CALIFORNIA STATE POLYTECHNIC UNIVERSITY, POMONAacademic.cpp.edu/senate/docs/ge109156fr.pdf · GE...

CALIFORNIA STATE POLYTECHNIC UNIVERSITY, POMONA

ACADEMIC SENATE

GENERAL EDUCATION COMMITTEE

REPORT TO

THE ACADEMIC SENATE

GE-109-156

ANT 1010 – Introduction to Biological Anthropology (GE Area B2)

General Education Committee Date: 07/06/2016 Executive Committee Received and Forwarded Date: 08/17/2016 Academic Senate Date: 08/31/2016 First Reading

GE-109-156, ANT 1010 – Introduction to Biological Anthropology (GE Area B2) 2

BACKGROUND:

This is a revisioned GE course. Its name under the quarter system is ANT 101 – Introduction to Biological

Anthropology (4 units). It will be offered as a 3-unit Lecture Discussion under the semester system.

RESOURCES CONSULTED: Faculty Department Chairs Associate Deans Deans Office of Academic Programs DISCUSSION: The GE Committee reviewed the ECO for this course and found it to satisfy the GE Student Learning Outcomes and other requirements for GE Area B2. RECOMMENDATION:

The GE Committee recommends approval of GE-109-156, ANT 1010 – Introduction to Biological Anthropology for GE Area B2.


ANT - 1010 - Introduction to Biological Anthropology D. Course - Modify/Delete General Education

**READ BEFORE YOU BEGIN**

To view C/S Classification Long Description click: http://www.cpp.edu/~academic-

programs/scheduling/Documents/Curriculum%20Guide/Appendix_C_CS_Classification.pdf

C/S Classification C-02 (Lecture Discussion)

Units (3)

Course Title* Introduction to Biological Anthropology

Quarter Catalog 101 Number

Quarter Subject Area

ANT

Semester Catalog 1010 Number*

Semester Subject Area*

ANT

Department* Geography and Anthropology

Choose action* Modify Delete

General Catalog Information

http://www.cpp.edu/~academic-


To view the General Education SubArea definitions, click http://www.cpp.edu/~academic-

programs/Documents/GE%20Semester%20Program%20Revised31.pdf

I. Catalog Description

Catalog Description Human biology and behavior. The evolution of the human species as an

adaptive biological process. Human ecology in evolutionary perspective.

General Education Area / Subarea*

B2

Choose

appropriate type (s) of course(s)*

Major Course

Service Course

GE Course

None of the above

Dual Listed

Course Subject

Area and Catalog

number (If

offered as

lower/upper

division or

ugrd/grad)

Cross Listed

Course Subject

Area and Catalog

Nbr (if offered

with another

department)

If it may be taken

multiple times,

limit on number of enrollments

1

Repeat Basis May be taken only once

Grading Basis Graded Only

Instruction Mode Asynchronous Local

Face-to-Face

Hybrid w/Asynchronous Component

Hybrid w/Synchronous Component

Synchronous Local

Web-Assisted

Component Lecture




II. Required Coursework and Background

Concurrent

Pre or Corequisite (s)

Corequisite(s)

Prerequisite(s)

Human growth, development, and diversity. The evolution and behavior of non-

human primates.

3 hours lecture/discussion per week. Fulfills Area B2.


III. Expected Outcomes

Explain how the course meets the

description of the

GE SubArea(s).

Please select

appropriate

outcomes

according to the

GE Area/SLO

mapping.

ANT 1010 contributes to the area B2 objectives in the following ways:

1a. Write effectively for various audiences

Through lab reports, research reports, and reading response essays

students will be able to hone their writing skills and learn to write for

various audiences. Lab reports will require more technical language,

while more synthetic essays on debates discussed in the class, and

If this is a course

for the major,

describe how

these outcomes

relate to the

mission, goals and

objectives of the

major program.

