Download Proposed General Education syllabus based on Fall 2015 APG 201

Proposed General Education
syllabus based on Fall 2015
APG 201: Human Origins
3 credits
Dr. Holly Dunsworth
Is this our mother?
Reconstruction of the fossil hominin “Ardi” of the species
Ardipithecus ramidus. Her partial skeleton was found in Aramis,
Ethiopia and dates to approximately 4.4 million years ago.
(Artist: Jay Matternes)
Classroom: Chafee 277
Class meeting time: MWF 11-11:50 am
Dunsworth’s office: Chafee 177
Office hours: F 1-3 pm (drop-in). Otherwise
make an appointment.
OFFICIAL URI COURSE DESCRIPTION. The biocultural evolution of humans; review of the fossil record.
DUNSWORTH’S COURSE DESCRIPTION
Biological anthropologists study human and nonhuman primate biology, behavior, diversity, adaptation
and evolution in order to better understand the human species and explain how we arrived at our current
condition: Incessantly chattering, naked, culturally dependent, big-brained, bipedal creatures who are
diverse in appearance and culture and inhabit nearly all types of habitats on Earth. Our journey
progresses along a natural and logical path of questions that all learners ask about the science of human
origins and what it means for our past and for our future as a species. While we attempt to answer those
questions we will also continue to ask, how do we know what we know, why is so much of this material
controversial, and why do most of us have to wait until we get to college to face these issues? Class time
will be spent on lectures and discussions. Fulfills the General Education outcomes of Knowledge (STEM)
and Information Literacy Competency.
REQUIRED READING
 Your Inner Fish by Neil Shubin
 The Incredible Unlikeliness of Being by Alice
Roberts
 Additional articles are linked in the syllabus
NON-REQUIRED REFERENCE
 Biological Anthropology, 3rd Edition by
Stanford, et al. (2013, Pearson) – standard
textbook, a copy is on reserve at the library,
along with Shubin and Roberts.
Anthropology Program Learning Outcomes for Students
1. Describe the historical development of anthropology and be able to characterize how each subfield contributes to the unified
discipline.
Introduced
2. Compare past and present cultures, including ecological adaptations, social organization, and belief systems, using a holistic, crosscultural, relativistic, and scientific approach.
Introduced
3. Explain biological and biocultural evolution, describe the evidence for human origins and evolution, and evaluate both scientific
debates and cultural controversies over genetic determinism, biological race, and evolution.
Introduced
and
reinforced
4. Describe the origin of language and importance of symbolic communication in the human condition, including the social context of
linguistic change.
Introduced
5. Explain quantitative and qualitative methods in the analysis of anthropological data and critically evaluate the logic of anthropological
research.
Introduced
7. Apply anthropological research to contemporary environmental, social, or health issues worldwide.
Introduced
APG 201 - 1
IDEA-SRI Learning Objectives: Essential or Important
Gaining factual knowledge (terminology, classifications, methods, trends); Learning fundamental principles,
generalizations, or theories; Learning how to find and use resources for answering problems and solving problems;
Developing specific skills, competencies, and points of view needed by professionals in the field most closely related
to this course; Developing skill in expressing oneself orally or in writing; Acquiring an interest in learning more by
asking questions and seeking answers
ABOUT EMAILING DR. DUNSWORTH
When you should not. For example… To let me know that you’re coming to my office hours. To let me
know that you’re going to miss a class or to ask me what you missed or to ask about your grade, what it is
or how to improve it. To ask me how to study. To send me an assignment. To ask me questions that can
be answered by reading the syllabus or the instructions, or that you can ask me in person before or after
class or during office hours. In case it’s not clear, I want to interact with you face-to-face whenever
humanly possible. Emailing me is not part of this course experience.
When you should. For example… To make an appointment to talk to me because you can’t make it during
my office hours. In your message, please include specific days and times that work for your schedule that
I can choose from. You do not need to explain why you’d like to make an appointment. Whatever it is, it’s
why we will meet.
[email protected]
E-Mailing your Professors: A how to
Dear/Hi/Hello/ (or just plain) Professor/ Dr./ Mr./ Ms. X (depends on their degree and how they want to
be addressed),
I do not begin my message by telling you my name unless I am spamming you; my email will be
automatically labeled with my name so spouting it out at the beginning sounds like a scam or like a child
wrote it. I capitalize the first letter of all my sentences and I end my all my sentences with a punctuation
mark. Although I am supposed to use my university email account for university communication,
sometimes that is not convenient and I use another. But, I always make sure I’m not sending you
messages from an address like [email protected]. And, even if it’s clear from my email
address, I always sign my name at the end. So that you do not mistake a curt reply for rudeness, I have a
signature that indicates whether an (understandably brief) message came from my phone. This format with salutation, body, and signature - is how I will always initiate contact with you. After that, when we’re
in a back-and-forth reply situation, I may drop this formal format, but I will continue to capitalize and to
punctuate where appropriate (even from a phone) so that you can easily understand me.
Thank you/All the best/Cheers/Sincerely/Thanks/Best/Have a good day/etc…
My First Name, My Last Name, My course and section number
See also: https://www.insidehighered.com/views/2015/04/16/advice-students-so-they-dont-sound-sillyemails-essay
APG 201 - 2
FALL 2015 DAILY SCHEDULE – Mark your calendars!
This syllabus, including the course schedule, is subject to change at any time. Dr. Dunsworth will notify
you if this happens.
Unit
Our scientific journey
1. OBSERVE
This view of life. Our
place in nature.
2. EXPLAIN and
PREDICT.
Explaining the
similarities and
differences. How
evolution works.
3. TEST
Evolving humans,
past and present.
Ancient evidence for
our extinct hominin
relatives. Modern
human origins and
variation. The
cultural controversy
over evolution.
Big questions
What is the
anthropological
perspective? What
is the scientific
approach to
understanding
human origins?
What is a human?
What are human
traits? How do
humans fit on the
Tree of Life? What
is evolution?
Why are we like our
parents but not
exactly? Why are
we like other
species but not
exactly? How did
human traits and
human variation
evolve? How do we
know what the last
common ancestor
(LCA) was like?
How did human
traits evolve? How
and why do humans
vary? Should we
look to our
ancestors as a
lifestyle guide? Are
we still evolving?
Why is human
evolution
misunderstood and
why is it
controversial?
Day of
week
Date
Day of
course
Description of day. There are daily notebook assignments
and they are detailed below.
