Outline and evaluate Darwins theory of Evolution Research Paper Example

Outline and evaluate Darwins theory of Evolution Paper This essay is first going to look briefly at the pre-Darwin theory of evolution which came from Jean-Baptiste Lamarck. Secondly, outline Charles Darwins theory of evolution and look at some criticisms, lastly it will evaluate Darwins theory Lamarck (1744-1824), a zoologist, claimed that changes that occurred in animals had been passed on from their ancestors, who in their own life time had responded to its survival needs. Lamarcks example of this would be the giraffe that stretches its neck to reach the higher leaves will gain neck length, which in turn will be passed on to its offspring. This theory became known as inheritance of acquired traits. Lamarcks theories were not accepted, as they only offered an explanation, rather than proof as to why these changes occurred. Darwin (1809-1882) was born to a middle class family in Shrewsbury. Darwin quit medical school and went on to read theology, Euclid and the classics and later secured a position aboard the HMS Beagle, whose venture was to explore the unexplored waters of South America. On his travels Darwin visited the Galapagos Islands; it was here discovered and collected samples of bird fossils of geological interest to himself. On his return, Darwin studied his finding and asked John Gould (1804-1881) to classify the bird fossils. Gould identified these birds as being finches. Furthermore Darwin realised that each Galapagos island had its own species of finch that were all slightly different to each other, but all closely resembles those on the South America mainland. It was this evidence that led Darwin to believe that each of these finches had the same ancestors but each had evolved differently in order to survive in its environment. Darwin claimed that this survival was achieved through a process of natural selection. Natural selection is a process were the individuals of the species that are most suited for survival, are more likely survive and go on to reproduce therefore passing their traits onto their offspring making the pressure to evolve a continuous and gradual process, in Darwins words Natural selection acts only by taking advantage of slight successive variations; she can never take a great and sudden leap, but must advance by short and sure, though slow steps . Gradualism is an important part in evolution that does not require any individual effort. We will write a custom essay sample on Outline and evaluate Darwins theory of Evolution specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Outline and evaluate Darwins theory of Evolution specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Outline and evaluate Darwins theory of Evolution specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Darwin also thought that it was not only the environmental factors that affected evolution, and after reading Thomas Malthus (1766-1834) Essay on the Principles of Population where Malthus claimed that if the human population was not kept in check by means of limited food supply then it would double every 25 years, Darwin also realised that the fittest individuals are the least likely to die from starvation, therefore most likely to pass on their traits. Darwin wrote about his finding and his ideas but did not publish his book On the Origin of Species by Means of Natural Selection, or the Preservation of Favoured Races in the Struggle for Life (later shortened to the origin of species) for almost 17 years due to Darwins own fear of what he had discovered. Also it had been argued that Darwin had contracted an illness on his travels and many feared that he had suffered a breakdown. Darwin finally published his book in 1859 due to claims being made that Alfred Wallace had too come up with a similar theory of evolution also based on Malthusian theory. In previous writing Darwin had not specifically attached his theory of evolution to mankind; however in 1971 in his book Descent of men he stated that man has evolved from the animal kingdom. Darwins theory was one that was acceptable to society, but that is not to say by everyone. Members of the Anglican Church were upset by Darwins theory, Darwin himself was Anglican and did not like his theory for two reasons, they were evangelical and they believed in the principle of extinction. One man, Thomas Huxley (1825-1895) supported Darwins theory and saw himself as Darwins bull dog. Huxley fought with Darwins theory; it was he who presented lectures for this theory. Huxley later realised that Darwin had many of the same ideas of evolution as Lamarck. Although Darwins theory of evolution had very little to state on man the suggestion that the theory gives for the origins of the human race is immense, and he stated the in the future we will collect enough fossils that will show the gradual evolution and if we dont find that, then my theory will fall. However the fossils that have been found do not show this gradual change, they show that there have been rapid changes during periods of stability which coincides with Goulds discontinuity hypothesis. Darwins theory that we descend from animals further confirms British empiricist Thomas Hobbes (1588-1679) who claimed that human behaviour is no different to that of animals. What is more, after Darwin claimed this, psychologists now look at animal behaviour when trying to understand human behaviour. In conclusion no one has been as influential in our understanding of evolution as Darwin. His theory is the basis for many others theories; however, although a valid theory, the most significant flaw is the lack of any empirical evidence.

4th Grade Lesson Plan for Expanded Notation

4th Grade Lesson Plan for Expanded Notation Students will create, read, and decompose large numbers. Class 4th Grade Duration One or two class periods, 45 minutes each Materials: paper or large note cards numbered 0 - 10 (enough for the whole class)chalkboard, whiteboard, or overhead projector Key Vocabulary place value, ones, tens, hundreds, thousands, ten thousands, hundred thousands, expanded notation (or expanded form) Objectives Students will demonstrate their understanding of place value to create and read large numbers. Standards Met 4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Lesson Introduction Ask a few volunteer students to come to the board and write down the largest number that they can think of and read aloud. Many students will want to put endless numerals on the board, but being able to read the number aloud is a more difficult task! Step-by Step Procedure: Give each student a sheet of paper or large note card with a numeral between 0 - 10.Call two students up to the front of the class. Any two students will work as long as they are not both holding a 0 card.Have them show their numerals to the class. For example, one student is holding a 1 and the other is holding a 7. Ask the class, â€Å"What number do they make when they stand next to each other?† Depending on where they are standing, the new number is 17 or 71. Have students tell you what the numbers mean. For example, with 17, the 7 means 7 ones, and the 1 is really 10.Repeat this process with several other students until you are confident that at least half of the class has mastered the two-digit numbers.Move on to three digit numbers by inviting three students to come to the front of the class. Let’s say that their number is 429. As in the above examples, ask the following questions:What does the 9 mean?What does the 2 mean?What does the 4 mean?As students answer t hese questions, write the numbers down: 9 20 400 429. Tell them that this is called â€Å"expanded notation† or expanded form. The term â€Å"expanded† should make sense to many students because we are taking a number and expanding it into its parts. After doing a few examples at the front of the class, have the students begin writing the expanded notation down as you invite students up to the board. With enough examples on their paper, when it comes to more complex problems, they will be able to use their notes as a reference.Continue adding students to the front of the class until you are working on four-digit numbers, then five-digit, then six. As you move into the thousands, you may want to become the comma that separates thousands and the hundreds, or you can assign the comma to a student. (The student that is always wanting to participate is a good one to assign this to - the comma will be called upon often!) Homework/Assessment You can give your students a choice of assignments  - both are equally long and equally difficult, though in different ways: Have students write 987,654 in expanded notation OR the largest number that they are able to.Have them write 20,006 in expanded notation (Be sure to go over this one in class the next day.) Evaluation Write the following numbers on the board and have students write them in expanded notation:1,78630,551516