Tempo and Mode of Genome Evolution 50 000 Generation
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Tempo and Mode of Genome Evolution 50 000 Generation
Evolution of Man Discussion
I’m working on a biology discussion question and need an explanation to help me study.
Consider why Darwin waited over twenty years from his seminal trip on the HMS Beagle to publish his theory. One of the topics to consider is Darwin’s feelings for his wife, who was a very religious woman, and the impact that the theory of natural selection and evolution had on those who considered the theory of special creation to be absolute truth.
Tempo and Mode of Genome Evolution 50 000 Generation Experiment Discussion
This forum is for students that will be summarizing the Taillon et al. 2016 paper.
To get full participation credit, you must post at least once and respond to at least 2 posts from your classmates.
Here’s response 1 Wendy Yang
Confusion with tree diagram
COLLAPSE
I’m confused about the numbers of the phylogenetic tree. What does the numbers represent? On the red panda branch there shows +779/-4693, what does the numbers mean.
I found that it was interesting was that both red pandas and great pandas developed pseudothumbs. Changes to the DYNC2H1 and PCNT resulted in alternation in limb development. Since both species almost exclusively consume bambooa thumb would greatly help them grasp on to the food; but why can’t this be a case of a hitchhiking gene? I know the development for a taste for bamboo was not because an ancestor of great panda did partially consume plants (e.g Ailuropoda Microta) which had a broader diet then the modern panda. They had cuspy teeth (which helps break down plant material). Is it not possible for the pseudothumb gene to be connected to eating bamboo? In addition, which evolved first the umami taste receptor or the the pseudotumb?
Erica Reven
Pseudogenes
COLLAPSE
I found it interesting that, unlike the other means of convergent evolution (amino acid sequence changes that resulted in more efficient genes), the genes for umami taste receptors, and 9 other shared genes, experienced deletions and insertions that resulted in them becoming pseudogenes. In my research of pseudogenes, I found that they are usually detrimental to the organism and selectively disadvantageous, but in the case of the pandas, their reliance on bamboo as their only source of nutrition makes these pseudogenes actually highly advantageous and necessary to their survival. I wonder if the different means by which the TAS1R1 gene became a pseudogene matters in analysis of convergent evolution. In the red panda, the gene experienced a deletion in the 6th exon, and in the giant panda, the gene experienced 3 insertion/deletion mutations in the 3rd and 6th exons. Does convergent evolution require that the process by which two species converge be similar?
RUBRIC
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Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
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30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
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15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
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10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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