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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