BIOL 1904- Introduction to Evolutionary Biology
Spring 2007
Instructor: Dr. Steven Vieira
E-mail: svieira@lakelandcc.edu Phone: 525-7155
Office: B 3038 (office hours posted on blackboard under staff information)
Class time: T/Th 1:00-3:50 pm (Lecture/Lab)
Location: Rm 3025, Building A
Course Web address: http://bb.lakelandcc.edu/ (blackboard)
Text: Kardong. K. 2005. An introduction to biological evolution.
Pigliucci, M. 2002. Denying Evolution.
 Additional readings will be provided in the form of articles provided online readings or as handouts.
Course Description
This course provides a framework for understanding the concepts of evolutionary biology. It
offers an overview of the subject by focusing on the nature of species and how they interact in
ecological systems to drive evolutionary change. Students will also examine the genetic
nature of evolution, and recognize the role of DNA and proteins in the development of new
features in organism. Other subjects to be discussed include the role of biodiversity,
development, evolution of sex, cooperation and behavior, infectious disease, and human
evolution. This is an introductory biology course aimed at a diverse audience including major
and non-majors students pursuing degrees in biology, health care, behavior and sociology, or
education. When completed students should be able to:
1. Define evolution and describe the mechanism of natural selection as the primary mode
of evolutionary change in populations.
2. Identify other modes of evolutionary change besides natural selection.
3. Describe the roles of competition, cooperation, niches, and other ecological forces that
drive evolutionary change.
4. Describe the detailed role of DNA, translation, recombination, and gene regulation and
development as the underlying mechanism of biological change.
5. Compare and contrast microevolution and macro-evolutionary concepts.
6. Recognize the bodies of evidence in support of evolutionary biology and understand
the current limitations of the theory.
7. Be able to construct and interpret evolutionary phylogenies according to the concepts
of common ancestry and parsimony of derived characters.
8. Compare and contrast Co-evolution, group selection as variations of simple selection
9. Recognize the imperfect nature of evolutionary adaptation and how modern traits
carry the baggage of ancestral evolution.
10. Be able to recognize the errors in most arguments and misconceptions often described
by opponents of evolutionary biology.
11. Recognize the relevance of evolutionary theory in many modern issues, including but
not limited to infectious disease, human behavior, genetic engineering, general
education and religion.
Expectations:
Expect days dedicated mainly to lecture and note-taking, but also expect days focused on
class discussion based on readings and personal opinions. Labs will include hands-on
exercises, videos, discussion, and study of survey material, a field trip is also possible. Be
active and engaging in class, participate in discussions, complete all your work and reading
assignments on time and have fun. Finally, maintain an open mind, you may find that your
opinions on the subject will be challenged. This class requires the use of a computer and the
Internet. See me if you are unfamiliar with this technology!!!
Grading & Assessment:
A straight scale will be used to determine grade points:
A = 90%-100%
B = 80-89%
C = 70-79%
D = 60-69%
F = below 60%
BIOL 1904- Introduction to Evolutionary Biology
Spring 2007
The following table outlines the point structure for the class:
Assignment
Total points
Percentage
Attendance
60
8.6%
Discussions
Quiz/Assorted assignments
Evidence presentation
Exam I
Exam II
Final Exam
100
200
80
80
80
100
14.3%
28.6%
11.4%
11.4%
11.4%
14.3%
Total:
700
100%
Attendance and Participation- Students who attend all classes and participate regularly in
discussion in class or online will earn the full 60 points allotted (2 points per class). The points
you earn will be reduced according to the frequency of absences/tardies and/or lack of
participation. One final note: I rarely let students out early, as there is much to discuss in this
class. So, please do not schedule other commitments such as work or doctor’s appointments
immediately following class. Arriving late or leaving early will reduce this grade. There are no
exceptions. It has been my experience in the past that attendance is the most important
factor in successfully passing my courses. Do not take attendance lightly.
Quizzes/Assorted assignments – Throughout the term you will receive several exercises to
promote understanding and critical thinking. These will come mainly in the form of homework
worksheets, quizzes and pop quizzes, and/or lab exercises, usually valued at 20 points apiece.
