Neuroscience Ph.D.
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Passionate about science education and outreach; enjoys a great discussion about the intersection of science and everyday life
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Currently a biomedical researcher at a Harvard University hospital
- Areas of expertise: endocrinology, appetite and metabolism, neuroscience, biochemistry, molecular biology
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Areas of interest: science and art, science and society, science policy, books/films/music, reading great magazines, travel, learning new things and sparking new ideas, gardening/nature
*** All Content Copyright Aliquot - do not reproduce without express permission ***
Well, its been a bit of a hiatus for Aliquot. This has been a typical summer for an academic scientist – conferences, grant writing, students to mentor…and a bit of vacation for myself. I’m happy to be back on OS this week, catching up with the reading of some of my favorite bloggers.
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Recently, I visited an old high school buddy in Florida. We had long discussions over beers, catching up, reminiscing…and for 30 minutes I listened, horrified, as he explained to me his theory of how humans arrived on Earth. It wasn’t via the Big Bang up through Evolution (the fact-based science story that I embrace), nor was it the 7-day creation story from the Bible. My friend believes the Sumerians correctly predicted that humans were brought to Earth by an Alien life form.
After a week spent in Florida, this story didn’t seem so odd. I visited a town where the ‘science’ (read: pseudoscience) of ghost-hunting is a popular attraction (St. Augustine), and another town where the ‘science’ of psychics and mediums is the town’s theme (as well as their bread and butter; this was Cassadaga). But nonetheless, I was concerned about my friend’s troubling narrative for the natural history of Earth. We had a spirited debate, and I truly appreciate his curiousity and open-mindedness…but I am determined to woo him with facts and the amazement of scientific discoveries.
Instead of constructing a link-laden email to send to just him, I thought I’d share my findings here as well, in the hopes that some of you may also have dear old friends in need of a science hand-out (or a science hug…whichever you prefer).
Initially, I tried to explain evolution to my friend in terms of the many lines of evidence supporting it: comparative embryology, the fossil record, the many findings of Darwin and the even greater number of findings since the discovery of DNA and genetics…but a bar stool discussion of science makes it tough to convey these topics, so I’m now leaning on these great web resources as a source of reputable, trustworthy, fact-based science.
While I can’t defend well-respected sources of information such as these to the many people who are immediately skeptical of any academic or government sponsored research, I hope that after gaining a basic understanding of concepts, an armchair scientist could track down the primary sources and gain a fairly complete understanding of why The Big Bang has been elevated to the science gold-standard of ‘Theory’ and is widely accepted throughout all areas of science. I also can’t defend well-respected websites as better sources of information, when the great democratization of information on the web has lead many pseudoscience websites to be top Google hits alongside these science-based sites…I can only hope that over time the public learns to recognize poor web resources and can separate the wheat from the chaff.
THE PAST 2.5mil YEARS OF HUMAN EVOLUTION
NPR has a great Science site, part of which is about human evolution. Humans since homo hominus (the handyman, or first human to use tools) have spent about 2.5million years evolving, and we are constantly discovering the missing links to our own human history. Just recently, early human remains were discovered adding to our knowledge of human evolution.
“In 2009, Science celebrated the 150th anniversary of the publication of Charles Darwin's On the Origin of Species and the 200th anniversary of the author's birth with a variety of news features, scientific reviews and other special content, all collected here.”
It’s interesting that of the multitude of science controversies in the public realm, climate science seems to be able to better cross the science-religion divide than say, evolution, stem cell research, or drug testing on animals. Although there are many reputable scientists who embrace both the scientific theory of evolution, and their own religious beliefs, it seems difficult for the public to make this reconciliation.
My hope is that continued discussions between scientists and their non-scientist friends, availability and growing popularity of well-curated scientific (free!) web resources, and attention to the scientific education of the next generations, we can reach a period of history when science is debated on the merits of individual ideas and findings, and not whether a vast conspiracy theory can discredit centuries of sound scientific concensus.
