BIO312: Evolutionary Biology « Saylor.org – Free Online Courses Built by Professors

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Evolutionary Biology

Purpose of Course show close

One of the best ways to understand the present is to understand the past. Evolutionary Biology is the study of the changes in life forms over time—changes that have occurred over millions of years as well as those that have occurred over just a few decades. In this course, we will look at the various mechanisms of evolution, how these mechanisms work, and how change is measured. The concepts you learn in this course will serve as a foundation for studying fossil records and current classification schemes in biology. We will begin the course by reviewing the evolutionary concepts of selection and speciation. We will then learn to measure evolutionary change through comparisons with the Hardy-Weinberg Equilibrium, to understand the process of change through Game Theory, and to interpret and classify changes by creating phylogenies. The course will wrap up with a look at the history of life according to the fossil record and a discussion of the broad range of life forms as they are currently classified. At the end of this course, you will have a better understanding for the evolution of biological life. Also, this course will prepare you for future study and research in macroevolution, microevolution, genetics, anthropology, zoology, botany, behavioral biology, and computational biology.

Course Information show close

Welcome to BIO312. Below, please find some general information on the course and its requirements.

Course Designer: Kristian Demary, Ph.D.

Primary Resources: This course is composed of a range of different free, online materials. However, the course makes primary use of the following materials:

Stephen C. Stearns, Principles of Evolution, Ecology and Behavior (Yale University: Open Yale Courses), http://oyc.yale.edu (Accessed November 11, 2010). License: Creative Commons BY-NC-SA 3.0. The original version can be found here.
Kimball’s Biology pages
University of California, Berkeley: Evolution 101
iTunes: Illinois Springfield: Evolution: Prof. James Bonacum

Requirements for Completion: In order to complete this course, you will need to work through each unit and all of its assigned materials: readings, lectures, web media, interactive labs, and assignments. You will also needto complete the following:

Assignment 1: Hardy-Weinberg
Assignment 2: Phylogeny
Assignment 3: Game Theory (missing)
Interactive lab 1: “Species and Speciation in Frogs”
The Final Exam

Note that you will only receive an official grade on your final exam. However, in order to adequately prepare for this exam, you will need to work through the assignments and the interactive lab listed above.

In order to “pass” this course, you will need to earn a 70% or higher on the final exam. Your score on the exam will be tabulated as soon as you complete it. If you do not pass the exam, you may take it again.

Time Commitment: This course should take you a total of 46 hours to complete. Please note that each unit has its own time advisory. This will help you better manage your time.

Tips/Suggestions: It would be helpful for you to take notes during the online lectures. You should know how to calculate Hardy-Weinberg equilibrium, allele frequencies, and genotype frequencies for a population.

This course features a number of Khan Academy™ videos. Khan Academy™ has a library of over 3,000 videos covering a range of topics (math, physics, chemistry, finance, history and more), plus over 300 practice exercises. All Khan Academy™ materials are available for free at www.khanacademy.org.

Learning Outcomes show close

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

Define evolution and describe different types of selection.
Provide examples of microevolutionary forces and describe how they impact the genetics of populations.
Describe the Hardy-Weinberg principle and solve problems related to Hardy-Weinberg equilibrium.
Provide examples of games used in evolutionary game theory.
Connect biological phenomena to game theory.
Develop simple phylogenies from molecular or morphological data.
Identify important evolutionary events that have occurred throughout geologic time.
Characterize and provide examples of major plant and animal phyla.

Course Requirements show close

In order to take this course, you must:

√ Have access to a computer.

√ Have continuous broadband Internet access.

√ Have the ability/permission to install plug-ins or software (e.g., Adobe Reader or Flash).

√ Have the ability to download and save files and documents to a computer.

√ Have the ability to open Microsoft files and documents (.doc, .ppt, .xls, etc.).

√ Have competency in the English language.

√ Have read the Saylor Student Handbook.

√ Have completed BIO101: Introduction to Molecular and Cellular Biology and BIO102: Introduction to Evolutionary Biology and Ecology.