The expected outcomes for this course serve to emphasize and introduce,

through course work, several of our departmental SLOs. ANT 1010 is

particularly good class for introducing and developing scientific methodology by

both descriptive/qualitative and quantitative data (SLO1). In addition, the bio-

cultural perspective of this class introduces students to holistic perspectives

(SLO2). ANT 1010 emphasizes human/environmental relationships through its

emphasis on human evolution and ecology, a key component of our

departmental SLOs (SLO3). ANT 1010 additionally emphasizes evolutionary

theory and its application to the understanding of human origins that is in line

with our objective of applying models, and understanding social science

questions (SLOs4-5).

List the knowledge, skills,

or abilities which

students should

possess upon

completing the course.

Upon completion of the course, students will be able to:

1. explain the development of modern evolutionary theory

2. apply classical and modern genetic approaches to the study of

taxonomy and evolution

3. analyze non-human primate and hominid behavior, social

organization, and morphology

4. integrate biological, geological, and archaeological evidence within the

framework of the scientific method, in order to formulate interpretations

of human evolution

5. integrate biological and social perspectives in the description and

explanation of human diversity

6. assess current debates in human biological evolution and diversity


readings will allow students to bring together qualitative and quantitative

data to make arguments that are more accessible to a broader

audience.

1d. Construct arguments based on sound evidence and reasoning to support an

opinion or conclusion

Via writing assignments and discussions in class students will be

required to evaluate how data sets are recovered, how taphonomy

affects data sets, how genetic and fossil evidence are interpreted,

among other critical evaluation of models. In addition, students will be

presented with various models of human origins and evolution and also

give them the opportunity to evaluate the strength of these models

based on the evidence and logic of the arguments.

1e. Apply and communicate quantitative arguments using equations and

graphical representations of data.

Students will be looking at population genetics models, archaeometric

data, and other quantitative data and learning how to generate

quantitative data sets as well as how to interpret these data to make

arguments about human evolution, cladistics and classification,

biomechanics, population genetics, and other matters.

2a. Apply scientific methods and models to draw quantitative and qualitative

conclusions about the physical and natural world.

Through discussions, hands-on activities, and other assignments

students will learn how the scientific method works, how it is applied to

the study of human evolution, ecology, adaptation etc. and how to

develop new testable hypotheses to address key questions in human

evolution.

Describe how

these outcomes

relate to the

associated GE

Learning

Outcomes. Refer

to mapping link

below.

.

In terms of the objectives of Area B2 more specifically ANT 1010 addresses

these in the following ways:

1. Fundamental knowledge of living systems and relationship of living systems

with the world about them

• Using human evolution as the binding thread, ANT 1010 introduces

basic knowledge of living systems DNA to cell biology and reproduction, to

organisms and their relationships to each other within larger ecosystems.

2. Diverse life forms

• While the class is anthropocentric, the material does attempt to

address a diversity of life forms and taxa. We discuss for example the evolution

of flowering plants and hypotheses about the development of binocular color

vision in our order primates, the symbiotic relationships created by the malaria


plasmodium, mosquitos, and people. We incorporate material on a diversity of

life forms through our discussions of paleoanthropology, looking at

environmental reconstruction and biostratigraphy which offers not only a way of

dating human fossils through looking at the evolution and relationships with

other plants and animals, but also an understanding of hominin evolution in a

broader paleoenvironmental context. The point of departure may be humans,

but great attempts are made to place them within an evolutionary history that

integrates a discussion of many life forms from single celled organism to more

complex forms such as plants and animals.

3. Ecology

• Ecology is adequately covered in our discussions of human biological

and cultural adaptation to diverse environments and environmental change. We

also discuss the role of humans in the creation of anthropogenic landscapes and

its effects at various levels on living systems.

4. Evolution

• In terms of presenting the synthesis of evolutionary theory that

includes Darwinian principles of natural selection, Mendelian aspects of

inheritance, genetics, and population dynamics, the content more than

adequately covers this goal at the introductory level. Moreover, because of a

human focus it makes these concepts more relatable to most general education

students.

