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October 12, 2009

Darwin at the Smithsonian

I recently had two or three hours to spend at the Smithsonian, en route to the airport. I hadn't been to the natural history museum for awhile, and was interested to see how they were celebrating Darwin's anniversaries this year. Pretty well, it turns out. Banners outside advertised a Darwin exhibit and "Plants and butterflies: partners in evolution." Inside, there was apparently an organized "Evolution Trail", which I didn't have time to follow.

The Darwin exhibit is off the entrance hall with the elephant and has a mix of biographical and scientific exhibits. My main criticism was their definition of "co-evolution" as being limited to evolution for mutual benefit. Evolutionary arms races (e.g., between hosts and parasites) are also coevolution. The entrance hall on the other side, where I came in, has two display cases of Darwiniana.

The butterfly exhibit was dominated by a live butterfly room inside a larger room with displays on the coevolution of plants and butterflies, with fossils labeled "examine the evidence." I was happy to pay $6 admission to the butterfly room since I wanted to make a donation anyway and enjoyed having a frittilary land on my nose.

Near the Oceans exhibit was a display of Burgess Shale fossils I hadn't seen before, including Pikaia, a tiny 500-million-year-old chordate. We chordates have evolved a lot since then. Nearby were some fossil stomatolites.

The mammal room was great, focusing on adaptations in everything from bats to giraffes (splaying front legs to drink, with an explanation of adaptations to limit blood flow to head) to pangolins with termite mounds. Right in the middle of the floor was a window down to fossil hominid footprints.

I wish I could have stayed longer. One problem with a quick visit to the Smithsonian is that post9/11 hysteria has closed most of the bag-check rooms. You can't bring your luggage into the museum and if you leave it somewhere, they'll try to detonate it. (Luggage made of sapient pearwood can defend itself, but I wouldn't recommend bringing it to Washington!) But here's a secret tip for my regular readers only: the 4th St. entrance to the National Gallery still has a check room, complete with x-ray machine. Don't tell too many people, or they'll probably close it.

Coming up in March: the Hall of Human Ancestors!

July 31, 2009

Grants!

Just as I was starting to dip into retirement savings to keep my lab going, we got word that both of the grant proposals we sent to the NSF in the latest round were funded, one of them with money from Obama's stimulus funding. We won't be paying ourselves any billion-dollar bonuses, but I may be able to get two months salary this year after all. Both proposals are resubmissions, significantly improved based on suggestions and criticisms from past reviewers. Both projects will use rhizobia, bacteria best known for providing legume plants with nitrogen, but the second project may have eventual applications in medicine (e.g., curing persistent infections) rather than agriculture. The summaries below are intended for a nonscientific audience, such as members of Congress.

"Suppression of rhizobial reproduction by legumes:
implications for mutualism"

(with Prof. Michael Sadowsky, largely based on ideas and preliminary results from grad student Ryoko Oono -- see this recent review article we wrote with Toby Kiers)

Rhizobia are bacteria that can live in soil, but also symbiotically, inside root nodules on plants like soybean or alfalfa. Although many rhizobia provide their host plants with nitrogen, saving farmers billions in fertilizer costs, less beneficial strains cause problems in some areas. Some hosts, including alfalfa and pea, make rhizobia swell up as they start to provide nitrogen. Unlike the nonswollen rhizobia from soybean or cowpea nodules, swollen rhizobia apparently lose the ability to reproduce, but does rhizobial swelling somehow benefit the plant?

To find out, the investigators will map this trait on the family tree for crops and wild plants that host rhizobia, to see if causing swelling evolved more than once, suggesting a positive benefit to the plants. Three dual-host rhizobia (plus mutants that differ in their ability to hoard resources) will be used to measure effects of rhizobial swelling on costs and benefits to the plants. Plant defenses against rhizobia that provide little or no nitrogen, already demonstrated in soybean, will be tested in species that impose bacterial swelling.

