Biological Information and Natural Selection

Author(s):  
Daniel Cloud
2017 ◽  
Author(s):  
Peter R Wills ◽  
Charles W Carter

AbstractDifferential equations for error-prone information transfer (template replication, transcription or translation) are developed in order to consider, within the theory of autocatalysis, the advent of coded protein synthesis. Variations of these equations furnish a basis for comparing the plausibility of contrasting scenarios for the emergence of tRNA aminoacylation, ultimately by enzymes, and the relationship of this process with the origin of the universal system of molecular biological information processing embodied in the Central Dogma. The hypothetical RNA World does not furnish an adequate basis for explaining how this system came into being, but principles of self-organisation that transcend Darwinian natural selection furnish an unexpectedly robust basis for a rapid, concerted transition to genetic coding from a peptide•RNA world.


1997 ◽  
Vol 161 ◽  
pp. 443-453 ◽  
Author(s):  
Manfred Eigen

What is the distinguishing feature of a living system that singularizes it from every non-living chemical ensemble, regardless of the extent of the complexity? The differentiable characteristic of the living system is information. Information assures the controlled reproduction of all the constituents, thereby ensuring the conservation of viability. Information – unlike energy – is not subject to a conservation law. Hence the fundamental question behind the origin of life is: How can information originate?Information theory, which was pioneered by Claude Shannon, cannot answer this question: this theory is most successful in dealing with problems of coding and transmission. In principle, the answer was formulated 130 years ago by Charles Darwin: The information that is unique for life evolves by virtue of natural selection. Today we can be more specific: natural selection is a non-equilibrium process. It is an inherent consequence of mutagenous self-replication at several levels of organization: for instance it is evident in molecules such as nucleic acids, in molecular complexes such as viruses and in autonomous formes of life such as micro- or higher organisms. New physical concepts have been introduced in order to deal quantitatively with the dynamics of the molecular generation of genetic information. They provide a physical foundation for Darwinian behaviour, yet they introduce major modifications in its interpretation. The lecture deals with these physical concepts, such as «sequence space», «quasi-species» and «hypercycles» and will scrutinize their adequacy for rationalizing experimental results obtained with molecular model systems and with viruses under natural conditions. Elucidating the principles of molecular self-organization has made possible to construct automated machines that make it possible for genetic information to evolve under controlled conditions in an abridged time scale.


2017 ◽  
Vol 16 (3) ◽  
pp. ar55 ◽  
Author(s):  
Melissa Richard ◽  
John D. Coley ◽  
Kimberly D. Tanner

Natural selection is a central concept throughout biology; however, it is a process frequently misunderstood. Bacterial resistance to antibiotic medications provides a contextual example of the relevance of evolutionary theory and is also commonly misunderstood. While research has shed light on student misconceptions of natural selection, minimal study has focused on misconceptions of antibiotic resistance. Additionally, research has focused on the degree to which misconceptions may be based in the complexity of biological information or in pedagogical choices, rather than in deep-seated cognitive patterns. Cognitive psychology research has established that humans develop early intuitive assumptions to make sense of the world. In this study, we used a written assessment tool to investigate undergraduate students’ misconceptions of antibiotic resistance, use of intuitive reasoning, and application of evolutionary knowledge to antibiotic resistance. We found a majority of students produced and agreed with misconceptions, and intuitive reasoning was present in nearly all students’ written explanations. Acceptance of a misconception was significantly associated with production of a hypothesized form of intuitive thinking (all p ≤ 0.05). Intuitive reasoning may represent a subtle but innately appealing linguistic shorthand, and instructor awareness of intuitive reasoning’s relation to student misunderstandings has potential for addressing persistent misconceptions.


Author(s):  
Paul Gibson ◽  
John R. Baumgardner ◽  
Wesley H. Brewer ◽  
John C. Sanford

1979 ◽  
Vol 34 (3) ◽  
pp. 274-275
Author(s):  
David Chiszar ◽  
Karlana Carpen

1998 ◽  
Vol 43 (4) ◽  
pp. 263-264
Author(s):  
Joseph F. Rychlak

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