Stable, hydrogen-burning, M dwarf stars comprise about 75% of all stars in the Galaxy. They are e... more Stable, hydrogen-burning, M dwarf stars comprise about 75% of all stars in the Galaxy. They are extremely long-lived and because they are much smaller in mass than the Sun (between 0.5 and 0.08 MSun), their temperature and stellar luminosity are low and peaked in the red. We have re-examined what is known at present about the potential for a terrestrial planet forming within, or migrating into, the classic liquid-surface-water habitable zone close to an M dwarf star. Observations of protoplanetary disks suggest that planet-building materials are common around M dwarfs, but N-body simulations differ in their estimations of the likelihood of potentially-habitable, wet planets residing within their habitable zones, which are only ~ 1/5 to 1/50 of the width of that for a G star. Particularly in light of the claimed detection of the planets with masses as small as 5.5 and 7.5 MEarth orbiting M stars, there seems no reason to exclude the possibility of terrestrial planets. Tidally locked ...
Articles in last summer's issue of The Science Teacher (introduced by Metz 2013), and other a... more Articles in last summer's issue of The Science Teacher (introduced by Metz 2013), and other articles like them, tout the benefits of using scientific argumentation in teaching scientific inquiry. As science education professor Jonathan Osborne says: "Argumentation is the means that scientists use to make their case for new ideas" (2010a). Indeed, understanding scientific practice is, in part, understanding scientific argumentation. The Next Generation Science Standards (NGSS Lead States 2013) recognize "engaging in argument from evidence" as one of eight essential scientific and engineering practices. But be cautious in introducing students to scientific argumentation, especially in choosing a topic. It's tempting to choose controversial topics to teach the skill of arguing from evidence. Controversies, after all, are what people argue about. But controversial topics also pose a risk: Choosing the wrong controversial topic can result in a net loss, rather...
Laws prohibiting the teaching of human evolution were in effect in some states for over 40 years ... more Laws prohibiting the teaching of human evolution were in effect in some states for over 40 years during the twentieth century. While such laws have been ruled unconstitutional, the opposition to evolution which stimulated their adoption continues as a prominent feature of American culture.
Immunological, electrophoretic, and other macromolecular comparisons strongly suggest that Therop... more Immunological, electrophoretic, and other macromolecular comparisons strongly suggest that Theropithecus gelada (Primates: Cercopithecidae) is cladistically closer to the genus Papio than the latter is' to any other Old World monkey, despite customary views to the contrary. Review of the distinctive features of gelada anatomy, behavior, and ecology show them to be almost wholly autapomorphic and therefore not indicative of cladistic relationships. The fossil record suggests the Theropithecus lineage has existed for somewhat more than four million years. The time of separation of the Papio and Theropithecus lineages estimated from the results of three techniques of macromolecular comparison is compatible with this evidence.
Science teachers can use examples and concepts from evolutionary medicine to teach the three conc... more Science teachers can use examples and concepts from evolutionary medicine to teach the three concepts central to evolution: common descent, the processes or mechanisms of evolution, and the patterns produced by descent with modification. To integrate medicine into common ancestry, consider how the evolutionary past of our (or any) species affects disease susceptibility. That humans are bipedal has produced substantial changes in our musculoskeletal system, as well as causing problems for childbirth. Mechanisms such as natural selection are well exemplified in evolutionary medicine, as both disease-causing organism and their targets adapt to one another. Teachers often use examples such as antibiotic resistance to teach natural selection: it takes little alteration of the lesson plan to make explicit that evolution is key to understanding the principles involved. Finally, the pattern of evolution can be illustrated through evolutionary medicine because organisms sharing closer ancestry also share greater susceptibility to the same disease-causing organisms. Teaching evolution using examples from evolutionary medicine can make evolution more interesting and relevant to students, and quite probably, more acceptable as a valid science.
