Population and Genealogy
Population and Genealogy
Learning physical science such as biology requires demonstration of diagram or the use of an already prepared diagram. Through this student can understand all the concept, terminologies as well as experience firsthand of the ideas being taught in class. If this were the case, the response that the student provided would be much better than they are. For instance, when the student writes about inbreeding they need to illustrate what they are discussing with the required terminologies and symbol provided for the topic. In such a case any person who has never been to class would understand with ease. For the effect of inbreeding, the student got it right and provided concrete evidence that is susceptible to animals. Nonetheless, to grasp the dangers of inbreeding one need to understand the genetic composition of a given species. Animals need to have a variety composition in their DNA to improve their health; inbreeding just do the contrary. This is the main reason that inbreeding is discouraged among genetically close species.
Migration is the movement of alleles amongst the population. However, alleles move as organism move from on population to the next. Thus, the essence of migration is this sense explains ‘gene flows.’ This requires demonstration of how the genetic composition of the population changes when animals from to another different population. Gene flow refers to the introduction of new genes and alleles to a population that was previously lacking by a member from a different population. Population structure can help in forecasting population growth trends as well as identify periods of gene flow.
The students also fail to explain the effect of isolation among species. One important role that organisms gain in belonging to a species is that they can interbreed and produce viable offspring. But this can only occur in a natural setup and not on artificial isolation. Thus, geographical barriers act to deny organism to interbreed and thus result to inbreeding.
The student understood some of the terminologies. For example, they explained the meaning of population structure. Through their work, I can now understand that a population structure is the composition of an allele in a given population. Moreover, the student understood the meaning of morphological which define morphospecies. This is a situation where animals of the same species exhibit dissimilar genetic modification due to their morphological differences. The student could explain the role of history in the development of different groups of species in a population.
Though animals are free in their niche sometimes there emerge physical barriers erected by authorities or natural barriers out of the forces of nature. This isolation does have effect as it causes speciation. Moreover, I agree that geological barrier limit animal interaction between the populations. Also, the reproductive barrier leads to inbreeding, and eventually restricts gene flow. The students also understand better the effect of ecological barriers that places an organism in different breeding areas and habitats that may have a varying PH and salinity from which the organism are accustomed to. This affects the health as well as the reproduction capability.
Further, the students do understand better about sympatric isolation. They argue that this lead to the formation of a distinct species, but from a single ancestral species in a specific geographical are and which is facilitated by polyploidy. Also, the student notes that isolation can lead to the isolation of a given gene pool. This can occur gradually or instantaneously even when populations do not have physical barrier among them.
And lastly, the student do understand better that allopatric speciation is brought about by geographical separation while parapatric isolation is caused by the extreme changes in the ecological habitat such as the changes in salinity, PH and weather conditions.