W
9-Sep
1.1
Introduction to course
F
11-Sep
1.2
Overview of course
M
14-Sep
1.3
Doing biological anthropology
W
F
M
16-Sep
18-Sep
21-Sep
1.4
1.5
1.6
Scientific process
Linnaeus and the Order Primates; NOTEBOOK CHECK
Primate taxonomy
W
23-Sep
1.7
Locomotion and encephalization
F
25-Sep
1.8
Tool use and communication
M
28-Sep
1.9
Diet
W
30-Sep
1.10
Sociality
F
2-Oct
1.11
Evolution and Darwin's evidence
M
5-Oct
1.12
Phylogeny
W
7-Oct
1.13
The modern evidence that Darwin wishes he had
F
M
W
F
M
W
F
M
W
F
9-Oct
12-Oct
14-Oct
16-Oct
19-Oct
21-Oct
23-Oct
26-Oct
28-Oct
30-Oct
1.14
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
QUIZ 1; NOTEBOOK CHECK
Inheritance and gene expression, 1
Inheritance and gene expression, 2
Mutation and gene flow
Genetic drift
Natural selection
Malaria resistance and lactase persistence
Building evolutionary scenarios
Species and speciation
Genomics, molecular clocks, and the LCA
M
2-Nov
2.10
QUIZ 2; NOTEBOOK CHECK
W
F
M
W
F
4-Nov
6-Nov
9-Nov
11-Nov
13-Nov
3.1
3.2
3.3
3.4
Fossils, geology, and dating
The primate fossil record; Origins of bipedalism
Sahelanthropus, Orrorin, Ardipithecus
VETERAN'S DAY, NO CLASSES
Australopithecus, Paranthropus
M
16-Nov
3.5
The first stone tool makers and Homo habilis
W
F
18-Nov
20-Nov
3.6
3.7
M
23-Nov
3.8
W
F
M
W
F
M
W
F
25-Nov
27-Nov
30-Nov
2-Dec
4-Dec
7-Dec
9-Dec
11-Dec
3.9
3.10
3.11
3.12
3.13
3.14
3.15
W
16-Dec
--
Homo erectus
Neanderthals
Anatomically modern Homo sapiens; RESEARCH PROJECT
DUE
Models of human origins and geographic dispersal
THANKSGIVING, NO CLASSES
Race and evolution's P.R. problem
Skin pigmentation
The cultural controversy over evolution
Building evolutionary scenarios
QUIZ 3
Conclusion to course; NOTEBOOK CHECK
No final exam: Instead, receive grade in person between 8
am-noon today in Chafee 132.
APG 201 - 3
ASSESSMENT
Breakdown of the final grade:
Quiz 1
Quiz 2
Research Project
Quiz 3
Notebook
TOTAL
12.5%
12.5%
12.5%
12.5%
50%
100%
GRADE SCALE
A = 93.5 – 100%; A- = 89.5 – 93.4%; B+ = 87.5 –
89.4%; B = 83.5 – 87.4%; B- = 79.5 – 83.4%; C+ = 77.5
– 79.4%; C = 73.5 – 77.4%; C- = 69.5 – 73.4%; D+ =
67.5 – 69.4%; D = 59.5 – 67.4%; F = below 59.5%
Quizzes 1, 2, and 3 (12.5% + 12.5% + 12.5%)
These will consist of multiple-choice, fill-in-the-blank, True-false, matching, short answer and essay. They are based
on classroom material, discussions, activities, films, and readings from Units 1, 2 and 3, respectively. More
information will be provided in class. Missed quizzes will be taken at time of final exam.
Research Project (12.5% of total grade)
This is a chance to dig deeper and learn invaluable research skills for your future courses at URI and for life. Think of
it like a mock research paper to help prepare you for projects in 300 and 400 level courses. The assignment involves
library research, information literacy, and a bit of writing. Instructions are included at the end of the syllabus. We
will discuss details in class.
Notebook (50% of total grade).
This is a three-ring binder, with dividers for each section, where you will keep all of your course materials in
chronological order. Your notebook will have five sections, in this order, separated by tabs:
 Syllabus
 Glossary: Whenever a word, term, or phrase is used in the reading or in class that you think is important,
jot it down and define it in your glossary. Whenever something’s said in class that you’re unfamiliar with,
jot it down, and then go look it up (or ask a peer or me about it), and define it in your glossary. Minimum
one entry per day. Organize your glossary chronologically by the day of the course: 1.1, 1.2, 1.3, …
 Unit 1: In this order, each day: Assignment, (Reading notes are optional), Handout (which you may mark-up
as you please), In-class notes (which include answers to any questions posed on the handouts): 1.1, 1.2, …
 Unit 2: see above: 2.1, 2.2, …
 Unit 3: see above: 3.1, 3.2, …
Notebook assignments and their due dates are listed below. These assignments are timed to maximize your
engagement with the course material and your mastery of it. Some will ask you to answer questions about a reading
assignment. Others will involve watching films or performing interactive activities on-line. There will be too many
assignments (and way too many excuses from the collective class for not completing them on time) for me to collect
each and every one of them on each and every due date, so I will collect whole notebooks a few times throughout
the semester (see schedule). You must write in your own words; quoting longer than one sentence at a time is not
permitted. All quotes must be attributed to their source. Keep quotes to particularly interesting or insightful or
declarative or symbolic turns of phrase; do not quote merely because it is jargon that you do not understand. I
emphasize: write in your own words. Hand-written work is expected, slow down and write legibly. Do not type your
class notes and notebook assignments unless you have received special permission due to a special need. Grading is
based on whether you completed the assignments thoughtfully and professionally, not whether you completed
them entirely correctly. In other words, you get a point for each assignment for putting forth the effort to complete
it—as long as it’s a solid effort, is mostly accurate, and earnestly attempts to answer the questions that are asked!
Grading this way is best because these assignments are often struggles that I’m asking you to face on your own
ahead of in-class discussion and explanation.
APG 201 - 4
Extra credit!!! Make a time machine then go back to the start of the semester, attend classes, take notes, read all of
the things, think about all of the things, complete the assignments, and study for the quizzes.