5. Scientific contributions from various cultures of the world (where applicable)

• The development of cultural knowledge and its role in human evolution

and adaptation as well as specific cultural ecological knowledge is also

introduced in the content of this class.

To view the mapping, click https://www.cpp.edu/~academic-programs/Documents/GE%20SLO%

20Mapping.pdf

IV. Instructional Materials

Provide bibliography that includes texts that may be used as the primary source for instruction,

and other appropriate reference materials to be used in instruction. The reference list should be

General Education Outcomes

Ia. Write effectively for various audiences

Id. Construct arguments based on sound evidence and reasoning to support an opinion or conclusion.

Ie. Apply and communicate quantitative arguments using equations

and graphical representations of data.

IIa. Apply scientific methods and models to draw quantitative and qualitative conclusions about the physical and natural world.

http://www.cpp.edu/~academic-programs/Documents/GE%20SLO%25

http://www.cpp.edu/~academic-programs/Documents/GE%20SLO%25


current, arranged alphabetically by author and the materials should be listed in accepted

bibliographic form.

Instructional Materials Possible Texts

Angeloni, Elvio

2011 Annual Editions: Physical Anthropology 12/13. 21st Edition. New

York: McGraw-Hill.

Campbell, Bernard, James Loy, and Kathryn Cruz-Uribe

2005 Humankind Emerging. 9th Edition. London: Pearson/Prentice Hall.

Jurmain, Robert, Lynn Kilgore, and Wenda Trevathan

2012 Essentials of Physical Anthropology. 9th Edition. Stamford, CT:

Wadsworth/Cenage Learning.

Relethford, John

2011 The Human Species: An Introduction to Biological Anthropology.

6th Edition. New York: McGraw-Hill.

Sanford, Mary K.

2008 Classic and Contemporary Readings in Physical Anthropology. 1st

Edition. Stamford, CT: Wadsworth/Cenage Learning.

Stanford, Craig, John Allen, and Susan Anton

2013 Biological Anthropology: The Natural History of Humankind. 1st

Edition. London: Pearson/Prentice Hall.

Stein, Philip and Bruce Rowe

2013 Physical Anthropology. 11th Edition. New York: McGraw-Hill.

Other selected readings

Bobe, René, Zeresenay Alemseged, Anna K. Behrensmeyer (Editors)

2011 Hominin Environments in the East African Pliocene: An

Assessment of the


Faunal Evidence (Vertebrate Paleobiology and

Paleoanthropology). New York: Springer.

Goodenough, Judith and Betty A. McGuire

2013 Biology of Humans: Concepts, Applications, and Issues. 5th

Edition. Pearson.

Harris, Eugene

2014 Ancestors in our Genome: The New Science of Human

Evolution. Oxford:

Oxford University Press.

LeVeau, Barney F.

2010 Biomechanics of Human Motion: Basics and Beyond for the

Health

Professions. Slack Inc.

Jablonski, Nina G.

2012 Living Color: The Biological and Social Meaning of Skin Color.

Berkeley:

University of California Press.

Jobling, Mark and Matthew Hurles

2012 Human Evolutionary Genetics: Origins, Peoples & Disease.

Garland

Science.

Päävo Svante

Books.

2014 Neanderthal Man: In search of lost genomes. New York: Basic

Shubin, Niel

Human

2009 Your Inner Fish: A Journey into the 3.5 billion-year History of the

Body. Vintage.

Steiner, Fredrick R. and Richard T.T. Foreman

2016 Human Ecology: How Nature and Culture Shape Our World.

Island Press.


Tibayrenc, Michel

2010 Genetics and Evolution of infectious Diseases. Elsevier.

Well, Spencer

2004 The Journey of Man: A Genetic Odyssey. New York: Random

House

Books.

Weiner, J.S.

2004 The Pildown Forgery. Oxford, Oxford University Press.

Williams, D.L.

2004 The Mind in the Cave. Consciousness and the Origins of Art.

London:

Thames and Hudson.

