Genetics and nutrition
Paper instructions:
For this assignment, you will discuss in class as a group, and begin to formulate answers to the questions below, which we will discuss in each of these last four classes. Then, on your own, write a short paper summarizing your research (on own or group) and your own thoughts. For Tuesday and Thursday April 22 and 24-research and discuss in class. You will be asked to share out from your groups. We will then center in and do mini-lectures to help proceed. The paper is due Thursday May 1 printed hard copy at class. Four to five pages, 1.5 spaced, 12 pt. Times New roman, 1 inch margins, cite your sources on a separate sheet. Probably shoot one page apiece, so outline and plan accordingly. It is highly likely you will be asked similar questions on the final…so it will be a good study prep for you. Refer to the ‘Biological Principles and Concepts’ paper provided early in the semester to help with some of this.
What are the key elements of evolution, and how does this understanding help us design and interpret research in health and nutrition, how as this knowledge improved animal and human health and nutrition? How do the characteristics of Mammals, Aves, Osteicthyes and Reptiles support the Theory of Evolution. Think about the importance and examples of universality and diversity and homeostasis and interactions…aren’t they all just part of evolution (all life uses glucose, all life maintains homeostasis, all life interacts..). What are some facts we have investigated in this class (or from other sources) that demonstrate evolution? Reckon back to your investigations of hypotheses, laws and theories to frame this discussion. What are examples, how do Aves, Mammals, Reptiles, resemble or contrast each other; within Mammalia, how do Canidae, Felidae, Equidae relate? What is the difference between evolution (speciation) and directed selection? How might you answer the question “I don’t believe all this (humans/plants/animals) happened by ‘chance’? What does ‘randomness’ or ‘chance’ mean in biological evolution? What might be the difference in definition or understanding of the words ‘chance’ and ‘random’ between different people? How does all these topics, discoveries, relate to our practical management of companion animals?
What are the Human, Canine, Feline, and Equine Genome Projects? Why should we care? How did they originate and who paid/is paying for them? What can we learn from them, why/who should pay for them? How does genetics and nutrition interact to affect the health of animals (i.e. where is the genetics/environment interaction)? How has studying the genomes taught us more about evolution and directed selection in dogs, cats and horses? How has inbreeding of these animals caused problems and how can the genomic research help solve that?
What did the discovery of single gene mutations in mice and rats leading to obesity and diabetes support understanding of evolution and our understanding of human disease. For example what do the AHA, ADA, ACS say about genetics and the major human diseases; what do they say about diet?
What is the scientific process, what is it not, and what are some various ways that it works? What is the difference between a question, a hypothesis, a theory? In this discussion, include a comparison of facts (sometimes called ‘trivia’, ‘technicalities’, ‘rote facts’), scientific hypotheses, laws and theories? How do these all fit together (which comes first, which is inside what, for example)? Focus on pet nutrition, including how the scientific process led to specific factual knowledge that affects practical daily activities. How do/can everyday people use or take advantage of the scientific process or scientific knowledge (trivia) in their lives?
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