COURSE GUIDELINES AND HELPFUL INFORMATION
Academic integrity, honesty and responsibility URI’s Student Handbook, in particular Section 1.4
(http://www.uri.edu/judicial/ch1.html#4), provides guidelines concerning academic honesty. Additional assistance
is available at the Writing Center and the Academic Enhancement Center. Students are expected to be honest in all
academic work. A student’s name on any written work, quiz or exam shall be regarded as assurance that the work is
the result of the student’s own independent thought and study. Work should be stated in the student’s own words,
properly attributed to its source. Students have an obligation to know how to quote, paraphrase, summarize, cite
and reference the work of others with integrity. The following are examples of academic dishonesty: • Using
material, directly or paraphrasing, from published sources (print or electronic) without appropriate citation; Claiming
disproportionate credit for work not done independently; Unauthorized possession or access to exams;
Unauthorized communication during exams; Unauthorized use of another’s work or preparing work for another
student; Taking an exam for another student; Altering or attempting to alter grades; The use of notes or electronic
devices to gain an unauthorized advantage during exams; Fabricating or falsifying facts, data or references;
Facilitating or aiding another’s academic dishonesty; Submitting the same paper for more than one course without
prior approval from the instructors.
Accommodations Any student with a documented disability is welcome to contact me as early in the semester as
possible so that we may arrange reasonable accommodations. As part of this process, please be in touch with
Disability Services for Students Office at 330 Memorial Union, 401-874-2098 (http://www.uri.edu/disability/dss/) or
239 Shepard Building, Feinstein Providence Campus, 401-277-5221.
Attendance Showing up for class, itself, is not rewarded with points because it is the least you can do. If you miss a
class, it is your responsibility to get announcements, handouts, etc. I will be happy to discuss material that you have
missed, but I will not repeat lectures verbatim in my office hours. Make friends in this course because (a) life’s
better that way but also because (b) they will help you if you miss a class. Check Sakai for any handouts or
announcements.
Distractions We do it prehistorically in APG 201: Turn off cell phones, laptops, and all other electronic devices during
class. If you must use a beeping machine to take notes, please silence it and turn off your link to the Internet. If you
must use a laptop, then you must sit in the back row so that no one can sit behind you and be distracted by your
shiny screen (unless you get special permission from me to sit closer).
Grades Take personal responsibility for your performance in this class. Remember, I do not give out grades, you earn
them. I do not take off points, you earn points. Please keep track of your progress in class. At any given time in the
semester, you should know what your grade is without having to ask me.
Help! This is a challenging course. Success requires that you keep pace with the work, understand course concepts,
and study effectively. The Academic Enhancement Center (http://www.uri.edu/aec/) is a great place to do this. At
the AEC you can work alone or in groups, and tutors and professional learning specialists are available to help you to
learn, manage your time and work, and study well. On the Kingston campus, it’s open Monday through Thursday
from 10 a.m. to 9 p.m. and Fridays until1 p.m. All services are free (the coffee is free as well!), and no appointment
is needed. You can call for complete information at 874-2367, or just stop by the center on the fourth floor of
Roosevelt Hall. In Providence, the Academic Skills Center (ASC) is at 239 Shepard Building, (401) 277-5221. Hours
are posted each semester at http://www.uri.edu/prov/studentresources/help/academicskills.html. In addition, the
Saturday Skills for Success program offers workshops and tutoring from 10 am -1pm during fall and spring
semesters.
Class Notes Take notes on readings, lectures, discussions and in-class activities. If you miss a class, check Sakai and
ask a T.A. to find out we did, and look at a friend’s notes. Read, review, synthesize (with readings and with other
APG 201 - 5
days’ notes), and summarize your lecture notes regularly. It is your responsibility to ensure that you are covered for
any lectures you miss, and forming a small group for that can be helpful (especially for students missing class for
official URI athletic and cultural events).
Reading Tips If you can only stand to read for ten minutes at a time, then do that. Before you read, turn off
technology or throw it far across the room, then skim through the pages, glancing at the figures and predict what
you think you’re about to learn and what you already know about the topic(s). Then as you read be active and take
notes on a separate page or in the margins. These notes may include: an outline of the concepts and key terms; A
list of unknown words and their definitions (that you’ve looked up); a concept map; annotations that summarize
concepts and ideas; questions you have about the material that you’d like to ask me, your peers, or the scientific
literature; questions you think could be on the exam (practice); a summary of the section you read. After you’re
done reading, briefly recount out loud to yourself, your dog, a friend, etc. what you just read and/or learned and
what you were left wondering. (Hopefully they’ll teach you something too, in kind.)
Sakai There is a course site on Sakai (https://sakai.uri.edu/portal ) where I will post handouts, announcements,
assignments, readings, helpful tips, etc. Get used to checking there for updates, etc. If you miss class, go there to see
if you missed a handout. If there is something urgent to share, I will email the whole class, so check URI email often.
Studying To achieve a solid passing grade in this course an average student should plan to spend at least three hours
of work outside of class for every hour spent in class. Students who are concerned about their performance in the
course should contact me.
RELATED COURSES OF POTENTIAL INTEREST
•
•
•
•
APG 202: Introduction to Archaeology; APG 203: Cultural Anthropology; APG 327: History of Physical
Anthropology; APG 412: Primate Behavior; SOC 100: General Sociology, SOC 240: Race and Ethnic
Relationships; GEO 102: Evolution and Extinction of the Dinosaurs; BIO 121: Human Anatomy; BIO
262: Introductory Ecology; BIO 272 (GEO 272): Introduction to Evolution; BIO 302: Animal
Development; BIO 304: Comparative Vertebrate Anatomy; BIO 352 (or BCH 352) and 353: General
Genetics and Laboratory
APG 310 (Topics): Sex and Reproduction in Our Species (Dunsworth) - A comparative/evolutionary
investigation of human sexual and reproductive behavior. Note: this will soon have a new, permanent
course number instead of being a ‘310 Topics’ course.
APG 300: The Human Fossil Record (Dunsworth) - An in-depth and hands on investigation of the fossil
record for human evolution. Note: This course number might change in the future.
APG 350: Human Variation (Dunsworth) - Investigating human biological variation around the globe
and reconciling it with historical and socio-cultural notions of race.
APG 201 - 6
READINGS AND NOTEBOOK ASSIGNMENTS
Make sure to note the day of course (e.g. 3.9) at the top of each new assignment in your notebook. Begin every
assignment on a new page. The readings and assignments are due on the day they are listed. Additional readings
that are not the focus of the assignment are not required; they support the lectures and are recommended.
Unit 1
1.1 – Introduction to course
Notebook Assignment
 In-class assignment
1.2 – Overview of course
Reading/viewing
 IUB, Chapter 1: Beginnings - Roberts
Notebook Assignment
 In a half-page or more: Reflect on Roberts’ chapter and be sure to include what it’s got to do with human
evolution.