As a disclaimer, I had a wonderful time in Florida. St. Augustine is a gorgeous town full of history and culture, on the scenic Northeast coast. I also spent time driving through Ocala National Forest and swam in the Ponce de Leon springs (one of two sites, the other in St. Augustine, thought to be de Leon’s fountain of youth…this post is too short for me to get into the pseudoscience of THAT one!). I saw my first gator (and tasted my first gator, too), and learned to embrace stifling heat and humidity (it translates into more swimming time). Florida is an enigma, and it is definitely worth a visit.
In preparation for Charles Darwin’s upcoming 200th birthday, the editors of Nature compiled a selection of especially elegant and enlightening examples of evolution.
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They describe it as a resource "for those wishing to spread awareness of evidence for evolution by natural selection." Given the continuing battles over evolution in America’s public schools — and, for that matter, the Islamic world — such a resource is most welcome.
However, I’d like to suggest another way of looking at the findings below, which range from the moray eel’s remarkable second jaw to the unexpected plumage of dinosaurs. They are, quite simply, wondrous — glimpses through an evolutionary frame of life’s incredible narrative, expanding to fill every possible nook and cranny of Earth’s biosphere.
After all, it’s hard to stir passion about the scientific validity of evolution without first captivating minds and imaginations. And this is a fine place to start.
Almost, But Not Quite, a Whale. The fossil record suggests that whales evolved on land, and intermediate species have been identified. But what of their last terrestrial ancestor? In 2007, researchers showed that Indohyus — a 50 million-year-old, dog-sized member of the extinct raoellidae ungulate family — had ears, teeth and bones that resembled whales, not other raoellids.
Out of the Soup. Whales represented a mammalian return to the water, but an even more extraordinary transition was made by the first creature to venture onto land — and that was made possible by Tiktaalik, discovered in 2004 on Ellesmere Island. Tiktaalik had a flexible neck and limb-like fins suitable for shallow waters, and, before long, land.
Dinosaurs of a Feather. Archaeopteryx, found in 1861, was long thought to be the first bird. Then it was recognized as something closer to a dinosaur with feathers — but still unique for that. In the 1980’s, however, paleontologists digging in deposits more than 65 million years old in northern China found feathered dinosaurs which very definitely did not fly. Some dinosaurs, it appeared, may have looked far different from our traditional conception — and feathers may first have served an insulating or aesthetic, rather than aerodynamic, purpose. Image: Zhao Chuang & Xing Lida / Nature
A Toothy Finding. In 2007, University of Helsinki evolutionary biologist Kathryn Kavanagh showed that molars emerge from front to back, with each tooth smaller than its precedent. Fodder for geeked-out dentists? Far from it: Her model predicted tooth development of rodents with different diets — a perfect confluence of a small mechanical observation and observed evolutionary trajectories.
Image: Kathryn Kavanagh / Nature
The Beginnings of Bones. Neural crest cells originate in the spinal cord before diffusing through our developing bodies, forming face and neck bones as well as sense organs and skin. The fossil record, nearly bereft of embryos, provides little direct insight into these critically important stages. But technologies that let researchers track cells during embryo development finally allowed them to watch the neural crest’s development, culminating in the attachment of head to the body at its front, while the back attachment springs from the mesoderm tissue layer. With that established, scientists can decipher shared evolutionary histories from muscle attachments: the cleithrum, for example, a bony girdle found in fishes, lives on in humans as the shoulder blade. Image: Wolfson Institute for Biomedical Research / Nature
Natural Selection in Speciation. That differing selection pressures will cleave one species into two is a simple principle expressed in complex ways. One of these is reproductive isolation — when, for example, one species of stickleback fish live in freshwater streams, and the other goes to sea. Scientists found that stream-bound sticklebacks prefer larger mates, and genetic analysis confirmed that their populations are indeed diverging.
Lizard Games. Take an island in the Bahamas, add a predatory lizard called Leiocephalus carinatus, and the results are immediate. Males among the lizard’s favorite prey, Anolis sagrei, soon became longer-legged, so as to better flee after drawing predatory attention during mating displays. In contrast, more sedentary females became larger, making them harder to ingest — a neat display of sex-specific selection pressures.