Selected Films

The Human Family Tree, National Geographic

The Ghost in your Genes, NOVA

Becoming Human, Parts 1-3, PBS

Decoding Neanderthals, NOVA

What Makes us Human, NOVA

Lice and Human Evolution, NOVA

What Darwin Never Knew, NOVA

Little People of Flores, NOVA

Chimpanzee, Disneynature

Cracking the Code of Life, NOVA

Clever Monkeys, Natural World

The Genius of Darwin, BBC

Charles Darwin and the Tree of Life, BBC

The Cell, BBC

Cell Functions: A Closer Look, Cambridge Educational Production

Cells: An Introduction, Cambridge Educational Production


Selected Web Pages

Smithsonian, Physical Anthropology

http://anthropology.si.edu/cm/phys_intro.htm

American Anthropological Society, Physical Anthropology Section

http://www.aaanet.org/sections/bas/

American Association of Physical Anthropologists

http://physanth.org

Paleoanthropology Society

http://www.paleoanthro.org

American Association of Anthropological Genetics

http://www.anthgen.org

The Complete Works of Charles Darwin Online

http://darwin-online.org.uk

The University of Texas, Austin, E-Skeletons Project

http://www.eskeletons.org

Human Biology Association

http://www.humbio.org

The Jane Goodall Institute

http://www.janegoodall.org

National Center for Science Education

http://ncse.com

Virtual Cell Animation Collection

http://vcell.ndsu.nodak.edu/animations/mitosis/movie-flash.htm

Molecular Movies (animations of cellular processes)

http://www.molecularmovies.com/movies/viewanimatorstudio/Drew%

20Berry/

National Human Genome Research Institute

http://anthropology.si.edu/cm/phys_intro.htm

http://www.aaanet.org/sections/bas/

http://physanth.org/

http://www.paleoanthro.org/

http://www.anthgen.org/

http://darwin-online.org.uk/

http://www.eskeletons.org/

http://www.humbio.org/

http://www.janegoodall.org/

http://ncse.com/

http://vcell.ndsu.nodak.edu/animations/mitosis/movie-flash.htm

http://www.molecularmovies.com/movies/viewanimatorstudio/Drew%25


Faculty are encouraged to make all materials accessible. Indicate with an asterisk those items

that have had accessibility (ATI/Section 508) reviewed. For more information,

http://www.cpp.edu/~accessibility

V. Minimum Student Material

List any materials, supplies, equipment, etc., which students must provide, such as notebooks,

computers, internet access, special clothing or uniforms, safety equipment, lockers, sports

equipment, etc. Note that materials that require the assessment of a fee may not be included

unless the fee has been approved according to University procedures.

VI. Minimum College Facilities

List the university facilities/equipment that will be required in order to offer this class, such as

gymnastic equipment, special classroom, technological equipment, laboratories, etc.

Minimum College Facilities

Smart Classroom, Laboratory space

Minimum Student Material

Assigned textbook; access to Internet and Blackboard

https://www.genome.gov/20519692/get-dna-day-activity-ideas/

Using Humans as a Central Example in Teaching Undergraduate Biology Labs

by Craig Nelson and Martin Nickels, Indiana University Bloomington

http://www.ableweb.org/volumes/vol-22/19-nickels.pdf

http://www.cpp.edu/~accessibility

http://www.genome.gov/20519692/get-dna-day-activity-ideas/

http://www.ableweb.org/volumes/vol-22/19-nickels.pdf


VII. Course Outline

Describe specifically what will be included in the course content. This should not be a repetition

of the course description but an expansion that provides information on specific material to be

included in the class, e.g. lecture topics, skills to be taught, etc. This should not be a week-by-

week guide unless all instructors are expected to follow that schedule.

