Fall 2014
Biology 112: Evolution and the Diversity of Life
Instructor: Betsy Kirkpatrick (lecture & labs); TH 223G, x3797, kirkpatrick@pugetsound.edu
Office hours: Monday 11-12 and Tuesday 10-12, as well as plenty of other times by appointment
(email is the best contact method). Please contact me if you have any issues.
Lectures: MWF 10-10:50, TH 193
Labs: Monday (AC), Tuesday (AA), Wednesday (AB) or Thursday (AD) 1-3:50 in HA 245
Required texts: (if you took Biology 111 here, you should already have these books):


Biology, by N. A. Campbell and J. B. Reece (and others); 9th (2011) edition
A Short Guide to Writing about Biology by J. A. Pechenik, 2010.
Required device: RF LCD Clicker (available at the Bookstore under Biology 112 for $40)
Optional books:
Any field guides to the plants and animals of this region. You can find field guides to almost any taxon
you want including nudibranchs, mushrooms, mosses, crabs, jellyfish and ctenophores. You can never
have enough field guides! Some good ones are:
Kozloff, E.N. 1976. Plants and Animals of the Pacific Northwest. University of Washington Press,
Seattle.
Kozloff, E.N. 1993. Seashore Life of the Northern Pacific Coast. University of Washington Press,
Seattle.
Pojar, J. and A. MacKinnon. 1994. Plants of the Pacific Northwest Coast. Lone Pine Publishing.
Sibley, D.A. 2003. The Sibley Field Guide to Birds of Western North America. Alfred Knopf, New York
__________________________________________________________________________________
FAIR WARNING: Although Biology 112 is listed as a Natural World Core, it is taught as the second
course in the Biology major, and as such may be more challenging than the core class you might
imagine it to be. If you are looking for a relatively easy core, I suggest finding another class. Biology
111 is a prerequisite. I will expect you to be familiar with the concepts and terminology learned in
Biology 111 (or AP/IB Biology).
__________________________________________________________________________________________________________________
Course Description
The vast diversity of life is amazing. The organization and complexity of even the simplest bacteria is
mind-boggling. The exuberance of multicellular life that we see around us every day is awe-inspiring.
Our lives depend on this diversity. How did all these strange, living beings come to be? Why do they
look the way they do? How do they work? These are questions that we can, and should, ask. In Biology
112, we will begin to explore the different facets of evolution and the diversity of living organisms. We
will look at adaptations to different environmental challenges and begin thinking of organisms as life
cycles.
This course provide a general overview of the history and diversity of life and then covers the processes
and mechanisms – evolution - that lead to this diversity. The course emphasizes some of the
fundamental aspects of organismal biology such as reproduction, feeding, and locomotion (or lack
thereof). The lecture and lab portions of this course are fairly independent. I have deliberately
designed the course this way because: 1) weather is more conducive to field trips early in the semester
and 2) lecture and lab emphasize different aspects of diversity. In lecture, I will present principles
common to diverse taxonomic groups, augmenting this information with specific examples taken from
different organisms. Because of the nature of the lectures and the available textbooks, in some
instances I cannot suggest readings from your texts. In some cases you can piece together descriptions
of how different phyla reproduce, feed, or move by scanning your text chapters.
Bio 112 – Syllabus 2
The enduring understandings I would like you to take from this course are:

A conceptual framework for thinking about the diversity of life beginning with the
fundamentally important process of evolution,

The foundation for framing biological questions in a comparative (i.e. evolutionary) context
that you can use in future Biology courses.

An appreciation for the relationship between structure and function in organisms.

