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Evolution Debate

Should evolution be taught in high school?

I am taking my vacation and going to Yoho National Park. Of course, this is the site of the world's most celebrated fossil fields, The Burgess Shale, where there is the best middle Cambrian soft fossils are exceptionally preserved. I want to see for myself the "Explosion " of so many different forms with virtually no predecessors. This is still one the biggest mystery and puzzle for evolutionists to explain. "The Burgess Shale was discovered in 1909 by Charles Doolittle Walcott." http://en.wikipedi a.org/wiki/Yoho_Na tional_Park http://www.pc.gc.c a/eng/pn-np/bc/yoh o/index.aspx  (Apr 23, 2014 | post #173473)

Evolution Debate

Should evolution be taught in high school?

That gene duplication is "a key mechanism in evolution" is silly. This does nothing to explain where the gene originated in the first place. This is meaningless circular logic. You have still have nothing.  (Apr 23, 2014 | post #173472)

Evolution Debate

Should evolution be taught in high school?

You have stated your tautology, but there is no evidence to support it. The specified biological mechanisms of any example you can give were already here to harness and channel the energy as designed. Those mechanisms were the result of intelligent will. (Obviously) Without those the mechanisms already in place the energy is useless.  (Apr 6, 2014 | post #172918)

Evolution Debate

Should evolution be taught in high school?

All one needs is an external energy source in order to discard the fundamental problem of thermodynamic decay and entropic degeneration? No! In every conceivable case, whenever there is energy available to do work requires that there is a mechanism *already in place* to capture and convert the incoming energy. The sun, by itself, can do nothing about entropy decay. It can do nothing to produce the origin of biological machinery. Before you say it, a plant already has all the photosynthetic machinery in place which enables it to capture and channel that energy to make sugars for plant growth and contribute to the biosphere. The DNA-Ribosome-Prote in machine is the same situation as the plant. It is already in place. Without these specific mechanisms already in place, the external energy source is biologically useless.  (Apr 6, 2014 | post #172915)

Evolution Debate

Should evolution be taught in high school?

The commonly asserted claim that an "open system" can overcome the effects of thermodynamics with an external energy source is false. It is false conceptually and mathematically. This argument asserts that the spectacular decrease in entropy, i.e, computers, DNA, life, etc., is compensated by increases in entropy of the sun. But entropy cannot decrease faster than it is exported away! In other words, the amount of order of anything in an open system cannot increase faster than it is imported. The entropy equations support this. So that if an increase in order is extremely improbable when a system is isolated, it is still extremely unlikely when the system is open, unless something is entering that make it not extremely improbable. This is part of our everyday experience. Things wear down, wear out, grow old and die. Everything we do every day is really work to resist entropic decay. The only thing that can act as a counterforce to entropic degeneration is intelligent will. Go back to the messy room. Over time and use the room got messy. This represents disorder. Will an "open system" tidy it up? Will opening a door or a window and letting the sunshine in tidy up the room? Will turning up the thermostat help? Will letting the insects in help tidy the room? Does the entropy leave the room when we open it up? No. The only thing that will tidy up the room is an intelligent will to clean it up (Or maybe a robot house-cleaner).  (Apr 6, 2014 | post #172911)

Evolution Debate

Should evolution be taught in high school?

No, it is true. The 4 letter code with 3 letters per codon for 64 combinations to code for 20 amino acids plus start and stop codons is absolutely optimal. There is no other combination of number of letters or number of letters per word that could be superior to it. This is not in question. And the multiple redundancies you complain about, actually, the tandem repeats, are remarkably similar to the architecture of executable computer code. Repeating elements found in higher genomes are not junk, as rather identical tandem repeats are also found throughout executable computer code where they are certainly not junk. They contain essential information for processing. The tandem repeats found in executable code arise by design. This shows that biologists have much to learn from computer scientists and computer scientists have much to learn from biologists.  (Apr 5, 2014 | post #172837)

Evolution Debate

Should evolution be taught in high school?

