Biology 320: Comparative
Anatomy of Vertebrates (2,4) 4 credits, 1 section. Offered spring
Instructor: Dr. Christopher Rose
Office hours: TuTh 11-12:30; look for me in my office and lab; email me for an appointment
outside of office hours.
Office: Bioscience 2028A Lab: Bioscience 2022
Phone: 568-6666 email:
rosecs@jmu.edu
Webpage:
http://csmbio.csm.jmu.edu/biology/rosecs/BIO320.html
Lecture, lab,
exam and assignment schedule
Catalogue description: Comparative Anatomy of Vertebrates
(2,4). 4
credits. Offered spring.
A study of the
evolution of vertebrate organ systems that integrates structure, function and
development. Prerequisites: Bio 124, Bio
290 or equivalent.
Expanded description: A study of the evolution of vertebrate organ systems that
integrates structure, function and development. More specifically, this course
explores vertebrate morphology with the aims of understanding major events in
the history of vertebrate evolution and integrating the morphology of
vertebrates with their ecology, behavior and physiology (see below for seven
specific goals). Lectures provide an introduction to the comparative method,
review of evolutionary concepts including homology and homoplasy, overviews of
vertebrate phylogeny and vertebrate form, function, and development, and
detailed discussions of major organ systems (skeleton, muscles, respiratory,
digestive, urogenital, and cardiovascular systems) as they relate to
locomotion, feeding, breathing and reproduction. Lectures focus on major
transitions in vertebrate evolution. including the origin of jawed vertebrates,
the water-to-land transition and the evolution of mammals from primitive tetrapods, Students learn about more specific evolutionary
phenomena in library research projects. Labs complement lectures with detailed
dissections of four representative species (lamprey, shark, salamander, and
cat), and surveys of specializations in other forms including birds, turtles,
alligators, frogs, bony fish and ungulates.
Goals and Objectives:
1: help students gain a knowledge base for understanding vertebrate anatomy and evolution by explaining to them the basic structures and organization of anatomical systems, their development and function and their modifications in the major transitions in vertebrate evolution.
2: help students develop problem-solving and critical thinking skills by having them review the rationales, methodologies and conclusions of primary research papers, and weigh evidence for and against conflicting explanations of various functional, developmental, and evolutionary phenomena.
3: help students gain the knowledge base and learning skills for pursuing further educational and career goals including taking more courses in evolution, vertebrate biology and comparative anatomy; teaching courses in general biology, evolution and comparative anatomy; pursuing veterinary and medical programs; and doing postgraduate research in vertebrate comparative anatomy and evolution.
4: help students appreciate comparative vertebrate morphology as a dynamic and integrative science by exposing them to current research by developmental anatomists, functional morphologists, paleontologists, and developmental geneticists, and demonstrating how this research impacts our understanding of vertebrate history and evolution.
5: help students appreciate the importance of comparative vertebrate biology in understanding our own biology by exploring the organization, function and adaptive strengths and weaknesses of our own bodies, and how the history of functional and developmental changes in vertebrate anatomy has shaped the human body.
6: help students appreciate the importance of comparative vertebrate biology to society by illustrating how anatomical adaptations of vertebrate animals have informed engineers and architects in designing devices ranging from airplane wings and optics to submarines and countercurrent exchange systems.
7: help students develop research and communication skills by having them do their own dissections, prepare an outline and oral presentation of a library research paper and lead a brief informal class discussion on the topic afterwards. They are also required to answer most exam questions in essay form.
8: help students develop skills of integrative and synthetic thinking by demonstrating how to organize anatomical details into general explanations based on developmental, functional and evolutionary principles, and how to draw connections between anatomical changes and changes in habitat, lifestyle, and patterns of evolutionary diversification.
Prerequisites: BIO 124, BIO 290 or the equivalent.
Course time and place: Lectures are scheduled at MW 10:10-11 in
Engineering/Geosciences 2207 and labs at MW 12:20-2:10 in Bioscience 1023.