Unit Outline show close

2 Hardy-Weinberg Equilibrium
2.1 How Are Hardy-Weinberg Equilibrium Calculations Used?
2.1.1 Baseline Measure for Genetic Change
2.1.2 Predict Allele or Genotype Frequencies
2.2 Examples
2.2.1 Predicting Allele Frequencies in a Population
2.2.2 Predicting Genotype Frequencies in a Population
2.2.3 How to Determine When Evolution Is Occurring

3 Evolutionary Game Theory
3.1 Specifics of Game Theory
3.1.1 Cooperative vs. Non-Cooperative Games
3.1.2 Prisoner’s Dilemma
3.1.3 Cooperate / Defect Matrix
3.1.4 Nash Equilibrium
3.2 How Is Game Theory Used?
3.2.1 Behavior
3.2.2 Coevolution
3.2.3 Game Theory Activity

4 Speciation, Classification, and Phylogeny
4.1 How Is a Phylogeny Created?
4.1.1 Morphological
4.1.2 Molecular
4.2 How Is a Phylogeny Used?
4.2.1 Classification of Species
4.2.2 Order Evolutionary Events
4.3 Examples
4.3.1 Comparative
4.3.2 Molecular

5 The Fossil Record
5.1 Fossils
5.1.1 Process of Finding
5.1.2 Obstacles
5.1.3 Extrapolation from Findings
5.2 Earliest Evolution
5.2.1 Prokaryotes
5.2.2 Eukaryotic Cells
5.3 Biogeography
5.3.1 Plate Tectonics
5.3.2 Climate Changes
5.4 Geologic Time Scale
5.4.1 Pre-Cambrian
5.4.2 Paleozoic
5.4.3 Mesozoic
5.4.4 Cenozoic

6 Current Taxonomy
6.1 Kingdoms
6.1.1 Archaebacteria
6.1.2 Eubacteria
6.1.3 Protists
6.1.4 Fungi
6.1.5 Plants
6.1.6 Animals
6.2 Selected Phyla
6.2.1 Major Animal Phyla
6.2.2 Brief Survey of Other Phyla
6.2.3 Plant Division: Nonvascular, non-seed plants
6.3 Plant Division: Seed Plants
6.3.1 Cycadophyta
6.3.2 Ginkgophyta
6.3.3 Gnetophyta
6.3.4 Coniferophyta
6.3.5 Anthophyta

7 Final Exam

Expand All Resources Collapse All Resources

Unit 1: Review of Concepts

In this unit, we will review the important conceptual underpinnings of evolutionary biology. We will learn definitions of important terms, such as evolution, selection, and species. We will also learn the mechanisms of evolutionary change and speciation. You learned the majority of this material in the introductory course BIO102: Evolutionary and Ecological Biology, so much of this unit will serve as a review, ensuring that you have a clear sense of the context for the material covered in this course. Upon completion of this unit, you should have a solid understanding of evolutionary theory.

Unit 1 Time Advisory show close

Unit 1 Learning Outcomes show close

Lecture: Yale University: Professor Stephen Stearn’s “Adaptive Evolution: Natural Selection” Lecture
Link: Yale University: Professor Stephen Stearn’s“Adaptive Evolution: Natural Selection” Lecture (YouTube)

Also available in:
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Instructions: This video presentation will provide you with a basic understanding of the types of natural selection and the rates at which natural selection occurs.

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1.1 What Is Evolution?

Reading: Wikibook’s General Biology “Introduction to Evolution”
Link: Wikibook’s General Biology “Introduction to Evolution” (HTML)

Instructions: In this reading you will find a definition of evolution, evidence of evolution, and a discussion of the rates of speciation.

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1.1.1 Artificial Selection

Reading: Berkeley’s Evolution 101’s “Artificial Selection”
Berkeley’s Evolution 101’s “Artificial Selection” (HTML)

Instructions: The webpage defines artificial selection and presents a brief historical perspective on the subject.

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1.1.2 Natural Selection

Lecture: Estrella Mountain Community College: Michael Farabee’s Online Biology Text “Natural Selection” Lecture
Link: Estrella Mountain Community College: Michael Farabee’s Online Biology Text “Natural Selection” Lecture (HTML)

Instructions: Read the section on natural selection up to the section on speciation.

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1.1.3 Sexual Selection

Web Media: YouTube: Cambridge University’s “Flaunting It—Sexual Selection and the Art of Courtship”
Link: YouTube: Cambridge University’s “Flaunting It—Sexual Selection and the Art of Courtship” (YouTube)

Instructions: Watch this video (12:10 min) on courtship and sexual selection.