Course Outline 1. The discipline of anthropology

a. Relationship of physical anthropology to other fields of anthropology

b. The bio-cultural approach

2. Evolutionary theory

a. Definition and history of concept of evolution

b. Charles Darwin and natural selection

c. Microevolution and the four forces of evolution

d. Macroevolution and speciation

Hands-on Activity: Natural Selection and Bird Beak Morphology

Using a combination of seeds, placed in different environments,

students will be given different “beaks” and asked to consider how

selective pressures may affect populations with specific kinds of

variation within a population, quantitative and qualitative data will be

collected– In addition students will read about Darwin’s observations of

Finches in the Galapagos

3. Genetics and its application to understanding evolution

a. Mendelian genetics

Hands-on Activity: Punnet Squares, Dominance, and Recessive

Using various scenarios, students will use Punnet squares to figure out

possible genotypes of offspring. They will also do a self-study of

Mendellian traits in their family and use punnet squares to understand

the possible genotypes.

b. Chromosomes and the cell

Hands-on Activity: Cell Biology, Mitosis and Meiosis

Using various materials, students will model the basic structures of a

cell, and the various phases of mitosis and meiosis, following modeling


they will compare and contrast these processes, in addition they will

look through a microscope at examples of these processes in different

kinds of cells

c. DNA and molecular genetics

Hands-on Activity: DNA, mtDNA, DNA Replication, and Protein Synthesis

Using various materials, students will model the structure of DNA and

understand how replication occurs. Using online application, students

will practice transcription and translation. In addition, students will

discuss and debate ethical issues faced by scientists today with regards

to cloning, genetic modification, genetics and disease, among other

topics.

d. Populations genetics

Hands-on Activity: Micro-evolution, Hardy-Weinberg, and population genetics

Students will be given a series of scenarios, where they will have to

gather relevant data, use the Hardy-Weinberg equation to calculate

possible changes, and then try to interpret these changes given natural

selective pressures on allele frequencies of populations.

4. Human variation

a. Race: social and biological concept

b. Characteristics and study of modern human diversity

c. Physiological adaptations and plasticity

Hands-on Activity: AAA statement on Race, Race in Biology and Anthropology

Using RACE: Are we so different web page

(http://www.understandingrace.org/home.html) students will explore

different dimensions of “race” and human variation in terms of biology

as well as social dimensions of “race”- in addition we will compare the

use of the term “race” in biology and anthropology

5. The primates

a. The Linnaean taxonomy and the place of primates in the classification

b. Characteristics of the primate order

Hands-on Activity: Comparative Anatomy and Taxonomy

http://www.understandingrace.org/home.html)


Students will engage in comparative anatomy exercise between primates and

other taxa to learn more about classification, adaptation, locomotion, and

morphology- students will analyze videos, images, skeletal material, among

other media to collect quantitative and qualitative data for comparison.

c. Different primate taxa and their characteristics: prosimians,

Old and New World monkeys, apes; morphological characteristics;

social groups and behaviors of primates

d. Hominids: morphological and behavioral characteristics of modern

humans

Hands-on Activity: Comparative Primate Anatomy

Students will take a field trip to the Los Angeles Zoo or other zoo near

their home and observe, compare, and contrast the various species of

primates and keep a journal of quantitative and qualitative data on their

anatomy, locomotion, social behavior, diet, etc. in order to better

understand the evolutionary relationship between different primate

species and compare their data with human data

6. Interpretation of evidence of hominid evolution

a. Characteristics of fossils; interpretation of geological and

environmental evidence

b. Archaeological evidence: sites, artifacts, dating

Hands-on Activity: Biostratigraphy: Dating and Environmental Reconstruction

Students will work on problem sets with data from actual sites where the

evolution of other organisms is used as a method of cross dating. In

addition, they will try to reconstruct ancient environments and how

theses may have shaped human evolution.

c. The molecular clock

Hands-on Activity: Modeling the Molecular Clock

Using playing cards students will model mutation rates and molecular

phylogeny dynamics and apply these to human evolutionary

relationships and the use of ancient DNA

7. Human origins


VIII. Instructional Methods

Describe the type(s) of method(s) that are required or recommended for the instruction of this

course (lectures, demonstrations, etc.). Include any method that is essential to the course, such

as the use of particular tools or software.

