class: right, middle, bg_cherry # The Four Causes of
Adaptation
.pull-right[ .border[ We do not have knowledge of a thing until we have grasped its
why
, that is to say, its
cause
.] Aristotle,
_Physics: Book II_] .pull-bottom[Lucy E Delaney · MEEC, 2021] --- class: left, middle, bg_munich .pull-left[## Lucy Delaney
[<svg style="height:0.8em;top:.04em;position:relative;" viewBox="0 0 512 512"><path d="M502.3 190.8c3.9-3.1 9.7-.2 9.7 4.7V400c0 26.5-21.5 48-48 48H48c-26.5 0-48-21.5-48-48V195.6c0-5 5.7-7.8 9.7-4.7 22.4 17.4 52.1 39.5 154.1 113.6 21.1 15.4 56.7 47.8 92.2 47.6 35.7.3 72-32.8 92.3-47.6 102-74.1 131.6-96.3 154-113.7zM256 320c23.2.4 56.6-29.2 73.4-41.4 132.7-96.3 142.8-104.7 173.4-128.7 5.8-4.5 9.2-11.5 9.2-18.9v-19c0-26.5-21.5-48-48-48H48C21.5 64 0 85.5 0 112v19c0 7.4 3.4 14.3 9.2 18.9 30.6 23.9 40.7 32.4 173.4 128.7 16.8 12.2 50.2 41.8 73.4 41.4z"/></svg> ldelan5@uic.edu](mailto:ldelan5@uic.edu) [<svg style="height:0.8em;top:.04em;position:relative;" viewBox="0 0 512 512"><path d="M459.37 151.716c.325 4.548.325 9.097.325 13.645 0 138.72-105.583 298.558-298.558 298.558-59.452 0-114.68-17.219-161.137-47.106 8.447.974 16.568 1.299 25.34 1.299 49.055 0 94.213-16.568 130.274-44.832-46.132-.975-84.792-31.188-98.112-72.772 6.498.974 12.995 1.624 19.818 1.624 9.421 0 18.843-1.3 27.614-3.573-48.081-9.747-84.143-51.98-84.143-102.985v-1.299c13.969 7.797 30.214 12.67 47.431 13.319-28.264-18.843-46.781-51.005-46.781-87.391 0-19.492 5.197-37.36 14.294-52.954 51.655 63.675 129.3 105.258 216.365 109.807-1.624-7.797-2.599-15.918-2.599-24.04 0-57.828 46.782-104.934 104.934-104.934 30.213 0 57.502 12.67 76.67 33.137 23.715-4.548 46.456-13.32 66.599-25.34-7.798 24.366-24.366 44.833-46.132 57.827 21.117-2.273 41.584-8.122 60.426-16.243-14.292 20.791-32.161 39.308-52.628 54.253z"/></svg> @emergentlyLucy](https://twitter.com/emergentlyLucy) [<svg style="height:0.8em;top:.04em;position:relative;" viewBox="0 0 496 512"><path d="M165.9 397.4c0 2-2.3 3.6-5.2 3.6-3.3.3-5.6-1.3-5.6-3.6 0-2 2.3-3.6 5.2-3.6 3-.3 5.6 1.3 5.6 3.6zm-31.1-4.5c-.7 2 1.3 4.3 4.3 4.9 2.6 1 5.6 0 6.2-2s-1.3-4.3-4.3-5.2c-2.6-.7-5.5.3-6.2 2.3zm44.2-1.7c-2.9.7-4.9 2.6-4.6 4.9.3 2 2.9 3.3 5.9 2.6 2.9-.7 4.9-2.6 4.6-4.6-.3-1.9-3-3.2-5.9-2.9zM244.8 8C106.1 8 0 113.3 0 252c0 110.9 69.8 205.8 169.5 239.2 12.8 2.3 17.3-5.6 17.3-12.1 0-6.2-.3-40.4-.3-61.4 0 0-70 15-84.7-29.8 0 0-11.4-29.1-27.8-36.6 0 0-22.9-15.7 1.6-15.4 0 0 24.9 2 38.6 25.8 21.9 38.6 58.6 27.5 72.9 20.9 2.3-16 8.8-27.1 16-33.7-55.9-6.2-112.3-14.3-112.3-110.5 0-27.5 7.6-41.3 23.6-58.9-2.6-6.5-11.1-33.3 2.6-67.9 20.9-6.5 69 27 69 27 20-5.6 41.5-8.5 62.8-8.5s42.8 2.9 62.8 8.5c0 0 48.1-33.6 69-27 13.7 34.7 5.2 61.4 2.6 67.9 16 17.7 25.8 31.5 25.8 58.9 0 96.5-58.9 104.2-114.8 110.5 9.2 7.9 17 22.9 17 46.4 0 33.7-.3 75.4-.3 83.6 0 6.5 4.6 14.4 17.3 12.1C428.2 457.8 496 362.9 496 252 496 113.3 383.5 8 244.8 8zM97.2 352.9c-1.3 1-1 3.3.7 5.2 1.6 1.6 3.9 