This research will increase understanding of a symbiosis that supplies nitrogen to agricultural and natural ecosystems, with implications for other important symbioses. Results could guide the development of crops that selectively enrich soils with the best rhizobia, decreasing future fertilizer requirements. Educational opportunities will be provided for undergraduates, at least one graduate student, and a postdoctoral researcher. Two female high school students have already won trips to the International Science Fair for research done in the principal investigator's laboratory, where such mentoring will continue to be a priority.

Evolution of persistence in the model bacterium, Sinorhizobium
(with Prof. Michael Travisano, largely based on ideas, preliminary data, and writing by grad student Will Ratcliff, with some ideas from Andy Gardner and colleagues -- see the second paper discussed in this post -- and possible relevance to our work on evolution of aging.)

Some bacteria can enter a nongrowing "persister" state that allows them to survive antibiotics and other treatments that normally kill them. By suspending growth, they may also free resources for their genetically identical clonemates.

Most species form only a few persisters. This makes persisters hard to study, despite their importance in long-term infections. However, certain harmless bacteria from plant roots can form up to 40% persisters. These will be used to determine whether persisters benefit mainly from enhanced stress resistance or by increasing the growth of their clonemates.

Successful completion of this research will provide two main benefits: First, this research will determine the conditions that favor the spread of persister-forming bacterial strains over nonpersister strains, and the genetic basis of persistence. This can provide direct medical benefits by aiding the development of novel management strategies, drug targets, and eventually treatments for patients infected with persister-forming bacteria. Second, some conclusions may apply to other species that are difficult to eradicate because they, too, form dormant, stress-resistant stages. These include many agricultural weeds and some species of mosquito. One key advantage of the proposed approach is speed: experiments that would take decades with weeds or mosquitoes can be conducted in months with bacteria. This research will provide training opportunities and jobs for undergraduates, high school students, and a post doctoral researcher.

I am planning to accept another grad student for autumn 2010.

July 20, 2009

Join my lab?

I hope to welcome one or possibly two new graduate students in autumn 2010. Here's the summary I wrote for the Ecology, Evolution and Behavior web page:

Research inspired by W.D. Hamilton's ideas, often using microcosms and noncharismatic microfauna: evolution of cooperation and conflict in legume-rhizobium symbiosis (New Phytologist 2009), longevity-vs.-reproduction tradeoff as a possible explanation for hormesis etc. (PLoS One 2009), and agricultural implications of past and ongoing natural selection (Q. Rev. Biol. 2003 and forthcoming book).
I also accept students in the Plant Biology grad program. The heading on their web page (as of 20 July 2009), "Are you wondering how to finance your graduate education?", may put too much emphasis on money rather than science. However, so far, they have been unusually generous in financial support for grad students, providing first-year and summer stipends, paying for meeting travel, etc. Also, unlike most Plant Biology programs, their vision extends beyond molecular biology of Arabidopsis, with significant strength in evolution and in legume (especially Medicago) symbiosis. So students interested in plants should consider both programs.

January 19, 2009

Liberal education, basic research, and Neal Stephenson's "Anathem"

In today's NYT, Stanley Fish laments the demise of liberal education, which, he says

"is distinguished by the absence of a direct and designed relationship between its activities and measurable effects in the world..."
This could perhaps also be a criterion by which basic research is distinguished from applied research. Another characteristic that basic research shares with liberal education is that each offers fewer career opportunities than there are people who want to pursue it as a career. This led me to suggest, in a previous post, that the only people who should consider grad school in science are:

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October 4, 2008

Book review: Uneasy relations

Selective forces in the environment change, and we, or any other organisms, respond to those forces, not to some long-range design or some supposed future condition. If we – oh, heck, you know all that. -- "Skeleton Detective" Gideon Oliver in Aaron Elkins' Uneasy Relations
If you like mysteries and haven't discovered Aaron Elkins yet, his latest novel is a reasonable place to start. Enjoy it yourself, then lend it to someone who might benefit from the passing references to evolution. The "you" who knows all that is Gideon's park-ranger wife, Julie. One or the other of them is always getting invited to a meeting somewhere interesting, with the other usually tagging along. His technical expertise and her clear thinking come in handy when, inevitably, someone gets murdered. This time, the meeting is in Gibraltar and revolves around Neanderthal remains found there. If you want to compare fact with fiction, head on over to John Hawkes' weblog and then read the book.