Familiarity with, and perhaps even fondness for, some of the organismal diversity that
surrounds us providing us with some sense of place.
Lectures
Lectures are used to discuss some of the more important or difficult topics from the text and to consider
information not available in the texts. Prepare for lecture by reading the material assigned in the text
and handouts. Attending lectures and taking notes is extremely important because much lecture
material is not in your texts. I will provide some supplementary reading material. I will strive to start
many lectures with a “fun fact” about diversity, either one I bring in or one you send me. We will
engage in as much group work as we can with a group this large. I will also “cold call” on students
randomly to answer questions in class. I do this not to embarrass you or “catch” you, but to involve
everyone to the utmost in the class, to tell each of you that I believe in you, and to keep the class
moving forward together. I will bring to each lecture a randomly generated list of the sequence of
students I will call on, so be ready. And make sure you arrive on time, or you won’t be able to answer a
question if it’s your turn.
Clickers: I will be presenting at least one clicker question in every lecture (except quiz and exam
days). You need to bring your clicker EVERY DAY. The clicker software records your answer for me; I
don’t use the correctness of your answer in my grades, but I will use whether you answered or not
in your participation grade.
Moodle: I use Moodle for course information and handouts. This syllabus and schedule, labs and
extra readings will all be posted on Moodle where you can view them and, if you must, print them.
To access Moodle, get on the web and go to http://moodle.pugetsound.edu. Your password is your
UPS network password. All of you are already enrolled in the course. Moodle will have lectures,
labs, supplemental materials and assigned readings. If you have problems, please ask me or
someone else familiar with Moodle for help. You MUST have access to these materials.
Cell phones: Please turn off the ringer and put away your cell phones before class starts. Cell
phones absolutely cannot make an appearance during exams or quizzes.
Laptops: If you use a laptop for note taking, please use it only for that.
Lecture Exams and Quizzes:
Exams and quizzes are scheduled during lecture, usually on Wednesdays (see Course Schedule), and will
include a variety of question types that include multiple choice, matching, definitions, and short essays.
Questions will require that you be very familiar with lecture material, your readings, and some will ask
you to synthesize material from lab and lecture. Some questions will require you to apply concepts to
novel situations not specifically covered in lecture or lab. I will post sample questions to give you a
sense of the kind of questions I will ask. Although exams and quizzes might be stressful, it turns out that
taking exams and quizzes is one of the best ways to enhance your recall of the material (see the New
York Times article on Moodle). Employ this technique for yourself as part of your study process!
Tip for success: Adopt a “study-as-you-go” policy. Rewrite your notes within 24 hours after every lecture. Don’t wait until a few days before an exam or quiz to start studying. What if you have two other exams and a 10-page paper due that same week?? If you study as you go, you won’t have to cram before an exam or quiz, which will help decrease stress and improve your performance.
Bio 112 – Syllabus 3
There will be no make-up quizzes or exams. There will be six quizzes during the course (see the
Course Schedule) and I will drop your lowest score. If you miss a quiz for any reason, the missing quiz
score will count as your lowest score. Absence for an exam or a lab for a bona fide medical reason will
require a written note from your health care provider and MAY OR MAY NOT be considered in assessing
final grades. In keeping with University policy, the final exam will be given ONLY at the time indicated in
the course schedule.
Readings
There will be readings from our textbook and from supplementary materials that will be supplied to you
(usually as PDF files on Moodle).
Laboratory
Lab is required. The labs have been designed to help you understand concepts discussed in lecture and
to familiarize you with major groups of organisms. Material covered in lab will be included in lecture
exams and quizzes. Missing a lab will result in the loss of the points for that week’s lab assignment. The labs and any reading assignments for labs will be posted on Moodle. During the early labs of the
