Biology 106(1)
Contemporary Biologic Issues in Biology: Evolution

Spring 2013

Instructor: Jim Dooley

Updated: 1/16/2013

Office: 428 Boyd Science Center
E-Mail: jdooley@muskingum.edu
Phone: 740-826-8227,
Lecture: BSC 437, MWF 1:00-1:50 p.m.

PLUS Learning Consultant: Ms. Mary Piecynski?
Student Tutor: TBA
Student Success Center Tutor Hrs:  TBA

____________________________________________________________________________
  

Biology 106 Learning Objectives:

The Biology 106 courses (Biologic Issues) aim to provide students with an enhanced understanding of how science works within the context of a particular subject or issue area.   These courses are designed to meet Goal 1 of Muskingum's LAE: "Muskingum students will develop the ability to analyze questions related to major concepts in a field of study."  Each version of this course overviews what is already established within the particular topic area as well as focal areas and approaches to current investigation.   In this way students can come to fuller understanding of how scientific inquiry proceeds from an established knowledge base to extension of insight and understanding.  Though the focal topics vary from section to section students across all versions of this course the biology department indeeds that students will advance their understanding of:

Within this broader context, the Issues in Biology: Concepts in Evolution course  has a number of explicit learning objectives that are germane to the topic at hand.  More specifically students should demonstrate:
  1. An understanding of how evolutionary ideas developed through time, starting in Greek culture.
  2. An understanding of the important advances Charles Darwin provided to the development of evolutionary thinking
  3. A basic understanding of life's history
  4. An understanding of how evolutionan works through the processes of selection, genetic drift, geneflow and mutation
  5. An understanding of the scientific evidence supporting the theory of evolution and how scientific inquiry adds to our understanding of evolution
  6. An understanding of the nature and history associated with the debate about teaching evolution.
  7. An improved understanding of how science works as well as what kinds of questions it can address.


Course Description
:

At a more basic and casual level, my goals for this course are twofold. First, students should further develop and hopefully refine their understanding of evolution. Evolution provides one of the most important and exciting theoretical frameworks in all of science and certainly provides the conceptual foundation upon which all of modern biology rests. I believe that many people in this country have "kind of an idea" of what evolution is all about, but few have a solid command of even its most basic principles. In addition, there is a lot of misunderstanding about what evolution says and what it doesn't say. Much of that misunderstanding springs from a more general problem many people have in understanding how science works.  

That leads right into my second, and perhaps larger goal for the course. In many ways I plan to use evolution as an example area in science with the aim of trying to convey a more basic understanding of what science is and how it works to develop new insights and understandings. In my view,  you don't need to understand each detail of how a cell divides in order to be culturally literate, but you are going to need to understand how the process of science works if you are going to be able to make intelligent choices as a citizen, consumer, and community member.

A Word About Our Topic: Some people feel that accepting the ideas associated with evolution places them at odds with their religious or philosophical beliefs. My aim in offering this material is not that you come out of this course believing in the theory of evolution; however I will expect you to understand the basic theoretical principles underpinning modern evolutionary biology as well as current ideas about the history of life that we will advance through lectures, reading, and discussion.  I would hope that the your experience this term will enrich your ability to embrace uncertainty while maintaining a commitment to reasonsed discussion and intellectual exploration.
 
 

Course Design and Structure:

Weekly course topics are outlined in the classroom schedule that follows later in this syllabus. Generally, I am planning to lecture during  part of our weekly meetings but also reserve time for discussion.  Lecture readings are listed below, but some of the readings (particularly those associated with climate change) will be TBA in order that we can maintain a flexible pace in our discussion activities. Given this design for the course, participation in class discussions will be expected and required!
 

