Evolution, Ecology and the Nature of Science
(BIOL 3100) Fall 2014
Course Description: In this course we will explore how (1) organisms interact with one another and with the abiotic
world, (2) the genetic continuity of all life, (3) how past history influences and determines current life on earth and, (4)
the centrality of evolutionary theory in biology. Participation in this course will better your critical thinking, public
speaking, reading and writing skills, and will enhance your understanding of scientific methodology. The course is
entirely discussion-oriented and will be centered on student presentations based on readings from recent books.
Texts: Diamond, Jared. 1997. Guns, Germs, and Steel. The Fates of Human Societies. W.W. Norton & Co.
Coyne, Jerry. 2009. Why Evolution is True. Viking Press.
Shubin, Neil. 2008. Your Inner Fish. Pantheon Books, New York.
Carroll, Sean. 2009 Into the Jungle. Pearson,/Benjamin Cummins.
Attendance Policy: Because this course is centered around student presentations and discussion, attendance is of critical
importance. I will be here and expect the same of you barring serious illness (a doctor’s note needed) or professional
commitments (proof required). After one “free” absence, each unexcused absence will result in a reduction of a half letter
grade. If the absence is excused, you will need to type a one page reflection paper explaining how the reading impacted
your reading (not a summary of the chapter).
Grading criteria: Your grade in this course will depend on four factors: Student presentations (25%), participation in
daily discussions (40%), daily reflection papers (30%), and a verbal/written essay given during the final exam period
(5%).
Student presentations will stimulate and lead discussions by expanding upon the readings. This is typically done by
providing related material from other sources (e.g., academic journals, books, web sites, information from other
classes/disciplines, news items, movies, television programs, maps, etc.). A minimum of 2 new primary research sources
is required in addition to other types of sources. Use your imagination! I will be using the “Evaluation of Presentation”
form you’ve been given to evaluate your presentations, but in general terms grades follow these guidelines:
A: Requires a lot of effort; much additional/new information/concepts is presented and synthesized. Primary
Literature goes far beyond the minimum of two papers and is included in the presentation. The presentation
is polished, well thought out, and flows well. The entire class period is used, and strong efforts are made
to ensure other students understand the material and are actively engaged in the discussion.
B: A good effort is made; some additional/new information/concepts is presented with some synthesis.
Primary Literature goes beyond the minimum of two papers and is included in the presentation. The
presentation is good and easily followed. The entire class period is used, and some effort is made to help
other students understand the material and discuss it.
C: A weak effort is made, usually because little time was spent on the presentation. Basically, only the
material covered in the readings is discussed (note that just having graphics doesn't necessarily mean that
you brought in new material). Primary Literature just meets or barely exceeds the minimum of two papers
and is not or poorly included in the presentation. Presentation is "shaky" and not especially easy to follow.
Weak attempts are made to engage other students, which typically leads to a poor discussion and finishing
before the class period ends.
Participation in discussions will entail active contribution and assistance to the student discussion leaders. You will
complete a self-evaluation form each day that I will return to you the next class meeting so you will have a good idea on
how you are doing as far as participation goes. If you need help getting kickstarted, come and see me!
Daily reflection papers are to be typed and handed in at the beginning of class and will be graded for grammar,
conciseness, and thoughtfulness. I will send you an electronic copy (MS Word) to use throughout the semester. This will
cover the readings for the day they are handed in and should do the following: (1) Briefly describe the main idea(s) of
today’s reading (not a synopsis!). You should spend some time reflecting on what the author is trying to get across before
providing your answer (important!). (2) Provide at least one insight you gained from the reading that you would like to
share with the rest of the class if you get a chance. And, (3) Identify at least one concept, example, or explanation that you
would like clarified? Said another way, what is one of the questions you intend to ask during class? You should also
identify at least one thing that you researched further (looked it up!). I use the reflection papers as a way to take
attendance — if you don’t hand one in, you were absent.
The final oral/written essay is to be focused on the following question: “How has the course changed (or not changed)
your perceptions of the biological world.” Your oral essay should be no longer than 21/2 minutes in length. Your typed
essay, not to exceed five double spaced pages, will be handed in after your presentation. Your typed essay will probably
contain information that will not fit into the time allotted for the oral essay.
Instructor: Dr. Jim Demastes — Office McCollum 70, phone 273-2022, email jim.demastes@uni.edu
My office hours are T Th 9:15-11:00 and most any time by appointment. If you wish to set up an appointment I prefer that
you email me with the times you are available. I will get right back with you with a time that works for both schedules.