Instructional Methods

1. Class lectures, discussions, demonstrations, and hands-on

activities, in order for students to comprehend the basic concepts

and frameworks used in modern biological anthropology

a. History of the development of the study of hominid evolution

b. The proto-hominids

c. The Australopithecines: diversity of species, distribution

Hands-on Activity: Bipedal Locomotion

Using fossils students will study how bipedal locomotion changed our

bodies- Students will compare and contrast skeletal material from fossil

apes, non-bipedal animals, apes and discuss how locomotion shapes

the bodies of these creatures

8. The genus Homo: physical and cultural developments

a. Earliest Homo: Homo habilis

b. Homo erectus

c. Archaic Homo sapiens and Neanderthals

d. Modern Homo sapiens

Hands-on Activity: Comparative Anatomy

Using fossils students will compare casts of fossil specimens in terms of

body size, cranial capacity, and dentition in order to see the changes in

hominid evolution – In addition, students will have a greater

understanding of fossil species vs living species, classification, and

evolutionary relationships

9. Theories and studies relating to the major hominid transitions

a. Relationship among the species

b. Relationship to evolutionary theory


IX. Evaluation of Outcomes

Describe the

methods to be

used to evaluate

students’

learning, i.e.

written exams,

term papers,

projects,

participation,

quizzes,

attendance, etc.

Students will be evaluated for progress in and/or mastery of learning outcomes

by methods of evaluation that may include, but are not limited to:

1. Quizzes and examinations designed to assess mastery of course concepts,

critically analyze problems, and apply key concepts

2. Individual and group assignments designed to demonstrate ability to

apply

method and techniques and make reasonable inferences from genetic,

skeletal and

fossil evidence

3. Written reports, essays, projects, posters, and oral presentations designed to

apply concepts, utilize methods and techniques, apply and assess

theoretical

models and evaluate evidence from a modern evolutionary perspective

4. Final examination designed to assess mastery of the essential concepts

developed in the course.

5. Laboratory and hands-on exercises to operationalize concepts of evolution,

genetics,

comparative anatomy and other core concepts

6. Grading of student performance:

Three Unit exams @ 15% each = 45% (objective exam format)

2. Audiovisual presentations, including videos, slides, DVDs, handouts, and

electronic or computer-based media, in order to illustrate biological and

anthropological concepts

3. Presentation of fossil casts, skeletal materials, artifacts and other hands-on

materials in order to illustrate and enhance course content and apply biological

and anthropological concepts

4. Pair, small group, and class collaborative exercises and hands-on projects

using problems and/or hands-on materials, in order to allow students to apply

methods of analysis and interpretation used in the study of genetic, skeletal,

fossil, and archaeological data

5. Development and assignment of research projects, essays, posters, and oral

presentations, in order to allow students to explore topics in more depth and to

apply anthropological concepts and methods


Describe how these evaluation

methods align to

the course and

program

outcomes, as

appropriate.

Alternatively, you

may include or

attach a matrix to

align the methods

to the outcomes.

The expected outcomes for this course serve to emphasize and introduce,

through course work, several of our departmental SLOs. ANT 1010 is

particularly good class for introducing and developing scientific methodology by

both descriptive/qualitative and quantitative data (SLO1). In addition, the bio-

cultural perspective of this class introduces students to holistic perspectives

(SLO2). ANT 1010 emphasizes human/environmental relationships through its

emphasis on human evolution and ecology, a key component of our

departmental SLOs (SLO3). ANT 1010 additionally emphasizes evolutionary

theory and its application to the understanding of human origins that is in line

with our objective of applying models, and understanding social science

questions (SLOs4-5).

Describe the

meaningful

writing

assignments to be included.

Students receive feedback from sequential assignments and lab reports with

writing components that they can improve through the semester.

Library Research Paper - 15%

Observational study - 15%

Hands-on activities - 25%

To measure basic knowledge there will be three unit exams over class

materials.

To measure critical thinking students will write a mini-research paper (3-5

pages, Library researched) on a selected topic from the list provided by the

instructor (e.g., human adaptations to one of the major biomes; concepts such

as race and/or ethnicity; migration as a factor in genetic diversification, etc.).

