Biology
310: Evolution and the Human Condition
Spring 2002
Dr. Renee Godard MWF 9:10-10:10
Dana 211, x6457 Dana 201
Office Hours: MW 10:30-11:30, TTh 10:00-10:30
Text: Stearns, Stephen & Rolf Hoekstra. 2000. Evolution: An Introduction. Oxford University Press
Course description
Evolutionary theory is the underlying theoretical fabric supporting our understanding of the natural sciences. Beyond its theoretical importance, the study of evolution has recently been applied to a diversity of fields, including conservation, psychology and medicine. We will begin this course with a look at the history of evolution and then develop a solid understanding of the major principles of evolution. With this solid background, we will then explore current applications and controversies of evolutionary theories. This exploration will include an examination of the application of evolutionary theory to conservation biology, an evaluation of the current controversies regarding mass extinctions and human evolution and a detailed look at the impact evolution has on human behavior and medicine. By the end of the course, you should be able to discuss how evolutionary theories relate to a wide array of topics including: morning sickness, menopause, fever, antibiotic resistance, the persistence of cystic fibrosis, endangered species, mate choice, aging, and many others.
Course structure: We will use a variety of formats to explore evolution including lectures, student presentations, discussions and the PBS 2001 video series on evolution. Your developing understanding of evolution will be evaluated using a variety of assignments described below.
Communication in science is critical. You are going to have the opportunity in this class to “hone” your presentation skills. At the beginning of the semester, we will discuss how one makes an effective presentation. You will then have a chance to give one short presentation in the beginning of the semester and one longer presentation on your research project towards the end of the semester. By doing this, you will satisfy the oral communication component of the general education requirements
Short Presentation (5%) - Evolution in the News – During the first 2-3 weeks of class you should scan the papers for articles that relate to evolution. The easiest way to find science articles in the news is in the New York Times (www.nytimes.com). All you need to do is to go to the web site and register (FOR FREE), then you can access all of their science articles anytime you want (FOR FREE)! After the first two weeks, I will call on volunteers to make a presentation of their findings to the class. You should be prepared to give students a brief, 2-5 minute, summary of the article and how the findings relate to evolution on any day in your syllabus marked “Evolution in the News”. Your presentation should be clear and concise. I will ask for 2 volunteers (there is good reason to volunteer as if someone presents your article, then you will need to go and find another.) If there are no volunteers then I will choose students at random. If you are not prepared, points will be deducted.
Major Research Presentation (15%) - You will be asked to present the findings of your research paper (see below) to the class. You should select a paper related to your topic for the students so that they can be prepared for your class. You will be given 30-45 minutes to work with the class on your topic. In preparing for your presentation, you should think of yourself as a teacher. Your presentation can take a variety of formats, but should provide the students with a thorough understanding of your research topic and the opportunity to discuss the paper you assigned for the class.
Research Paper (20%): You will have the opportunity to explore how evolutionary theory has been applied to medicine, human behavior or human physiology. Possible research topics are listed below. You will be expected to write a typed paper that is double-spaced, with one-inch margins and is at least 10 pages in length (not including the reference section) on one of these topics or a topic of your choosing (after meeting my approval). In your paper, you should describe the basic physiological/behavioral concern (e.g. aging, altruism, etc…) then you should explore how the particular concern has been explained using evolutionary theory. Though you can use secondary sources, particularly for basic physiology and behavior, the bulk of your paper should be based on primary sources. You should have at least 8 primary sources that you cite in your paper. We will devote at least one class day to work with Jamie Redwine, Director of Library Technical Services, on effective research strategies utilizing resources available in the library. You will need to turn in a bibliography and research log on the date indicated in the syllabus. Please also note the due date for your paper in the syllabus. By completing this research project you will satisfy the applied research techniques component of the general education requirement.
Suggested Research Topics (I can provide you with one primary source on any of these)
·Evolution and Aging
·Evolution and Cystic Fibrosus
·Evolution and Sickle Cell Anemia
·Evolution and Human mate choice
·Are olfactory cues important in determining the mate with the right immune genes?
·Human mate choice (ornamentation, facial characters, etc…)
·Evolution and Menopause
·Evolution and Menstruation
·Evolution and Human sperm competition and certainty of paternity (include mate fidelity)
·Evolution and Allergies/Asthma (focus on immune system)
·Evolution and Morning Sickness
·Evolution and Breast Cancer
·Evolution and Nutrition (Paleolithic nutrition and current health problems)
·Evolution and Human Body Design (Low back pain, retinal detachments, etc…)
·Evolution and Kin Selection (differential treatment of stepchildren, children related by maternity/paternity)
·Evolution and Human Altruism
Journal Questions (20%) - I will give you a series of questions throughout the semester that will prompt you to delve carefully into the readings before class or to evaluate ideas we have discussed in class. It is my hope that these questions will help stimulate discussion of topics we explore in the class and encourage . You must prepare journal questions for the day that they are due. Points will be deducted if they are not turned in on time.