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Web Media: iTunes: Illinois Springfield: Dr. James Bonacum’s “Week 12 Part 1: Sexual Selection or the Answer to Freud’s Eternal Question”
Link: iTunes: Illinois Springfield: Dr. James Bonacum’s “Week 12 Part 1: Sexual Selection or the Answer to Freud’s Eternal Question” (iTunes)

Instructions: If you do not already have iTunes on your computer, you can go to apple iTunes download. Click on “Download Now.” Click on “View in iTunes” next to the name “Week 12 Part 1: Sexual Selection or the Answer to Freud’s Eternal Question.” Once in iTunes, click on the price column that says “Free” next to the name “Week 12 Part 1: Sexual Selection or the Answer to Freud’s Eternal Question”.

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Web Media: iTunes: Illinois Springfield: Dr. James Bonacum’s “Week 3 Part 3: Advantages of Sex”
Link: iTunes: Illinois Springfield: Dr. James Bonacum’s “Week 3 Part 3: Advantages of Sex” (iTunes)

Instructions: If you do not already have iTunes on your computer, you can go to apple iTunes download. Click on “Download Now.” Click on “View in iTunes” next to the name “Week 3 Part 3: Advantages of Sex.” Once in iTunes, click on the price column that says “Free” next to the name “Week 3 Part 3: Advantages of Sex.”

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1.1.4 Maintenance of Sex by Sexual Selection

Reading: Smithsonian Tropical Research Institute: West-Eberhard’s “The Maintenance of Sex as a Developmental Trap Due to Sexual Selection”
Link: Smithsonian Tropical Research Institute: West-Eberhard’s “The Maintenance of Sex as a Developmental Trap Due to Sexual Selection” (PDF)

Instructions: Download the PDF titled “Mary Jane West-Eberhard. 2005. The maintenance of sex as a developmental trap due to sexual selection. Quarterly Review of Biology 80(1):47–53.” Read the article and take notes.

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1.1.5 Gradualism vs. Saltation

Reading: Swami Shradhanand College: Dr Tanushree Saxena’s “Saltation vs. Gradualism”
Link: Swami Shradhanand College: Dr Tanushree Saxena’s “Saltation vs. Gradualism” (PDF)

Instructions: Download the PDF titled “Basic Patterns of Evolution." From the PDF, read pages 8-12 on the differences and evidence supporting the ideas of saltation and gradualism in evolutionary theory.

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1.2 Evolution of Populations

Reading: Oracle Education Foundation’s “Microevolution Introduction”
Link: Oracle Education Foundation’s “Microevolution Introduction” (HTML)

Instructions: This material is an introduction to the different microevolutionary forces that influence a population.

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1.2.1 Mutations

Reading: Kimball’s Biology Pages’ “Mutation and Evolution”
Link: Kimball’s Biology Pages’ “Mutation and Evolution” (HTML)

Instructions: Read the material on the web page for a good introduction to mutations.

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Lecture: Yale University: Professor Stephen Stearn’s “Origin and Maintenance of Genetic Variation” Lecture
Link: Yale University: Professor Stephen Stearn’s “Origin and Maintenance of Genetic Variation” Lecture (YouTube)

Also available in:
Quicktime, Flash, MP3, Transcript

Instructions: This video presentation will provide a basic understanding of mutations and how they contribute, along with other microevolutionary processes, to genetic variation. Be sure to take notes and pay particular attention to all the terms the presenter introduces.

Note: We tend to think of mutations as sterile and isolated chemical “mistakes” that generally occur without input or relation to other biological or environmental factors—except in extreme cases, such as in response to massive exposure to radiation. However, there are actually a whole host of epigenetic (or “outside the gene”) influences that greatly affect the likelihood of a mutation occurring within a specific gene. Here, we will discuss the effect on a species’ evolution of both random mutations and mutations influenced by epigenetics.

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1.2.1.1 Genetic Mutations

Reading: Biology Online’s “Types of Mutations”
Link: Biology Online’s “Types of Mutations” (HTML)

Instructions: Read pages 7 & 8 about the different types of chromosomal and genetic mutations.

