1. Computer Models of Evolution
Michael Starr1, Gloria Ononye2
1 College of Engineering, University of Cincinnati, Cincinnati OH; 2 Withrow University High School, Cincinnati, OH
Activity
Assessment Results & Feedback
Abstract
Computational models to describe scientific theories are used extensively to study natural and synthesized processes throughout the scientific and engineering communities. The fields of biological and genetic engineering have focused on using computer models for describing the natural processes observed in biological systems. Many scientists and engineers have turned to computer models for better understanding the evolutionary process as well as for an added dynamic to conveying the theory to the general public in a unique and engaging manor. This lesson investigates the work being done by researchers into the evolution of artificial intelligence systems as well as the use of computer games that aid in the understanding of the process of natural selection.
Bug Hunt Evolution - Computer Game:
Bug Hunt Evolution:
For the bug hunt activity students scored on average 76 out of 90 points.
Students were able to relate what they observed in the game to what they observed during the fruit fly phenotype lab they did a couple weeks before.
Students set up the game per the instructions and played through twice; both times noting trends over generations of average bug speed, size, adrenaline, color, jitter and special traits such as camouflage, hiding or run-away.
Students then compared and contrasted the natural selection occurring in each trial based on their interaction with the bug world as the predator.
Next students selected certain traits they wanted in their population and began to cultivate by “eating” the bugs that did not possess the desired traits.
Answered the following at the end of the activity:
You witnessed evolution of a species (bugs over a very short time (minutes) we usually think of evolution as operating over hundreds/thousands of years. What characteristics of the bugs allowed us to see this rapid evolution? Can you think of another species/organism, which evolves very rapidly? What properties do these creatures share with the bugs?
In our experiment, the predators (you) did not evolve with the bugs. What adaptations do you think the predators would adapt over several generations if they were to remain extant (a living species)?
The GOLEM Project - Reading a Journal Article as a Class:
During this portion the students complained that they did not understand what the authors of the paper were trying to say.
However, they were able to discuss the topics in the article and made some good points indicating that they did understand more than they realized and the exposure to research articles such as these promotes critical thinking and helps prepare students for college tasks and they may make some connections when studying the section on evolution out of their texts.
Objectives
Explain how the bugs in “Bug Hunt Evolution” evolve in response to predation.
Predict what would happen if the predator changed attacking characteristics.
Explain how researchers are using virtual world models and artificial intelligence to study evolution of machines and computers and how they transfer this virtual evolution into the real world.
Explain how engineers are using robotics to mimic biological process, such as virtual reproduction and natural selection.
Reflections
Original lesson was written for 3 days, but it was found in this case that to do the Bug Hunt portion effectively alone it took almost 3 class periods to complete.
The actual lesson was extended and took 6 days to complete.
Based on student response and length of time we decided to only cover the GOLEM project article. Originally another article on self-reproducing machines was to be read, but discussions for the game and article were so involved we had little time to fit it in. Probably better since it may be an information overload.
Students might play the Bug Hunt game differently than you expect them to and it’s important to let them explore on their own as it will influence the answers they give and can influence the class discussions with more diversity in experience in the game.
With this lesson it is important to encourage class discussion and not worry too much about timing. Let the lesson “evolve” on its own as you teach, as I think each experience will differ based on the culture of the classroom in which it is taught.
State Standards
Ohio Standard: Science
Life Sciences 11-12, Benchmark G: Summarize the historical development of scientific theories and ideas within the study of life sciences
Scientific Inquiry 11-12, Benchmark A: Make appropriate choices when designing and participating in scientific investigations by using cognitive and manipulative skills when collecting data and formulating conclusions from the data.
Scientific Ways of Knowing 11-12, Benchmark A: Explain how scientific evidence is used to develop and revise scientific predictions, ideas or theories.
Ohio Standard: Technology
Nature of Technology 9-12, Benchmark B: Apply technological knowledge in decision-making.
Technology and Society Interaction 9-12, Benchmark C: Analyze ethical and legal technology issues and formulate solutions and strategies that foster responsible technology use.
Benchmark E: Forecast the impact of technological products and systems.
Technology for Productivity Applications 9-12, Benchmark A: Integrate conceptual knowledge of technology systems in determining practical application for learning and technical problem solving.
Benchmark B: Identify, select and apply appropriate technology tools and resources to produce creative works and to construct technology-enhanced models.
Technology and Information Literacy 9-12, Benchmark A: Determine and apply an evaluation process to all information sources chosen for a project.
Design 9-12, Benchmark B: Recognize the role of teamwork in engineering design and of prototyping in the design process.
Benchmark C: Understand and apply research, development and experimentation to problem solving.
Designed World 9-12, Benchmark E: Classify, demonstrate, examine and appraise information and communication technologies.
The GOLEM Project - Reading a Journal Article as a Class:
As a class we read the following journal article:
“The GOLEM Project: Evolving Hardware Bodies and Brains” Extracts from H. Lipson & J.B. Pollack, “Evolving Physical Creatures”, Proceedings of Artificial Life 7, Portland Oregon, 2000.
GOLEM - Genetically Organized Lifelike Electro Mechanics
Dr. Ononye, Withrow science teacher, came up with the questions for the students to answer from the article
Class discussions were held on the parallels between real biological systems and the virtual system described.
Students were required to answer questions on diversity of morphology, phylogenetic trees, comparison to others research, evolution robotics, etc.
Acknowledgments
Project STEP is funded through NSF Grant # DGE
Christopher Whalen - NSF GK-12 Fellow at the University of Illinois at Urbana Champaign for providing the Bug Hunt program and lesson documents.
Prof. Anant Kukreti for his guidance as my STEP advisor.
Andrea Burrows for taking photographs of the activity.
One of the GOLEM Robots autonomously evolved in the virtual world and brought into the real world capable of full function