Heartland Community College
Math and Science Division
Syllabus for BIOL 140 - Evolution: Big Bang to Biotechnology Spring 2013
Credit Hours: 3
Contact hours: 3
Lecture hours: 3
Course meets Tuesdays and Thursdays, 2:00 – 3:15 PM, ICB 1102
Laboratory
hours:
0
Instructor of Record: Jon Hoekstra. My name is Dutch and is pronounced “hook-struh.” I live in
Tremont, IL where I enjoy being outside and spending time with my wife Tina and 8-yr-old
daughter Pomona. Some of the things I like best are gardening, hiking, fishing, and learning about
bugs and plants and mushrooms. I view science as a powerfully positive force and hope that you,
too, will come to appreciate its beauty and usefulness. Please also welcome guest instructors
Verona Barr, Mark Finley, and Allan Saaf. Each of us brings a different area of expertise and
interest to the class, enriching it beyond what any one instructor could offer.
Phone: (309) 268-8648
Office: ICB 2414
E-mail: jon.hoekstra@heartland.edu
Office Hours: MW 9:00-10:00 AM & 4:00-4:30 PM; TR 11:00 AM-12:00 PM & 3:30-4:00 PM
Email is the best way to contact me for most purposes; I will generally respond within 2 days. Use
your @my.heartland.edu account to contact me, and check this email account frequently: this is the
address I will use to send you notifications about the class.
Catalog Description: Prerequisite: ENGL 101. This course is intended for those not majoring in
science. The course explores the broad outlines of evolution, focusing on past and ongoing changes
in the universe and life on Earth as they are understood from a scientific perspective. It includes
the study of the origin and evolution of the universe, the formation and development of the solar
system and Earth, and the origin and evolution of life. Major emphasis is given to the evolution of
life as deduced by evidence from the fossil record and from comparisons among living
species. Practical applications of evolutionary theory in medicine, sociology and other fields of
study are also explored.
Relationship to Academic Development Programs and Transfer: Biology 140 fulfills 3 of the
semester hours of credit in Life and Physical Science required for the A.A. or A.S. degree. This
course should transfer as part of the General Education Core Curriculum described in the Illinois
Articulation Initiative to other Illinois colleges and universities participating in the IAI. However,
students should consult an academic advisor for transfer information regarding particular
institutions. Refer to the IAI web page for information as well at www.itransfer.org
Required Materials: Students will be assigned readings and online resources. Many readings will
be provided as printed handouts. Some may also be made available online. To find online readings,
go to the Heartland Library website and then navigate to Books  I-Share  Course Reserves and
search for the course. https://vufind.carli.illinois.edu/vf-hrt/Search/Reserves
Course-specific Learning Outcomes
1. Students will develop and demonstrate improved skills in reading, analyzing and applying
ideas, and writing.
2. Students will define and explain the key features of science, enabling them to distinguish
scientific from nonscientific claims.
3. Students will compare and contrast pre-Darwinian scientific ideas with the ideas developed by
Darwin and his contemporaries.
4. Students will use scientific evidence to describe and analyze various processes at work in the
history of the universe, solar system, and earth.
5. Students will relate geological time periods to faunal succession in the fossil record.
6. Students will summarize anatomical, embryological and molecular evidence for the common
ancestry of modern organisms.
7. Students will describe selection as a process of microevolution and compare selection to other
processes of microevolution.
8. Students will apply concepts of evolution to practical problems in medicine, agriculture and
other fields of study.
9. Students will explain and investigate evolutionary theories as they apply to human and animal
behavior.
General Education Outcomes
Critical Thinking 1 – Students gather knowledge, apply it to a new situation, and draw
reasonable conclusions in ways that demonstrate understanding.
Critical Thinking 3 – Students generate an answer, approach, or solution through an effective
synthesis of diverse sources and arguments and provide a rationale.
Communication 2 – Students effectively deliver a message via various channels/modalities.
Diversity 1 – Students are receptive to beliefs and values that differ from their own.