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1.2.1.2 Epigenetic Influences

Web Media: University of Utah: Learn Genetics site “Epigenetics”
Link: University of Utah: Learn Genetics site “Epigenetics” (HTML and Adobe Flash)

Instructions: This website has several small readings, videos, and interactive tutorials that can further your understanding of the subject of epigenetics.

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Web Media: Nova’s “Epigenetics”
Link: Nova’s “Epigenetics” (Adobe Flash)

Instructions: This is video is 13 minutes in length and introduces you to what epigenetics is and how it influences genomic changes across generations.

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1.2.2 Migration

Lecture: Buffalo State University: Mendelian Genetics and Populations II “Migration”
Link: Buffalo State University: Mendelian Genetics and Populations II “Migration” (HTML)

Instructions: Read and study the section on migrations and how they influence allele frequencies in a population.

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1.2.3 Assortative Mating

Reading: Mark Ridley’s Evolution “Assortative Mating”
Link: Mark Ridley’s Evolution“Assortative Mating” (HTML)

Instructions: This reading provides a brief definition of both positive and negative assortative mating and their influence on genotypic frequencies.

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1.2.4 Genetic Drift

Reading: University of Arizona: The Biology Project’s “Genetic Drift”
Link: University of Arizona: The Biology Project’s “Genetic Drift” (HTML)

Instructions: Read this page on the role of genetic drift in populations. If you are really ambitious, go on to try the genetic drift simulator that follows!

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1.2.5 Bottleneck

Reading: Berkeley’s Evolution 101’s “Bottlenecks and Founder Effects”
Link: Berkeley’s Evolution 101’s “Bottlenecks and Founder Effects” (HTML)

Instructions: Read this page to learn about population bottlenecks and founder effects.

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1.2.6 Founder Effect

Reading: wiseGeeks: What is the Founder Effect? “The Founder Effect”
Link: from wiseGeeks: What is the Founder Effect? “The Founder Effect” (HTML)

Instructions: This short reading introduces the founder effect and along with a couple of examples.

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1.3 Speciation

Reading: Berkeley’s Evolution101’s “Evolution at Different Scales: Micro to Macro”
Link: Berkeley’s Evolution101’s “Evolution at Different Scales: Micro to Macro” (HTML)

Instructions: Read from “Evolution at Different Scales: Micro to Macro” through “Patterns in Macroevolution,” using the “next” button at the bottom right of the page, and take notes.

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Lecture: Yale University: Professor Stephen Stearn’s “Species and Speciation” Lecture
Link: Yale University: Professor Stephen Stearn’s “Species and Speciation” Lecture (YouTube)

Also available in:
Flash, Quicktime, MP3, Transcript

Instructions: This video presentation will provide a basic understanding of the concept of species and of the mechanisms of speciation. Be sure to take notes and pay particular attention to all the terms the presenter introduces.

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Interactive Lab: University of Wisconsin: Connecting Concepts: Interactive Lessons in Biology “Species and Speciation in Frogs”
Link: University of Wisconsin: Connecting Concepts: Interactive Lessons in Biology“Species and Speciation in Frogs” (Adobe Flash)

Instructions: This is a little activity/ tutorial that demonstrates how speciation can occur in a species of frog over time. This will also test your understanding of three different species concepts.

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Note: The divergence of one species into two or more species will typically begin with some type of population isolation. Perhaps, a geographical barrier arises, cutting a portion of the population off from the rest. Or spatial differences in the availability of resources cause radical changes in foraging habits for a portion of the population, which in turn affects timing and availability for mating. Here, we will discuss population-isolating mechanisms, as well as how events of population isolation and reunification affect the process of speciation.
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1.3.1 Isolating Mechanisms

Reading: Estrella Mountain Community College: Michael Farabee’s Online Biology Text “Speciation and Reproductive Isolating Mechanisms”
Link: Estrella Mountain Community College: Michael Farabee’s Online Biology Text “Speciation and Reproductive Isolating Mechanisms” (HTML)

Instructions: Read the sections titled Speciation through the section labeled Punctuated Equilibrium.

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1.3.1.1 Geographic

Reading: TutorVista’s “Geographic Isolation”
Link: TutorVista’s “Geographic Isolation” (HTML)

Instructions: When you get to the page, scroll part way down the page to find the reading “Introduction to Geographic Isolation.”