Of course it has 4 letters, not 5!  (Apr 5, 2014 | post #172765)

Evolution Debate

Should evolution be taught in high school?

As usual, you miss the whole point. It is not about storage density (which of course DNA stores information in a manner far more densely than a modern hard drive can. DNA only needs about 30 atoms to store a bit of data, while a modern hard drive requires millions!), it is about the design of the code itself; the fact that it has 5 letters and 3 letters make a codon, and there are 64 combinations. There is no code in existence that is more efficient that for its designed purpose of coding for 20 amino acids. You can try 3 letters or 5 letters or 4 letter words or 2 letter words, etc., but the genetic code is the optimal.  (Apr 5, 2014 | post #172764)

Evolution Debate

Should evolution be taught in high school?

Talk about crazy. You've been repeating this same comment thousands of times for over 10 years now. Besides, what he says is far more original and interesting than having to listen to the same childish insults from a bunch of narrow-minded evolution fanatics.  (Apr 5, 2014 | post #172763)

Evolution Debate

Should evolution be taught in high school?

Multiple overlapping genetic codes greatly and profoundly reduce the probability of beneficial mutations. This means that a single nucleotide interacts with many other sequences simultaneously. There is extensive overlapping of messages within DNA sequences. Most nucleotides are poly-functional. So, this means they must also be poly-constrained. So almost every nucleotide that may be beneficial for one code would automatically be deleterious for one or more other overlapping codes. This is analogous to computer data compression is only dreamed about by computer scientists. Once these overlapping genetic codes are in place, how could they ever be improved by mutation/selection?  (Apr 4, 2014 | post #172752)

Evolution Debate

Should evolution be taught in high school?

The DNA code is not just any old code, it is the best possible code. It is now recognized that the genetic code is highly optimized. The 4 letter code, 3 letter codon, 64 possible codons to encode 20 amino acids plus start and stop is essentially used in all living things. This suggests that the code must have been established and optimized before the first living cell came into being.  (Apr 4, 2014 | post #172751)

Evolution Debate

Should evolution be taught in high school?

Another new source of biological information is the possibility of a vibrational communication system that cells use meaning that molecules are communicating at a distance. This is a whole new line of thinking! How else do biological molecules fly in so quickly to just the right spot only to fly out to their next designated destination? This vibrational communication system also cannot be explained by DNA sequences or neo-Darwinian theory of mutation/selection, because like epigenetic systems and the membrane code, they must transcend DNA genetics.  (Apr 4, 2014 | post #172750)

Evolution Debate

Should evolution be taught in high school?

Any thoughtful scientist interested in biology already must recognize the rich source of complex information inherent in biological systems. Logically, such an optimized coding system/biological language must have been worked out before the first life form was able to use it. The code must have existed before life itself. That is the only possible explanation.  (Apr 4, 2014 | post #172749)

Evolution Debate

Should evolution be taught in high school?

Scientists are discovering a new code in the membrane which is used for such things as embryo development, but is not specified by DNA. This is a whole new source of biological information that is communicated by way of electrochemical fields which define spatial coordinates. Since the source of this new code cannot be reduced to DNA sequences, it cannot be understood in neo-Darwinian terms. This greatly amplifies the explanatory deficiencies of new-Darwinian theory. This in addition to other non-DNA coding systems, such as the splicing code, the methylation code, the histone code, and the epigenetic code. Neo-Darwinian theory cannot explain the origin of these at all.  (Apr 4, 2014 | post #172748)

Evolution Debate

Should evolution be taught in high school?

You sound very desperate Kong. When your words need lifting up with caps and asterisks. Just saying. And when did "working on it" become the standard? Biochemists are also working on intelligent design as well, aren't they? So are physicists, mathematicians, etc. There is tons of evidence for ID, you just decided to ignore it all in favor of your own world views. And not only that, but you get very upset when you are told your view isn't working anymore.  (Apr 4, 2014 | post #172747)