semester we will visit different local habitats and you will become familiar with the major taxa (phyla
and some classes) found in these habitats as an introduction to 55 common and/or ecologically
important species. Some of our time will be spent on more detailed investigations of mechanisms of
evolution, phylogenetics, and organismal form and function. Under extreme circumstances you may be
able to reschedule a lab; arrange with me at least one week before the lab. Most of the labs are full and
cannot accommodate extra students; only in very unusual circumstances will you be allowed to switch
labs. Labs cannot be made up after the last lab section of the week has met (Thursday afternoon).
Lab handouts will be available on Moodle by Friday before lab. You must print out the lab handout and
bring it to lab.
Please come to lab PREPARED. Careful preparation before the lab will (1) allow you to get more out of
the lab, (2) make it much more likely that you will enjoy the lab, and (3) increase the probability that you
will finish on time or early. Here is how to prepare:
1. DOWNLOAD AND PRINT the lab and any associated material from the Moodle site and bring
your copies to lab (we will not provide extra copies in lab).
2. READ the assigned readings before lab.
3. COMPLETE ANY PRELAB material PRIOR to coming to lab. Information from this section may
appear on exams and quizzes. Prelabs are due at the beginning of lab.
4. READ the entire lab exercise prior to coming to lab. Know what the lab involves and come
prepared.
YOU MUST BE AT LAB ON TIME. Labs will begin promptly at their designated times. Some of our labs
include field trips. If you miss the van, you will need to get yourself to the field site.
Exams on Lab material: There will be two exams on the lab material. The first will be a field exam on
identifying and naming the Familiar 55 and Friends; the second will be an in-lab exam answering
questions about organisms we’ve explored in lab over the semester. A Note about Names: There are lots of names to remember in this course. Why do you have to know
them? The names of organisms and the larger groups to which they belong are part of the language of
biology; knowing who’s who gives you the tools for understanding and communicating about evolution
and diversity. Every discipline has its language. In chemistry part of this language is the periodic table
and various compounds. In history, part of the language involves knowing names, dates, places and
institutions. In cell biology you learn the names of organelles, other structures, and proteins and their
functions. We will learn the names of many different groups of organisms – the names you will need to
put all these organisms on your map of life. You will be required to know only the common names of
the Familiar 55 and Friends. If you learn the scientific names you can get extra credit on lab quizzes and
Bio 112 – Syllabus 4
exams. The second important reason for knowing the names of organisms is that it will give you a
connection to this place. Our images of place often include a picture of the plants and animals that are
dominant in the landscape. Knowing what these common organisms are and something about their life
histories will give you a greater sense of belonging to the Pacific Northwest and will help you in later
biology courses such as ecology, marine biology, ornithology, vertebrate biology, or field botany.
Assignments
“Questions and Comments:” For the additional assigned readings listed in the syllabus, you will need to
write down THREE questions you had as you read the chapter and TWO interesting ideas, facts or
thoughts you gained from the reading. These pages need to be typed and emailed to me by the time
you take the exam for the unit with which the reading was associated. You need to turn in questions
and observations for FIVE of these readings OVER THE SEMESTER, with AT LEAST ONE IN EACH OF THE
THREE UNITS. There are lots more readings than you need; you may choose which one(s) to turn in in
each unit. We will spend some time in lecture talking about how to ask questions and I have posted on
Moodle further instructions and a guide to writing good questions. Everyone needs to turn in a practice
set of questions and observations for the reading from E.O. Wilson's Future of Life (posted on Moodle)
due by email at 10 am on Monday, Sep 8. These practice questions DO NOT count as one of your five
assignments. I will provide feedback on those questions to help you with your subsequent question
assignments.
“Case Studies:” We will use three lecture periods to discuss case studies. For each of these case studies,
you will have a primary literature paper to read, preparation questions to answer before the discussion,