Kenneth L. Feder, a specialist in archaeological pseudoscience, addresses prevalent misconception... more Kenneth L. Feder, a specialist in archaeological pseudoscience, addresses prevalent misconceptions about the settlement of the Americas, discussing how they are stimulated by ethnic pride and religious faith, propagated uncritically in the media, and accepted by students. Sources of information on such misconceptions and strategies for helping students to overcome them are briefly sketched. Keywords Kenneth L. Feder. Settlement of the Americas. Archaeology. Pseudoscience NCSE's regular column for Evolution: Education and Outreach is dedicated, as its title declares, to overcoming obstacles to evolution education. In the case of teaching about the settlement of the Americas, not all of the obstacles are about evolution, strictly speaking. Yet it would be surprising if there were no similarities, since in both cases, misconceptions about the prehistoric past and about how scientists investigate it are a major source of the obstacles. To help to identify and suggest remedies for misconceptions about the settlement of the Americas, we have asked Kenneth L. Feder, Professor of Anthropology at Central Connecticut State University, to answer ten questions. A specialist in archaeological pseudoscience, Feder is the author of the standard textbook on the subject, Frauds, Myths, and Mysteries: Science and Pseudoscience in Archaeology, now in its seventh edition (Feder 2011), as well as a new encyclopedia of "dubious archaeology" (Feder 2010).
The question "If humans evolved from monkeys, why are there still monkeys?" reveals a widespread ... more The question "If humans evolved from monkeys, why are there still monkeys?" reveals a widespread and persistent misconception about the process and pattern of evolution. The concept of "cousins" is central to understanding and overcoming this particular obstacle to evolution education.
Three museum professionals with extensive expertise in informal science education about evolution... more Three museum professionals with extensive expertise in informal science education about evolution-Warren D. Allmon, Judy Diamond, and Martin Weiss-are interviewed about the interaction of teachers and natural history museums and science centers in improving the effectiveness of evolution education.
Stable, hydrogen-burning, M dwarf stars make up about 75% of all stars in the Galaxy. They are ex... more Stable, hydrogen-burning, M dwarf stars make up about 75% of all stars in the Galaxy. They are extremely long-lived, and because they are much smaller in mass than the Sun (between 0.5 and 0.08 MSun), their temperature and stellar luminosity are low and peaked in the red. We have re-examined what is known at present about the potential for a
In nontechnical language, Human Evolution traces the development of our ancestors through time fr... more In nontechnical language, Human Evolution traces the development of our ancestors through time from the primate Aegyptotithecus, which lived thirty million years ago, to the emergence of modern humans. The text contains extensive descriptions based on fossil ...
Stable, hydrogen-burning, M dwarf stars comprise about 75% of all stars in the Galaxy. They are e... more Stable, hydrogen-burning, M dwarf stars comprise about 75% of all stars in the Galaxy. They are extremely long-lived and because they are much smaller in mass than the Sun (between 0.5 and 0.08 M Sun), their temperature and stellar luminosity are low and peaked in the red. We have reexamined what is known at present about the potential for a terrestrial planet forming within, or migrating into, the classic liquid-surface-water habitable zone close to an M dwarf star. Observations of protoplanetary disks suggest that planet-building materials are common around M dwarfs, but N-body simulations differ in their estimations of the likelihood of potentially-habitable, wet planets residing within their habitable zones, which are only ~ 1/5 to 1/50 of the width of that for a G star. Particularly in light of the claimed detection of the planets with masses as small as 5.5 and 7.5 M Earth orbiting M stars, there seems no reason to exclude the possibility of terrestrial planets. Tidally locked synchronous rotation within the narrow habitable zone doesn't necessarily lead to atmospheric collapse, and active stellar flaring may not be as much of an evolutionarily disadvantageous factor as has previously been supposed. We conclude that M dwarf stars may indeed be viable hosts for planets on which the origin and evolution of life can occur. A number of planetary processes such as cessation of geothermal activity, or thermal and non-thermal atmospheric loss processes may limit the duration of planetary habitability to periods far shorter than the extreme lifetime of the M dwarf star. Nevertheless, it makes sense to include M dwarf stars in programs that seek to find habitable worlds and evidence of life. This paper presents the summary conclusions of an interdisciplinary workshop (http://mstars.seti.org) sponsored by the NASA Astrobiology Institute and convened at the SETI Institute.
Dramatic headlines touting new fossil discoveries often proclaim that our view of human evolution... more Dramatic headlines touting new fossil discoveries often proclaim that our view of human evolution has been revolutionized. While this is occasionally the case, it is more often true that new fossils enrich our understanding of our own ancestry or answer scientific questions that could not be resolved with previous data. Even spectacular new discoveries, such as the now famous "hobbit" skeleton (Homo floresiensis), can usually be included in the human family tree without any significant change in the inferences about the phylogenetic relationships or taxonomic status of the rest of its members. It is a testament to the power of evolutionary theory and the careful comparative study of human and other fossils that what we know about human evolution changes so little, even when spectacular new discoveries are announced.
