Paleonet: Teaching: making paleo relevant
PeterPaulSmolka at T-Online.de
Mon Feb 4 10:20:35 GMT 2013
A few years ago there was an article in Nature on "observed ongoing evolution in context of environmental change".
They had "E. coli" bacteria - and - by changing environmental conditions in the lab a new subspecies formed which they called
"E. coli erlenmayeri".
Considering the short time of that experiment it is a good example on how new subspecies / species survive if the environment (here: the changed
environment) makes living possible for them.
For all who ask "did anybody ever see evolution while it happens?": Take the article from Nature.
If needed I can look it up (I have the paper-versions right here) but it takes some time.
And with ongoing environmental change, not only CO2-levels: Possibly the "Nature-experiment" might be an experiment for new microbiota, such
as marine bacteria in case of acidity-changes; new terrestrial bacteria in case of CO2-changes.
Statistically among all new species thete are always some that are incompatible to existing, e.g. who form new pests and illnesses: Thus contributing
to - sometimes - extinctions of others.
Thus: Environmental change and evolution, based on the Nature Article on "E. coli erlenmayeri" is a good example for teaching.
Above is a private posting.
Peter P. Smolka
Von: paleonet-bounces at nhm.ac.uk [mailto:paleonet-bounces at nhm.ac.uk]Im Auftrag von diane.brent.ashcraft
Gesendet: Sonntag, 3. Februar 2013 21:15
An: paleonet at nhm.ac.uk
Betreff: Re: Paleonet: Teaching: making paleo relevant
I teach intro biology classes for college. When I get to evolution, I use examples of fossil evidence found specifically in our area, and how our enviornment has changed locally. I also try to take a field trip to collect fossils and see some of the remnant habitat left.
Sent from Samsung tablet
Thomas Hegna <thegna at hotmail.com> wrote:
To those of you who teach classes like Historical Geology, History of the Earth, and Paleontology: how do you make connections between events in the past (both in terms of mechanism and scale) and those we see today? I feel like thus far in my teaching I have kept these connections too general (sea-level rise, climate change, etc.) and not tied it down with meaningful specifics. How do others approach this?
Thomas A. Hegna
Department of Geology
Western Illinois University
Tillman Hall 113
1 University Circle
Macomb, IL 61455
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