Image: WikiMedia Commons
An Evolutionary Arms Race, Frozen in Time. Predator and prey evolve together; the adaptations of one driving adaptations in the other. But how can one study this over time, in detail? Biologists from Belgium’s Catholic University of Leuven used water fleas and parasitic mites that had been preserved in the mud of a lake’s bottom. The sediments were precisely dated and their inhabitants revived, allowing researchers to mix species from different eras and directly measure their developing capacity for infection and escape.
Gene Flow, With Purpose. If dispersed by random animal migration, genes flowing across a region ought to dilute local pockets of genetic adaptation. But migration isn’t as random as it seems: As seen in a population of great tits (the bird!) tracked in Oxfordshire, England since 1970, genes flow along channels of opportunity. Individual birds picking nesting spots best-suited to their particular traits, producing local adaptations in tiny parts of the same small forest. (These birds, incidentally, belonged to the same population that have shifted breeding times to match a changing climate.)
Image: University of Oxford / Science
Selection Finds Its Own Level. Since natural selection favors traits that increase fitness, it seems that populations should eventually become genetically homogeneous. But evolution isn’t so one-dimensional: When researchers adjusted the color frequencies of wild guppy populations in Trinidad, they found that unusual variants — regardless of color — had higher survival rates. This is called frequency-dependent survival: selection favoring the rare and disfavoring the common, preventing a long-term homogeneity that — no matter how beneficial in the short term — might someday prove disastrous.
Making Do. Though so often elegant, evolution can also be jury-rigged and provisional. Witness the Moray eel, whose body is so long and narrow that — unlike other fish — the suction created when it opens its mouth is too weak to catch prey. The solution: a second set of jaws and teeth that sprout from the skeleton around its gills. It’s not pretty, but it works.
The Genes of the Finches. The Galapagos finches whose beak adaptations were described by Darwin — and later tracked, over decades, by Peter and Rosemary Grant — are poster animals for evolution. In 2006, researchers found a genetic unit underlying their oft-described progress: calmodulin, whose expression during embryonic development changes beak shape.
This is something I know something about. In fact, I am the expert.
I taught biology for years at an inner-city community college, and I taught for years at an inner-city university. I have also taught for two years in Ghana and a year in Ethiopia. I have taught evolution to THOUSANDS of students who have a strong Christian identity. And you know something? It has never been a problem. The fact that it is a problem for other people makes me wonder about the kind of people we're getting up there in front of the classroom.
We live in an era in which the prevailing paradigm in higher education is that teaching college or university is like working at McDonald's: it's something any dolt can do about as well as any other, provided he or she is sufficiently micromanaged and controlled by technology. I don't need a whole lot of expensive educational technology to do my job, and I sure as Hell don't need "teacher training." If the powers that be really wanted to help me do my job, they could give me the same pay and benefits the custodians get. And if that's too much trouble, they could just get off my back and let me do my job the way I know it should be done.
I have a colleague who tells students they should believe in evolution because it is a "scientific theory." I might regard that as merely silly, but in an era in which the scientific method is being prostituted to get us all addicted to as many different kinds of drugs as possible, that kind of argument strikes me as more sinister than silly.
Patrick, you raise some interesting points. First of all, as a scientist who does not always have the opportunity to work and teach in the situations you have - THANK YOU for your service.
I do believe that teacher-training is important, especially in the sciences. Science is a process, not a textbook list of facts to be memorized, therefore the best teachers employ a hands-on approach to get students involved in the process, which is the best way to learn. And it takes training and practice to do this well - as I've witnessed first hand, and countless academic studies have confirmed. After an understanding and appreciation of the process of science is obtained, only then can students believe that evolution is trustworthy because it has obtained the status of a 'scientific theory'. The words alone do not hold enough power to convince. (and as a side-note, your opinion that the scientific method has been used for sinister ends, does not mean it should be disregarded)
Another interesting point you raise is the fact that you have not had a problem teaching evolution from the scientific perspective - I am really happy and relieved to hear this. Its difficult for scientists to know how prevalent the resistance to these ideas are in public schools (or in adult populations). I've never come across students who resist these ideas; in my experience its mainly been adults who feel this way . I think part of the issue is teaching these scientific methods and ideas to students before they have been indoctrinated with other beliefs that are anti-science. Another key is the willingness to learn. My buddy in Florida is completely open to learning about the topics I posted above - and this natural curiosity should only benefit him in the end....he'll find the right answer through reading and thinking critically.
