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• The Evolution of Charles Darwin
• 1. Definitions of Evolution
• Evolution Resources from the National Academies

Development of novel chemical syntheses created new materials: dyes, fibers, polymers, plastics, etc. Planets, stars, moons identified. Galaxies and red shift discovered in 20th century. Big Bang theory supported by discovery of cosmic background radiation, inflation theory, high-energy particle collision expts. Attempts to explain increased rate of expansion of universe. Improvements in telescopes and spectrometers advance knowledge. Telescope confirms model.

Theory and observations agree. Plate tectonics; seismology used to get more accurate picture of interior structure of earth. Early atmosphere and conditions better understood. Great chain of being Aristotle again —all living things are immutable as they were created by God. Buffon—species not fixed.

Hutton—there is time for evolution. Lamarck—inheritance of acquired characteristics. Darwin—Origin of Species. Wallace—independent discovery of the Theory of Evolution. Dowling College is an independent, coeducational college of more than 7, students, approximately 3, of which are undergraduates.

Students in all majors complete a Core Curriculum to fulfill General Education requirements. Over 25 sections of NSC C are offered each year as the course is taken by virtually all Dowling undergraduates, and each section enrolls about 25 students. Most students in the course are non-science majors. Faculty teaching the interdisciplinary NSC Core courses come from a wide variety of disciplinary backgrounds and must meet the challenge of teaching subject matter that is not in their immediate area of expertise.

Most instructors use a traditional lecture approach with visuals, and most ask questions in a Socratic style to foster discussion and motivate student thinking. Although the course does not have a separately scheduled laboratory, most faculty include laboratories, demonstrations, and collection and analysis of data.

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A library research writing assignment is required of all students. A composite sample syllabus that lists NSC C course topics as well as suggested laboratories and demonstrations is available in the supplementary materials. A main objective is to impart an integrated overview of science and the concept of evolution. To achieve this integrated picture, principles of the philosophy of science are first discussed in general terms, and then are illustrated with reference to specific theories that form our contemporary view of how the world works. Likewise, when discussing specific scientific theories and how they have evolved, reference is made to the philosophical principles that were operative at the time.

This bi-directional reinforcement helps to instill both the scientific principles themselves and the methods by which they came about. The narrative that follows provides a condensed introduction to the course content, describing how the course explores the nature of science, the fundamental makeup of the universe, the way in which these fundamental parts are assembled into the totality of the universe, how life on Earth evolved and fits into the cosmic fabric, and how our ideas about the universe have evolved over time.

A more thorough treatment of the content knowledge can be found in the recommended texts. The grandest story of all encompasses the origin, makeup and evolution of our universe, which includes life. One subplot is a perfect complement to the overarching story—the way that scientists have come to know the universe in all its splendor and complexity.

At our college educators hotly debate how best to deliver general education; we believe that this course hits many of the right notes. It encompasses topics that speak to the fundamental reality of our existence.

Furthermore, it stresses the human endeavor of science. These are exactly the kinds of lessons that are important for every college student to embrace; that is, the universe is large, complex, marvelous, and often knowable. The course emphasizes what we know, how we learned it, and what is left unknown.

For students to grasp the concept that scientists have fundamentally explained processes that once seemed unknowable is among the most important messages of this course. Science is alive and dynamic and the universal unknown is the frontier to which scientists set sail as explorers. We argue that to know the universe, students should know its fundamental composition. In this unit, we break the universe into its fundamental building blocks.

First, we introduce the concept of the smallest piece of matter. But to do so, we do not simply make a list of fundamental particles. Rather, we explore the subplot of discovery. How did humans come to know of the fundamental parts of matter? Matter is not motionless, not frozen in space and time; it moves, sometimes dramatically.

1. Definitions of Evolution

So next, we discuss the three laws that govern the motion of matter, courtesy of Isaac Newton. As such, we spend several lectures on the four fundamental forces, paying particular attention to gravity and electromagnetism. These two forces, along with the strong nuclear force, are essential for understanding the next unit, which covers in part, the life and death of stars. No discussion of the universe can be complete without some understanding of both laws.