However, please feel free to call or drop by any time — for any reason. I am here to help!
I encourage you to utilize the Academic Learning Center's free assistance with writing, math, reading, and learning strategies. UNI’s Academic Learning Center is
located in 008 ITTC. Visit the website at http://www.uni.edu/unialc/ or phone 319-273-2361 for more information.
The Americans with Disabilities Act of 1990 (ADA) provides protection from illegal discrimination for qualified individuals with disabilities. Students requesting
instructional accommodations due to disabilities must arrange for such accommodation through the Office of Disability Services. The ODS is located at: 213 Student
Services Center, phone 273-2676.
Date Topic Chapter
Aug 26 Overview & Organization + Critical Thinking and Baloney
Detection! [Demastes]
28
1) AAAS. 1989. The Nature of Science, Chapter 1 of Science for all Americans.
2) McComas, William. 1996. Ten Myths of Science: Reexamining What We Think We Know.
Science & Mathematics, 96:01-01-1996, 10pp. [Demastes]
Sept. 2 1) Dobzhansky, T. 1973. Nothing in Biology Makes Sense Except in the Light of
Evolution. The American Biology Teacher. 35:125-129.
2) Working Group on Teaching Evolution, National Academy of Sciences. 1998. Evolution and
The Nature of Science, Chapt. 3 of Teaching About Evolution and the Nature of Science.
National Academy Press [Demastes].
4
BYOB: Bring Your Own Baloney [everybody]
9 “The Queen of Trees” (Cook and West, 2005. Figs and Fig Wasps, Current Biology
15, 978-980)
[Demastes]
Guns, Germs, and Steel
11 Yali’s Question & Up to the Starting Line [] ................................................. Prologue & 1
16 A Natural Experiment of History & Collision at Cajamarca [] ...................... 2 & 3
18 Farmer Power & History’s Haves and Have Nots & To Farm or Not To Farm [] 4, 5 & 6
23 How to Make an Almond [] .......................................................................... 7
25 Apples or Indians [] ....................................................................................... 8
30 Zebras, Unhappy Marriages, and the Anna Karenina Principle [] ................ 9
OCT 2 Spacious Skies and Tilted Axes [] ........................................................ 10
Oct 7 Lethal Gift of Livestock & Blueprints and Borrowed Letters [] .............. 11 & 12
Into the Jungle
9 Reverend Darwin’s Detour & Drawing the Line Between Monkeys and
Kangaroos [] ...................................................................................................... 1 & 2
Why Evolution is True
14 Preface, Introduction & What is Evolution [] ............................................... Pref., Intro, & 1
16 Written in the Rocks [] ................................................................................ 2
21 Remnants: Vestiges, Embryos, and Bad Design [] ....................................... 3
23 The Geography of Life [] .............................................................................. 4
28 The Engine of Evolution []............................................................................ 5
30 How Sex Drives Evolution [] ........................................................................ 6
Nov. 4 The Origin of Species [] ........................................................................ 7
Into the Jungle (part deux)
6 Life Imitates Life & The Day the Mesozoic Died
3&6
11 A Sickle-Cell Safari & In Cold Blood: The Tale of the Icefish
8&9
Your Inner Fish
13 Finding Your Inner Fish & Getting a Grip [] ................................................ 1 & 2
18 Handy Genes [].............................................................................................. 3
20 Teeth Everywhere & Getting a Head [] ........................................................ 4 & 5
DEC 2 The Best Laid (Body) Plans [] ............................................................... 6
4 Making Scents & Ears[] .................................................................................. 8 & 10
9 The Meaning of it All & Epilogue [] ............................................................... 11& Epilogue
11 Presenter’s choice! (with my approval or I’ll help choose if you want)
16 Final Exam Section 1: 8-9:50, Tuesday Dec. 16th – Verbal Essays & Hand in Written Essay
The UNI Department of Biology has established eleven foundational concepts that all students majoring in biology
should master. This course targets the following six:
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Demonstrate an understanding of biodiversity and the relationship of living things with their environment and with each
other over time.
Demonstrate and understanding of evolution, including mechanisms, evolutionary history, and evolutionary theory.
Employ logical reasoning and scientific methodology to ask and answer questions about the biological world.
Critically read and evaluate primary and secondary research literature.
Evaluate current issues and ethical topics in biology
Use biological terms, concepts, and graphical representations properly in written and oral communications