2012 COURSE DATES: AUGUST 4 – 17, 2012 - Sirenian International

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student’s ability to learn facts about evolutionary theory. Thus, although it is not the role of biology instructors to engage in political or religious proselytizing, there remains the possibility of changing what students know about evolution via academic instruction. A student’s vote is likely a proxy for religious views, and therefore the association between their voting and their acceptance of evolution appears robust and bears further investigation. Given that adherence to young-Earth beliefs requires a refutation not only of modern biology, but also geology, paleontology, and physics, such convictions may serve as a proxy for scientific ignorance in general. Consequently, a commitment to comprehensive conceptual-change instruction in Earth’s age, the scientific method, and evolutionary theory could have practical, real-world implications that include nothing less than who we elect for political office. LITERATURE CITED Abelson, P. H. 1982. Creationism and the age of the earth. Science 215:119. Baumgardner, J. R. 2003. Catastrophic plate tectonics: the physics behind the genesis flood. Pp. 1–10 in In Proceedings of the Fifth International Conference on Creationism, Pittsbugh, PA. Creation Science Fellowship, Inc. Pittsburgh, PA. Berkman, M. B., J. S. Pacheco, and E. Plutzer. 2008. Evolution and creationism in america’s classrooms: a national portrait. Plos Biol. 6:e124. Brush, S. G. 2001. Is the earth too old? The impact of geochronology on cosmology, 1929–1952. Geol. Soc. Lond. Spec. Publ. 190:157–175. Catley, K. M., and L. R. Novick. 2009. Digging deep: exploring college students’ knowledge of macroevolutionary time. J. Res. Sci. Teach. 46:311– 332. Darwin, C. 1859. The origin of species. John Murray Publishers, London. DeYoung, D. B., J. Baumgardner, D. R. Humphreys, A. Snelling, S. A. Austin, E. F. Chaffin, S. W. Boyd, and L. Vardiman. 2005. Thousands, not billions: challenging an icon of evolution: questioning the age of the Earth. New Leaf Publishing Group, Green Forest, AR. Evans, E. M. 2001. Cognitive and contextual factors in the emergence of diverse belief systems: creation versus evolution. Cogn. Psychol. 42:217– 266. Gallup, Poll 1982. Evolution, Creationism, Intelligent Design. Available at: http://www.gallup.com/poll/21814/Evolution-Creationism-Intelligent- Design.aspx. Accessed December 7, 2009. Henry, J. 2003. An old age for the earth is the heart of evolution. Creation Res. Soc. Q. 40:164–172. Hillis, D. M. 2007. Making evolution relevant and exciting to biology students. Evolution 61:1261–1264. Hofstadter, D. R. 1996. Metamagical themas: questing for the essence of mind and pattern. illustrated ed. Basic Books. Web, New York. Humphreys, D. R. 1999. Evidence for a young world. Creation Matters 4:1–4. Humphreys, D. R., S. A. Austin, J. R. Baumgardner, and A. A. Snelling. 2004. Helium diffusion age of 6,000 years supports accelerated nuclear decay. Creation Res. Soc. Q. 41:1–16. James, P., and I. Clark. 2006. Overcoming geological misconceptions. Planet 17:10–13. Jensen, M. S., and F. N. Finley. 1995. Teaching evolution using historical arguments in a conceptual change strategy. Sci. Educ. 79:147–167. Kelemen, D. 2004. Are children “intuitive theists”? Reasoning about purpose and design in nature. Psychol. Sci. 15:295–301. OUTLOOK ON EVOLUTION AND SOCIETY Libarkin, J. C. 2006. College student conceptions of geological phenomena and their importance in classroom instruction. Planet 17:6–9. Libarkin, J. C., S. W. Anderson, J. Dahl, M. Beilfuss, W. Boone, and J. P. Kurdziel. 2005. Qualitative analysis of college students’ ideas about the earth: interviews and open-ended questionnaires. J. Geosci. Educ. 53:17–26. Lombrozo, T., A. Thanukos, and M. Weisberg. 2008. The importance of understanding the nature of science for accepting evolution. Evol. Educ. Outreach 1:290–298. Mayr, E. 1972. The nature of the Darwinian revolution. Science 176:981–989. Moore, R., and S. Cotner. 2009. The creationist down the hall: does it matter when teachers teach creationism? BioScience 59:429–435. Moore, R., S. Cotner, and A. Bates. 2009a. The influence of religion and high school biology courses on students’ knowledge of evolution when they enter college. J. Excellent Teach. (Special Issue on Evolution Education), 9:3–11. Moore, R., M. D. Decker, and S. Cotner. 2009b. No prospect of an end: a chronology of the evolution-creationism controversy. Greenwood Press, Westport, CT. Newport, F. 2006. Almost half of Americans believe humans did not evolve. Available at: http://www.gallup.com/poll/23200/Almost-Half- Americans-Believe-Humans-Did-Evolve.aspx. Accessed December 7, 2009. ———. 2008. Republicans, democrats differ on creationism. Available at: http://www.gallup.com/poll/108226/Republicans-Democrats-Differ- Creationism.aspx. Accessed December 7, 2009. ———. 2009. On Darwin’s birthday, only 4 in 10 believe in evolution. Retrieved May 3, 2009, from http://www.gallup.com/poll/ 114544/Darwin_Believe-Evolution.aspx Petcovic, H. L., and R. J. Ruhf. 2008. Geoscience conceptual knowledge of preservice elementary teachers: results from the geoscience concept inventory. J. Geosci. Educ. 56:251–260. Rutledge, M. L., and M. A. Warden. 2000. Evolutionary theory, the nature of science and high school biology teachers: critical relationships. Am. Biol. Teacher 62:23–31. Rutledge, M. L., and K. C. Sadler. 2007. Reliability of the Measure of Acceptance of the Theory of Evolution (MATE) instrument with university students. Am. Biol. Teacher 69:332–335. Sinatra, G. M., S. K. Brem, and E. M. Evans. 2008. Changing minds? Implications of conceptual change for teaching and learning about biological evolution. Evol. Educ. Outreach 1:189–195. Trend, R. D. 2002. Developing the concept of deep time. Pp. 187–201 in V. J. Mayer, ed. Global science literacy. Springer, New York. Truscott, J. B., A. Boyle, S. Burkill, J. Libarkin, and J. Lonsdale. 2006. The concept of time: can it be fully realised and taught? Planet 17:21–23. Associate Editor: T. Meagher Appendix I KNOWLEDGE OF EVOLUTION EXAM (KEE) (1) Which of the following support the theory of evolution? A. artificial selection (also known as selective breeding), an analogue of natural selection B. comparative biochemistry, where similarities and differences of DNA among species can be quantified C. vestigial structures that serve no apparent purpose D. comparative embryology, where the evolutionary history of similar structures can often be traced EVOLUTION MARCH 2010 863
