For Easter, I cracked open Scott Freeman’s classic textbook, Evolutionary Analysis, and found a nice graphic of the HIV virus’ replication strategy for discussion with my kids, 8, 8, and 2.85. Andrew kept asking who made the virus, and why, and I was trying to explain that nobody made the virus, it evolved from other viruses. The entire discussion gave the event—the evolution of a novel-to-humans coronavirus that succeeds particularly well at catching on human throat cells—far too much prominence, as if something unique and bad had happened in the world. I wanted him to understand that nothing new had happened, the same thing that always happens had happened. Things are always making more of themselves that are a little different.
Teaching Biology to My Kids
Teaching Biology to My Kids
Teaching Biology to My Kids
For Easter, I cracked open Scott Freeman’s classic textbook, Evolutionary Analysis, and found a nice graphic of the HIV virus’ replication strategy for discussion with my kids, 8, 8, and 2.85. Andrew kept asking who made the virus, and why, and I was trying to explain that nobody made the virus, it evolved from other viruses. The entire discussion gave the event—the evolution of a novel-to-humans coronavirus that succeeds particularly well at catching on human throat cells—far too much prominence, as if something unique and bad had happened in the world. I wanted him to understand that nothing new had happened, the same thing that always happens had happened. Things are always making more of themselves that are a little different.