1.3 – Doing Biological Anthropology
Reading/viewing
 What is it like to be a biological anthropologist? A Field Paleontologist's Point of View – Su (Nature Education)
http://www.nature.com/scitable/knowledge/library/what-is-it-like-to-be-a-59719064
 Notes from the Field: A Primatologist's Point of View – Morgan (Nature Education)
http://www.nature.com/scitable/knowledge/library/notes-from-the-field-a-primatologist-s-54334509
 Expedition Rusinga (video; 8 min) https://www.youtube.com/watch?v=4y1puNyB9e8
 The ape in the trees – Dunsworth (The Mermaid’s Tale)
http://ecodevoevo.blogspot.com/2014/02/the-ape-in-trees.html
 How Do We Know When Our Ancestors Lost Their Tails? (video; 4 min)
http://video.pbs.org/video/2365211775/
Notebook Assignment
 In a half-page or more: Why do humans study biological anthropology? And also, why take this course? Be as
objective or as personal as you would like with your answer.
1.4 – Scientific process
Reading/viewing
 How Science Works (video; 10 min):
https://www.youtube.com/watch?v=JH0_xC7q9tU&feature=youtu.be--flowchart
 Understanding science: How Science Works, pages 1-21; starts here:
http://undsci.berkeley.edu/article/0_0_0/howscienceworks_01
 Carl Sagan’s Rules for Critical Thinking and Nonsense Detection
https://www.noodle.com/articles/carl-sagans-rules-for-critical-thinking-and-nonsense-detection
 10 Scientific Ideas That Scientists Wish You Would Stop Misusing
http://io9.com/10-scientific-ideas-that-scientists-wish-you-would-stop-1591309822
Notebook Assignment
 Scientific Process worksheet - Located on Sakai
 Osteology and comparative anatomy worksheet - Located on Sakai
1.5 – Linnaeus and the Order Primates – NOTEBOOK CHECK
Reading/viewing
 IUB, Chapter 2: Heads and brains – Roberts
 Characteristics of Crown Primates – Kirk (Nature Education)
http://www.nature.com/scitable/knowledge/library/characteristics-of-crown-primates-105284416
Notebook Assignment
APG 201 - 7


In a half-page or more: Reflect on Roberts’ chapter and be sure to include what it’s got to do with human
evolution.
Primate Expert worksheet - Located on Sakai
1.6 – Primate taxonomy
Reading/viewing
 IUB, Chapter 3: Skulls and senses – Roberts
 Many primate video clips –Posted on Sakai
 Old World monkeys – Lawrence and Cords (Nature Education)
http://www.nature.com/scitable/knowledge/library/old-world-monkeys-83033815
Notebook Assignment
 In a half-page or more: Reflect on Roberts’ chapter and be sure to include what it’s got to do with human
evolution.
 In a half-page or more: Write about your primate video viewing experience, for example, you might write about
what you saw, at face value, or you might want to write about what defied your expectations or what surprised
you, or what you would like to learn more about.
1.7 – Locomotion and encephalization
Reading/viewing
 IUB, Chapter 4: Speech and gills - Roberts
 Many primate video clips –Posted on Sakai
Notebook Assignment
 In a half-page or more: Reflect on Roberts’ chapter and be sure to include what it’s got to do with human
evolution.
 In a half-page or more: Without looking at any resources except for these films, come up with some categories
for the different types of primate locomotion, give those categories names and definitions, and list which
species in the films fall into which categories you’ve created.
1.8 – Tool use and communication
Reading/viewing
 IUB, Chapter 5: Spine and segments – Roberts
 The Human Spark 2 (video; 55 mins)
https://www.youtube.com/watch?v=roqTXf5UNyc&feature=kp
 Primate locomotion – Gebo (Nature Education)
http://www.nature.com/scitable/knowledge/library/primate-locomotion-105284696
 Primate Communication – Zuberbuhler (Nature Ed)
http://www.nature.com/scitable/knowledge/library/primate-communication-67560503
Notebook Assignment
 In a half-page or more: Reflect on Roberts’ chapter and be sure to include what it’s got to do with human
evolution.
 In a half-page or more: Reflect on The Human Spark 2, highlighting something you already knew and also
something you learned that was brand new to you. What is the human spark?
1.9 - Diet
Reading/viewing
 IUB, Chapter 6: Ribs, lungs and hearts– Roberts
 IUB, Chapter 7: Guts and yolk sacs – Roberts
 Peace Among Primates – Sapolsky (The Greater Good)
http://greatergood.berkeley.edu/article/item/peace_among_primates
Notebook Assignment
 In a half-page or more: Reflect on Roberts’ chapters and be sure to include what it’s got to do with human
evolution.
APG 201 - 8

In a half-page or more: Reflect meaningfully on the article by Sapolsky, relating it to your life is fine but not
required.
1.10 - Sociality
Reading/viewing
 IUB, Chapter 8: Gonads, genitals and gestation – Roberts
 What Influences the Size of Groups in Which Primates Choose to Live? – Chapman & Teichroeb (Nature Ed)
http://www.nature.com/scitable/knowledge/library/what-influences-the-size-of-groups-in-58068275
 Primate Sociality and Social Systems – Swedell (Nature Ed)
http://www.nature.com/scitable/knowledge/library/primate-sociality-and-social-systems-58068905
 Primates in communities – Lambert (Nature Ed)
http://www.nature.com/scitable/knowledge/library/primates-in-communities-the-ecology-of-competitive59119961
Notebook Assignment
 In a half-page or more: Reflect on Roberts’ chapter and be sure to include what it’s got to do with human
evolution.
1.11 – Evolution and Darwin’s Evidence
Reading/viewing
 Two chapters from The Autobiography of Charles Darwin: "Voyage…" (p. 71-81 ) and "An account of how several
books arose" (p. 116- 135)
http://darwin-online.org.uk/content/frameset?viewtype=text&itemID=F1497&pageseq=1
Notebook Assignment
 In a half-page or more: What circumstances or experiences influenced Darwin's thinking?
1.12 - Phylogeny
Reading/viewing
 Reading a phylogenetic tree – Baum (Nature Ed)
http://www.nature.com/scitable/topicpage/reading-a-phylogenetic-tree-the-meaning-of-41956
 Trait Evolution on a Phylogenetic Tree – Baum (Nature Ed)
http://www.nature.com/scitable/topicpage/trait-evolution-on-a-phylogenetic-tree-relatedness-41936
Notebook Assignment
 Phylogeny worksheet - Located on Sakai
1.13 – The modern evidence that Darwin wishes he had
Reading/viewing
 YIF, Chapter 1: Finding Your Inner Fish - Shubin
 Amazing Places, Amazing Fossils: Tiktaalik (video; 5 mins)
https://www.youtube.com/watch?v=T2vKlEUX7DI
 YIF, Chapter 2: Getting a Grip - Shubin
 The Ancient History of the Human Hand (video; 4 mins)
https://www.youtube.com/watch?v=RUL8hKDdY84
 IUB, Chapter 9: On the nature of limbs – Roberts
Notebook Assignment
 In a half-page or more: What does Shubin mean by "your inner fish"? What's the connection between a fish’s
fin and your hand? How could you falsify evolutionary theory?