If you receive more assignments than allotted for the 200 point total, your lowest scores will
be dropped. There is no guarantee that a surplus of assignments will be given out and I have
the option to exclude certain assignments from being dropped. Thus, it is imperative that you
complete all these assignments to do well in this portion of your grade. In some instances,
assignments can be completed in groups. In such cases each group member will receive the
same grade.

Some assignments may require that they be typed. In such cases hand written
assignments will not be accepted. To save paper and ink, I encourage you to utilize
the Blackboard drop box to turn in assignments or email.
Late/missed assignments (READ CAREFULLY)- Assignments are due at the beginning of
class, otherwise they will be deemed late. I will not accept late assignments. If you anticipate
missing class on a day an assignments is due you can earn credit by turning it in via email by
class time. Missed quizzes cannot be made up unless you notify me in advance and you take
it on or before the day it is taken in class. I reserve the right to accept an assignment late
with a 20% grade reduction per day late. Scheduled appointments are not an excused
absence. I will apply your average grade to excused missed assignments if it is not suitable to
make-up. Assignments that were assigned previously and due on a day your absent (excused
or otherwise) must still be turned in on time to earn credit for them (email is a viable alternative in
such situations). Missed exams can be made up in certain circumstances in the testing center, but
students will lose a letter grade.
Class/Online Discussions- Several times we will formally discuss issues in class or online
based on readings or subjects discussed. For online discussion students should submit a short
well-composed essay of at least 300 words and respond to at least two other participants
using the Blackboard Discussion Forum. Students should also reply to those who comment on
their essay where warranted. Each forum is worth 20 pts. Grading is based on meeting
minimum requirements and grammar and composition as well as thoughtfulness of sound
arguments.
BIOL 1904- Introduction to Evolutionary Biology
Spring 2007
Exams- There will be three exams, two mid-semester exams and one final exam. Midterms
will not be cumulative, but the final is. Exams will cover material from reading assignments,
lecture, discussions, and labs. Students can expect the exams to be challenging. The
semester exams will contain a mixture of multiple-choice questions, matching, short answers
and or essays, but the final exam is entirely essays. Students with an A average AND near
perfect attendance/participation in the 14th week can opt to take an abbreviated final exam.
Oral presentation- Working alone or in groups, you will complete a research project focused
Evidence for and against Evolution. A presentation of your findings will be made during the
end of the semester. You will present a specific body of evidence for or against an idea
pertaining to evolutionary theory and present an oral argument for why it supports or refutes
the theory. For example, one can present the evidence for the evolution of a specific
organism or group such as horses or even challenge such evidence. Presentations should be
between 20-30 minutes (add ten minutes per additional group member). Feel free to have the
class read an article for discussion, but this article must be provided a week in advance. You
will be graded on the quality of the presentation, uses of visual aids, knowledge of the topic
and ability to defend your position. You must demonstrate sufficient knowledge of the
evidence to defend criticisms made by your peers. This is worth a total of 80 points to be
earned in parts. Your grade will include 10 pts for submitting a one-page outline that details
the material to be covered during your presentation. The purpose of the outline is for me to
provide some feedback on the progress of the presentation. Additional 20 points will be
earned for providing a one page maximum summary of the subject you will present and
comprehensive literature reference list (minimum of 5 references) in any standard format as
well a brief 1-2 sentence explanation of the relevance of each reference. This summary and
reference list will be provided to all classmates for their review, prior to your presentation.
Each student will be expected to read these reviews and come prepared to participate in other
student’s presentation. Approximately one third of the remaining points will be earned
through participation in other presentations. The remaining 50 points will be given according
to a rubric scored during the presentation. This rubric will be posted on blackboard.
Equipment needs and other notes:
Bring your text and course pack to every class. While I don’t always teach directly from the
text. I do sometimes give pop quizzes from those reading and may allow open books. In
addition to a notebook/pad I recommend you purchase a three-ring binder to organize
handouts and returned assignments. If you miss a class when a handout is given you will
generally be responsible to attain your own copy.
To reduce waste, I provide most assignments, some readings and answer keys to some
assignments on Blackboard. To see them you will need to have access to a computer and be
familiar with gaining access to the Internet.
