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Biological
Anthropology 3rd
Edition By Stanford,
Allen, Anton
(Solutions Manual,
All Chapters
100% Original
Verified, A+ Grade)
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CHAPTER ONE
ORIGINS OF EVOLUTIONARY THOUGHT
CHAPTER OUTLINE
WHAT IS SCIENCE?
THE EARLY THINKERS
The Roots of Modern Science
Linnaeus and the Natural Scheme of Life
THE ROAD TO THE DARWINIAN REVOLUTION
The Uniformitarians: Hutton and Lyell
THE DARWINIAN REVOLUTION
The Galápagos
Refining the Theory of Evolution by Natural Selection
Insights and Advances: Darwin versus Wallace?
THE RESPONSE TO DARWIN
SCIENCE AND CREATIONISM
Insights and Advances: What is Intelligent Design?
CHAPTER OBJECTIVES
Based on thorough reading and careful consideration of Chapter One, students should be able to:
1.
Discuss the process of science, including observation, hypothesis formulation, and experimentation.
2.
Explain how the scientific method is an empirical process and self-correcting.
3.
Explain the roots of modern science and the concept of evolution; explain catastrophism versus
uniformitarianism. Discuss the conflicting viewpoints of Bishop Usher, Georges Cuvier, Georges Buffon,
James Hutton, and Charles Lyell.
4.
Compare and contrast Jean Baptiste de Lamarck's view of evolution and heredity with those of Charles
Darwin and Alfred Wallace. Understand why Lamarck's views may have been more popular in his time.
5.
Identify the contributions of Charles Darwin and Alfred Wallace to evolutionary theory.
6.
Describe the process and provide examples of natural selection including those from the Galapagos Islands.
7.
Critique Louis Agassiz’s response to Darwin and Wallace’s theory of Natural Selection.
8.
Debate the tenets of Creation science and how they differ from the process of modern science.
LECTURE AND DISCUSSION TOPICS
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Each of these topics is intended to generate ideas for either a lecture/recitation format or discussion in the
classroom. For most topics, students should be able to respond and participate in discussions based solely
on reading the text. For others, you may need to provide further reading or other forms of information so
that students can develop some personal perspective and become equipped to make independent decisions
about the topics.
1.
Lecture on evolution. Be sure to talk about both the special theory of Evolution (individual variation and
microevolution) and the general theory of Evolution (macroevolution). You could comment on both the
monophyletic and polyphyletic schools of thought in macroevolution.
You may be able to incorporate a discussion of some of the recent findings about cloning and what this
contributes to our understanding of evolutionary processes. Students will likely be interested in the ethical
issues involved in manipulating evolutionary processes.
You might also include a discussion of the scientific method in this chapter, including its procedures and
limitations. It can only deal with questions that are potentially or actually repeatable. Its steps are: (1)
observation; (2) question or problem; (3) hypothesis/null hypothesis; (4) gathering data/methodology; and
(5) formation of a conclusion. Stress the equal importance of honest and effective methodology and
conclusion formation. Describe the process of theory formation, a hypothesis supported by a large body of
observations confirmed by many independent investigators.
As part of this lecture, describe how good theory formation (1) explains or shows relationships among
facts; (2) simplifies; (3) clarifies; (4) grows to relate additional facts which means it is always tentative in
scope; (5) predicts new facts and relationships; and (6) does not explain too much. Theory becomes a
scientific law if it possesses a high degree of certainty and is widely accepted within the scientific
community. Stress to students that science is never finished; scientific fact is an accurate description of an
object or event based on what we know and what we know how to do. It is not an absolute finality.
You may also take the opportunity to discuss patterns of deductive and inductive logic. Talk about proof
and rigor of proof in science. Be sure to emphasize that when we extrapolate from proven scientific theory,
it is only supposition, not scientific fact. An interesting book on the uses of science and pseudoscience
within the context of archaeology is Kenneth L. Feder's Frauds, Myths, and Mysteries: Science and
Pseudoscience in Archaeology.
