http://www.merlot.org:80/merlot/ A search of MERLOT materials Copyright 1997-2013 MERLOT. All rights reserved. Thu, 23 May 2013 12:30:42 PDT Thu, 23 May 2013 12:30:42 PDT http://www.merlot.org:80/merlot/images/merlot.gif http://www.merlot.org:80/merlot/ 44 34 http://www.merlot.org/merlot/viewMaterial.htm?id=90727 This interactive site allows participants to learn about skeletal anatomy by viewing the bones of a human, chimpanzee, and baboon. Users select a bone from the list of four bone types on the skeletal image, and launch the bone viewer. A detailed look at each bone from six viewing angle options is provided along with the option to select another bone or make a comparison with another species (chimpanzee or baboon). The Comparative Anatomy section enables users to make direct comparisons of bones. The material is appropriate for science teacher education as it illustrates how careful observation leads one to wonder about the dizzying beauty of a planet that works by bringing us one different creature after another. http://www.merlot.org/merlot/viewMaterial.htm?id=83572 Students play the role of predators on moths on a tree trunk. Then, they play the role of biologist, analyzing the changing gene frequencies of the moth population and determining if the population evolved over three generations. Students will: 1) collect data by eating moths; 2) calculate gene frequencies for each phenotype over three generations; 3) interpret graphs of data their data to determine if microevolution occurred; and 4) explain how selection acts on populations.To view a video of the award winning author, go to View Connecting Concepts - Biology Award Winner 2008 video The authors also participated in the MERLOT Classics Series on Elluminate: " target=״_blank״>https://sas.elluminate.com/site/external/jwsdetect/playback.jnlp?psid=2010-03-31.1707.M.9E9FE58134BE68C3B413F24B3586CF.vcr http://www.merlot.org/merlot/viewMaterial.htm?id=91119 Protein Explorer provides a user interface to the Chime plugin allowing easy manipulation and viewing of PDB structure files. Includes most RasMol commands and has a command line, but has buttons and menus for many useful commands. Includes a comparator funciton that allows comparisons between two structures, molecules in the structure can be selected in a sequence window and there is a non-covalent bond finder function. http://www.merlot.org/merlot/viewMaterial.htm?id=83569 This tutorial/simulation consists of three topics. In topic 1, students follow Darwin on a virtual field trip around the world in order to debunk three common misconceptions about natural selection. Students will: 1) complete interactive explorations of each misconception and explain that: a) fitness involves survival and reproduction, not just survival, b) selection is not random, and c) populations, not individuals, evolve; and 2) construct a definition of natural selection. In topic 2, Students play an interactive game, “Fitness Fever” to learn the underlying genetic variation that natural selection acts upon. Students will: 1) learn about three single-locus traits known to be acted on by natural selection in animals, plants and bacteria; 2) rate the fitness of genotypes given an environmental context; and 3) select changes that enhance fitness of an organism. In topic 3, students play the role of predators on moths on a tree trunk. Then, they play the role of biologist, analyzing the changing gene frequencies of the moth population and determining if the population evolved over three generations. Students will: 1) collect data by “eating” moths; 2) calculate gene frequencies for each phenotype over three generations; 3) interpret graphs of data their data to determine if microevolution occurred; and 4) explain how selection acts on populations. http://www.merlot.org/merlot/viewMaterial.htm?id=87805 A large collection of small java simulations that illustrate various aspects of evolution. Topics covered include statistics, selection, mutation, gene flow, genetics, reproduction, genetic drift, adaptation, speciation, extinction, phylogenetics and sexual selection. http://www.merlot.org/merlot/viewMaterial.htm?id=83573 This tutorial/simulation consists of three topics. In topic 1, students look at 5 frog populations to decide whether they should be considered separate species using criteria of three of the species concepts: biological, morphological, and phylogenetic. Students will: 1) describe why species are continuous over time and space; 2) review definitions of three species concepts with strengths and weaknesses of each; 3) analyze traits to sort populations into species based on 3 species concepts; and 4) gain familiarity with: 3 species concepts, phylogenetic trees, and reproductive isolation. In topic 2, students will think about speciation events at several points along the phylogeny of the plant genus Fuchsia. Students decide whether vicariance, dispersal, or both are plausible explanations for past and current distributions. Students will: 1) interpret phylogenies and geographical distributions to determine speciation patterns; 2) integrate understandings of continental drift with speciation; 3) analyze hypotheses as they seek to explain patterns of speciation; and 4) become familiar with the terms: allopatry, sympatry, adaptive radiation, gene flow, vicariance, and polyploidy. In topic 3, students look at speciation case studies. They are asked to think critically about evidence they collect to answer questions within the following contexts:Mosquito case: Does the evidence support separating one species into more than one species?Panther case: Does the evidence show that the FL panther is unique enough to conserve? (also useful for conservation lessons). Students will: 1) interpret real data on Anopheles quadrimaculatus species complex and the Florida panther, including morphological traits, haplotypes, population histories, ecology, molecular phylogenies, hybridization, and geographic distributions; 2) define species in real life situations; and 3) make a conservation decision based on concepts in species and speciation. http://www.merlot.org/merlot/viewMaterial.htm?id=90089 On two hypothetical islands, students manipulate various parameters of a bird species, such as variability, heritability, and beak size, and various parameters of the environment such as precipitation and island size. Once the student indicates the value for each of these variables, the program then shows the effects of these parameters on the evolution of bird beak morphology in the hypothetical bird populations over 100, 200, or 300 years. http://www.merlot.org/merlot/viewMaterial.htm?id=91366 Students use DNA sequences from Human, Neanderthal, Chimpanzee, Gorrilla and Orangutan mitochondrial D-loop to perform a sequence alignment and develop a phylogenetic tree. Links are also available to other taxonomic databases. http://www.merlot.org/merlot/viewMaterial.htm?id=83571 Students play an interactive game, Fitness Fever to learn the underlying genetic variation that natural selection acts upon. Students will: 1) learn about three single-locus traits known to be acted on by natural selection in animals, plants and bacteria; 2) rate the fitness of genotypes given an environmental context; and 3) select changes that enhance fitness of an organism. http://www.merlot.org/merlot/viewMaterial.htm?id=83574 Students look at 5 frog populations to decide whether they should be considered separate species using criteria of three of the species concepts: biological, morphological, and phylogenetic. Students will: 1) describe why species are continuous over time and space; 2) review definitions of three species concepts with strengths and weaknesses of each; 3) analyze traits to sort populations into species based on 3 species concepts; and 4) gain familiarity with: 3 species concepts, phylogenetic trees, and reproductive isolation.