Class Policies:

In some cases coaches, other staff or faculty members have taken to sending out documents listing names of students who are not going to be attending classes because of a field trip, athletic event or other college sanctioned activity.  Please Note: I will not review each of these documents and then compare the names with each of my class rosters - sorry but that would require a huge amount of wasted time.   Therefore understand that if you are going to miss class, it is your responsibility to e-mail me with an explanation as to why you will not be in class. Please be sure to include reference to the class you are taking with me and make sure I receive this information 1 week before the event.   Failure to comply with this policy will mean you will be counted as absent for the class.

 
 

Grading: Course grades will be based on the following formula:
 
Participation
8%
Quizzes & Short Assignments 8%
Test I
12%
Test II
18%
Comprehensive Final Exam 24%
Lab Grade
30%


Participation:
In order to succeed in this course it is critical  that you participate in all discussions, journal posts, and come prepared for lecture/laboratory.  Understand that I tend to use a Socratic approach during classroom and laboratory meetings.  Expect that I will ask you about assigned readings or to comment on points of lecture.  If you are uncomfortable with this policy, consider taking another class.

 
Tests: Tests I, & II are closed book closed notes.  After each of the tests, we will take class time to review the exams.  You will be receive your tests & answers back in order that you take notes.  I will collect your tests at the end of the review sessions, therefore make sure you take extensive notes on your exam responses.  I will allow you to use notes during the final exam based on the following policy.

Final Exam Notes Policy:


A Word About the Reading: You should understand that we can't cover everything from the reading in class.  I've selected the text because it's a good one and I expect you to keep up with the reading.  Therefore, expect that quizzes and tests will have questions drawn directly from text reading, discussion papers, videos and other materials I've assigned - even if we haven't directly discussed the material in class! 

Lab: Our laboratory is designed to complement and reinforce the important principles we are covering in lecture.  Generally, laboratory will start with a short quiz covering material from the last lab as well as any materials assigned in preparation for the current day's work.

 

Course Resources:
 

Textbooks at the Bookstore: Dooley, Jim - Contemporary Biologic Issues: Evolution.   Don't worry, I'm not having you buy a text book that I wrote.  However I did assemble the text from other materials using the Create Program available through the McGraw-Hill Publishing company.    Most of the material is based on a text by Kenneth Kardong (2008. An Introduction to Biological Evolution (2nd edition). McGraw Hill). The value here is that this text should save you a good bit of money relative to purchasing the original text.  Note: you can only get this text at the University bookstore - it is not available from any on-line vendor. 

McGraw-Hill Text Websitehttp://highered.mcgraw-hill.com/sites/0073050776/  

Course Blackboard Page: (check - you should have this course as one of your Blackboard courses, if not contact your instructor immediately)

On-Line Version of the Course Syllabus. Your should plan to plan to check on-line for updates to the class web page Note that at the top of the syllabus I list the date of the last update: use that as a quick guide post to determine whether you are up to date on what is going on with the course.

Materials on Reserve at the College Library - I will place a copy of the text on reserve at the library but note this means you will not have the benefit on a text during open book quizzes. Ask for Biology 106, Section 1 - the text should be filed under my name.

Your Instructor:  I'm here to help youYou have to do the work (and make no mistake, real learning involves real work)!

 

Classroom Schedule:


Week
Dates
Topic/Activity/Assignment
1
1/14

1/16


1/18

Course Introduction: Overview of Syllabus, Poll Everywhere, Laboratory Assignment

Quiz on Syllabus
Lecture
:  Diversity of Life  Reading: The Diversity of Life


 
Lecture:  Diversity of Life  Reading: The Diversity of Life
Journal Post Due
2
1/21

1/23

1/25

MLK Day - No Class

Lecture Diversity of Life  Reading: The Diversity of Life

Lecture:  Diversity of Life  Reading: The Diversity of Life
Open book quiz
3
1/28

1/30

2/1

Lecture:  Extinctions   Reading: Extinctions

Lecture:  Extinctions   Reading: Extinctions

Lecture
:  Extinctions   Reading: Extinctions


2/4

2/6

2/8

Lecture: Time   Reading: Time

Lecture: Time   Reading: Time

Lecture:
Time   Reading: Time
5
2/11

2/13

2/15

Exam I Prep:

Exam I:

Lecture: Evolution of Evolution    Reading: Evolution of Evolution
6
2/18

2/20

2/22

Lecture: Evolution of Evolution    Reading: Evolution of Evolution

Lecture: Evolution of Evolution    Reading: Evolution of Evolution

Video: Darwin's Dangerous Idea - Part II
7
2/25

2/27

3/1

Lecture: Heredity   Reading: Heredity

Lecture: Heredity   Reading: Heredity

Lecture: Heredity   Reading: Heredity
8
3/4-3/8
Spring Break


9
3/11

3/13

3/15
Lecture:   Variation   Reading: Variation: Spice of Life

Lecture:   Variation   Reading: Variation: Spice of Life

Lecture:   Variation   Reading: Variation: Spice of Life
10
3/18

3/20

3/22

Exam II Prep:

Exam II:

Lecture: Natural Selection  Reading: Selection

11
3/25

3/27

3/29

Lecture: Natural Selection  Reading: Selection

Lecture: Natural Selection  Reading: Selection

No Class: Easter Break
12
4/1

4/3

4/5

Lecture: Speciation   Reading: Speciation

Lecture: Speciation   Reading: Speciation

Lecture: Speciation   Reading: Speciation
13
4/8

4/10

4/12

Lecture: Life History   Reading: Life History Strategies

Lecture: Life History   Reading: Life History Strategies

Lecture: Life History   Reading: Life History Strategies
14
4/15

4/17

4/19

Lecture:  Evidence of Evolution  Reading: Evidence of Evolution

Lecture:  Evidence of Evolution  Reading: Evidence of Evolution

Lecture:  Evidence of Evolution  Reading: Evidence of Evolution / Video
15
4/22

4/24

4/26

Lecture:  What is Science (revisited) & History of Creation Science

Video:  What About God?

Video:  What About God? & Wrap up Discussion
16
4/29

5/1
 
Lecture: TBA

Lecture: TBA & Course Evaluations:
   5/?? Final Exam:  










Laboratory Schedule:



Week
Dates
Topic/Activity/Assignment
1 1/17 Complete Pre-Lab prior to laboratory
Check out Book's Companion Web Site
:
Group Work: The nature of science & evolution
Presentation: The Nature of Science and Key Elements of Evolution
Video: A Conversation With Stephen J. Gould
2 1/24 Pre-Lab: Journal post on Blair & Stowasser 2009
Literature Discussion: Blair & Stowasser 2009 [5093"] - Fundamentals of data paper in science
Field Work: Data from the New Concord Cemetery
Analysis: (travel to computer lab?): Instruction on how to prepare and analyze data
Questions/Review of Lecture Material
3 1/31 Turn in: worksheet from last week
Presentation:
A Short Primer on Descriptive Statistics
Exercise:
Analysis of cemetery data for survival patterns
Video
:
Extinction!
Literature Discussion
Questions/Review of Lecture Material
4 2/7
Video: Great Transformations
Demonstration: Notes, Measurements & Drawings on Fossils - Power in Observation
Literature Discussion:
Questions/Review of Lecture Material
5 2/14 Review Exam I
Student Conferences
Video:
Origins Battle for the Planet
Demonstration/Exercise: Adaptations of Mammalian Skulls & Teeth
Questions/Review of Lecture Material
6
2/21 Video: Darwin's Dangerous Idea [4332"] - Part I
Literature Discussion:

Exercise:
Questions/Review of Lecture Material
7 2/28 Video: Genetics and Evolution (JD see notes in course folder)
Questions/Review of Lecture Material

3/7
Spring Break!
8
3/14


Literature Discussion:  Cowley - The Biology of Beauty [2727"]
Questions/Review of Lecture Material
9
3/21 Review Exam II
Student Conferences
Video: TBA (Evolutionary arms race??)