Adding/dropping class: Policy and deadlines can be found at http://www.jmu.edu/syllabus/
Disabilities: Policy and deadlines can be found at http://www.jmu.edu/syllabus/
Attendance policy: To get a good grade in this class,
students are strongly recommended to do three things. First,
you attend class, pay attention, and be active note takers, which means that
you do not limit this task to just copying what is put on the board. Second,
after each class, you review your lecture notes and do the assigned readings in
the text and/or homework, and if you still don't understand the material, you
seek clarification in office hours at that time. Third, you process
the material by creating study notes before each lecture exam. Based on my
experience, a habit of failing to follow the first and most obvious piece of
this advice is a pretty strong sign that a student is not concerned about their
grade. Whether this assessment is correct or not, your performance and your
grade are your responsibility and I urge you to act in your own best interests.
Required texts and materials: The required reference text
is "Vertebrates: Comparative
Anatomy, Function, Evolution", 6th edition, by Kenneth V. Kardong, and the required lab manual is "Comparative
Anatomy Manual of Vertebrate Dissection", 2nd edition, by Dale
W. Fishbeck and Aurora Sebastiani.
A selection of colored pens/pencils is recommended for taking notes in lecture
and lab.
Grading: Grades are based on the scores of three lecture exams, three lab exams, a research paper, and lab
performance. The grade breakdown is:
|
|
Lecture exam I |
15 % |
|
|
Lecture exam II |
15 % |
|
|
Lecture exam III (cumulative) |
20 % |
|
|
Laboratory exam I |
10 % |
|
|
Laboratory exam II |
10 % |
|
|
Laboratory exam
III |
10 % |
|
|
Research
presentation |
10 % |
|
|
Surprise lab
quizzes |
5 % |
|
|
Quality and completion
of the dissections |
5 % |
Final letter grades
are assigned using the standard numerical scale (e.g., > 90 = A, 80-89 = B,
etc.). Grades of WP and WF will not be given out in this class.
Lecture
exams are comprised of objective, short answer questions (definitions,
identifications, fill-in blanks, etc.) and short essay questions that may
require the use of diagrams. Lecture exams include material from assigned
readings. Lecture exam III focuses on the final third of the lecture material,
but approximately 1/4 of the questions addresses concepts/themes covered
throughout the course.
Lab
exams involve the identification of developmental anatomy from dissections, and
where appropriate, microscope slides, whole-mounts, and models. Some questions
will pertain to functional, developmental, and evolutionary relationships, and
will draw from lecture material. There are also 3-5 surprise lab quizzes given
on the previous week's lab exercises. The additional 5% is at the instructor's
discretion and is based on the quality and completeness of dissections and
attendance.
If
a student does not do as well as hoped or expected on an exam, then the time to address the situation
is within 2 days of the exam being handed back, not at the end of term when a
passing grade might no longer be attainable. By meeting early with the
professor, the student can be advised on how to better match their study
techniques and study time to the requirements of the course, and how to seek
extra-curricular help at the Learning
Strategies Instruction Office (Student Success Center 1202).
The
research presentation is a 20-25 minute talk on a
research topic in vertebrate anatomy and evolution. A list of
topics is provided, although you may select your own pending my approval.
Students are required to select a research topic by March 23 and submit an
outline of their paper by April 6. You are requested to attend a brief meeting
with the instructor during the week of April 18-22 to discuss your research
outline and finalize the content of your presentation. You are required to
research your topic through library searches of primary literature and books.
Although you are encouraged to use the Internet, all presentations must have a minimum of six references to books
and/or primary literature. Presentations must be given in your own words and you must reference all sources used.
Research
presentations are graded on the basis of their content, organization,
effectiveness of communication, and originality. Content includes whether the talk addresses the relevant
information, concepts and mechanisms needed to explain the phenomenon in
question, plus the depth, clarity and completeness of the explanation. Organization refers to the overall
structure of the talk, meaning whether there is a clearly defined introduction,
body and conclusion, and whether ideas are presented in a logical sequence and
clearly introduced. Effectiveness of
communication refers to conciseness, coherence of ideas, ability to engage
the audience, and efforts to answer questions and stimulate discussion of the
topic. Remember, good talks are good because they are interesting, and
interesting talks usually require an enthusiastic speaker. Also, some form of
visual aid is essential to any presentation in biology. You are strongly
encouraged to use a Powerpoint presentation package
for computer projection, and the instructor will provide scanning and powerpoint workshops if necessary; blackboard and overhead
illustrations/outlines are also acceptable. Originality refers to whether there is any attempt by the author to
define the problem in his/her own terms and to present his/her own synthesis of
the information available.
