Power of the Exponent
* A Treasure Lost
* Breathless
* Evolution: The Only Constant is Change
* Enzyme Activity and Computer Modeling
* Earth Fissures
* Aerobic Metabolism
* The Science of Survival
* Tailpipe Emissions

search
find modules

faq
frequently asked questions

resources
science related

calendar
project events

2001-2002 SyRIS Science Module Collection

prev | all modules | next |

Module Title:

Evolution: The Only Constant is Change

Faculty Team Members (Discipline):

Karen Conzelman (Biology), Erik Gergus (Biology), Pam Nelson (Geology), Lee Sola (Biology), and Marie Villarba (Chemistry)

College:

Glendale Community College

Student Group Targeted:

100 level science students in either major or non-major biology, chemistry, and geology courses (e.g., BIO 105, 182, CHM 107, 130, 152, GLG 101/103, 102/104)

How Will the SyRIS Goals Be Met?

Interdisciplinary Component: The theory of evolution is inherently interdisciplinary. The synthesis of scientific evidence from many disciplines (e.g., historical geology - fossil record; chemistry/physics - radioisotope dating; biology - genetic basis of variation and natural selection) provides evidence for evolutionary change. This module uses the topic of evolution as a vehicle to demonstrate scientific synergy to introductory level students. By taking an interdisciplinary approach, students develop a more complete understanding of the empirical evidence in support of the theory of evolution than is typical of a discipline-specific presentation of the topic. Additionally, activities for this module require students to practice multiple learning skills such as writing, oral communication, collaborative learning, mathematics and computer technology skills. Active Learning Strategies: Hands-on simulation activities combined with related laboratory experiments Case studies Collaborative learning groups (for laboratory work and group projects)

Module Overview:

Background: The theory of evolution is a pivotal theme of the modern sciences. It shapes every aspect of our current view of Earth's history, and of organisms' morphology, biochemistry, and relatedness. However, the topic of evolution is often skirted or skipped entirely by science instructors because it can evoke such strong negative reactions from students with creationist beliefs. This module presents scientific evidence to address three major questions: How do we know how old things are? (radioisotope dating of fossils) How do we know things have changed? (examination of the fossil record and transitions between major life forms) What do we know about how living things can change? (natural selection) By taking a somewhat constructivist approach, this module assists students in building an objective understanding of evolution. Intended Use: To some degree, topics in this module are currently addressed in introductory-level courses in all three disciplines. However, we developed/adapted relevant instructional materials to address the questions listed above from an interdisciplinary perspective. While the three parts of the module flow consecutively, they also are designed to be "stand alone" units. Thus, it is not be mandatory to implement the entire module in all courses, and the units can be incorporated within the time constraints of an existing lesson or course. These units include some activities that can be done in a classroom during the typical "lecture" period as well as some that are limited to a laboratory setting. The shorter units supplement a traditional lecture presentation of these concepts with relevant and engaging hands-on activities and student-centered presentations; the laboratory components are alternatives to existing laboratory experiments on these topics. Potential Significance: This module helps introductory level students develop a more complete understanding of the empirical evidence underlying the theory of evolution; further, it enables students to associate the historical and predictive power of evolutionary theory. By virtue of its interdisciplinary perspective, it increases students' awareness of the synergistic nature of science. The module also provides instructional materials and resources that increase the confidence and effectiveness of faculty in teaching these concepts.

Module Objectives

Students will be able to: Biology Chemistry Geology Use the Periodic Table to determine the number of protons, neutrons, and electrons in any given isotope     Use atomic notation to indicate the number of protons and neutrons in an isotope.     Explain the process of radioactive decay of isotopes using the concept of half-life. Explain the relationship between radioactivity and the stability of atomic nuclei. Balance nuclear equations relevant to radioisotope decay.     Describe how radioactive decay is used in determining the absolute (numerical) age of igneous rocks. Describe the relationships shown in a graphical representation of a radiometric ratio vs. time curve. Relate measurements of radioactive decay observed in the laboratory to the process of radioactive decay as applied to radioisotope dating. Determine the age of a particular rock unit (including consideration of experimental error) given the measured amounts of both parent and daughter isotopes and the graphical representation of the atom's decay. Explain how fossil ages are correlated to the absolute ages of igneous rocks. Define evolution and provide relevant examples or evidence for its occurrence (e.g., fossil transitions, anatomical similarities and differences within or between species, etc.).   Describe how variation in a population results in differential success under specific sets of environmental conditions. Define natural selection and explain how adaptations within a population result from this process.   Describe the conditions necessary for natural selection to occur (e.g., heritability, over-reproduction, etc.)   Distinguish between natural selection and evolution.   Describe how many of the changes in the fossil record could be explained using Darwinian concepts (e.g., natural selection, adaptation) and describe environmental conditions that may have promoted such changes.

Module Materials:

see full record from Maricopa Learning eXchange (MLX)

prev | all modules | next |

This project is supported, in part, by the National Science Foundation
www.nsf.org