To measure analytical and integrative skills and the ability to do first hand

observations, student homework will consist of visiting a zoo (Griffith Park or

San Diego) where they can study captive primates. They will then do papers

comparing and contrasting behaviors using video documentaries from class.


Discuss how these

methods may be

used to address

the associated GE

Learning

Outcomes listed

above. Include or

attach a matrix to

align the

evaluation

methods to the outcomes.

ANT 1010 through the content of the class and the proposed assignments

meets many of the of the General Education goals. Students learn to write and

speak effectively, construct arguments and are introduced to various methods of

presenting quantitative data though classroom discussion and a library research

paper, lab and hands-on activities. Anthropology is by its nature

interdisciplinary, but in this case the content discussed and the lab exercises

and paper introduce students to scientific methods though both quantitative and

qualitative approaches. The class emphasizes a biocultural approach, provides

a brief historical background showing the development of research in the field.

The social context of research, discussions of ethics, and the changing nature of

research in the field helps introduce an understanding of historical, political and

social institutions.

Students are encouraged to develop social and global knowledge by

looking at human evolution within a global framework, looking at human

migrations and human environmental adaptability and the evolution of complex

and diverse cultural knowledge as a critical adaptive mechanism for our

species. Finally, ANT 1010 integrates a discussion of how individuals and

populations interact in complex ways to form society, the dynamics of social

species and what the role of social life plays on adaptation to environmental

factors and pressures. The role of sexual and social reproduction as an

important evolutionary process that affects human adaptability to the

environment, formation of communities and the role of individual agency within

these larger social and biological processes are also introduced and are

consistent with General education goals.

This course contributes to the GE objectives in the following ways.

Gen. Ed. Outcomes

1a

1b

1c

1d

1e

2a

2b

2c 2d

Assessments

Quizzes and Exams

I

I

I

I

Library Research Paper

I

I

I

I

I

I

Observational Study

I

I

I

I

I

Hands-on Activities

Assignments

I

I

I

I

I

In terms of the objectives of Area B2 more specifically ANT 1010 addresses

these in the following ways:

1. Fundamental knowledge of living systems and relationship of living systems

with the world about them

• Using human evolution as the binding thread, ANT 1010 introduces

basic knowledge of living systems DNA to cell biology and reproduction, to

organisms and their relationships to each other within larger ecosystems.


2. Diverse life forms

• While the class is anthropocentric, the material does attempt to

address a diversity of life forms and taxa. We discuss for example the evolution

of flowering plants and hypotheses about the development of binocular color

vision in our order primates, the symbiotic relationships created by the malaria

plasmodium, mosquitos, and people. We incorporate material on a diversity of

life forms through our discussions of paleoanthropology, looking at

environmental reconstruction and biostratigraphy which offers not only a way of

dating human fossils through looking at the evolution and relationships with

other plants and animals, but also an understanding of hominin evolution in a

broader paleoenvironmental context. The point of departure may be humans,

but great attempts are made to place them within an evolutionary history that

integrates a discussion of many life forms from single celled organism to more

complex forms such as plants and animals.

3. Ecology

• Ecology is adequately covered in our discussions of human biological

and cultural adaptation to diverse environments and environmental change. We

also discuss the role of humans in the creation of anthropogenic landscapes and

its effects at various levels on living systems.

4. Evolution

• In terms of presenting the synthesis of evolutionary theory that

includes Darwinian principles of natural selection, Mendelian aspects of

inheritance, genetics, and population dynamics, the content more than

adequately covers this goal at the introductory level. Moreover, because of a

human focus it makes these concepts more relatable to most general education

students.

5. Scientific contributions from various cultures of the world (where applicable)

• The development of cultural knowledge and its role in human evolution

and adaptation as well as specific cultural ecological knowledge is also

introduced in the content of this class.

X. This OPTIONAL Section is for describing Course/Department/College

specific requirements.

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