 In a half-page or more: Reflect on Roberts’ chapter and be sure to include what it’s got to do with human
evolution.
1.14 – Quiz 1– NOTEBOOK CHECK
APG 201 - 9
Unit 2
2.1 – Inheritance and gene expression, 1
Reading/viewing
 YIF, Chapter 3: Handy Genes - Shubin
 YIF, Chapter 4: Teeth Everywhere - Shubin
 The Evolution of Your Teeth (video; 3 mins) https://www.youtube.com/watch?v=ohq3CoOKEoo
 YIF, Chapter 5: Getting ahead - Shubin
 Our Fishy Brain (video; 2.5 mins) http://video.pbs.org/video/2365207797/
 Developing the Chromosome Theory – O’Connor (Nature Ed)
http://www.nature.com/scitable/topicpage/developing-the-chromosome-theory-164
 Genetic Recombination – Clancy (Nature Ed)
http://www.nature.com/scitable/topicpage/genetic-recombination-514
 What is a Gene? Colinearity and Transcription Units – Pray (Nature Ed)
http://www.nature.com/scitable/topicpage/what-is-a-gene-colinearity-and-transcription-430
 RNA functions – Clancy (Nature Ed)
http://www.nature.com/scitable/topicpage/rna-functions-352
Notebook Assignment
 In a half-page or more: What did you learn about how to do paleontology from the Shubin chapters? What does
he mean by your "inner shark"?
2.2 – Inheritance and gene expression, 2
Reading/viewing
 YIF, Chapter 6: The Best-Laid (Body) Plans - Shubin
 YIF, Chapter 7: Adventures in Bodybuilding – Shubin
 Hox Genes in Development: The Hox Code – Myers (Nature Ed)
 http://www.nature.com/scitable/topicpage/hox-genes-in-development-the-hox-code-41402
 Gregor Mendel and the Principles of Inheritance – Miko (Nature Ed)
http://www.nature.com/scitable/topicpage/gregor-mendel-and-the-principles-of-inheritance-593
 Mendelian Genetics: Patterns of Inheritance and Single-Gene Disorders – Chial (Nature Ed)
http://www.nature.com/scitable/topicpage/mendelian-genetics-patterns-of-inheritance-and-single-966
 Phenotypic Range of Gene Expression: Environmental Influence – Lobo & Shaw (Nature Ed)
http://www.nature.com/scitable/topicpage/phenotypic-range-of-gene-expression-environmental-influence-581
 Genetic Dominance: Genotype-Phenotype Relationships – Miko (Nature Ed)
http://www.nature.com/scitable/topicpage/genetic-dominance-genotype-phenotype-relationships-489
 Pleiotropy: One Gene Can Affect Multiple Traits – Lobo (Nature Ed)
http://www.nature.com/scitable/topicpage/pleiotropy-one-gene-can-affect-multiple-traits-569
 Polygenic Inheritance and Gene Mapping – Chial (Nature Ed)
http://www.nature.com/scitable/topicpage/polygenic-inheritance-and-gene-mapping-915
Notebook Assignment
 In a half-page or more: What are Hox genes and, according to Shubin, what do they have to do with linking a
fruit fly to you? What is one benefit to being a sponge?
2.3 – Mutation and gene flow
Reading/viewing
 YIF, Chapter 8: Making Scents - Shubin
 YIF, Chapter 9: Vision - Shubin
 Finding the Origins of Human Color Vision (video; 5 mins)
http://video.pbs.org/video/2365207765/
 YIF, Chapter 10: Ears - Shubin
 We Hear with the Bones that Reptiles Eat With (video; 4 mins)
APG 201 - 10
http://video.pbs.org/video/2365207244/
 Evolution Is Change in the Inherited Traits of a Population through Successive Generations – Forbes and
Krimmel (Nature Ed)
http://www.nature.com/scitable/knowledge/library/evolution-is-change-in-the-inherited-traits-15164254
 Mutations Are the Raw Materials of Evolution – Carlin (Nature Ed)
http://www.nature.com/scitable/knowledge/library/mutations-are-the-raw-materials-of-evolution-17395346
Notebook Assignment
 In a half-page or more: After reading the Shubin chapters… Is it fair to say that when you smell something, that
something is touching your brain? Why is it called the eyeless gene if you can have it and still have eyes? How
does hearing work? What does your ear do besides hear, and how? What does drinking lots of alcohol do to
your ears?
 Scenario building assignment - Located on Sakai
2.4 – Genetic drift
Reading/viewing
 Neutral Theory: The null hypothesis of molecular evolution – Duret (Nature Ed)
http://www.nature.com/scitable/topicpage/neutral-theory-the-null-hypothesis-of-molecular-839
 Things Genes Can’t Do – Weiss and Buchanan (Aeon)
http://aeon.co/magazine/nature-and-cosmos/kenneth-weiss-anne-buchanan-genetics/
Notebook Assignment
 In a half-page or more: Reflect meaningfully on the Weiss and Buchanan article and highlight something that
you already knew, but also the things that you learned that are brand new to you.
2.5 – Natural selection
Reading/viewing
 Negative selection – Loewe (Nature Ed)
http://www.nature.com/scitable/topicpage/negative-selection-1136
 On the mythology of natural selection. Part I: Introduction – Weiss (The Mermaid’s Tale)
http://ecodevoevo.blogspot.com/2014/07/on-mythology-of-natural-selection-part.html
 On the mythology of natural selection. Part II: Classical Darwinism– Weiss (The Mermaid’s Tale)
http://ecodevoevo.blogspot.com/2014/07/on-mythology-of-natural-selection-part_16.html
 Secrets of Charles Darwin’s Breakthrough - Bauer (Salon)
http://www.salon.com/2015/05/30/secrets_of_charles_darwins_breakthrough_the_real_story_of_how_we_got_to
_evolution/
 Natural selection, genetic drift and gene flow do not act in isolation in natural populations – Andrews (Nature
Ed)
http://www.nature.com/scitable/knowledge/library/natural-selection-genetic-drift-and-gene-flow-15186648
 Sexual selection – Brennan (Nature Ed)
http://www.nature.com/scitable/knowledge/library/sexual-selection-13255240
Notebook Assignment
 Wisdom Teeth worksheet - Located on Sakai
2.6 – Malaria resistance and lactase persistence
Reading/viewing
 Natural Selection: Uncovering Mechanisms of Evolutionary Adaptation to Infectious Disease – Sabeti (Nature
Ed)
http://www.nature.com/scitable/topicpage/natural-selection-uncovering-mechanisms-of-evolutionary-adaptation34539
Notebook Assignment
 In a half-page or more: How can natural selection explain the prevalence of malaria?