You may use one of two formats: 1.) a hand written notebook containing all the questions and answers OR 2.) a ring-binder that contains typed questions and answers. I will collect your journals frequently and your progress on the journals will be assessed throughout the semester.
Exams (35%) - You will have two take-home exams. The mid-term is due on the day noted in the syllabus and the second is due on Friday, May 10th by 4 p.m.. Both exams will be primarily essay and will examine your ability to synthesize the major ideas that we have discussed.
Participation (5%) - Your attendance and participation is important. Your attendance will be noted during each class meeting. Your participation grade will be based on your attendance and the degree to which you are engaged in class discussions and presentations. Being there in body is not enough!
Course grade: Thus, your grade in this course will be determined using the following percentages:
Exams (2)
·Midterm 20%
·Final 15%
Research Paper 20%
Presentations
Evolution in the News 5%
Research Presentation 15%
Journal Questions 20%
Participation 5%
Grade Point Scheme
|
Midterm Exam |
100 points |
|
Final Exam |
75 points |
|
Research Paper |
100 points |
|
Presentation: Evolution in the News |
25 points |
|
Presentation: Research Presentation |
75 points |
|
Journal Questions |
100 points |
|
Participation |
25 points |
|
TOTAL |
500 points |
Syllabus for
Biology 310 - Evolution
|
Date |
Topics |
Readings |
|
1-30 |
Introduction to course |
|
|
2-1 |
A Dangerous Idea: Evolution Video & discussion |
Prologue & Chapter 1 |
|
2-4 |
A Dangerous Idea: Evolution Video & discussion |
Prologue & Chapter 1 Handout: Quammen (pp15-115) |
|
2-6 |
Russel Wallace & Natural Selection |
Handout: Quammen (pp15-115) |
|
2-8 |
Detecting and Classifying Modes of Natural Selection Research Topic Due |
Chapter 2 |
|
2-11 |
Studies of Natural Selection Presentation Discussion |
Reznick et al. 1993 (1°) Stiassny, MLJ & Meyer, A 1999 (2°) |
|
2-13 |
Wyndham Robertson Library (Instruction Room 2nd floor) |
|
|
2-15 |
Selection of Virulence and Antibiotic Resistance The “Arms Race” (video) |
|
|
2-18 |
Neutral Evolution |
Chapter 3 & pp 244-247 |
|
2-20 |
Molecular Clocks and Human Evolutionary Origins – African Eve? |
Tattersall, I. 1997 (2°) Horai, S. et al 1995 (1°) pp 306-307 |
|
2-22 |
The Creationist Debate (Video – pt 8)
|
Commentary from Science |
|
2-25 |
Web exercises and Presentations |
|
|
2-27 |
Science (Genome Duplications), pp 292-302 |
|
|
3-1 |
Chapter 4 |
|
|
3-4 |
Evolution in the News |
Chapter 5 Hori, M. 1993 (1°) |
|
3-6 |
Evolution in the News |
Chapter 7 |
|
3-8 |
Evolution of life histories and sex ratios Evolution in the News |
Chapter 8 |
|
3-11 |
Evolution Video Bits – (Pt 6 – Why Sex) DUE: Bibliography and Research Log
Evolution in the News |
|
|
Date |
Topics |
Readings |
|
3-13 |
Presentation
Discussion (Powerpoint etc…) |
|
|
3-15 |
No class
DUE:
MIDTERM EXAM
|
|
|
|
SPRING BREAK |
|
|
3-25 |
Sexual Selection |
Chapter 9 |
|
3-27 |
Species and Speciation |
Chapter 11 |
|
3-29 |
When is a species a species – a look at the red wolf and the Endangered Species Act? |
Red wolf papers |
|
4-1 |
Jimenez, J.A. et al 1994 Smith, T.B. et al. 1997 |
|
|
4-3 |
Chapter 12 |
|
|
4-5 |
Extinction Processes |
Chapter 13 |
|
4-8 |
TBA |
|
|
4-10 |
Presentation TBA |
TBA |
|
4-12 |
Presentation TBA |
TBA |
|
4-15 |
Presentation TBA |
TBA |
|
4-17 |
Presentation TBA |
TBA |
|
4-19 |
Presentation TBA |
TBA |
|
4-22 |
Presentation TBA |
TBA |
|
4-24 |
Presentation TBA |
TBA |
|
4-26 |
Presentation TBA |
TBA |
|
4-29 |
Presentation TBA |
TBA |
|
5-1 |
Presentation TBA |
TBA |
|
5-3 |
Presentation TBA |
TBA |
|
5-6 |
Review and Wrap-up |
|
|
5-10 |
Final Exam Due by 4
p.m. |
|