Course Outline:
1. The Nature and Methods of Science
2. Darwin’s Theory of Evolution in Historical Context
3. Cosmology: Origin and Evolution of the Universe and Solar System
4. Geological History of the Earth
5. Origin of Life
6. Fossil History of Life on Earth
7. Common Ancestry and Comparative Study of Life
8. Speciation and Macroevolution
9. Selection and Process of Microevolution
10. Evolution Today: Further Applications in Medicine, Agriculture and Sociology
Required Writing and Reading: Students are required to read the assigned articles and texts,
about 10 to 30 pages per week. Some writing (about 2-8 pages per week) will be required.
Important URL: http://www.heartland.edu/asc/ includes information about library, tutoring
and testing services, computing lab, writing services and disability support services.
myHeartland information: https://my.heartland.edu includes: access to IRIS, your Heartland
student e-mail, your Backpack files, the library, Class Cancellations, and announcements.
 If you are logging in for FIRST time, use Password Station to create password and change
your security questions after creating password.
Method of Evaluation: Students will earn grades through a variety of assessments: preparation
assignments, in-class discussions, worksheets, and other exercises; individual analysis papers
(short writing projects); group research project and presentation; tests and final exam. Grades will
be calculated based on the following elements:
Preparation assignments, in-class assignments, participation
Group semester project and presentation
Tests and Final Exam
50%
10%
40%
To calculate your percentage in the course, use the Table below. I suggest you use a pencil to make
updates easier. The sum of the three “weighted” numbers should be your current percent grade in
the class. If you have any questions about the calculations, please ask Dr. Hoekstra for help.
Total Earned /
Total Possible
Assignments
Earned
Weighted
X 50 =
Possible
Applied Evolution group project scores
Total Earned /
Total Possible
Earned
X 10 =
Possible
Total Earned /
Total Possible
Tests and Final Exam
Earned
X 40 =
Possible
Assignment of Letter Grades: The weighted percentage of available points earned will be used to
determine a letter grade according to the scale below.
90-100%
80-89%
A
B
70-79%
60-69%
C
D
0-59%
F
Learning Assessments
How will your learning be encouraged and measured? The summaries below provide a brief
overview of each major category of assessment.
Assignments. Through preparation assignments, students will engage with readings and
other materials and prepare for each class meeting. Read-Write-Discuss will be a format used
in many course meetings (see separate handout). A variety of small group and individual inclass assignments will help reinforce learning. Short analysis papers and other take-home
work may also be assigned within this category.
Applied Evolution group project. Students will work in small groups to research an
example of how evolutionary thinking can help solve real-world problems. Groups will be
encouraged to select fresh, unusual examples that show how broadly evolution can be
applied. Brainstorming, topic, annotated source list, and draft presentation deadlines will
help students stay on track and allow for constructive feedback. The final product will be
presented in a class as a dynamic presentation supported by some kind of visual work,
potentially including a poster, online infographic, website, and/or video.
Tests and Final Exam. Tests and the Final Exam will consist of a mixture of multiple choice,
short answer, and essay questions. Some items will test students’ knowledge and recall of
central facts, concepts, and terminology. Most of the weight will be placed on items that focus
on higher-level skills: applying concepts, solving problems, and explaining the evidence for
evolutionary principles.
Make-up policy for Tests:
 Notify Dr. Hoekstra if you know in advance you will miss a Test because of an unavoidable
conflict. A Test will be placed in the Testing Center and you will be expected to take it by an
arranged date and time.
 After the fact, a missed Test can be made up if you notify Dr. Hoekstra by phone or email as
soon as possible. A Test cannot be made up after it has been graded and returned to the
class. If a make-up Test is offered, you will be expected to take the Test in the Testing
Center by an arranged date and time. If you do not provide a strong documented reason for
your absence on the originally scheduled Test day, 10% (one full letter grade) will be
deducted from your score.
Late Work: Some assignments may be made up or turned in late depending on the nature of the
assignment and at the discretion of the instructor. Most hands-on group activities will not be
eligible for a make-up and cannot be turned in late if the student was absent on the day of the
activity. Applied Evolution group project presentations are a team effort and are scheduled well in
advance, so the presentation cannot be done late or made up. In cases where late work is accepted,
a late deduction of one full letter grade (10%) will be taken for each class day late. This deduction
may be waived if a strong documented reason is provided (excused absence).
Graded Work: Graded work will be returned in class. Emails are durable and potentially public
records, so I will not provide grades by email. It is the student’s responsibility to KEEP all graded
work as a record of points earned until course grades are finalized.
