Unit 8 Reflection

        In this unit, we learned about evolution and its related processes and patterns. Evolution is a theory supported by numerous sources of evidence, such as analogous structures, where different species develop the same structures in different ways due to its benefits; developmental evidence, which can show processes shared in common by related species; homologous structures, which can show structures that have been adapted differently by diverging species; and fossils, which form a fossil record that can be used to track evolution across time. Evolution is mostly dependent on natural selection, though it is also affected by genetic drift, random changes in the population; gene flow, the movement of alleles; mutations, which influence and are acted on by natural selection; and sexual selection, a similar process involving selection for traits advantageous for mating success.

Result of artificial selection in carrots

        Like artificial selection, a process involving breeding a population for certain traits favored by humans, natural selection is a change in allele frequency in a population over generations. It occurs due to survival benefits certain traits give individuals. In addition, though the gene pool changes continuously over time due to natural selection, lethal alleles can remain as recessive alleles that may be influential in the event of changing conditions.
        As the population changes, patterns such as stabilizing selection, directional selection, and disruptive selections can appear. These relate to how different phenotypes become more less common, favoring an extreme, the intermediate, or both extremes. Disruptive selection is also a cause of speciation. Speciation occurs as new species rise due to behavioral, geographical, or temporal isolation. This can occur continuously, through gradualism, or in uneven stretches, as in punctuated equilibrium.

Allele frequency change over time in Hunger Games lab

        In a nutshell, this unit has been a whirlwind of ideas that tie in old concepts and new ones alike. (e.g. genetics, inheritance, populations) It has given many answers, though questions do not equally abound. For example, the information about homologous structures and fossils provoked questions about how these fossils actually change, and what genes control them. Partaking in the Hunger Games lab was particularly interesting, as it demonstrated real-time (or sped-up time really) how different factors play into the change in a population. Even the unexpected outcome still showed how genetic drift and new behaviors can affect what happens.Additionally, the vodcast on the history of life makes one wonder what exactly occurred that changed things so much. (go to my 20 time project to learn more!)
        In the last unit reflection, I made it a goal to more assertive, after exploring some of the different conflict styles. (e.g. passive, aggressive, assertive) Since then, I have put some effort into that goal, trying to put out a clearer opinion during group projects and, to some extent, in my life. For example, during a PE project, I made sure to maintain my priorities and to ensure we finished on time by keeping the group on schedule. I will continue to work toward this goal in the coming weeks, and I hope to be successful.
        All in all, I am looking forward to the next unit, and learning more about......kingdoms and phyla? That proves to be an adventure, and we shall see what it holds.