BIOLOGY 411: Senior Capstone
Fall 2009
INSTRUCTOR:
Dr. Eva Top
Office: Life Sciences South, Rm. 258
Email: evatop@uidaho.edu; Phone: 885-5015
OFFICE HOURS: By appointment only
TIME AND PLACE: Mondays and Wednesdays 12:30 – 1:20 pm, Room 254 Life Sciences South. One
EXCEPTION is Wednesday September 16: You will meet in the UI Library, room 212A!
COURSE DESCRIPTION:
This course is offered to Biology majors as a "capstone" to their undergraduate studies. You have spent four
or more years gaining knowledge of biology, but have probably spent little time considering how this
knowledge is (or isn't) used in the "real world" that you will enter upon graduation. The primary objective of
the course is to provide you with an opportunity to do so. In this course you will critically read, consider,
discuss, and write about specific critical issues that society is facing today.
We live in exciting yet challenging times. For example, technological advances have a tremendous positive
impact on our society and hold promise for a brighter future for humanity, but at the same time our
environment is being degraded, our climate is changing more rapidly than expected, and our resources are
being used unsustainably. These threats to our very existence are real and can no longer be ignored. These
and many other issues cannot be ignored and should be dealt with today. Therefore college graduates should
be ready to debate and decide such important issues, using their knowledge and ability to critically think
through a problem. As you well know, few of these issues are “black and white”, and almost all are complex.
Conflicting data are not uncommon. Moreover, few of the decisions made by individuals and governments to
address these problems are based purely on scientific criteria. In fact, personal, political, economic, and
ethical considerations often play a greater role than scientific ones, and various preconceptions and the
momentum of past practices may limit the solution that are considered. As scientists you should be able to
separate facts from opinions. Here is an interesting quote from www.realclimate.org: “One of the strengths of
science is its capacity to resolve controversies by generally accepted procedures and standards. Many
scientific questions (especially more technical ones) are not matters of opinion but have a correct answer.”
The goal of the course is to expose you to the complexity of the major issues we are encountering today,
and provide an opportunity to wrestle with how you can use the skills you have gained as an
undergraduate to inform yourself about these issues and to arrive at recommendations and
decisions.
COURSE INFORMATION: This syllabus and other information about the course are available on the web
(http://people.ibest.uidaho.edu/~etop/courses/biol411.html). This syllabus is advisory, not exhaustive. Details may
change, and probably will.
BOOKS to read:
We will read from four books and other supplementary materials freely available on the web. They are
listed below. The first one is available as pdf free of charge (see link), but you should order the three
other books now. They are available through http://www.amazon.com, just click on the links below!
1) Sustainable Energy - without the hot air, by David JC MacKay. UIT Cambridge, UK. ISBN 978-0-95445293-3 (paperback) http://www.withouthotair.com/download.html. Also look at the questions from readers and
his answers: http://beta.metafaq.com/action/qlist?id=HE18S3O8UK9K87PDBSGOH3DMUM&visitorNonce=1
2) Hot, Flat and Crowded. Why We Need a Green Revolution and How It Can Renew America, by Thomas L.
Friedman. Farrar, Straus and Giroux, New York.
ISBN-13: 978-0-374-16685-4. http://www.amazon.com/Hot-Flat-Crowded-RevolutionAmerica/dp/0374166854/ref=sr_1_1?ie=UTF8&s=books&qid=1251135926&sr=8-1
3) The Omnivore's Dilemma: A Natural History of Four Meals, by Michael Pollan. The Penguin press.
ISBN I978-0-14-303858-0. http://www.amazon.com/gp/product/0143038583
4) When the Rivers Run Dry. Water – The Defining Crisis of the Twenty-First Century, by Fred Pearce.
Beacon Press, Boston. ISBN-13: 978-0-8070-8573-8. http://www.amazon.com/When-Rivers-Run-DryWater/dp/0807085731/ref=sr_1_1?ie=UTF8&s=books&qid=1249878536&sr=1-1
ADDITIONAL READING/VIEWING MATERIAL:
Most of these materials are freely available, and for the ones that are not, you are NOT required to
purchase them. Some of the materials will be shown in class (**) or required reading/watching for
class (#); others represent background information that you are expected to look at outside of class.
(* for most relevant materials).
Climate Change and Sustainable Energy
** YouTube video “How many light bulbs?” by David MacKay, author of “Sustainable Energy without the Hot
Air”: http://www.youtube.com/watch?v=oRQB2YXUxvY
* Website of MacKay’s book: http://www.withouthotair.com/
* Blogspot “Sustainable Energy without the Hot Air”: http://withouthotair.blogspot.com/2009_08_01_archive.html
** Keynote Address Thomas Friedman, author of “Hot, Flat and Crowded”:
http://www.booktv.org/Watch/9487/2008+BookExpo+America+Keynote+Address+by+Thomas+Friedman.aspx
* http://americasclimatechoices.org/summit_webcast.shtml
(# download “Understanding and Responding to Climate Change”)
* http://www.realclimate.org
*IPCC – The Intergovernmental Panel on Climate Change: http://www.ipcc.ch/
# IPCC Fourth Assessment Report : http://www.ipcc.ch/
(download Synthesis Report by clicking on AR4 Synthesis Report and then ‘Full Report’ – pdf is also
available on class website); the same can be done to see the more detailed reports of the three working
groups.
National Academies Press, Book on “America’s Energy Future: Technology and Transformation”:
http://www.nap.edu/catalog.php?record_id=12091 - toc
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Dr. Eva Top
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(see also pdf of Executive Summary on class website)