OUTLOOK ON EVOLUTION AND SOCIETY E. all of the above provide evidence to support the theory of evolution (2) Resistance to a wide variety of insecticides has recently evolved in many species of insects. Why? A. mutations are on the rise B. humans are altering the environments of these organisms, and the organisms are evolving by natural selection C. no new species are evolving, just resistant strains or varieties. This is not evolution by natural selection D. humans have better health practices, so these organisms are trying to keep up E. insects are smarter than humans (3) Which of the following is the most fit in an evolutionary sense? A. a lion who is successful at capturing prey but has no cubs B. a lion who has many cubs, eight of which live to adulthood C. a lion who overcomes a disease and lives to have three cubs D. a lion who cares for his cubs, two of whom live to adulthood E. a lion who has a harem of many lionesses and one cub (4) How might a biologist explain why a species of birds has evolved a larger beak size? A. large beak size occurred as a result of mutation in each member of the population B. the ancestors of this bird species encountered a tree with larger than average sized seeds. They needed to develop larger beaks to eat the larger seeds, and over time, they adapted to meet this need C. some members of the ancestral population had larger beaks than others. If larger beak size was advantageous, they would be more likely to survive and reproduce. As such, large beaked birds increased in frequency relative to small beaked birds D. the ancestors of this bird species encountered a tree with larger than average sized seeds. They discovered that by stretching their beaks, the beaks would get longer, and this increase was passed on to their offspring. Over time, the bird beaks became larger E. none of the above (5) Which of the following statements about natural selection is true? A. natural selection causes variation to arise within a population B. natural selection leads to increase likelihood of survival for certain individuals based on variation. The variation comes from outside the population C. all individuals within a population have an equal chance of survival and reproduction. Survival is based on choice 864 EVOLUTION MARCH 2010 D. natural selection results in those individuals within a population who are best-adapted surviving and producing more offspring E. natural selection leads to extinction (6) All organisms share the same genetic code. This commonality is evidence that A. evolution is occurring now B. convergent evolution has occurred C. evolution occurs gradually D. all organisms are descended from a common ancestor E. life began millions of years ago (7) Which of the following statements regarding evolution by natural selection is FALSE? A. natural selection acts on individuals B. natural selection is a random process C. very small selective advantages can produce large effects through time D. natural selection can result in the elimination of certain alleles from a population’s gene pool E. mutations are important as the ultimate source of genetic variability upon which natural selection can act (8) A change in the genetic makeup of a population of organisms through time is A. adaptive radiation B. biological evolution C. LaMarckian evolution D. natural selection E. genetic recombination (9) Which of the following is the ultimate source of new variation in natural populations? A. recombination B. mutation C. hybridization D. gene flow E. natural selection (10) Which of the following best describes the relationship between evolution and natural selection? A. natural selection is one mechanism that can result in the process of evolution B. natural selection produces small-scale changes in populations, whereas evolution produces large-scale ones C. natural selection is a random process whereas evolution proceeds toward a specific goal D. natural selection is differential survival of populations or groups, resulting in the evolution of individual organisms E. they are equivalent terms describing the same process
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ECOLOGY, BEHAVIOR & CONSERVATION OF
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discomfort without proper protectio
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ABOUT BELIZE Research Site: The pro
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FIELD TRAINING AND ASSIGNMENTS Duri
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ENVIRONMENTAL CONDITIONS SBCRC is s
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HEALTH INFORMATION Routine Immuniza
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• Consult the CDC for immunizatio
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Oil or oil-based repellant (e.g. ol
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Ecology, Behavior, and Conservation
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MINIMUM / MAXIMUM CLASS SIZE: 6-24
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COURSE FEE & ADDITIONAL INFORMATION
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Ecology, Behavior & Conservation of
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2012 Field Course Policy & Liabilit
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2012 Field Course Policy & Liabilit
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FIELD JOURNALS You are required to
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OUR INVESTIGATION Figure 2. G. crut
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OUR INVESTIGATION Introduction The
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OUR INVESTIGATION Introduction On a
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Method We selected a patch reef loc
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OUR INVESTIGATION Introduction We f
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OUR RESEARCH FINDINGS Introduction
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area on the north part of the islan
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Introduction Our Investigation Befo
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Introduction Sea stars have long be
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INVESTIGATION Introduction Retracti
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Introduction Shells serve as a limi
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Introduction Lunar reproductive rhy
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TRIP SUMMARY SHEET (page 1) Day of