Stable, hydrogen-burning, M dwarf stars comprise about 75% of all stars in the Galaxy. They are e... more Stable, hydrogen-burning, M dwarf stars comprise about 75% of all stars in the Galaxy. They are extremely long-lived and because they are much smaller in mass than the Sun (between 0.5 and 0.08 MSun), their temperature and stellar luminosity are low and peaked in the red. We have re-examined what is known at present about the potential for a terrestrial planet forming within, or migrating into, the classic liquid-surface-water habitable zone close to an M dwarf star. Observations of protoplanetary disks suggest that planet-building materials are common around M dwarfs, but N-body simulations differ in their estimations of the likelihood of potentially-habitable, wet planets residing within their habitable zones, which are only ~ 1/5 to 1/50 of the width of that for a G star. Particularly in light of the claimed detection of the planets with masses as small as 5.5 and 7.5 MEarth orbiting M stars, there seems no reason to exclude the possibility of terrestrial planets. Tidally locked ...
Articles in last summer's issue of The Science Teacher (introduced by Metz 2013), and other a... more Articles in last summer's issue of The Science Teacher (introduced by Metz 2013), and other articles like them, tout the benefits of using scientific argumentation in teaching scientific inquiry. As science education professor Jonathan Osborne says: "Argumentation is the means that scientists use to make their case for new ideas" (2010a). Indeed, understanding scientific practice is, in part, understanding scientific argumentation. The Next Generation Science Standards (NGSS Lead States 2013) recognize "engaging in argument from evidence" as one of eight essential scientific and engineering practices. But be cautious in introducing students to scientific argumentation, especially in choosing a topic. It's tempting to choose controversial topics to teach the skill of arguing from evidence. Controversies, after all, are what people argue about. But controversial topics also pose a risk: Choosing the wrong controversial topic can result in a net loss, rather...
Laws prohibiting the teaching of human evolution were in effect in some states for over 40 years ... more Laws prohibiting the teaching of human evolution were in effect in some states for over 40 years during the twentieth century. While such laws have been ruled unconstitutional, the opposition to evolution which stimulated their adoption continues as a prominent feature of American culture.
Immunological, electrophoretic, and other macromolecular comparisons strongly suggest that Therop... more Immunological, electrophoretic, and other macromolecular comparisons strongly suggest that Theropithecus gelada (Primates: Cercopithecidae) is cladistically closer to the genus Papio than the latter is' to any other Old World monkey, despite customary views to the contrary. Review of the distinctive features of gelada anatomy, behavior, and ecology show them to be almost wholly autapomorphic and therefore not indicative of cladistic relationships. The fossil record suggests the Theropithecus lineage has existed for somewhat more than four million years. The time of separation of the Papio and Theropithecus lineages estimated from the results of three techniques of macromolecular comparison is compatible with this evidence.
Science teachers can use examples and concepts from evolutionary medicine to teach the three conc... more Science teachers can use examples and concepts from evolutionary medicine to teach the three concepts central to evolution: common descent, the processes or mechanisms of evolution, and the patterns produced by descent with modification. To integrate medicine into common ancestry, consider how the evolutionary past of our (or any) species affects disease susceptibility. That humans are bipedal has produced substantial changes in our musculoskeletal system, as well as causing problems for childbirth. Mechanisms such as natural selection are well exemplified in evolutionary medicine, as both disease-causing organism and their targets adapt to one another. Teachers often use examples such as antibiotic resistance to teach natural selection: it takes little alteration of the lesson plan to make explicit that evolution is key to understanding the principles involved. Finally, the pattern of evolution can be illustrated through evolutionary medicine because organisms sharing closer ancestry also share greater susceptibility to the same disease-causing organisms. Teaching evolution using examples from evolutionary medicine can make evolution more interesting and relevant to students, and quite probably, more acceptable as a valid science.