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1.3.1.2 Behavioral

Reading: University of California-Berkeley: Understand Evolution “Reproductive Isolation”
Link: University of California-Berkeley: Understand Evolution “Reproductive Isolation” (HTML)

Instructions: The website provides some ways that reproductive isolation can lead to speciation.

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1.3.1.3 Genetic

Reading: Harvard University: Professor John Kimball’s Biology page “Polyploidy”
Link: Harvard University: Professor John Kimball’s Biology page “Polyploidy” (HTML)

Instructions: This webpage defines polyploidy and how it can occur with an emphasis on plants.

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1.3.2 Hybridization

Reading: Stanford University: Stanford Bird Group’s “Hybridization”
Link: Stanford University: Stanford Bird Group’s “Hybridization” (HTML)

Instructions: The reading is a discussion of hybridization as it applies to several species of birds.

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1.3.3 Divergence and Convergence

Reading: suite101’s “The Patterns of Evolution”
Link: suite101’s “The Patterns of Evolution” (HTML)

Instructions: This is a reading on convergent and divergent evolution along with coevolution.

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1.4 Coevolution

Lecture: Yale University: Professor Stephen Stearn’s “Coevolution” Lecture
Link: Yale University: Professor Stephen Stearn’s “Coevolution” Lecture (YouTube)

Also available in:
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Instructions: This video presentation will provide a basic understanding of the coevolution including examples and terminology. Be sure to take notes and pay particular attention to all the terms the presenter introduces.

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Note: Coevolution is concurrent change in two (or more) species, in response to pressures exerted by the other species. It can occur within the context of any close relationship between species. For example, a prey item species may evolve physically and behaviorally to better blend in with the environment in order to avoid predation. The predator species may then coevolve better eyesight, or stalking behavior, or methods of flushing the prey, in order to continue to eat. Species that compete for the same resources also coevolve, either through niche partitioning (where each species becomes more specialized in resource use, so that the resources are basically divided) or in other ways where one species takes better advantage of the available resources than its competitor. Here, we will discuss a few theories regarding how and why coevolution occurs.
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1.4.1 Competition

Reading: Brown University: “Coevolution”
Link: Brown University: “Coevolution” (HTML)

Instructions: This is a general web page about coevolution but includes an example of how competition relates to coevolution.

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1.4.2 Tangled Bank Theory

Reading: Harvey Mudd College: Richard McKnight’s “The Tangled Bank”
Link: Harvey Mudd College: Richard McKnight’s “The Tangled Bank” (HTML)

Instructions: The reading is a description of the Tangled Bank Hypothesis.

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1.4.3 Red Queen Hypothesis

Reading: Indiana University, Department of Biology: C.M. Wiley “Red Queen”
Link: Indiana University, Department of Biology: C.M. Wiley “Red Queen” (HTML)

Instructions: This reading presents the origin of the Red Queen hypothesis and a description of the theory.

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1.4.4 Evolutionary Game Theory

Reading: National Academy of Sciences of the United States: C Bergstrom & M Lachmann (2003) “The Red King: When the slowest wins the coevolutionary arms race”
Link: National Academy of Sciences of the United States: C Bergstrom & M Lachmann (2003) “The Red King: When the slowest wins the coevolutionary arms race” (HTML)

Also available in:
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Instructions: Scroll down the page until you find the link for the PDF of the publication. Read this paper as an example of how evolutionary game theory can be applied to study coevolution.

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Unit 2: Hardy-Weinberg Equilibrium

At this point in your biology studies, you should be familiar with the Hardy-Weinberg Equilibrium. You may even know how to calculate it. But how is it really used in the field? What does it measure?

In this unit, we will learn the practical uses for Hardy-Weinberg Equilibrium calculations. We will then practice using these calculations in hypothetical situations. The student activity in this unit will involve an assignment or simulation in which you will be required to calculate the Hardy-Weinberg Equilibrium and use it to make predictions or draw conclusions.

