BIOL 425- EVOLUTION
1. Catalog Entry
Biology 425. Evolution
Three hours lecture (3).
Prerequisite: BIOL 345
Semester offered: Every Spring
Introduction to modern hypotheses on the mechanisms of genetic change in populations,
speciation, evolution of societies, origins of higher taxa, causes of extinctions and
modern approaches to classification. Concepts will be applied to a discussion of human
evolution.
B. Detailed Description of Content of Course
This course provides the theoretical underpinning of biology which is necessary for any
modern biologist to understand. Other department offerings describe when various plant
and animal taxa arose and went extinct; this course discusses the possible mechanisms
that cause origin and extinction of taxa.
Major topics include:
1. History of evolutionary thought.
2. Evidence that life on earth has changed.
3. Mechanisms of change at the population level, including mutation pressure, genetic
drift, gene flow, and natural selection.
4. Mechanisms of speciation, including various allopatric and sympatric models.
5. Origin of complex adaptations.
6. Theories of precambrian evolution.
7. An overview of phanerozoic evolution with analysis of debates over issues such as
punctuated equilibrium, warm-blooded dinosaurs, the K/T extinction, evolution of bird
flight, etc.
8. Human evolution.
9. Evolution of social behavior.
3. Detailed Description of Conduct of Course
Classes are a mixture of lecture and discussion. Lectures are periodically interrupted for
student writing or problem solving. For discussion periods, students bring their analyses
of readings to class, get reactions and help from their peers, then after class revise their
analyses. The instructor provides supplementary information and questions to guide
student reading and facilitates small group and whole class discussions by questioning,
clarifying, and helping students summarize their ideas.
A series of papers result from these discussions. Often the thrust of the work is to
understand the author's point or hypothesis, his evidence to support it, and assumptions
contained in the argument. Later in the semester students may be asked to do that kind of
analysis on two papers with opposing hypotheses and then evaluate which hypothesis is
best supported. This analysis of scientific arguments is essential training for future
scientists.
Students are assigned reading from a textbook as well as the supplementary readings for
the discussions. They are generally not told the "correct answer" or given the instructor's
interpretation. It is important that future professionals develop responsibility for their
own reading. Students are tested on their understanding of textbook information and
papers are evaluated on the basis of how fully, accurately, and reasonably positions are
justified.
4. Goals and Objectives of the Course
On completing this course students should be able to:
1. Outline the historical development of evolutionary ideas
2. discuss current concepts and debated issues in evolutionary theory
3. explain with examples how historical hypotheses are scientifically tested
4. analyze scientific arguments and evaluate hypotheses.
5. Assessment Measures
Graded assignments include examinations that largely through essays and short answers
test knowledge of concepts, terms, history, evidence, arguments, etc., and ability to solve
population genetics problems and interpret graphs. A series of short papers test ability to
apply course information and analyze/evaluate scientific arguments. Both examinations
and papers assess understanding of methods of testing historical hypotheses. Students
may also be evaluated on their contributions to discussions.
6. Other Course Information
Computer programs of population genetics may be used to give practice manipulating
parameters to see differing results. Students summarize their findings in a report.
7. Review and Approval
DATE ACTION REVIEWED BY
September 2001 Dr. Charles M. Neal, Chair