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RECORD OF EFFORT DATA SHEET Event (
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MANATEE SIGHTINGS AND SCANS Page 2
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MANATEE SIGHTINGS AND SCANS Page 4
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Date: Page 2 of ____ Sight/Scan Rec
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Sighting Log Continued from Page 1
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2010 VT: Scholar, BANNER, Safe Zone
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presentation to Horn Point Environm
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• Developed and managed education
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LaCommare, Katherine S. November 20
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• Comparative Vertebrate Anatomy,
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B. Ouranos, C. Bursey, and H. Kalb.
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2006. Holy Redeemer Day Camp. Conta
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18 NEWS AND VIEWS By 1995, in respo
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4842 J. M. BLUMENTHAL ET AL. are co
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4844 J. M. BLUMENTHAL ET AL. templa
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4850 J. M. BLUMENTHAL ET AL. mixed
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4852 J. M. BLUMENTHAL ET AL. Formia
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The Elusive Manatee -- An ethologic
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during the summer months while othe
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polyandrous - often mating with sev
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in the summer. Chessie, a male Flor
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ecords indicate that manatees have
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Florida manatee. National Biologica
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parturition: the action or process
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Manatees on the Belize Barrier Reef
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(a) (b) Manatees on the Belize Barr
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direction, and (e) when ‘travelli
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Season signi cantly aVected mean se
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male travelled at least as far as B
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55. Ontario Fisheries Research Labo
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NEWS OF THE WEEK MEETINGBRIEFS>> 10
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Functional Ecology 2008, 22, 284-28
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286 S. R. Noren Fig. 3. Swimming ki
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288 S. R. Noren Kelly, H.R. (1959)
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630 MARINE MAMMAL SCIENCE, VOL. 23,
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104 MARINE MAMMAL SCIENCE, VOL. 15.
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114 MARINE MAMMAL SCIENCE. VOL. 15.
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118 MARINE MAMMAL SCIENCE. VOL. 15.
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36 LaCommare et al. to the Drowned
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38 LaCommare et al. Figure 2. Map o
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40 LaCommare et al. points was 0.31
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42 LaCommare et al. may even provid
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172 NOTES Caribbean Journal of Scie
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174 FIG. 1. Drowned Cayes study are
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176 severe event occurred in 1998 (
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Intraspecific and geographic variat
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III. RESULTS Manatees in Florida an
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Genetica (2011) 139:833-842 DOI 10.
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Genetica (2011) 139:833-842 835 dur
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Genetica (2011) 139:833-842 837 Tab
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Genetica (2011) 139:833-842 839 Man
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Genetica (2011) 139:833-842 841 edu
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Fish Sci (2011) 77:795-798 DOI 10.1
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Fish Sci (2011) 77:795-798 797 was
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Low genetic variation and evidence
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Reduced Belize manatee dispersal an
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and respond to human encounters by
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tourist vessels are present, and th
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that approach behaviour may be habi
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to structure almost completely the
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MARINE MAMMAL SCIENCE, 27(3): 606-6
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Journal of Zoology The lesser of tw
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E. M. Arraut et al. & Sparks, 1989)
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E. M. Arraut et al. Frequent cloud
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E. M. Arraut et al. rising-water we
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E. M. Arraut et al. (Link, 1795) an
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The Journal of Experimental Biology
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Fig. 1. Rescue locations of manatee
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The present study is the first to c
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Bearhop, S., Waldron, S., Votier, S
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Table 1. Results from the GLM relat
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28
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Figure 1. Map of the Drowned Cayes
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Figure 3. Histogram of number of ma
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a. b. c. Power Power Power 100 80 6
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