Study notes: Students have the option of making study notes for exams either individually or as a class effort. Students who choose to participate in a class effort will be required to produce a 1-page study note for 1-2 lectures before an exam. These are due one lecture before the exam so the instructor has time to assemble and distribute the study note package. A large component of this course is producing explanations for complex phenomena. Thus, the purpose of preparing study notes is NOT to have an aid for memorizing information. The purpose of preparing study notes is to make students mentally process, summarize and synthesize information so that they fully understand its significance in the context of the lecture and the entire course, and will be prepared to use that understanding to construct informed explanations to thought provoking questions on exams. Processing information means that you think about it until you understand its underlying logic and significance, i.e., why it was taught. Summarizing information means being able to take a detailed explanation taught over many slides and reduce it into its essential components. Synthesizing information includes being able to draw connections and make comparisons between material covered in different lectures and on similar phenomena in different systems. The more thinking (i.e., processing, summarizing, and synthesizing) and the less straight regurgitation of information that goes into preparing a study note, the more useful the process of making the study note will be in preparing the student to answer thought-provoking questions.
Missed classes, exams and deadlines: Students are strongly recommended to come to all classes and to office hours when necessary, and to put in additional study time to make up for missed classes. The only valid excuses for missing exams and assignment deadlines are school-recognized religious observations, official school business with documentation, court appearances, job and graduate school interviews, sickness with a doctorÕs note, and a death or serious illness in family. When a student knows that they will miss an exam or assignment deadline, they are required to contact the professor by email as soon as possible before the date in question and request a make-up exam or assignment extension. It is always at the professorÕs discretion whether a make-up exam or assignment extension is possible or appropriate, and when to use the alternate option of calculating the final grade on the basis of the remaining evaluations. If the student does not have a valid excuse for missing an exam and assignment deadline or fails to contact the professor on a timely basis regarding their excuse, the grade for that exam or assignment will be zero.
Inclement weather policies: Missed classes and labs will be made up at times to be announced at the next class meeting.
Religious observation accommodations: Policy and deadlines can be found at http://www.jmu.edu/syllabus/.
Laboratory policy: Students must wear closed-end shoes (no flip flops,
sandals or other shoes with open toes or heels) when attending all labs. Some
lab procedures might require the use of safety glasses. Most laboratory exercises
involve some amount of dissection of embalmed material. All dissections are
done in pairs and both partners are expected to contribute equally to the
endeavor. Gloves and dissection kits are provided. Assuming that a moderate
amount of care is taken, lab coats are deemed not necessary. Postfixation animals have been saturated with a nontoxic
fluid in order to prevent dehydration. While their dissection does not pose a
health risk, it does pose a risk of stains and odors to clothing. Hence,
students are warned not to wear clothing that is likely to absorb odors or
clothing that one is not prepared to get a little dirty. All students are
requested to treat all laboratory exercises and animals with the respect and
maturity befitting serious scientific inquiry, and to not remove any dissected
materials from the lab room.
Honor Code: All students are expected to be familiar with and abide by the JMU Honor Code (http://www.jmu.edu/honor/code.shtml). Forms of academic dishonesty include cheating on tests or homework, lending your work to another person to submit it as his or her own, reporting false data, selling or uploading unauthorized documents from a class, deliberately creating false information on a works cited or reference page; and plagiarism, presenting another personÕs writing, ideas or results as your own, whether intentional or not. Work submitted for this course must be your own and written for this course. To avoid plagiarism in writing, paraphrased and quoted materials must be properly cited in the text and referenced in the bibliography (see above); unnecessary or excessive use of cited direct quotations will be penalized, uncited direct quotations will be treated as plagiarism.
For
educational rights and privacies,
consult the following:
The Family Educational Rights
and Privacy Act (FERPA) of 1974
Consult the Student Success
Center website for information regarding disability services, student
counseling and the writing center.
Lecture, lab,
exam and assignment schedule