June 11, 2008

Evolution 2008 in Minnesota

This year, the Evolution meetings are here in the Twin Cities. Evolution 2008 is a joint meeting of the American Society of Naturalists (not the nudist organization), the Society for the Study of Evolution, and the Society of Systematic Biologists.

A quick search of the program found no references to atheism* or child pornography, but there will be plenty of talks about sex. You could spend all Saturday morning listening to lectures on Plant Mating Systems and all afternoon learning about Sexual Selection. On Sunday morning, if you don't have other plans, there will be talks on the Evolution of Sex from 8-12, among other choices. You have to pay the registration fee that covers the cost of the meeting to attend these talks, but Olivia Judson (author of Dr Tatiana's Sex Advice to All Creation) will be giving a public lecture:

The Art of Seduction: Evolution, Sex, and the Public
4-5 PM on Sunday June 22
Ted Mann Concert Hall
My students and I will give talks in the Species Interactions and Life History Evolution sessions. I will discuss some of the talks at the meeting in a future post. Before then, I may be a bit sporadic, getting ready for the meeting. Also, both of our latest grant proposals were rejected by NSF -- depending on how you look at it, there are either too many good proposals or not enough money -- leaving us with essentially no funding for our research. So I'll be working on revised proposals due in early July.

*Note to those not in the US or Turkey: religious extremists claim that understanding evolution leads to atheism which then leads to crime. Comparisons among countries appear to support the evolution<=>atheism link but not the atheism=>crime link.

May 7, 2008

Real vs. fake controversy

I liked this essay comparing areas in evolutionary biology where there is genuine controversy -- i.e., where people who are actually collecting data and publishing on a topic disagree -- vs. the phony controversies imagined by creationists. Group selection may still almost qualify as a controversy, a question I may address in a later post, but age of the earth, common ancestry of all species (at least those studied so far!), and the power of natural selection to solve difficult problems are not at all controversial among those actively publishing on related topics.

The question of how much exposure high school students should have to genuine scientific controversies seems a bit more complex to me. I agree that helping students get enough of the basics to understand active controversies in any depth is a big challenge. On the other hand, I've been amazed how many high school students (and their parents) think that the only definition of "research" is looking up information in a library or on the web. If we want students to understand that scientific research is an exciting, ongoing activity, some kind of exposure to areas where scientists disagree seems essential. Areas of research that are easier to understand, like the mindless screening of drugs, don't convey the intellectual excitement of real science.

Here's a seminar class I've thought about for either high school seniors or first-year college students. First, let's set the minimum standard for a scientific controversy as: at least two conflicting points of view, each represented by data-containing papers from at least two nonoverlapping groups, in journals with an impact factor of at least 1.0. Each week we consider one question, such as:
1) What causes AIDS?
2) What is killing amphibians around the world?
3) How old is the earth (within 10%, say)?
4) What living species is the closest relative of chimpanzees?
Students get points for showing that each topic was controversial, at least at one time, with a big bonus for whoever shows controversy most recently. Then we could make a time-line, showing when each question was settled (pending new data, of course!).

October 2, 2007

Grad school as an epic quest

I thought this analogy between grad school and Lord of the Rings was pretty funny, but what about Monty Python and the Holy Grail? I'm really tempted to start my next oral exam with:

What is your name?
What is your quest?
What is the long-range dispersal mechanism of Cocos nucifera?

Continue reading "Grad school as an epic quest" »

July 9, 2007

Gifted education and science fairs

I have linked to Terence Tao's blog for some time, because a surprising number of people come here from there. But, although I am more comfortable with math than some biologists, I don't have any idea what most of his posts are about. On the other hand, his career advice seems good and widely applicable. A recent post on gifted education seems like good advice both for parents and for any gifted students who might be reading this.