Kenneth L. Feder, a specialist in archaeological pseudoscience, addresses prevalent misconception... more Kenneth L. Feder, a specialist in archaeological pseudoscience, addresses prevalent misconceptions about the settlement of the Americas, discussing how they are stimulated by ethnic pride and religious faith, propagated uncritically in the media, and accepted by students. Sources of information on such misconceptions and strategies for helping students to overcome them are briefly sketched. Keywords Kenneth L. Feder. Settlement of the Americas. Archaeology. Pseudoscience NCSE's regular column for Evolution: Education and Outreach is dedicated, as its title declares, to overcoming obstacles to evolution education. In the case of teaching about the settlement of the Americas, not all of the obstacles are about evolution, strictly speaking. Yet it would be surprising if there were no similarities, since in both cases, misconceptions about the prehistoric past and about how scientists investigate it are a major source of the obstacles. To help to identify and suggest remedies for misconceptions about the settlement of the Americas, we have asked Kenneth L. Feder, Professor of Anthropology at Central Connecticut State University, to answer ten questions. A specialist in archaeological pseudoscience, Feder is the author of the standard textbook on the subject, Frauds, Myths, and Mysteries: Science and Pseudoscience in Archaeology, now in its seventh edition (Feder 2011), as well as a new encyclopedia of "dubious archaeology" (Feder 2010).
The question "If humans evolved from monkeys, why are there still monkeys?" reveals a widespread ... more The question "If humans evolved from monkeys, why are there still monkeys?" reveals a widespread and persistent misconception about the process and pattern of evolution. The concept of "cousins" is central to understanding and overcoming this particular obstacle to evolution education.
Three museum professionals with extensive expertise in informal science education about evolution... more Three museum professionals with extensive expertise in informal science education about evolution-Warren D. Allmon, Judy Diamond, and Martin Weiss-are interviewed about the interaction of teachers and natural history museums and science centers in improving the effectiveness of evolution education.
Stable, hydrogen-burning, M dwarf stars make up about 75% of all stars in the Galaxy. They are ex... more Stable, hydrogen-burning, M dwarf stars make up about 75% of all stars in the Galaxy. They are extremely long-lived, and because they are much smaller in mass than the Sun (between 0.5 and 0.08 MSun), their temperature and stellar luminosity are low and peaked in the red. We have re-examined what is known at present about the potential for a
In nontechnical language, Human Evolution traces the development of our ancestors through time fr... more In nontechnical language, Human Evolution traces the development of our ancestors through time from the primate Aegyptotithecus, which lived thirty million years ago, to the emergence of modern humans. The text contains extensive descriptions based on fossil ...
Stable, hydrogen-burning, M dwarf stars comprise about 75% of all stars in the Galaxy. They are e... more Stable, hydrogen-burning, M dwarf stars comprise about 75% of all stars in the Galaxy. They are extremely long-lived and because they are much smaller in mass than the Sun (between 0.5 and 0.08 M Sun), their temperature and stellar luminosity are low and peaked in the red. We have reexamined what is known at present about the potential for a terrestrial planet forming within, or migrating into, the classic liquid-surface-water habitable zone close to an M dwarf star. Observations of protoplanetary disks suggest that planet-building materials are common around M dwarfs, but N-body simulations differ in their estimations of the likelihood of potentially-habitable, wet planets residing within their habitable zones, which are only ~ 1/5 to 1/50 of the width of that for a G star. Particularly in light of the claimed detection of the planets with masses as small as 5.5 and 7.5 M Earth orbiting M stars, there seems no reason to exclude the possibility of terrestrial planets. Tidally locked synchronous rotation within the narrow habitable zone doesn't necessarily lead to atmospheric collapse, and active stellar flaring may not be as much of an evolutionarily disadvantageous factor as has previously been supposed. We conclude that M dwarf stars may indeed be viable hosts for planets on which the origin and evolution of life can occur. A number of planetary processes such as cessation of geothermal activity, or thermal and non-thermal atmospheric loss processes may limit the duration of planetary habitability to periods far shorter than the extreme lifetime of the M dwarf star. Nevertheless, it makes sense to include M dwarf stars in programs that seek to find habitable worlds and evidence of life. This paper presents the summary conclusions of an interdisciplinary workshop (http://mstars.seti.org) sponsored by the NASA Astrobiology Institute and convened at the SETI Institute.
Dramatic headlines touting new fossil discoveries often proclaim that our view of human evolution... more Dramatic headlines touting new fossil discoveries often proclaim that our view of human evolution has been revolutionized. While this is occasionally the case, it is more often true that new fossils enrich our understanding of our own ancestry or answer scientific questions that could not be resolved with previous data. Even spectacular new discoveries, such as the now famous "hobbit" skeleton (Homo floresiensis), can usually be included in the human family tree without any significant change in the inferences about the phylogenetic relationships or taxonomic status of the rest of its members. It is a testament to the power of evolutionary theory and the careful comparative study of human and other fossils that what we know about human evolution changes so little, even when spectacular new discoveries are announced.
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Papers by Eric Meikle