2.7 – Building evolutionary scenarios
APG 201 - 11
Reading/viewing
 Evolution is the only natural explanation – Dunsworth (The Mermaid’s Tale)
http://ecodevoevo.blogspot.com/2013/06/evolution-is-only-natural-explanation.html
 The F-words of Evolution – Dunsworth (The Mermaid’s Tale)
http://ecodevoevo.blogspot.com/2011/05/f-words-of-evolution.html
 Another F-word of evolution – Dunsworth (The Mermaid’s Tale)
http://ecodevoevo.blogspot.com/2011/05/another-f-word-of-evolution.html
 Mutation not natural selection drives evolution – Tarlach (about Nei; Discover Magazine)
http://discovermagazine.com/2014/march/12-mutation-not-natural-selection-drives-evolution
Notebook Assignment
 Drift vs. Selection worksheet - Located on Sakai
 Looking back at scenario building assignment - Located on Sakai
2.8 – Species and speciation
Reading/viewing

Why should we care about species? – Hey (Nature Ed)
http://www.nature.com/scitable/topicpage/why-should-we-care-about-species-4277923
 Speciation: The origin of new species – Safran (Nature Ed)
http://www.nature.com/scitable/knowledge/library/speciation-the-origin-of-new-species-26230527
 The maintenance of species diversity – Levine (Nature Ed)
http://www.nature.com/scitable/knowledge/library/the-maintenance-of-species-diversity-13240565
 Macroevolution: Examples from the Primate World – Clee & Gonder (Nature Ed)
http://www.nature.com/scitable/knowledge/library/macroevolution-examples-from-the-primate-world-96679683
 Primate Speciation: A Case Study of African Apes – Mitchell & Gonder (Nature Ed)
http://www.nature.com/scitable/knowledge/library/primate-speciation-a-case-study-of-african-96682434
Notebook Assignment
 In a half-page or more: What are some hypotheses for how or why the African apes, including humans,
diverged? Why might genetic divergence and species divergence not occur in sync?
2.9 – Genomics, molecular clocks, and the LCA
Reading/viewing
 The Onion Test – Gregory (Genomicron)
http://www.genomicron.evolverzone.com/2007/04/onion-test/
 The Molecular Clock and Estimating Species Divergence – Ho (Nature Ed)
http://www.nature.com/scitable/topicpage/the-molecular-clock-and-estimating-species-divergence-41971
 Lice and Human Evolution (video; 11 mins) http://video.pbs.org/video/1790635347/
Notebook Assignment
 Speciation and molecular clocks worksheet - Located on Sakai
2.10 – Quiz 2 – NOTEBOOK CHECK
Unit 3
3.1 – Fossils, geology, and dating methods
Reading/viewing
 Planet without apes? – Stanford (Huffington Post)
http://www.huffingtonpost.com/craig-stanford/planet-without-apes_b_1933073.html
 How to Become a Primate Fossil – Dunsworth (Nature Ed)
http://www.nature.com/scitable/knowledge/library/how-to-become-a-primate-fossil-135630567
Notebook Assignment
 In a half-page or more: What could lead to a future on Earth without apes? What kinds of evidence would such
a process leave behind for future humans to use for explaining why apes went extinct?
APG 201 - 12
3.2 – The primate fossil record; Origins of bipedalism
Reading/viewing
 Dating Rocks and Fossils Using Geologic Methods – Peppe (Nature Ed)
http://www.nature.com/scitable/knowledge/library/dating-rocks-and-fossils-using-geologic-methods-107924044
Notebook Assignment
 Geology worksheet - Located on Sakai
3.3 – Sahelanthropus, Orrorin, Ardipithecus - NOTEBOOK CHECK
Reading/viewing
 Desktop Diaries: Tim White (video; 7 mi– Posted on Sakai)
http://www.sciencefriday.com/video/08/09/2013/desktop-diaries-tim-white.html
 Ancient Human Ancestors: Walking in the woods (video; 4 mins)
http://video.pbs.org/video/2365207936/
 Lucy (video; 5 mins) https://www.youtube.com/watch?v=m8Lkk6u-wQM
 Trowelblazers (blog): http://trowelblazers.com/
 An Unsuitable Job for a Woman (blog): http://www.ellencurrano.me/blog/
 Overview of hominin evolution – Pontzer (Nature Ed)
http://www.nature.com/scitable/knowledge/library/overview-of-hominin-evolution-89010983
 The Earliest Hominins: Sahelanthropus, Orrorin, and Ardipithecus - Su (Nature Ed):
http://www.nature.com/scitable/knowledge/library/the-earliest-hominins-sahelanthropus-orrorin-andardipithecus-67648286
Notebook Assignment
 In a half-page or more: Go to each of the blogs above (Trowelblazers and An Unsuitable…), choose one woman
from each and briefly discuss her contribution to scientific knowledge of the world.
3.4 – Australopithecus and Paranthropus
Reading/viewing
 Lucy: A marvelous specimen – Schrein (Nature Ed)
http://www.nature.com/scitable/knowledge/library/lucy-a-marvelous-specimen-135716086
 The "Robust" Australopiths – Constantino (Nature Ed)
http://www.nature.com/scitable/knowledge/library/the-robust-australopiths-84076648Notebook Notebook
Assignment
 In a half-page or more: Describe something monumental (either for paleoanthropology or for you personally) to
be learned or realized thanks to Lucy.
3.5 – The first stone tool makers and Homo habilis
Reading/viewing
 Ancient Hands, Ancient Tools (video; 5 mins) https://www.youtube.com/watch?v=5_ew9J8lpwo
 A Primer on Paleolithic Technology – Ferraro (Nature Ed)
http://www.nature.com/scitable/knowledge/library/a-primer-on-paleolithic-technology-83034489
 Evidence for Meat-Eating by Early Humans – Pobiner (Nature Ed)
http://www.nature.com/scitable/knowledge/library/evidence-for-meat-eating-by-early-humans-103874273
 Archaeologists officially declare collective sigh over “Paleo Diet”
http://hells-ditch.com/2012/08/archaeologists-officially-declare-collective-sigh-over-paleo-diet/
Notebook Assignment
 In a half-page or more: What are the academic criticisms of the paleo diet? Can you name something at the
grocery store that could count as "paleo"? Why did I ask this question?