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5. Ostriches, emus, moas, and other flightless birds of the world evolved flightlessness separately..

The first law of thermodynamics is absolutely essential to make the following point: nothing in the universe is magical; that is, whenever an object emits or utilizes energy, that energy must come from somewhere. In the next unit, this fundamental concept is used to make an important point about stars—they die. The second law of thermodynamics is no less important.

It establishes a sequence of events: order goes to disorder, heat flows from hot to cold bodies, and energy goes from a concentrated form to a less-concentrated form with the release of heat. In other words, the second law dictates the arrow of time. The universe broken down into matter, force and time with a handful of laws that govern them. The answers to these questions are marvelous in their own right, but they are essential to understanding the origin of life itself, for it is in the forge of thermonuclear fusion that the elements of life were generated.

By detailing the processes of star birth and death, we construct a panoply of stars: main sequence stars from sun-sized yellow stars to blue giants , red giants, super red giants, white dwarfs, black dwarfs, neutron stars and black holes. As a case in point, we consider the ways that astronomers measure distances to stars. Triangulation, using trigonometric functions, to measure distance works well for stars nearby.

The nearest galaxy to us is Andromeda, 2.



Hubble helped us realize the immensity of the universe. Indeed, the arrangement of galaxies in the universe has a large-scale structure in which galaxies come in clusters and groupings. Using light spectroscopy the same technique is performed by students in lab , Hubble discovered that all galaxies are moving away from us; the farther away the faster they move Livio Hubble determined that only universal expansion could explain such a result!

For a second time, Hubble dramatically changed the way we view the universe. The universe is large infinite actually , and surprises seem to be the norm rather than the exception.

Creation vs Evolution in 12mins by Dr Kent Hovind

At this point in the class, we have established how stars form and die, how they are collected into galaxies, how the galaxies are arranged in space and how they are constantly zooming away from each other at an accelerating rate! Not bad for a unit in a general science class, but the story does not end here. No; remarkably, using particle accelerators, scientists have determined with great precision what the conditions of the universe were like in the first moments after the Big Bang.

The stunning energy and expansion of the early universe led to an important phenomenon for understanding the origin of life; that is, rapid expansion prevented the formation of heavier elements through fusion. The vast majority of matter in the universe is hydrogen, helium and lithium; everything else is rare. But hydrogen, helium and lithium simply will not suffice for life. To account for life, we need to explain the origin of heavier elements: nitrogen, oxygen, phosphorus and many others, but especially carbon. Moreover, we need to explain how they got to us here in our solar system.

We continue to take the wrong lesson from what we are now learning.

Evolution Resources from the National Academies

An astronaut who had taken a tethered spacewalk while on a Gemini flight was recently asked whether the experience had changed him. The ant, astronomically outnumbered by the grains of sand, overwhelmed by the size of the inhospitable desert, is nevertheless the greater marvel, by far. It is time to take stock of the discovery that life is the most complex thing we know of in the Universe, and, as such, most worthy of our admiration. Yes, the Universe dwarfs our world in size and immense power.

But the Universe of stars, galaxies, and vast gulfs of space is so very, very simple compared to us and our brethren life forms. If we could but learn to look at the Universe with eyes that are blind to power and size, but keen for subtlety and complexity, then our world would outshine a galaxy of stars. Indeed, we should marvel at the Universe for its majesty, but we must truly be in awe of its greatest achievement—life.

The first two items are concepts that directly relate to earlier discussions of the laws of thermodynamics. One should be careful to point out that these two items do not imply that life violates the second law of thermodynamics, but that living systems are open systems, can receive energy, and are thus free to experience localized increases in order. A bit more time is spent with item 3.

First, we survey the stunning diversity of life on the planet. Despite the complexity of life and its biochemistry, every element on the periodic table is not equally represented in the makeup of living organisms. Indeed, no element is more central to the understanding of life than carbon.

If there is such great complexity of shape and chemistry in living systems, then there had better be a flexible building block; the ultimate erector set if you will.