So glad you're back! Thanks for a great evolutionary reference!
One of my children is named for the Laetoli site--3.5MYA hominid footprints. It's always interesting to watch people's faces after they ask me to explain her unusual name.
Also, this is one of my very favorite human evolution sites. It's absolutely elegant.
Wonderful post. Glad to find the anthropologist's section of OS. Do have a question I will send you in pm. Odd, I was just today wishing that I had someone in the field to query!
One more point: the key to effective communication is show, don't tell. I just finished up a stint teaching at Haramaya University in Ethiopia, where I taught the course in Vertebrate Zoology. There are so many amazing fossils that have been discovered in the past thirty years (i.e., since I took Vertebrate Zoology). I draw them on the board and have the students draw them and they can see for themselves how the stem-group gnathostomes gradually come to look more and more like fish, the stem-group tetrapods gradually come to look more and more like tetrapods, the stem-groups frogs gradually come to look more and more like frogs, etc. and let them come to their own conclusions.
Comments
Isn't it funny how the minds of old friends have a tendency to diverge?
The Sumerians also predicted the existence of Darwin, if I recall...
Wink (in return)
I taught biology for years at an inner-city community college, and I taught for years at an inner-city university. I have also taught for two years in Ghana and a year in Ethiopia. I have taught evolution to THOUSANDS of students who have a strong Christian identity. And you know something? It has never been a problem. The fact that it is a problem for other people makes me wonder about the kind of people we're getting up there in front of the classroom.
We live in an era in which the prevailing paradigm in higher education is that teaching college or university is like working at McDonald's: it's something any dolt can do about as well as any other, provided he or she is sufficiently micromanaged and controlled by technology. I don't need a whole lot of expensive educational technology to do my job, and I sure as Hell don't need "teacher training." If the powers that be really wanted to help me do my job, they could give me the same pay and benefits the custodians get. And if that's too much trouble, they could just get off my back and let me do my job the way I know it should be done.
I do believe that teacher-training is important, especially in the sciences. Science is a process, not a textbook list of facts to be memorized, therefore the best teachers employ a hands-on approach to get students involved in the process, which is the best way to learn. And it takes training and practice to do this well - as I've witnessed first hand, and countless academic studies have confirmed. After an understanding and appreciation of the process of science is obtained, only then can students believe that evolution is trustworthy because it has obtained the status of a 'scientific theory'. The words alone do not hold enough power to convince. (and as a side-note, your opinion that the scientific method has been used for sinister ends, does not mean it should be disregarded)
Another interesting point you raise is the fact that you have not had a problem teaching evolution from the scientific perspective - I am really happy and relieved to hear this. Its difficult for scientists to know how prevalent the resistance to these ideas are in public schools (or in adult populations). I've never come across students who resist these ideas; in my experience its mainly been adults who feel this way . I think part of the issue is teaching these scientific methods and ideas to students before they have been indoctrinated with other beliefs that are anti-science. Another key is the willingness to learn. My buddy in Florida is completely open to learning about the topics I posted above - and this natural curiosity should only benefit him in the end....he'll find the right answer through reading and thinking critically.
One of my children is named for the Laetoli site--3.5MYA hominid footprints. It's always interesting to watch people's faces after they ask me to explain her unusual name.
Also, this is one of my very favorite human evolution sites. It's absolutely elegant.
Glad to find the anthropologist's section of OS. Do have a question I will send you in pm. Odd, I was just today wishing that I had someone in the field to query!
One more point: the key to effective communication is show, don't tell. I just finished up a stint teaching at Haramaya University in Ethiopia, where I taught the course in Vertebrate Zoology. There are so many amazing fossils that have been discovered in the past thirty years (i.e., since I took Vertebrate Zoology). I draw them on the board and have the students draw them and they can see for themselves how the stem-group gnathostomes gradually come to look more and more like fish, the stem-group tetrapods gradually come to look more and more like tetrapods, the stem-groups frogs gradually come to look more and more like frogs, etc. and let them come to their own conclusions.