and follow-up questions to answer after the discussion.
Turning in Assignments
As much as possible, we will use email to turn in assignments. Email saves paper, allows me to send
comments back to you outside of class, prevents lost assignments and time-stamps your submission.
Emailed copies of assignments are due at the start of lecture or lab as indicated on the individual
assignment and lecture schedule. Please use the file naming format: lab section letter-your last nameassignment (e.g., A-Johnson-Wilson Ch. 1).
Late Policy
Turning in an assignment late will reduce the maximum credit available by 5% a day (including
weekends), down to 50%. When the maximum point value reaches 50%, it is still worth your while to
turn in the assignment as soon as you can, but the maximum score you can receive is 50% of the original
point value. I cannot accept any written assignments after the start of our final exam. Work turned in
late on the same day that it is due will be considered ½ a day late and be assessed a penalty of 2.5% of
the original point value.
TO BE FAIR TO ALL STUDENTS, I MUST STRICTLY ENFORCE THIS LATE POLICY. I will consider waiving the
penalty only in a case of a medical or family emergency. Written documentation of the nature of the
emergency may be required.
An extra-curricular activity, travel, or work in another course is not a valid reason for late work. If you
must miss class of one of these reasons, it is your responsibility to check the lecture schedule and
assignment guidelines to determine if anything will be due in your absence. Please check with me if you
are unsure.
Office of Accessibility and Accommodation
If you have a physical, psychological, medical or learning disability that may impact your course work,
please contact Peggy Perno, Director of the Office of Accessibility and Accommodation, 105
Howarth, 253.879.3395. She will determine with you what accommodations are necessary and
appropriate. All information and documentation is confidential.
Bio 112 – Syllabus 5
Student Bereavement Policy
Upon approval from the Dean of Students’ Office, students who experience a death in the family,
including parent, grandparent, sibling, or persons living in the same household, are allowed three
consecutive weekdays of excused absences, as negotiated with the Dean of Students. For more
information, please see the Academic Handbook.
Classroom Emergency Response Guidance
Please review university emergency preparedness and response procedures posted
atwww.pugetsound.edu/emergency/. There is a link on the university home page. Familiarize yourself
with hall exit doors and the designated gathering area for your class and laboratory buildings.
If building evacuation becomes necessary (e.g. earthquake), meet your instructor at the designated
gathering area so she/he can account for your presence. Then wait for further instructions. Do not
return to the building or classroom until advised by a university emergency response representative.
If confronted by an act of violence, be prepared to make quick decisions to protect your safety. Flee the
area by running away from the source of danger if you can safely do so. If this is not possible, shelter in
place by securing classroom or lab doors and windows, closing blinds, and turning off room lights. Lie on
the floor out of sight and away from windows and doors. Place cell phones or pagers on vibrate so that
you can receive messages quietly. Wait for further instructions.
Academic and Scientific Integrity
Academic honesty is a fundamental principle of intellectual endeavor. Scientific integrity is an integral
part of the scientific process. Simply put - cheating sucks. It is unfair to others, cheats the cheater of
learning, and ends up consuming way too much time and emotion. Cheating is a waste of your time and
mine. You will learn nothing and I will have to waste my time dealing with it.
It is your responsibility to make sure that you know and completely understand what constitutes
academic dishonesty and plagiarism. It is your responsibility to read and understand the UPS policies on
Academic Integrity. If you haven’t already been through the new Academic Integrity tutorial on the
library’s website, you should familiarize yourself with it: http://alacarte.pugetsound.edu/subjectguide/6-Academic-Integrity-Puget-Sound.
When you sign the student contract for this course, you are stating that you have read the information
on the UPS web page and that you fully understand what constitutes plagiarism and the penalties for
academic dishonesty.
Several forms of academic dishonesty are especially relevant to this class:



Cheating on exams or quizzes
Alteration, fabrication or misrepresentation of data
Plagiarism on any assignment including questions and comments and lab exercises. Note
that plagiarism includes paraphrasing that uses the original wording or sentence structure.
Even when lab work is performed in groups, you must complete all written work individually unless the
assignment specifically states otherwise. To avoid problems, never collaborate with classmates when
you are actively writing your labs, papers or other assignments. I encourage you to discuss assignments
with your colleagues, but do not take notes during those discussions because that can lead to answers
that are suspiciously similar between individuals. I ran across this quote on George Gilchrist’s Diversity of Life Web Page. It captured my sentiments so thoroughly that I have reprinted it for you – complete
with quotes:
“Remember that you are here to learn, not to get a good grade. Cheating will not help you learn,
[nor] will it help you get into medical school or graduate school. It will not help you get a good job
nor will it help you obtain happiness with your life. Cheating is for losers and I don’t think anyone here falls into that category. If you decide that maybe you really want to be a loser and that
Bio 112 – Syllabus 6
cheating might be just the ticket to get you there, I will help you in every way I can. If you are
caught cheating, you will fail this course and may be ejected from the university. More
importantly, you will have cheated yourself out of the education you have been working and paying
to obtain."
Sanctions range from losing credit for the assignment plus 100 points to, most commonly, being
dismissed from the course with an F.
Grading
Final grades will be determined based on the total points accumulated by each student. The maximum
number of points possible is shown below:
3 Lecture exams
6 Lecture quizzes (15 pts each, 1 dropped*)
Final exam (50 pts on last unit, 100 pts comprehensive)
Labs
Lab Reports (35 & 40)
Lab Exams (Field exam 25; Lab exam 75)
Case Studies
Questions and Comments
Participation**
TOTAL POINTS
300
75
150
200
75
100
45
25
30
1000
* If you have taken all 6 quizzes, I will drop your lowest score.
** Your participation grade will be based upon your attendance, your participation in clicker questions, your
willingness to speak up and ask and answer questions in both lab and lecture, how well you get along with and
help others in the lab, how well you care for the plants and animals you will be observing, and how clean you
leave your lab area when you leave.
Grading Scale
You are guaranteed that if you achieve the percentages shown in the following table, you will
receive the grade shown or higher. If lots of you do really well, then lots of you will earn A’s. I will not adjust the scale upward. However, if not enough of you are getting A’s, then I reserve the right to adjust the scale downward and bring everyone’s grade up. > 93%
90 – 93%
87 – 90%
83 – 87%
A
80 – 82%
B-
64 – 67%
D+
AB+
B
77 – 80%
70 – 77%
67 – 70%
C+
C
C-
60 – 64%
57 – 60%
< 57%
D
DF
How to Succeed in this Course in 10 Easy and Time-Consuming Steps
1) ATTEND EVERY LECTURE --- awake or asleep, alive or dead, caffeinated or non-caffeinated. Given
the amount of material in the course that won't be in the text, this step is crucial.
2) BEFORE LECTURE: Read or, at least, skim the required text, focusing on the figures and tables to
familiarize yourself with the material we will cover. Write down questions as you go.
3) DURING LECTURE: Take copious notes. Available Powerpoint lectures DO NOT substitute for
complete notes. Mark the spots where you have questions. Ask questions! If you don't feel
comfortable asking questions in lecture, at least you'll know where you were befuddled so you can
ask after class. But remember, if you don't understand, odds are high that there are others in class
who also don't understand, so ask.
Bio 112 – Syllabus 7
4) AFTER LECTURE: I recommend that you recopy your notes after lecture by hand – it turns out that
something about rewriting (not typing) your notes cements them better in your memory. And if you
can’t bring yourself to spend the hour needed to rewrite your notes, then at the very least, read
over your notes multiple times and write comments and questions in the margins as you read. Refer
to your text (where possible) to correct mistakes. If you are unsure about something, come to office
hours as soon as possible. Read the assigned chapters thoroughly.
5) STUDY YOUR NOTES FREQUENTLY: Some hints on how to do this are:
•
Make index cards with key words, life cycles, and other processes.
Make tables that synthesize the information, comparing and contrasting, for instance, life cycles
or feeding modes of different phyla.
• Study with a friend, asking questions and making up test and quiz questions
• Ask how the material in class and lab relate to each other
6) STUDY ACTIVELY: Ask yourself questions and be constructively critical of your answers. Push your
mind. Once you have finished studying, try explaining the material to someone or something else
like a poster of the Three Stooges (even they deserve an education), a pair of shoes, or even the
wall. Just think of the fun you can have at dinner by explaining to your friends that a Pisaster
starfish everts its stomach into prey items and digestion occurs outside the starfish's body or by
describing the life cycle of the seaweed that surrounds their sushi.
7) READ ACTIVELY: WRITE AS YOU READ. You should always read with a pen in your hand. Make
connections between lectures, labs, and readings: after lecture, use readings to add details to your
notes, and write out examples to illustrate topics. Make notes in the margins summarizing key
ideas, or add a fact I brought up in lecture or lab. Be equally active with both your text and non-text
readings.
8) ASK QUESTIONS: I cannot overemphasize this point. Do not be afraid to ask questions at any time,
before, during, or after lecture/lab. Asking questions will let me know where you need help and
where I may have been unclear. Remember that the Center for Writing and Learning is a valuable
resource for all courses (Howarth 103A, X3399).
9) SPEND TIME IN LAB outside your normal lab hours. Watch the critters move and eat. Quiz yourself
constantly. You all can call Security to let you in the Diversity Lab if it is locked, except on the week
of our lab exam.
10) GET OUTSIDE!!! Here is a point I REALLY CAN’T OVEREMPHASIZE. Open your eyes and look at the life that surrounds you - from fungi to birds, worms to flowers, pond scum to slugs, jellyfish to
kinorhynchs. Get a field guide or two. How are the critters built? How do they gather energy,
reproduce, and withstand the forces that impact them? The subject of this course surrounds you.
Let yourself be amazed, awed and amused.
Nurture your sense of wonder and awe. Look at the world with a child’s eyes. Let yourself be curious. Play in the dirt, mud and water and keep your senses open.
Introduction to your Diversity of Life course
Homework and Self-Test
Rather than spend the first lecture period telling you what’s in the syllabus and course schedule, I have prepared this short homework assignment and self-test to introduce you to the course mechanics,
assignments, and policies. Please work through this assignment and Self-Test so that you’ll know what to expect. You will not need to turn this in, but you’ll need to verify that you have done it when you sign the required Student Contract.
1. Read the Course Syllabus and review the Tentative Lecture Schedule handed out in class.
2. Investigate the Moodle page for our class to see all the interesting & important materials that will be
available to you.
---------------------------------------------------------------------------------------------------------------After you’re done reading the material above, take the following Self-Test to determine if you have
extracted the information that will help you succeed in this course:

How many exams will we have in this class?

How many quizzes will we have in this class?

Will all quizzes count towards your final course grade? Please explain.

What texts are required for this class?

Do I need a clicker for this class? Where do I buy a clicker? To which classes should I bring the
clicker?

When are the exams?

Do you have to purchase a lab manual for this course? If not, how will you obtain the lab exercises?

Where is our lab room?

You will have two exams over the lab material in this class. When are those exams? What are the
formats of these exams? Are they the same as those given in lecture?

If you miss a lab, can you make it up? Please explain.

Will you be provided with any study guides or old exams to help you prepare for the mid-term
exams?

How many research papers (= lab reports) will you have to write in this class?

What are the topics for the research papers? When are these papers due?

What is the late policy for this class?

Is it possible to make up an exam in this class?

Where is my office and when are my office hours?

As a general practice, do I want you to email your work to me or the IAs?

How will you prepare for the labs?

What resources do I recommend for learning about what constitutes plagiarism?
I think that should do it. Please come to lecture with any questions you have about course material,
assignments, requirements, exams, etc.
Biology 112
Fall 2013
Student Contract
Evolution and Diversity of Life
Please sign the contract and return it to Prof. Kirkpatrick by Friday, Sept 5.
Signed contracts are required to receive course grades.
I have read the syllabus and know the correct answers to all of the questions on the Course SelfTest. I understand the content of the syllabus.

I am aware of quiz, exam, and final exam dates. I understand that NO make-up quizzes or exams
will be given.

I am aware of the assignment schedule, and I understand that assignments are due on the date
and time stated. I understand that late assignments will be penalized.