2.
A lecture on problem solving would follow naturally from one on the scientific method. Present it as a
methodology we can use when the scientific method is not appropriate. One problem-solving strategy is to:
(1) identify the problem; (2) state the goal; (3) list the constraints and assumptions; (4) suggest possible
solutions; (5) judge suggested solutions and decide which one to test; and (6) test and implement your best
solution. Use this model to analyze some current local, state, or national problem.
3.
Natural selection provides direction to evolutionary change, yet students often have trouble grasping the
concept. Discuss examples of natural selection in detail and explore what "fitness" means in evolutionary
terms.
4.
Most anthropologists use the terms scientific creationism and creationism interchangeably. However, in
the Religious Studies discipline those two terms mean different things. Creation science can refer to the
school of thought known as theistic evolutionism. Scientists in this school believe in both God and
evolution. God is accepted as the ultimate origin of all life, and evolution is seen as the "footprints" of the
creative process. Theistic evolutionists would say that God provides the "why" and evolution the "how" of
life. The author provides a thorough explanation of the shortcomings of creation science. The American
Scientific Affiliation has material on this topic. Some books that show a variety of viewpoints are listed in
the resources for this chapter. The debate is not between scientific facts and the Bible but between certain
biblical interpretations and certain scientific extrapolations.
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CLASSROOM ACTIVITIES
1.
Have students share their cosmologies and origin myths. Talk about similarities and differences in the ones
expressed. As always with such discussions, it is necessary to establish a neutral atmosphere, with
acceptance and patience for hearing others' ideas.
2.
Invite a biologist into class to lecture about a biological understanding of evolution. Check your library or
rental catalogs for films on evolution and natural selection, DNA, molecular genetics, population genetics,
and punctuated equilibrium versus the gradualistic theory of speciation. Such films can often provide
visual explanations that are clearer and more complete than simple lecture or text information.
3.
Arrange students into groups of four or five and have them use the problem-solving method (outlined in
Lecture and Discussion topic #2) to analyze a problem or issue facing their community. Then have the
groups come together and share their results.
4.
Have your students read the 1858 paper titled “On The Tendency of Varieties to Depart Indefinitely from
the Original Type,” by Alfred Wallace. You may find this paper at the following website:
http://www.wku.edu/~smithch/wallace/S043.htm. Students should then compare Wallace’s conclusions to
those of Darwin and Natural Selection. Have them report their findings.
5.
Discuss the students' various religious and nonreligious beliefs about the origins of life. Emphasize again
the importance for tolerance in listening to other students' points of view. Further discuss the concept of
Intelligent Design and how it is an intellectual, if not scientific approach to evolutionary change.
RESEARCH AND WRITING TOPICS
Encourage your students to utilize the free tool OneSearch with Research Navigator™, included with this
textbook as a supplement. They will have to register to use this service. Once registered, students can use
this tool to research the Internet to find valid sources for research papers, saving them much time in their
efforts to identify relevant sources.
1.
Have students research an origin myth that is not their own using library sources and/or interviewing. Have
them compare and contrast this myth with their own and explain how they reconcile competing claims of
truth. This may be presented in written or oral form.
2.
Have students complete written or oral biographical reports on one of the following men and how their
scientific ideas contributed to Western thought: Georges Cuvier, Georges Buffon, James Hutton, Charles
Lyell, Charles Darwin, Jean Baptiste de Lamarck, Gregor Mendel, or Alfred Wallace.
3.
Have each student devise an experiment using the scientific method. The experiment should be left to the
student to decide. Ask them to go into some detail at each stage of the scientific method.
4.
Divide the class into two parts and have half of the students research punctuated equilibrium while the
other half researches gradualistic theories of speciation. Have each group present its theoretical model and
then debate the issue with the other group.