3.6 – Homo erectus
Reading/viewing
 Homo erectus - A Bigger, Smarter, Faster Hominin Lineage – Van Arsdale (Nature Ed)
http://www.nature.com/scitable/knowledge/library/homo-erectus-a-bigger-smarter-97879043
APG 201 - 13
Notebook Assignment
 In a half page or more: Make the case for Homo erectus being our species’ direct ancestor, as opposed to a
more distant relative like the robust australopiths/Paranthropus.
3.7– Neanderthals
Reading/viewing
 Archaic Homo sapiens – Bae (Nature Ed)
http://www.nature.com/scitable/knowledge/library/archaic-homo-sapiens-103852137
 What happened to the Neanderthals? – Harvati (Nature Ed)
http://www.nature.com/scitable/knowledge/library/what-happened-to-the-neanderthals-68245020
 Neanderthal Behavior – Monnier (Nature Ed)
http://www.nature.com/scitable/knowledge/library/neanderthal-behavior-59267999
Notebook Assignment
 In a half-page or more: What happened to the Neanderthals?
3.8 - Anatomically modern Homo sapiens - RESEARCH PROJECT DUE - Located on Sakai
Reading/viewing
 The Transition to Modern Behavior – Wurz (Nature Ed)
http://www.nature.com/scitable/knowledge/library/the-transition-to-modern-behavior-86614339
Notebook Assignment
 the printed parts of the Research Project will go here for day 3.8
3.9 – Models of human origins and geographic dispersal
Reading/viewing
 The Neanderthal Inside Us (video; 4 mins)
http://www.nytimes.com/video/science/100000002887069/science-profile-svantepaabo.html?playlistId=100000002891080
 Anthropological genetics: Inferring the history of our species through the analysis of DNA – Hodgson & Disotell
(Evolution: Education and Outreach)
http://link.springer.com/article/10.1007%2Fs12052-010-0262-9#page-1
 Testing models of modern human origins with archaeology and anatomy – Tryon & Bailey (Nature Ed)
http://www.nature.com/scitable/knowledge/library/testing-models-of-modern-human-origins-with-96639156
 Human Evolutionary Tree – Adams (Nature Ed)
http://www.nature.com/scitable/topicpage/human-evolutionary-tree-417
 Paternity Testing: Blood Types and DNA – Adams (Nature Ed)
http://www.nature.com/scitable/topicpage/paternity-testing-blood-types-and-dna-374
Notebook Assignment
 In a half-page or more: Choose two models for human origins and dispersal and compare and contrast them.
3.10 - Race and evolution’s P.R. problem
Reading/viewing
 From the Belgian Congo to the Bronx Zoo (NPR)
http://www.npr.org/templates/story/story.php?storyId=5787947
 A True and Faithful Account of Mr. Ota Benga the Pygmy, Written by M. Berman, Zookeeper – Mansbach
http://adammansbach.com/other/otabenga.html
Notebook Assignment
 In a half-page or more: Why was Ota Benga brought to the U.S.? Why was Ota Benga brought to the Bronx Zoo?
Regarding issues that Ota Benga’s story raised, what do religious and evolutionary perspectives have in
common? Why doesn’t a story like Ota Benga’s take place today?
3.11 – Skin pigmentation
Reading/viewing
APG 201 - 14
 Understanding Race: http://www.understandingrace.org/
 In the Name of Darwin – Kevles (PBS) http://www.pbs.org/wgbh/evolution/darwin/nameof/
 Human Skin Color Variation (NMNH): http://humanorigins.si.edu/evidence/genetics/skin-color
 Human Races May Have Biological Meaning, But Races Mean Nothing About Humanity – Khan (Discover blogs)
http://blogs.discovermagazine.com/crux/2012/05/02/human-races-may-have-biological-meaning-but-races-meannothing-about-humanity/#.U5XBl_ldWSo
 Are humans hard-wired for racial prejudice? - Sapolsky (LA Times)
http://www.latimes.com/news/opinion/opinionla/la-oe-sapolsky-brain-and-race-20130728-story.html
Notebook Assignment
 Peruse the whole Understanding Race site then take the quiz and prove that you completed it by listing the
correct answers. (just letters is fine)
 In a half-page or more: Why is evolution controversial?
3.12 – The cultural controversy over evolution
Reading/viewing
 Does Evolutionary Theory Need a Rethink? (Nature)
http://www.nature.com/news/does-evolutionary-theory-need-a-rethink-1.16080
 You'd have to be science illiterate to think "believe in evolution" measures science literacy –Kahan (The Cultural
Cognition Project)
http://www.culturalcognition.net/blog/2014/5/24/weekend-update-youd-have-to-be-science-illiterate-to-thinkb.html
 Even Atheists Intuitively Believe in a Creator – Jacobs (Pacific Standard)
http://www.psmag.com/nature-and-technology/even-atheists-intuitively-believe-in-a-creator
 We are not the boss of natural selection – Dunsworth (io9)
http://io9.com/we-are-not-the-boss-of-natural-selection-it-is-unpwnab-1325126849
Notebook Assignment
 In a half page or more: Why is evolution controversial?
 In a half-page or more: Are we still evolving? Why did I ask this question?
3.13 – Building evolutionary scenarios
Notebook Assignment
 Revise your research project essay to make it excellent
 In a half-page or more: After re-reading the essay you wrote in class on Day 1.1 ("What is evolution?") compose
a letter to yourself highlighting what you were right about and what you were wrong about or what was
incomplete about your answer based on what you learned this semester.
3.14 - Quiz 3
3.15 – Conclusion to course – NOTEBOOK CHECK
Reading/viewing
 YIF, Chapter 11: The Meaning of It All – Shubin
 IUB, The Making of Us - Roberts
 Evolution reduces the meaning of life to survival and reproduction... Is that bad? – Dunsworth (The Mermaid’s
Tale)
http://ecodevoevo.blogspot.com/2012/06/evolution-reduces-meaning-of-life-to.html
Notebook Assignment
 In a half-page or more: Briefly describe what you learned this semester. And, reflect on what you're still left
wondering and how you could find the answers to your remaining questions.