Unit 2 Time Advisory show close

Unit 2 Learning Outcomes show close

2.1 How Are Hardy-Weinberg Equilibrium Calculations Used?

Reading: MIT’s Open Courseware “Population Genetics: Hardy-Weinberg”
Link: MIT’s Open Courseware “Population Genetics: Hardy-Weinberg” (PDF)

Instructions: At the course page, download and read the PDF file for item 25, Population Genetics: Hardy-Weinberg equilibrium. The reading covers sections 2.1.1-2.1.2 along with evolutionary forces associated with changes in allele frequencies.

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2.1.1 Baseline Measure for Genetic Change

Note: Before we can predict whether a selective pressure can cause a change in the allele frequency in a population, we first need to understand how the allele will behave in the absence of the selective pressure. This subunit is covered by the MIT reading on Population Genetics assigned just beneath subunit 2.1.

2.1.2 Predict Allele or Genotype Frequencies

Note: Within a population, it is important to know whether a particular allele will become more or less common over time. This subunit is covered by the MIT reading on Population Genetics assigned just beneath subunit 2.1.

2.2 Examples

Lecture: Khan Academy's: “Hardy-Weinberg” Lecture
Link: Khan Academy’s “Hardy-Weinberg” Lecture (YouTube)

Also available in:
iTunes U

Instructions: This is a 14.57 minute video that walks you through an example of Hardy-Weinberg along with appropriate terminology.

Terms of Use: This video is licensed under a Creative Commons Attribution-NonCommercial-NoDerives United States License 3.0. It is attributed to the Khan Academy.
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Reading: University of Texas-Kingsville: Professor Beals and Harell: “Hardy-Weinberg Equilibrium”
Link: University of Texas-Kingsville: Professor Beals and Harell: “Hardy-Weinberg Equilibrium” (HTML)

Instructions: This example will help you predict allele and genotypic frequencies in a population. Covers 2.2.1-2.2.3. Click the Chi Square link to help you understand how the chi square test can be used to determine when evolution is occurring.

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2.2.1 Predicting Allele Frequencies in a Population

Note: For a population with random mating, the gene pool for the population can be calculated by following specific alleles through a life cycle. If there are two alleles at a specific locus, allele one (A₁) and allele two (A₂), then the frequency of A₁ in the gene pool is p and the frequency of A₂ in the gene pool is q. Then the allele frequency can be calculated (p + q = 1). This is covered in the reading in Section 2.2.

2.2.2 Predicting Genotype Frequencies in a Population

Note: With random mating in a population, we can calculate the formation of zygotes produced in one life cycle and calculate the genotypes. The frequency of the homozygous dominant genotype (A₁A₁) in the population can be calculated as p². The frequency of the heterozygous genotype (A₁A₂) in the population can be calculated as 2pq. The frequency of the homozygous recessive genotype (A₂A₂) in the population can be calculated as q². Thus, for the entire population, the calculation is: p² + 2pq + q²=1. This is covered in the reading in Section 2.2.

2.2.3 How to Determine When Evolution Is Occurring

2.2.3.1 Driving Forces

Note: Changes in the allele frequencies of p and q in a population signal that evolution is occurring. This is covered in the reading in Section 2.2.

2.2.3.2 Determination of Specific Driving Force

Reading: Stanford Encyclopedia of Philosophy: Samir Okasha: “Population-Genetic Models of Evolution”
Link: Stanford Encyclopedia of Philosophy: Samir Okasha: “Population-Genetic Models of Evolution” (HTML)

Instructions: As you read this article, take note of the different factors that can affect allele frequency, and the equations you can use to test for the presence of evolution in a population for each factor. Keep in mind when you are looking for evolutionary change in a population that it may not be present at every (or any) locus you test. Some loci may show change while others do not.

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Assessment: The Saylor Foundation’s BIO312 Assessment 1: Hardy-Weinberg
Link: The Saylor Foundation’s BIO312 Assessment 1: Hardy-Weinberg (PDF)

Instructions: Using the population data provided, you will calculate allele frequencies (at a specific locus, for a genetic characteristic) and determine whether the population is in Hardy-Weinberg Equilibrium. Based on your calculations, you should be able to discern whether or not the population is evolving. You should also be able to make some conjectures about the driving force behind the evolutionary change. After completing the assessment, you should be able to address each of the points below and come up with some ideas concerning effective management techniques, based upon the specified goals below:

            -Discovering Evolutionary Changes
            -Managing Directional Selection in a Population
            -Managing Genetic Diversity in a Population

When you are finished, you can check your answers against this answer key. (PDF)
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Unit 3: Evolutionary Game Theory

Game Theory is a mathematic representation of inputs and responses often used in psychology to predict behavior. Game Theory can also predict coevolutionary change. In this unit, we will look at how Game Theory can be used in evolutionary biology and practice using it in hypothetical situations. The student activity in this unit will involve an assignment or simulation in which you will be required to calculate inputs and responses and use those calculations to make predictions or to draw conclusions.