Extra Credit: Extra credit will not be offered on an individual basis to help specific students. Any
bonus credit opportunities will be offered to the entire class. If you have an idea for an activity that
is relevant to the course (e.g. service project or attendance at a campus or community event),
suggest it to the instructor(s) and we will consider making it available for extra credit!
Academic Integrity: If you submit work that exhibits plagiarism or engage in other forms of
academic dishonesty, you will at a minimum be required to resubmit with the problem corrected
and with a 10% point penalty. Extreme cases or second offenses will be dealt with more harshly.
Students are expected to observe the…
Heartland Honor Code. In the continuous pursuit of excellence, the HCC community is dedicated to the
principles of integrity, respect, and honest achievement. As a member of this community, we each have
the responsibility to uphold these ideals with the expectation they be upheld by others.
Specific rules, expectations, and consequences are detailed in the document linked here:
http://www.heartland.edu/documents/aqip/AcademicIntegrity/policy.pdf
Two common “problem areas” are discussed in more detail here:
No Parrots! You will learn best if you do your own authentic writing. You are expected and even
encouraged to make mistakes, for any kind of learning requires that we fail, try again, and gradually
improve our skills. You can trust that instructors will be patient and appreciative of genuine effort.
In turn, we trust that you will learn to be “real” and write in your own words. The problem with
“finding an answer” and writing from the reading (copying) is that it does not require enough
mental effort to result in much learning. In fact, a student may write down a sentence that contains
many unfamiliar terms and literally have no understanding of what he or she has written! We will
refer to this behavior as “parroting” and it will be strongly discouraged.
No Copycats! Writing (e.g. writing down an answer for a preparation assignment) is expected to be
an individual activity unless otherwise noted; students should not submit duplicate answers.
Similarly, in-class group work is NOT meant to be a “divide and conquer” type enterprise. Except
where otherwise noted, you’re each expected to be involved in each step of an activity and, when it
comes time to answer a question of any substance, you should be able to explain your answer in
your own personal way. That “personal” answer is the one you should write down. Do not copy a
peer’s answer word-for-word and do not give your answers to another student. All students
(sources and copiers) are harmed by such behavior. If an activity can’t be done honestly and well in
the time available, let the instructors know. We will figure it out together.
Classroom Atmosphere and Rules: The classroom “mood” should be fun but focused. Respect for
others, strict ethics, and good manners are expected at all times. Let’s all do our best to be
courteous, conscientious, and kind! Top principles that will make this course work for all of us:
1) Prepare. You will be participating in some way in each class, and it will not be possible to
participate effectively without reading, doing preparation assignments, etc.
2) Unplug. Technology is a two-edged sword and we will seek to use it well. Except when allowed
for specific purposes, phones, tablets, and personal laptops must be put away and turned off.
Plan to be out of contact during class. See me if you need a special exception.
3) Contribute. Each student is expected to contribute in some way to discussions and activities.
At the same time, contributions should be focused and brief so that all students can take part.
4) Respond respectfully to the ideas of others. We will work hard on listening, giving the
speaker the floor, minimizing side conversations, and making sure all voices are heard.
5) Take notes. You will be expected to take notes and remain engaged in the class. As a group we
will organize and clarify the concepts, facts, and principles that will be the focus of each Test.
Your notes should provide you with an excellent study resource.
To maintain these behaviors will require, as Mad-Eye Moody might say, constant vigilance! The
instructor may be assertive in enforcing and encouraging these actions. Though it may cause some
discomfort, it is necessary to maintain the learning excellence of the group. Students who show
disrespect to others or distract from our learning may be asked to leave the class.
How to Succeed: To succeed, you must attend class and do the required work. You will also need
to prepare for Tests with regular study. All of this requires time, effort, and a consistent schedule.
You will also need to ask yourself tough questions: how well do I really know this? Can I explain
this concept clearly? The only way to know is to practice. If you can’t explain it out loud or in
writing, you don’t really get it yet. Instructors will provide feedback to the best of our ability, and at
times we may need to honestly tell you that you need to work on preparation or rethink a concept.
Your best policy is to act as soon as possible to practice the skill or improve your information base.
