Science B-16: The History of Life
Course Description

Professor:                     Stephen Jay Gould

Teaching Fellows:         Andrew Bush
                                    Tamara Melnick (Head TF)
                                    Matt Thompson
                                    Carole Tomlinson

Required Texts:            Science B-16 Sourcebook
                                    On the Origin of Species, by Charles Darwin

Web Page:                   http://www.courses.fas.harvard.edu/~scib16/

Reading Assignments: Readings in the sourcebook follow the order of lecture topics, and students should read the articles corresponding to each day’s topic in the syllabus.  Reading assignments for The Origin of Species will be announced when we reach that part of the course.

Sections:  The sections in this course are designed and taught by each TF as case studies in particular issues relevant to the course.  Descriptions of the topics covered by the different TF’s are provided on the back of this handout.  Within each section, the grading is based on five lab exercises common to all the sections (40% of section grade), and on discussions and assignments specific to the individual section you are in (60% of section grade).  Thus, attendance and participation in sections are strongly recommended, as missed work is often impossible to make up.

Term Paper: A ten-page term paper on some aspect of the course material is required.  Papers must be turned in to your TF by no later than Friday, May 11 at 5 PM. Students are strongly encouraged to begin work on their papers as soon as possible in the semester.

Grading Scheme: Each student’s grade will be calculated from four sources:

                                    Midterm exam         20%
                                    Final exam               40%
                                    Section work           25%
                                    Term paper             15%                       


Section Descriptions

Andrew Bush—Seashells

Mollusk shells are a major component of the fossil record and are the basis of many important studies of evolution and paleoecology.  We'll learn how to interpret the lifestyle and habits of clams, snails, and their relatives by hands-on examinations of modern and fossil shells.  We'll also use these observations to illustrate major patterns in evolution and the history of life.  By beach season, you will be impressing and annoying your friends with your knowledge of shells!  Section grades will be based on lab work and a couple small quizzes.

Tamara Melnick

In this section, we will be answering the question, "What can paleontologists learn about an organism by studying its fossil remains?" We will explore this issue using everyone's favorite bottom-dwelling filter-feeding animal--brachiopods!  They may not be cute, cuddly, or behaviorally complex, but they are important critters in the fossil record.  The issues covered include taxonomy (who’s who), phylogeny (who’s related to whom), ecology, functional morphology (how did these creatures work), and geography.  The section will involve readings, discussions, and lab activities.  Grades will be based on class participation and short written assignments.

Matthew Thompson – Genes versus structure? 

The genetic revolution has come and conquered, and shown its strength in describing many aspects of biology.  But relying too heavily on genetic explanations leaves us in a logical bind.  If genes can be shown to be important factors in the proper development of an organism, does that necessarily make development a genetic process?  Or, if certain aspects of evolution can be described as the change in frequency of certain genes within a population of organisms, must we confine ourselves to a genetic explanation of all evolutionary change?  Or perhaps, in our race to find a genetic explanation for everything, we lose touch with certain critical non-genetic features of biology.  In this section we will focus on the philosophical, historical, developmental and evolutionary importance of the gene, with the hope of better understanding what is the “stuff” of life.  Section-specific assignments will include (1) weekly reading of recent and classical literature, and (2) group presentations of that literature.

Carole Tomlinson

Just what in the world happened during the Mesozoic Era (230–65 million years ago)—the Triassic, Jurassic & Cretaceous Periods?  Continents shifted, ocean currents and environments changed, flowering plants first appeared, and dinosaurs, toothed birds and very early (egg-laying?) mammals appeared in—and then disappeared from—the fossil record.  Students will gain an historical perspective on initial appearances of extinct and surviving vertebrate lineages (some quite—and others not-at-all—familiar).  Among topics are how Mesozoic environments and ecological interactions likely influenced the evolution of key vertebrate innovations (e.g., warm-bloodedness, or homeothermy).  Museum treks and brief readings help visualize broad patterns of environmental and organismal change.  Students will map noteworthy circumstances; points earned through participation.