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Lecture: Yale University: Professor Stephen Stearn’s “Evolutionary Game Theory” Lecture
Link: Yale University: Professor Stephen Stearn’s “Evolutionary Game Theory” Lecture (YouTube)

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Instructions: This video presentation will introduce you to game theory including the Prisoners Dilemma and the Hawk-Dove game.Be sure to take notes and pay particular attention to all the terms the presenter introduces.

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3.1 Specifics of Game Theory

Reading: Cornell University: David Easley and Jon Kleinberg’s Networks, Crowds, and Markets: “Games”
Link: Cornell University: David Easley and Jon Kleinberg “Networks, Crowds, and Markets: “Games” (PDF)

Instructions: This reading is from the book Networks, Crowds, and Markets: Reasoning about a Highly Connected World. Scroll down the page and click on the link for Chapter 6: Games and view the PDF.

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Reading: Cornell University: David Easley and Jon Kleinberg’s Networks, Crowds, and Markets: “Evolutionary Game Theory”
Link: Cornell University: David Easley and Jon Kleinberg “Networks, Crowds, and Markets: “Evolutionary Game Theory” (PDF)

Instructions: From the book Networks, Crowds, and Markets: Reasoning about a Highly Connected World. Scroll down the page and click on the link for Chapter 7: Evolutionary Game Theory and view the PDF. The readings are fairly detailed but will give you a good basis for understanding not only game theory but evolutionary game theory including evolutionary stable strategies.

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3.1.1 Cooperative vs. Non-Cooperative Games

Reading: New York University: A. Brandenberger’s “Cooperative Games”
Link: New York University: A. Brandenberger’s “Cooperative Games” (PDF)

Instructions: This reading discusses cooperative game theory along with examples and mathematical functions. Click on "Cooperative Game Theory: Characteristic Functions, Allocations, Marginal Contribution" to view the PDF. Other files on the main page above may be useful reading as well.

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3.1.2 Prisoner’s Dilemma

Reading: Stanford University: Encyclopedia of Philosophy “The Prisoner’s Dilemma”
Link: Stanford University: Encyclopedia of Philosophy “The Prisoner’s Dilemma” (HTML)

Instructions: Read section 2.4 on the Prisoner’s Dilemma.

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Reading: Encyclopedia of Business “The Prisoners Dilemma”
Link: Encyclopedia of Business “The Prisoners Dilemma” (HTML)

Instructions: Read this article that describes the Prisoner’s Dilemma, links it to game theory, and provides applications of the game to science.

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3.1.3 Cooperate / Defect Matrix

Reading: wordIQ’s “Payoff Matrix”
Link: wordIQ’s “Payoff Matrix” (HTML)

Instructions: Read this page to get a definition of a cooperate/defect matrix and how it is used in game theory.

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3.1.4 Nash Equilibrium

Reading: New York University: A. Brandenburger’s “Nash Equlibrium”
Link: New York University: A. Brandenburger’s “Nash Equilibrium” (PDF)

Instructions: Scroll down and click on the link “Nash Equilibrium: Definition.” Read the entirety of the linked PDF.

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3.2 How Is Game Theory Used?

3.2.1 Behavior

Reading: Stanford University: Encyclopedia of Philosophy “Applications of Evolutionary Game Theory”
Link: Stanford University: Encyclopedia of Philosophy “Applications of Evolutionary Game Theory” (HTML)

Instructions: Read Section four on applications of evolutionary game theory.

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3.2.1.1 Economic Example

Reading: UCLA: David Levine’s “What is Game Theory?”
Link: UCLA: David Levine’s “What is Game Theory? (HTML)

Instructions: This page provides a description of game theory and then takes you through a useful example.