Have your students research scientific creation science, evolutionism, theistic evolutionism, and
creationism. In written or oral reports, or in a debate, have students defend a position they do not hold.
Monitor, in a brief essay or opinion poll, how the students' opinions may have changed based on what they
have learned in the chapter.
5.
6.
Invite a geographer or geologist to guest lecture about plate tectonics and continental drift. Use one of the
films listed under Resources below to illustrate these points.
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7.
Invite proponents of biological evolutionism, scientific creationism, and theistic evolutionism/creationism
into your class. After each gives a short presentation of his or her views, they could engage in a debate in
which students could participate. Discuss the Scopes trial and the controversy that marks the publication of
biology textbooks in certain states.
PRINT RESOURCES
BROOKS, J.L. 1999. Just Before the Origin: Alfred Wallace’s Theory of Evolution. iUniverse.
BROWNE, JANET. 1996. Charles Darwin: Voyaging. New York: Alfred A. Knopf.
2002. Charles Darwin: The Power of Place. New York: Alfred A. Knopf.
DARWIN, C.R. [1859] 1975. On the Origin of Species by Means of Natural Selection; or, The Preservation of the
Favored Races in the Struggle for Life. New York: Cambridge University Press.
FUTUYMA, DOUGLAS J. 1995. Science on Trial: The Case for Evolution. Sinauer Associates, Reprint Edition.
GOULD, STEPHEN JAY. 1997. Full House: The Spread of Excellence from Plato to Darwin. Three Rivers Press;
Reprint Edition.
1990. Wonderful Life: The Burgess Shale and the Nature of History. New York: Norton.
1996. The Mismeasure of Man. New York: Norton.
SHERMER, M. 2006. Why Darwin Matters. Henry Holt and Co., New York.
SPROUL, BARBARA. 1979. Primal Myths: Creating the World. New York: Harper & Row.
WEINER, J. 1995. The Beak of the Finch. New York: Vintage Books; Reprint Edition.
FILMS, VIDEOS, AND OTHER NONPRINT RESOURCES
Films from Penn State Audio-Visual Services, (Phone: 800/826-0132) unless otherwise noted:
Continental Drift: The Theory of Plate Tectonics (21 minutes)
Drifting of the Continents (51 minutes)
The Living Machine (60 minutes) University of Minnesota
The Living Planet: A Portrait of the Earth: 1--Building of the Earth Parts 1 and 2 (57 minutes)
The Not-So-Solid Earth (30 minutes)
Quest for Fire, feature film.
Charles Darwin (24 minutes) University of Minnesota, 800/847-8251
Darwin's Finches (11 minutes)
The Day the Universe Changed: 8--Darwin's Revolution (53 minutes)
Evolution and the Origin of Life (36 minutes)
Evolution: Origins of Change, 1-Heredity and Mutation (21 minutes)
The Evidence of Evolution (30 minutes) 1987. Films for the Humanities and Sciences.
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MySearchLab www.mysearchlab.com
1.
Please review the following websites dedicated to the Galapagos Islands of Ecuador:
http://www.terindell.com/asylum/jason/darwin.html and
http://www.galapagosislands.com/html/darwin_s_visit.htm. What features of this island chain made it the
“perfect” biological study area for Charles Darwin? What if Darwin had not “run across” this island chain?
Would Alfred Wallace now be known as the author of Natural Selection?
2.
Plate tectonics and the concept of continental drift have explained much geological phenomenon. Look at
the map of the plates on the following website: http://geology.com/plate-tectonics.jpg. How can an
understanding of the movement of the various plates lead to an understanding of geological processes
affecting biological evolution?
3.
Look at the website on embryonic development at the following website:
http://www.ultranet.com/~jkimball/BiologyPages/T/Taxonomy.html#EmbryonicDevelopment. What is the
meaning of the phrase "ontogeny recapitulates phylogeny?” Why is this statement an oversimplification of
the process of embryonic development? How does the presentation of this website refute ‘creationism?”
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