2.3 5.2 1 1.3-1 1-3.3-.7-5.2-1.6-1.6-3.9-2.3-5.2-1zm-10.8-8.1c-.7 1.3.3 2.9 2.3 3.9 1.6 1 3.6.7 4.3-.7.7-1.3-.3-2.9-2.3-3.9-2-.6-3.6-.3-4.3.7zm32.4 35.6c-1.6 1.3-1 4.3 1.3 6.2 2.3 2.3 5.2 2.6 6.5 1 1.3-1.3.7-4.3-1.3-6.2-2.2-2.3-5.2-2.6-6.5-1zm-11.4-14.7c-1.6 1-1.6 3.6 0 5.9 1.6 2.3 4.3 3.3 5.6 2.3 1.6-1.3 1.6-3.9 0-6.2-1.4-2.3-4-3.3-5.6-2z"/></svg> @ledelaney](https:://github.com/ledelaney)] -- .pull-right[## About me 🎓 .medium-font[PhD candidate in Evolutionary Biology]
🌺 .medium-font[Studying plant sex macroevolution]
🐣 .medium-font[Interested in better biology education]] -- .pull-bottom[ Link to all slide materials: https://github.com/ledelaney/03-21-MEEC] --- class: left, bg_totoro -- ## Biology education has a problem
.footnote[ Momsen _et al._, 2010] --
Biology is “just memorization!”
.footnote[ Momsen _et al._, 2010] --
Formal instruction is not always leading to robust conceptual understanding
.footnote[ Momsen _et al._, 2010; Coley & Tanner, 2015] --- class: middle, center, bg_gorg -- .mezzo-forte-font[ M EECN AS ADN ANC AA AC LUM K]
Countdown:
10
Seconds
Start counter
.footnote[ Heath & Heath, 2007] --- class: middle, center, bg_gorg .footnote[ Heath & Heath, 2007] -- .mezzo-forte-font[ M EECN AS ADN ANC AA AC LUM K] .footnote[ Heath & Heath, 2007] --- class: middle, center, bg_gorg .footnote[ Heath & Heath, 2007] -- .mezzo-forte-font[ MEEC NASA DNA NCAA ACLU MLK]
Countdown:
10
Seconds
Start counter
.footnote[ Heath & Heath, 2007] --- class: middle, center, bg_gorg .footnote[ Heath & Heath, 2007] -- .mezzo-forte-font[ MEEC NASA DNA NCAA ACLU MLK] .footnote[ Heath & Heath, 2007] -- .pull-bottom[ .large-font[ .blue[Remembering concepts is far easier than remembering raw data!]]] .footnote[ Heath & Heath, 2007] --- class: middle, center, bg_sakcherry
## Evolutionary theory is the concept behind the raw data .footnote[ Dobzhansky, 1973] -- .large-font[ 🦠 🌾 🐡 🪲 🦧] .footnote[ Dobzhansky, 1973] --- class: middle, bg_mountain1 --- class: middle, bg_mountain2 --- class: middle, bg_mountain3 --- class: middle, bg_mountain4 --- class: middle, bg_mountain5 .footnote[ Göransson _et al._, 2020] --- class: middle, bg_mountain6 .footnote[ Göransson _et al._, 2020] --- class: middle, bg_mountain7 .footnote[ Göransson _et al._, 2020; Southerland _et al._, 2001] --- class: middle, bg_mountain8 .footnote[ Göransson _et al._, 2020; Southerland _et al._, 2001; Mayr, 1961] --- class: middle, left, bg_peacock --
How do students construct biological explanations about complex phenomena? --
Does instruction improve outcomes? --- class: middle, bg_butterfly ## Study design -- 🖐 open-ended questions -- ✌️ weeks to answer -- ☝️ at the beginning of the semester, ☝️ at the end --- class: middle, left, bg_jelly ## Tinbergen’s Four Questions .opaque[ Instead of having one species perfectly adapted to life on earth, there are millions of different species. Why is this the case?]