I understand that labs are mandatory and that failure to attend lab for something other than a
documented medical or family emergency will lead to a lower final course grade.
I have successfully accessed the course Moodle page and have seen the resources available to me.
I have read and understand the University’s policy on violations of academic integrity and the penalties associated with such violations.
I have read the material about plagiarism contained on the University’s website as outlined in the syllabus.
 I have taken the quizzes associated with the four exercises on what constitutes plagiarism.
 I understand what constitutes plagiarism and academic dishonesty.
 I pledge to refrain from any act of academic dishonesty, plagiarism or scientific misconduct.
 I understand that all written work must be completed individually by me unless the assignment
specifically states otherwise. I understand that if I violate this policy, penalties will be applied.
NAME (PRINT) ________________________________________________
SIGNATURE ________________________________________________
DATE
__________________________
Bio 112 Fall 2014
Wk
Date
Readings
C= Campbell Biology 9th ed
Lecture topic
Lab
Assignments due
1-Sep
LABOR DAY
3-Sep
Intro to the course & Asking Questions
5-Sep
Science & the Unexplored Biosphere
--C(Ch 1), Syllabus, Questions; Wilson Ch.
1
Lee Ch. 2
2
8-Sep
10-Sep
12-Sep
A Brief History of Life on Earth 1
Q1 A Brief History of Life on Earth 2
A Brief History of Life on Earth 3
C(25:507-514)
C(25:514-518)
C(25:518-524)
Introduction to the Familiar 55 and Friends
3
15-Sep
17-Sep
21-Sep
Evidence for Evolution
Population Genetics
Darwin & Natural Selection
C(22:460-467)
C(23:469-476)
C(22:450-460)
Field Trip: Scavenger hunt for the Familiar 55 &
Friends
22-Sep
24-Sep
Darwin & Natural Selection
Q2 Case Study 1
Maintenance of Variation
lecture - Race and Pedagogy talk @10:30)
1
4
26-Sep
C(22:450-460)
Boag & Grant 1981
(1/2
C(23:476-485)
No Lab
Microevolution & Population Genetics
Data for Research Paper 1
5
29-Sep
1-Oct
3-Oct
Intro to Phylogenetics
MIDTERM EXAM 1 (through Sept 26)
Molecular Phylogenetics
C(26:536-553)
--C(26:548-553)
Microscopic diversity
(Prokaryotes and Protists)
6
6-Oct
8-Oct
10-Oct
Speciation 1
Speciation 2
Speciation 3
C(24:488-492)
C(24:493-502)
C(24:503-504)
Phylogenetics
13-Oct
15-Oct
Evo-Devo
Q3 Case Study 2
7
8
9
10
11
17-Oct
The Tree of Life - Bacteria, Archaea, & Protists; Life Cycles
20-Oct
22-Oct
24-Oct
Fall Break - No lecture
Size and Multicellularity
Locomotion
27-Oct
Animal Body Plans I
29-Oct
MIDTERM EXAM 2 (Sep 29-Oct 24)
31-Oct
Animal Body Plans II
3-Nov
The move onto land
5-Nov
7-Nov
The How and Why of Sex
Modes of reproduction and life cycles
10-Nov
12-Nov
14-Nov
The evolution of land plants 1
Q4 The evolution of land plants 2
The Tree of Life - Fungi
C(25:525-531)
Rumpho et al. 2008
C(27 & 28)
--C(40:868-872)
C(50:1110 - 1115)
Bird Flight
Practice Q&C due M
Post-lab
Field Guide page due in lab
CS1 pre W
CS2 post F
End Unit 1-At least 1 Q&C due
Post-lab
Post-lab
Research paper 1 due F
Data
for Research Paper 2
CS2 pre (W)
Phylogenetics follow-up & CS2 post
due F
CS2 post F
No Lab
C(32:654-664)
---
Animal skeletal systems
End Unit 2-At least 1 more Q&C due
Post-lab
C(32:654-664)
C(C29:600-604; 34:713-714; 40:852-855;
42:897-901; 44:953-956)
C(38:812-813, 46:996-1000)
C(13:248-253, Figure 13.16)
Field Exam on Familiar 55; Scavenger Hunt for
Fungi, Lichens & Bryophytes
C(29:604-615; 30:618-625)
C(30:625-634)
C(31)
Spore dispersers: Fungi, Heptatophytes,
Bryophytes, & Ferns
Research paper 2 due
Post-lab
17-Nov
Fungal Life Cycles
19-Nov
Q5 Mutualists: Plants & Insects; Plants & Fungi
21-Nov
Parasites: Fungi, Plants & Animals
13
24-Nov
26-Nov
28-Nov
MIDTERM EXAM 3 (Oct 27-Nov 21)
Thanksgiving - No lecture
Thanksgiving - No lecture
14
1-Dec
3-Dec
5-Dec
Human Evolution 1
Human Evolution 2
Case Study 3 – Race: The Power of an Illusion
8-Dec
10-Dec
Case Study 3: Discussion
Q6 Wrap up
17-Dec
Final Exam Wednesday 8-10 am
12
15
C(31)
C(30:632; 31:648-649;
37:792-798; 54:1199-1200)
C(31:650; 33:675-676, 683)
------C(34:723-733)
DVD in class
Radio Lab - Race & Medicine
---
Seed dispersers: Gymnosperms & Angiosperms
Post-lab
Practice Lab exam available on Monday &
Tuesday
Lab Exam & Museum Tour
& Tsutsui 2004
No Lab
Suarez
Post-lab
All 5 Q & C articles due