 In a half-page or more: Can an evolutionary perspective have a positive impact on someone’s life? Explain why
you answered yes or no.
APG 201 - 15
Some books that I like that you might like too…
A Heartbreaking Work of Staggering Genius by Eggers
A Mind of Its Own by Friedman
A Wrinkle in Time by L’Engle
A Zoologist Looks at Humankind by Portmann
About a Boy by Hornby
Adam Eve and the Serpent by Pagels
An Anthropologist on Mars by Sacks
Becoming Human by Tattersall
Between Man and Beast by Reel
Bonk by Roach
Brave New World by Huxley
Breasts by Williams
Catcher in the Rye by Salinger
Children of God by Russell
Clan of the Cave Bear by Auel
Cold Mountain by Frazier
Cows Pigs Wars and Witches by Harris
Darwin's Dogs by Townshend
Dawn of the Deed by Long
Descent of Man by Darwin
Do Androids Dream of Electric Sheep? by Dick
Dracula by Stoker
Eats, Shoots & Leaves by Truss
Ender's Game by Card
Even Cowgirls Get the Blues by Robbins
Evolution: The triumph of an idea by Zimmer
Exuberance by Jamison
Factotum by Bukowski
Fight Club by Palahniuk
Fluke by Moore
Frankenstein by Shelley
Galapagos by Vonnegut
Geek Love by Dunn
Get Me Out by Epstein
Guns Germs and Steel by Diamond
Here is a Human Being by Angrist
High Fidelity by Hornby
Hitchhiker's Guide by Adams
In Cold Blood by Capote
If This Isn’t Nice, What Is? by Vonnegut
In the Shadow of Man by Goodall
Inside of a Dog by Horowitz
Just So Stories by Kipling
Lamb by Moore
Lean on Pete by Vlautin
Love in the Time of Cholera by Márquez
Lucy by Johanson
Middlesex by Eugenides
Mothers and Others by Hrdy
Mutants by Leroi
My Freshman Year by Nathan
Naked Pictures of Famous People by Stewart
Never Cry Wolf by Mowat
Night by Wiesel
Northline by Vlautin
One Day I Will Write About This Place by Wainaina
Origin of Species by Darwin
Oryx and Crake by Atwood
Our Inner Ape by de Waal
Pig Tales by Darrieussecq
Pirates! In an Adventure with Scientists by Gideon
"Race" is a Four-Letter Word by Brace
Skin by Jablonski
Slaughterhouse Five by Vonnegut
Solaris by Lem
Spook by Roach
Stiff by Roach
"Surely you're joking, Mr. Feynman!" by Feynman
The Amazing Adventures of Kavalier and Clay by Chabon
The Ape in the Tree by Walker and Shipman
The Autobiography of Charles Darwin
The Brief Wondrous Life of Oscar Wao by Diaz
The Call of the Wild by London
The Curious Incident of the Dog in the Nighttime by Haddon
The Egyptologist by Phillips
The First Human by Gibbons
The God Delusion by Dawkins
The Great Gatsby by Fitzgerald
The Humans Who Went Extinct by Finlayson
The Incredible Unlikeliness of Being by Roberts
The Lost City of Z by Grann
The Man Who Found the Missing Link by Shipman
The Mermaid’s Tale by Weiss and Buchanan
The Motel Life by Vlautin
The Mysteries of Pittsburgh by Chabon
The Ovary of Eve by Pinto Correia
The Perfect Storm by Junger
The Poisonwood Bible by Kingsolver
The Road by McCarthy
The Safari Companion by Estes
The Sixth Extinction by Kolbert
The Sorrows of Young Werther by Goethe
The Sparrow by Russell
The Sun Also Rises by Hemingway
The Tao of Pooh by Hoff
The Te of Piglet by Hoff
The Wisdom of the Bones by Walker and Shipman
Their Eyes Were Watching God by Hurston
To Kill a Mockingbird by Lee
Travels with Charley by Steinbeck
Trials of the Monkey by Chapman
Tuesdays with Morrie by Albom
What is the What by Eggers
Where the Red Fern Grows by Rawls
Why We Run by Heinrich
Your Inner Fish by Shubin
Zen and the Art of Motorcycle Maintenance by Pirsig
Zorba the Greek by Kazantzakis
APG 201 - 16
Here are some awfully interesting quotes from student writing in past APG 201 courses…






"I was under the notion that the strong killed off the weak and that is how society advances. Evidently that is not the full story."
"It takes approximately nine months for a sperm to develop into a child."
"Humans had body fur until we were advanced enough to wear clothing to cover up. So we advanced ourselves to grow less body
fur."
“Our hairy ancestors began to lose their hair slowly due to their new habit of wearing clothes. They thought it would be beneficial
for them to be hairless. Therefore they selectively mated with those less hairy until eventually it is gone.”
"I learned that natural selection is not a thing."
"So even though the monkey gave us great vision, the monkey is also responsible for the bad smell."
Lastly …Here are common misconceptions about evolution that we will shatter or completely eliminate in this course:
1. Humans are more evolved than other living things.
2. Chimpanzees and gorillas and other life-forms stopped evolving, such that many organisms like many fish are even called “living
fossils,” but humans kept evolving.
3. For any given trait, there is a question as to whether it evolved or not.
4. Humans evolved from chimpanzees.
5. Natural selection is the only way that evolution occurs.
6. Mutations are almost always bad.
7. For any given observable trait there is a gene “for” it.
8. Most traits we can observe are determined by one or only a handful of genes.
9. Most of the genome is made up of genes.
10. Natural selection is only about competition.
11. Scientifically speaking, natural selection is well defined by “survival of the fittest.”
12. Because Darwin was wrong about X, evolution isn’t real.
13. Dissenting views always deserve to be included in scientific discussions.
14. What’s “natural” describes what’s real and true about life on earth and how it should be.
15. Human affairs are unnatural.
16. There is nothing unique about chimpanzees or any other organism except for humans.
17. Humans are the most unique living thing on the planet.
18. Humans are the dominant species on the planet.
19. Although individuals of a species vary, there is an essential form or type specimen that best represents every species.
20. Taxonomic categories, like species, are constructed by nature, not by humans.
21. At any given point of observation, a species is perfectly adapted to its habitat.
22. Humans belong to the species homosapians.
23. You are a homosapian.
24. __________________________________________________________________________________
(Above, fill in a misconception that you had coming into this course and tell Dunsworth about it sometime.)
***
You are a Homo sapiens. We are all Homo sapiens.
And no Homo sapiens who doesn’t know their species will be given a letter grade for this course.
APG 201 - 17