Please feel free to ASK Dr. Hoekstra for help before you are sure you need it.
If Things Go Badly: If you miss more than two classes, I will email or call you and ask what is going
on. If you miss four or more classes, or are clearly on a path to failing the class, I will encourage you
to withdraw from the class. Your best choice may be to try again another semester, when your life
is more settled or your priorities are more clearly focused on school. See the syllabus for
withdrawal deadlines.
Incomplete Grades: An Incomplete grade may be justified if a student encounters extreme
circumstances (e.g., serious illness, accident, death or serious illness in the immediate family)
toward the end of the semester and is unable to complete the semester. The student must be in a
position to pass the class if the Incomplete is given. The student must sign a form requiring
him/her to finish the class by next semester.
Syllabus Disclaimer: The details of this syllabus are subject to change depending on external
circumstances and the learning process of the group. For example, deadlines and test dates may be
changed. Any changes will be announced in class in a timely manner. Students are responsible for
keeping track of such changes and complying with them.
Course Outline by Week:
Readings and Test Dates
Date
Topics
Wk 1
Jan 15
Welcome to Evolution
Handout (Syllabus)
Jan 17
Science vs. Pseudoscience
Allan Saaf
Reading Set 1 - “Science” Readings & Resources
Wk 2
Jan 22
Big Themes of Evolution
Reading Set 2: “Big Themes and Darwin”
Applied Evolution Project Brainstorming
Jan 24
Darwin and His Roots
Set 2: “Big Themes and Darwin” continued
Jan 28
Last day to drop with refund
Wk 3
Jan 29
Origin of the Universe
Allan Saaf
Set 3: “Cosmology”
Jan 31
Stars and Elements
Allan Saaf
Set 3: “Cosmology” continued
Wk 4
Feb 5
Early Earth
Mark Finley
Set 4: “Earth History”
Feb 7
Reconstructing Life’s History
Mark Finley
Set 4: “Earth History” continued
Wk 5
Feb 12
The Tree of Life
Set 5: “Tree Thinking”
Applied Evolution Project Topic DUE
Feb 14
Comparative Anatomy
Verona Barr
Set 6: “Comparative Anatomy”
Wk 6
Feb 19
Comparative Anatomy: Bones!
Verona Barr
Set 6: “Comparative Anatomy” continued
Feb 21
Molecules of Inheritance
Set 7: “DNA and Evolution”
Wk 7
Feb 26
Test One
Test One (Reading Sets 1-8)
Feb 28
Microevolution by Selection
Set 8: “Microevolution”
Date
Wk 8
Mar 5
Topics
Readings and Test Dates
Sexual Selection
Set 8: “Microevolution” continued
Mar 7
Genetic Drift and Gene Flow
Set 8: “Microevolution” continued
Mar
11-16
Wk 9
Mar 19
Mar 20
Spring Break!
Microevolution of Humans
Set 9: “Microevolution in Man”
Midterm Grades posted by midnight
Mar 21
Lineages of Life: Speciation
Set 10: “Speciation”
Wk 10
Mar 26
Evolution of Complex Features
Set 11: “Evolution of Complexity”
Applied Evolution Project Source List DUE
Mar 28
How Life Innovates
Set 12: “Evolution and Development”
Wk 11
Apr 2
Interactions and Evolution
Set 13: “Evolution of Interactions”
Apr 4
Test Two
Test Two (Reading Sets 9-14)
Evolutionary Medicine
Set 14: “Medical Applications”
Wk 12
Apr 9
Apr 10
Last day to withdraw without academic penalty (W instead of WF or F grade)
Apr 11
Evolution of Behavior
Set 15: “Altruism”
Wk 13
Apr 16
Future Evolution: Biodiversity
Set 16: “Environmental Change”
Applied Evolution Project Draft DUE
Apr 18
Future Evolution: Humanity
Set 17: “Engineering Humans”
Wk 14
Apr 23
Apr 25
Evolution-Themed Film (parts 1 & 2)
Wk 15
Apr 30
May 2
Applied Evolution Project Group Presentations DUE
Wk 16
May 7
Final Exam Review
May 14
Final Exam, 2:00 – 3:50 PM
May 20
Final Course Grades posted by midnight
(Sets 15-18 plus film & presentations)