--
PATTERN (static)
PROCESS (dynamic)
PROXIMATE (individual)
Material:
Organisms are constructed differently, have different DNA
Mover:
DNA mutates, many organisms sexually reproduce, recombination
ULTIMATE (species)
Form:
Organisms take advantage of the environment in different ways
Formal:
Environmental heterogeneity and biological tradeoffs plus large timescales
.footnote[ .small-font[Aristotle; Tinbergen, 1963; Nesse, 2013]] --- class: middle, left, bg_jelly ## Tinbergen’s Four Questions Instead of having one species perfectly adapted to life on earth, there are millions of different species. Why is this the case?
PATTERN (static)
PROCESS (dynamic)
PROXIMATE (individual)
Material:
Organisms are constructed differently, have different DNA
Mover:
DNA mutates, many organisms sexually reproduce, recombination
ULTIMATE (species)
Form:
Organisms take advantage of the environment in different ways
Formal:
Environmental heterogeneity and biological tradeoffs plus large timescales
.footnote[ .small-font[Aristotle; Tinbergen, 1963; Nesse, 2013]] --- class: middle, left, bg_jelly ## Tinbergen’s Four Questions Instead of having one species perfectly adapted to life on earth, there are millions of different species. Why is this the case?
PATTERN (static)
PROCESS (dynamic)
PROXIMATE (individual)
Material:
Organisms are constructed differently, have different DNA
Mover:
DNA mutates, many organisms sexually reproduce, recombination
ULTIMATE (species)
Form:
Organisms take advantage of the environment in different ways
Formal:
Environmental heterogeneity and biological tradeoffs plus large timescales
.footnote[ .small-font[Aristotle; Tinbergen, 1963; Nesse, 2013]] --- class: middle, left, bg_jelly ## Tinbergen’s Four Questions Instead of having one species perfectly adapted to life on earth, there are millions of different species. Why is this the case?
PATTERN (static)
PROCESS (dynamic)
PROXIMATE (individual)
Material:
Organisms are constructed differently, have different DNA
Mover:
DNA mutates, many organisms sexually reproduce, recombination
ULTIMATE (species)
Form:
Organisms take advantage of the environment in different ways
Formal:
Environmental heterogeneity and biological tradeoffs plus large timescales
.footnote[ .small-font[Aristotle; Tinbergen, 1963; Nesse, 2013]] --- class: middle, left, bg_jelly ## Tinbergen’s Four Questions Instead of having one species perfectly adapted to life on earth, there are millions of different species. Why is this the case?
PATTERN (static)
PROCESS (dynamic)
PROXIMATE (individual)
Material:
Organisms are constructed differently, have different DNA
Mover:
DNA mutates, many organisms sexually reproduce, recombination
ULTIMATE (species)
Form:
Organisms take advantage of the environment in different ways
Formal:
Environmental heterogeneity and biological tradeoffs plus large timescales
.footnote[ .small-font[Aristotle; Tinbergen, 1963; Nesse, 2013]] --- class: middle, left, bg_jelly ## Tinbergen’s Four Questions Instead of having one species perfectly adapted to life on earth, there are millions of different species. Why is this the case?