Student misconduct- Plagiarism and other student misconduct as described in the student
handbook will be dealt with following the procedures outlined in the handbook (pg 106).
Instances of plagiarism or cheating will result in loss of all points on the particular assignment,
additional action may be taken if necessary in accordance with school policy.
Please turn off cell phones. I will deduct 5 points from your attendance grade for such
disruptions.
Withdrawals: I will not accept withdrawals beyond the college deadline. Extreme circumstance
may be considered.
Expect to Participate and work hard in this class but also expect to have fun and learn some
exciting things.
BIOL 1904- Introduction to Evolutionary Biology
Spring 2007
Tentative Class Schedule
This schedule is subject to change to accommodate possible problems such as weather,
class pace, and unexpected discussions.
Week
1/16
Day
Tues
Topic
Class Introduction/ Syllabus review
What is life? Evolution?
Nature of Science; Lab exercise
Reading/Notes
Ch 1
Thur
A brief history of Evolution
Video “Darwin’s Dangerous Idea”
The Ecology of Life
Tues
The energy & chemistry of life.
Thur
DNA’s functional role in change
Handout, Ch 4 (pg 5961)
Pg 55-59, Ch 8,
handout
Tues
Genetics in individuals and populations
Lab: Hardy Weinberg exercise
A mechanism revealed: Natural selection.
Lab: bean evolution
Thur
1/23
1/30
2/6
Tues
Thur
Handout?
Handout, Ch 11
Ch 3
Pg 9-12
Darwin Ch 14
2/13
Tues
Thur
Exploring Selection and the nature of Fitness Ch 7
A brief look at the evidence
Ch 6
2/20
Tues
Thur
Catch-up, Review, Library research
Presentations of counter evidence and
rebuttals
2/27
Tues
Thur
Exam 1; An Intro to Biodiversity
Video: “The Great Transformations”
Gene regulation and development
Ch 5
handout
3/6
Tues
Thur
Speciation, macroevolution & phylogeny
Working with Phylogenic trees
Ch 9
Appx 2, Handout
3/13
3/20
3/27
In class exercise
SPRING BREAK
Tues
Thur
Video “Walking with Monsters”
Geology, Time, and Fossil Record
Field Trip. Ch 2, & 13
Tues
Early evolution- Origins of life
Ch 4
BIOL 1904- Introduction to Evolutionary Biology
Spring 2007
4/3
Thur
Plant Phylogeny
Lab: Plant Kingdom survey
Handout
Tues
Animal Phylogeny
Lab: Animal Survey
Lab Review
Plant & Animal Phylogeny Practical quiz.
Handout
Human evolution
Outline due
Social Evolution
Video: “The Minds Big Bang”
Ch 14, 15
Thur
4/10
Tues
Thur
4/17
Tues
Thur
Exam 2; Presentation prep.
Evolution of disease
Video “Evolutionary Arms Race”
Tues
Thur
Evolution of Sex & Behavior
Video- “Why sex?”
Discussion: Evolution vs. ID and Special
Creation
Video: “What about god?”
5/1
Tues
Thur
Evidence Presentations
Evidence Presentations
12/13
TBA
Evidence presentations (if necessary);
Final Exam Due
4/24
Chapter 12
Ch 16, handout
Pg 115-122, handout
handout
Recommended Readings:
Darwin, C. 1859. On the Origin of Species by Natural Selection. John Murray, London.
Theodosius Dobzhansky, a leading scientist in the first half of the 20 th century, once said that nothing in
biology makes sense except in the light of evolution. No book clearly outlines the process better than the
original. Evolution is a vastly misunderstood concept yet is a powerful theory that seems to explain
practically everything in biology. In my ideal society, everyone will have read this book.
E.O. Wilson. 1992. The Diversity Of Life. Belknap Press of Harvard University Press, Cambridge MA.
Ed Wilson is a highly respected scientist and considered by his peers (myself included) to be the Guru of
Biodiversity and Ecology as it pertains to our current environmental crisis. This book is a masterful
scientific account of the problem in an engaging style easily understandable to the general public.