* National Academies podcast on global warming: http://media.nap.edu/podcasts/nax88informingd.mp3
NSF Funding: Energy for Sustainability:
http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=501026&govDel=USNSF_39
Sustainable Food Production:
** Presentation by Michael Pollan, author of The Omnivore’s Dilemma, discussing his new book (In Defense of
Food: An Eater’s Manifesto): http://www.booktv.org/Watch/9023/In+Defense+of+Food+An+Eaters+Manifesto.aspx
(~ 1h)
Book by Raj Patel, not required: Stuffed and Starved ( http://www.amazon.com/Stuffed-Starved-HiddenBattle-System/dp/1933633492 )
** Interview with Raj Patel on Book TV:
http://www.booktv.org/Watch/9566/After+Words+Raj+Patel+author+of+quotStuffed+and+Starved+The+Hidden+Bat
tle+for+the+World+Food+Systemquot+interviewed++++by+Evan+Kleiman+host+of+Good+Food.aspx
Series of articles on the crisis of food prices and food production:
http://topics.nytimes.com/top/news/business/series/the_food_chain/index.html
* Earth on Edge (PBS – Bill Moyers): http://www.pbs.org/earthonedge/science/index.html
(Download the Discussion guide: http://www.pbs.org/earthonedge/guide.html)
(Especially the Introduction and the parts on agroecosystems and water; also available as pdf file on course
website)
Movie ‘My Father’s Garden’, details on http://www.mirandaproductions.com/garden/
Sustainable water use:
IPPC Climate change and water:
http://www.ipcc.ch/publications_and_data/publications_and_data_technical_papers_climate_change_and_water.htm
Our Northwest Water: http://nwpublicmedia.typepad.com/our_northwest_water/
Sustainable Infrastructure for Water and Wastewater (EPA): http://www.epa.gov/waterinfrastructure/
‘Bottlemania’ http://www.nytimes.com/2008/06/15/books/review/Margonellit.html?_r=2&oref=slogin&oref=slogin
Video on consequence of climate change on water: http://www.pbs.org/frontlineworld/stories/africa705/
The Earth on Edge (PBS – Bill Moyers): http://www.pbs.org/earthonedge/science/index.html
Additional resources will be posted on the course website or URL links will be provided in class.
ATTENDANCE and PARTICIPATION:
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Dr. Eva Top
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Attendance is mandatory except for when an absence is excused for medical reasons or when authorized by
the University.
Students are required to complete the assigned reading before the scheduled class period and should be
prepared to participate in classroom discussions or to answer questions when called upon to do so.
Participation of students in classroom discussion will be judged by the instructor and will account for 20% of
the final grade. Participation will be assessed by both the frequency and the quality of contributions to the
discussions. Full credit will require: 1) regular attendance; 2) evidence that you read the daily assignments
as judged from your ability to answer questions from the assigned reading; 3) frequent and substantive
contribution to the discussion; and 4) conduct in class that is respectful of others.
STUDENT RESPONSIBILITY
Each student is individually responsible for learning the subject material covered in the course. What you
get out of the course will be proportional to what you invest in it.
ACADEMIC HONESTY: Academic honesty is governed by Article II of the University if Idaho’s Student
Code of Conduct (http://www.webs.uidaho.edu/fsh/2300.html). Cheating on classroom or outside assignments,
including examinations is a violation of this code. All incidents of academic dishonesty will be reported to
the dean of students. Individuals guilty of academic dishonesty will be expelled from the course and receive a
failing grade. All students should be aware that even one incident of academic dishonesty may also merit
expulsion from the University.
GRADING: A student’s grade will be based on the following:
Participation: 20%
Book discussion: 15%
Essay: 15%
Group presentation: 10%
Final paper: 25%
Presentation of final paper: 15%
Grades will be determined by evaluation of quality. Your written work and group presentations will be
evaluated using rubrics (which will be supplied to you before you begin working on your projects).
There will be no examinations in the course (including no final exam).
PAPERS:
Students will also be expected to prepare one shorter essay and one longer term paper that constitute a
critical analysis of scientific and social issues that pertain to a particular case study.
(1) In the first assignment (essay), you will critically analyze an aspect related to one of three topics
discussed in class (see three modules). This should be a focused, thorough analysis of claims and facts, with
a personal proposal/opinion/recommendation. Examples of topics will be given in class. This essay will
correspond to your group presentation (see below), and will be minimum 3 and maximum 4 pages of
double-spaced text, use font size 12, 1“ margin. This page requirement does not include references or
figures/tables. There is no lower or upper limit to the space for references, figures, tables, but there should
be at least three references, and no more than 30% of the references can be websites. Peer-reviewed journal
articles and books are preferred (Nature, Science, any science journal); popular press articles can be
included as references too but should not form the majority.
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One student pair turns in one essay.
(2) The topic of the final paper will be chosen by the student but must be approved by the instructor. The
text of the paper should reflect the original thoughts, interpretations, and conclusions of the author. As far as
possible, the student should attempt to objectively address conflicting scientific and public viewpoints.
The paper should address the following aspects of the case:

What is the problem?

What scientific data have been gathered to define and understand the problem?

What individuals, groups, government organizations have concluded that a “problem” exists?

What conclusions and predictions have been drawn by scientists and policy makers based on
the scientific data?

How has the problem been described or explained to the public by the mass media? Does the
media represent the problem in an accurate way – what aspects are generalized, simplified,
exaggerated, and so on?

What knowledge gaps exist, how have data been extrapolated, and what predictions have
been made?

Are the conclusions and predictions scientifically and logically sound?

What actions or policy changes have been recommended? What are the conflicting
viewpoints that have been expressed concerning the severity of the problem and the steps
that should be taken to mitigate the problem?

An assessment of what should be done in the future to better understand and address the
problem that represents the student’s personal opinions.

What are the implications and consequences of possible outcomes?
The term paper should be at least 6 printed pages - including figures and tables (max. 2 p.), but NOT
including the list of references. The text should be double-spaced; font: 12 pt; 1 “ margin. The references and
figure/table captions should be single-spaced. For references: see under (1).
(1+2) For both papers: Each should have a cover page that includes the title, the course number, the due date
and your name not included in page count). Primary sources of information and data should be properly
cited. Grades will be based on both content and writing mechanics (grammar, syntax, spelling, flow of ideas).
Students are encouraged to periodically consult with the instructor about the topic and formulation of the
paper as it is being prepared. If a draft of the term paper is turned in no later than November 30, feedback
will be given within a few days. Both papers should be turned in at the beginning of class on the due date as
printed hard copy AND as text file (.doc, .docx or .rtf!).
Additional information about the organization and format will be provided in class.
PRESENTATIONS:
Students will make three types of presentations in class.
(1) The first of these presentations will be based on assigned reading from the book. The presentation will
consist of a very brief summary (<5 minutes) of the information covered in the assigned chapter(s) of the
book (what were the main points, the message), followed by leading a discussion about the key issues raised,
as well as the implications of the conclusions drawn by the author. The students should be prepared to lead a
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Syllabus for BIOL 411, Senior Capstone
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group discussion for the remainder of the class time. A few particular statements made by the author should
be checked for accuracy (fact checking). If certain concepts are new or not clear, the students are expected to
get a better understanding through additional reading. This presentation-discussion session will be graded
by the instructor, based on the student’s ability to address the most important points of the chapters and to
engage the group in a thoughtful discussion.
(2) Second, you will work in pairs to make a presentation of 15-20 minutes, on some aspect of the topics
discussed in class. This presentation will correspond to your first essay (see ‘Papers’ above). The grade for
the presentation will be determined by the instructor, and based on the clarity and substance of the
presentation (see ‘Essay’ above) as well as the manner in which the presentation is made. It is also expected
that the presenter will make appropriate use of graphics (presented using PowerPoint or similar software).
(3) Third, the last presentation is given by each student separately and corresponds to the topic of their final
term paper (see above for instructions on content). This topic can, but does not have to be related to the
three topics discussed in class. The topic has to be presented to the instructor for approval by October 26.
For due dates: see class schedule.
More information and advice on the presentation will be given in class.
ASSIGNMENT DUE DATES: See Class Schedule
Disability Support Services Reasonable Accommodations Statement:
Reasonable accommodations are available for students who have documented temporary or permanent disabilities. All
accommodations must be approved through Disability Support Services located in the Idaho Commons Building, Room 306
in order to notify your instructor(s) as soon as possible regarding accommodation(s) needed for the course.
 885-6307

email at <dss@uidaho.edu>

website at <www.access.uidaho.edu>
Students should present a completed and signed Accommodation Checklist for the current semester, from our office
when requesting accommodations. Students should not present the checklist before or after class, if they do, request
that they see you during your office hours. If they do not have a current checklist both completed and signed, please
refer them to the Disability Support Services office (Idaho Commons, Room 306) to obtain one. If you have any
questions regarding a student(s) with a disability(s), or how to best work with a particular student in class, please
contact our office.
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