I've always been annoyed by the competitive aspect of science fairs. I worry that students who do a really good project are going to feel like they wasted their time if they don't win a particular prize. In Oregon, where I went to high school, there was an annual scientific meeting for high school students. It was considered an honor to have your talk or poster accepted for presentation, but it was an honor within the reach of any reasonably smart student who worked for it. It was great talking to other students about their projects, without worrying about winning or losing. Sure, a student thinking about grad school needs to know that competition for research faculty positions and grants is intense, but why kill the joy of science at an early age?

June 21, 2007

Opportunity cost of grad school, etc.

Rob Knop liked my previous post. The comments on his post are well worth reading. For example, someone pointed out that, even if you don't go into debt to finance grad school, there's still usually an economic opportunity cost. During the years you spent in grad school and as a postdoc, you might otherwise be paying down a home mortgage, saving for retirement, etc., not to mention nonfinancial opportunities, like starting a family.

Terence Tao also has some good career advice,. It's aimed mainly at mathematicians, but much of it is relevant to science in general.

Continue reading "Opportunity cost of grad school, etc." »

June 20, 2007

Choosing a major professor

Advice sent to an aspiring grad student, without identifying particulars.

1) Don't use a generic subject line when contacting a prospective major professor. I almost didn't open your email, thinking it was probably spam. Snail mail with a stamp and handwritten address really stands out, but email with "reprint request" will probably be opened. Ask for a PDF of a paper or two whose abstract looks interesting, but you don't have full-text access.
2) Read the papers, plus others you can find on-line or in your nearest university library. You might also consider going to a relevant scientific meeting in addition to, but not instead of, reading scientific papers. The nice thing about a meeting is that you can ask questions and talk to people from lots of different labs all in one place. The problem with talks is that if something isn't clear, it's gone, whereas with a paper you can read it twice, think about it, look up relevant definitions, etc.
3) Do the papers (including the part about weighing 5000 seeds or chasing lizards in the rain) make you think "I wish I'd done that?" If not, look for another lab, that does make you react that way.

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June 19, 2007

Who should consider grad school in science?

This entry is inspired by "Why I got out of research" at http://vwxynot.blogspot.com/ and Rob Knop's blog entry Get out; you're not good enough , and is addressed to readers considering grad school in science.

There are more people qualified for faculty positions at research universities than there are openings. By "qualified" I mean having earned a PhD, done a postdoc, and published at least one senior-authored peer-reviewed journal article from each. By this definition, one can be qualified without necessarily being competitive in today's academic job market.

Those of us lucky enough to get such a research university position find that (as vwxynot put it):

"Even if you do make it big and get your own lab, you’re suddenly responsible for your whole team’s job security as well as your own. Grants depend on the quality of the researcher and their work, yes, but also on trends, fads, luck, nepotism, reputation, political interference and geography."

The importance of nepotism, politics, and geography probably varies among countries, but there's no doubt that only a fraction of good proposals get funded. And yet, getting grants is often an expectation for tenure.

So, if most PhD's won't get a research university faculty position (RUFP), then who should consider going to grad school in science?

Continue reading "Who should consider grad school in science?" »

April 9, 2007

Evolutionary sound bites

There's an interesting discussion at Pharyngula and The Loom about the challenges of communicating science to nonscientists.

When I suspect an interviewer's only going to use a sound-bite, I decide in advance on a few I wouldn't mind them using. This doesn't always work, though. NBC interviewed me about transgenic crops a few years ago. They kept asking "can consumers tell if food is transgenic?" They already knew the answer and apparently had a script calling for a scientist to say "no" on camera. You might think they would want to talk to experts before deciding what the important questions are, but apparently not. So I kept saying, "that's not the issue; the question is how growing these crops will affect the evolution of weeds and insect pests." Not a bad sound bite, in my opinion, but it wasn't in their script. So they ended up just using visuals from my research fields, and adding their own stupid narration. Maybe if I'd said, "no, and labeling won't help" I would have had a chance to explain about gene flow, but I doubt it.

In contrast to my NBC experience, here's a nice example of telling a complex science story in 90 seconds. It's about our research on the evolution of cooperation between rhizobium bacteria and plants.
Download MP3 file

Continue reading "Evolutionary sound bites" »