BIOL 1904- Introduction to Evolutionary Biology
Spring 2007
Evolution topics
Lectures:
Introductory Concepts:
Concept of a species; Biodiversity (Lab recognizing major life groups).
Population growth; Factors that regulate populations; Tolerant limits; Competitive
exclusion; R vs K strategies
History of change- Lamarck et. al. Darwin’s Discovery (film);
Mechanism of natural selection; Adaptation vs Acclimation
Other forms of change: Genetic drift
Experimental evidence for selection (moths, sticklebacks, guppies, fruitflies and artificial
selection)
Opposing Ideas and the The fallacy of Irreducible complexity
Cellular and molecular evolution:
Cells and the molecules that make them- Discuss phospholipids and the origins of
Plasma membranes. Endosymbiosis of Eukaryotic organelles from bacteria. See page
123-129 of Strick) on chemical reactions of basic biomolecules.
Explore the nature of energy dynamics, 2nd law of thermodynamics that reveals the
inefficiencies in the redundancy of coupled reactions in cellular processes.
Varied world of Proteins (Lab: explore sensitivity of enzymes; membrane
proteins)- In this lecture also discuss the Miller-Urey experiment; enzyme
pathways and regulation including allosteric regulation and negative feedback;
DNA and RNA- basic structure and function and the genetic code (lab on genetic
code); Role of Mutations; Discuss the evolution of RNA to DNA hypothesis;
RNA as an enzyme and storage molecule. Whould selection require reproduction
(see page 135 of Strick). Protein or Nucleic acid- which was first? Pg 140 of
Strick. How weakness in our understanding of this debate has been capitalized by
ID supporters (relate back to eye example- just because we don’t understand it
doesn’t mean it didn’t happen)
Understand that deviations from a process (even if it is sub optimal) usually results in an
even worse result (mutation) so many very important reactions tend to be conserved
(examples (the eye).
Genetic basis of Evolution:
Introductory genetics- Understanding chromosomes, ploidy, alleles, dominance, linkage,
gene interactions. (Lab pop beads exersices);
Population genetics- Polymorphism, Cost benefit balance; Concept of adaptive peaks and
valleys. The case of Sickle-cell anemia and others.
Measuring selection
Macroevolution- (“Great transformations” episode)
BIOL 1904- Introduction to Evolutionary Biology
Spring 2007
Speciation modes of speciation; founder effects; sympatric vs allopatric speciation
Phylogeny: Mapping evolution (lab constructing phylogenetic trees; understanding the
principle of Parsimony): Monophyletic, Polyphyletic, Paraphyletic; Plesiomorphic vs
apomorphic characters & synapomorphs- shared derived characters; Homology vs
Convergent and Parallelism (analogous);
Exploring the evidence- Including Biogeography.
Geological/Fossil Record: Lab recognizing major fossil groups.
Development and Evolution.
Surveying Plant diversity- Getting from protista to moss to orchids. (Lab)
Surveying Animal diversity- Getting from protozoans/sponges to vertebrates. (Lab)
Special Topics
Emergence of Life- Life from life or life from chemistry.
Creep and Jerks: Evolutions pace- role of mass extinctions and sudden global
environmental changes.
Sexual selection
Coevolution and symbiosis (pg 575 of strick)- Parasitism to mutualism.
Human evolution
Are humans still evolving?
Disease resistance and emergent disease
Evolutionary psychology- is abnormal behavior adaptive? (pg 585 of strick)
Group selection- is altruism adaptive? (pg 569- & chapt 24 of strick
Labs IdeasSurveying General biodiversity linking the kingdoms of life.
Understanding Simple changes in allele frequency using M&M’s and seeds.
Natural selection of beans by utensil predators in variable landscapes. Understanding the
conditional nature of adaptations.
Exploring the Hardy-Weinberg equilibrium.
Creating a phylogenetic tree
Group presentation on a body of evidence in support of a particular evolutionary
hypothesis.
Have each student find a creationist argument from CRI or Answer to genesis. That they
find to be compelling support for creationism. Then have student challenge these by
finding critiques of this support via sites like Talk Origins.