PATTERN (static)
PROCESS (dynamic)
PROXIMATE (individual)
Material:
Organisms are constructed differently, have different DNA
Mover:
DNA mutates, many organisms sexually reproduce, recombination
ULTIMATE (species)
Form:
Organisms take advantage of the environment in different ways
Formal:
Environmental heterogeneity and biological tradeoffs plus large timescales
.footnote[ .small-font[Aristotle; Tinbergen, 1963; Nesse, 2013]] --- class: middle, left ## What happened? --
--- class: middle, left ## What happened? .pull-left[
] .pull-right-low[
] --- class: middle, left ## What happened? .pull-left[
] .pull-right-low[
] --- class: middle, left ## What happened? .pull-left[
] .pull-right-low[
] --- class: middle, left ## What happened? .pull-left[
] .pull-right-low[
] --- class: top, left, bg_chaet
## How are students constructing explanations? -- .right-align[ .large-font[ .pink[ Schemas!]]] .footnote[ Schank & Abelson, 1977; Chi _et al._, 2012] --- class: top, left, bg_chaet
### Reasoning by way of analogy to humans (anthropocentric):
.footnote[ Coley & Tanner, 2015] -- _There are so many different species of flowering plants because flowers are found all over the world just like humans, and they look different just like humans do._
.footnote[ Coley & Tanner, 2015] --- class: top, left, bg_chaet
### Reasoning by way of analogy to humans (anthropocentric):
_Cave fish lose their eyesight because if you don’t use something the body will not maintain it, like if you stop exercising you lose your muscles._
.footnote[ Coley & Tanner, 2015] --- class: top, left, bg_chaet
### Reasoning by way of justifying the outcome (teleological):
.footnote[ Coley & Tanner, 2015] -- .italic[ There are so many different species on earth because if there were only one it would go extinct.]
.footnote[ Coley & Tanner, 2015] --- class: top, left, bg_chaet
### Reasoning by way of justifying the outcome (teleological):
_Wood evolved because plants need it to survive in their environment._
.footnote[ Coley & Tanner, 2015] -- .pull-right[ .large-font[ .pink[ Here, schemas are working against us!]]] --- class: top, left, bg_2birds ## Using schemas to our advantage
.footnote[ Jolfaee _et al._, 2014] -- ```r coin.flip <- function(n){ flips <- rbinom(n = n, size = 1, prob = 0.5) outcome <- ifelse(flips == 1, yes = "Heads", no = "Tails") table <- table(outcome) / n return(table) } ``` .footnote[ Jolfaee _et al._, 2014] --- class: top, left, bg_2birds ## Using schemas to our advantage
```r coin.flip(n = 8) ``` ``` ## outcome ## Heads Tails ## 0.75 0.25 ``` --- class: top, left, bg_2birds ## Using schemas to our advantage
```r coin.flip(n = 150) ``` ``` ## outcome ## Heads Tails ## 0.5733333 0.4266667 ``` --- class: top, left, bg_2birds ## Using schemas to our advantage
```r coin.flip(n = 10000) ``` ``` ## outcome ## Heads Tails ## 0.4936 0.5064 ``` --- class: top, center, bg_gurnard ## Toward better biology education -- .large-font[
] .left-align[ Always bring facts and examples back to the bigger picture] --- class: top, center, bg_gurnard ## Toward better biology education .large-font[
] .left-align[ Always bring facts and examples back to the bigger picture Deal in concepts not in raw data] --- class: top, center, bg_gurnard ## Toward better biology education .large-font[
] .left-align[ Always bring facts and examples back to the bigger picture Deal in concepts not in raw data Use existing schemas to engage and challenge student thinking] -- .bottom[ .large-font[ .pink[Thank you!]]]