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3.2.1.2 Social Competition Example

Reading: Smithsonian Tropical Research Institute: West-Eberhard’s “Flexible Strategy and Social Evolution”
Link: Smithsonian Tropical Research Institute: West-Eberhard’s “Flexible Strategy and Social Evolution” (PDF)

Instructions: Download the PDF titled “Mary Jane West-Eberhard. 1987. Flexible strategy and social evolution. In ANIMAL SOCIETIES: THEORIES AND FACTS, Y. Ito, J. L. Brown, and J. Kikkawa, eds., Japan Scientific Societies Press, Ltd., Tokyo, pp. 35–51.” Read the article and take notes.

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3.2.2 Coevolution

Reading: West Virginia University at Parkersburg: Biology/Geology 397 “Co-evolution and the Evolutionary Arms Race”
Link: West Virginia University at Parkersburg: Biology/Geology 397 “Co-evolution and the Evolutionary Arms Race” (HTML)

Instructions: Read the introduction up to symbiosis. This is a general overview of coevolution and covers section 3.2.2.2.

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3.2.2.1 Evolutionary Stable Strategy

Reading: University of Maryland’s “Evolutionary Stable Strategies”
Link: University of Maryland’s “Evolutionary Stable Strategies” (HTML)

Instructions: Read this page, which introduces evolutionary stable strategies.

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Reading: PBS: “John Maynard Smith: The Evolutionary Stable Strategy”
Link: PBS: “John Maynard Smith: The Evolutionary Stable Strategy” (HTML)

Instructions: Read this page, which introduces evolutionary stable strategies, and take notes.

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3.2.2.2 Connection to Red Queen Hypothesis

Note: This subunit is also covered by the reading assigned beneath subunit 3.2.2. In the reading, focus on examples of the Red Queen Hypothesis.

Reading: Indiana University’s “Red Queen Hypothesis”
Link: Indiana University’s “Red Queen Hypothesis” (HTML)

Instructions: Read this page for an introduction to the Red Queen Hypothesis.

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Reading: Experiment-Resources’ “Red Queen Hypothesis”
Link: Experiment-Resources’ “Red Queen Hypothesis” (HTML)

Instructions: Read this page for examples of the Red Queen Hypothesis and how it relates to sexual reproduction and genetics.

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3.2.2.3 Predator-Prey Example

Reading: NECSI’s “Predator-Prey Relationships”
Link: NECSI’s “Predator-Prey Relationships” (HTML)

Instructions: Read this page for an introduction to the interactions between predators and prey.

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Reading: State University of New York Stonybrook’s Center for Game Theory in Economics: Shi Chen’s “A Game Theory Model for Predator-Prey Dynamics” (HTML)
Link: State University of New York Stonybrook’s Center for Game Theory in Economics: Shi Chen’s “A Game Theory Model for Predator-Prey Dynamics” (HTML)

Instructions: This link will lead you to the home page of the Center for Game Theory in Economics. Click on the “Archives” button on the left side of the screen, and then scroll down to the “21st Summer Festival on Game Theory” and click the “View Program” link under “July 15, 2010.” Scroll down this page until you see the blue bar for “Wednesday, July 14th.” In the third column, in the “11:45 - 12:15” slot, you will find the link that allows you to access a PDF of this article. Please read the article to see how game theory principles affect predator-prey interactions.

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3.2.2.4 Host-Parasite Example

Reading: Biology Online’s “Host parasite co-evolution”
Link: Biology Online’s “Host parasite co-evolution” (HTML)

Instructions: Please read this webpage, which includes examples of host-parasite relationships and the relation to evolution.

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Reading: PBS: “Survival: Microbe Clock”
Link: PBS: “Survival: Microbe Clock” (Adobe Flash)

Instructions: Click on each arrow to learn about how microbes can evolve very quickly.

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Reading: University of Otago’s Evolutionary and Ecological Parasitology Research Group: William Vickery and Robert Poulin’s “The Evolution of Host Manipulation by Parasites: A Game Theory Analysis”
Link: University of Otago’s Evolutionary and Ecological Parasitology Research Group: William Vickery and Robert Poulin’s “The Evolution of Host Manipulation by Parasites: A Game Theory Analysis” (HTML)

Instructions: This link will lead to you a publications page. Click on the “2010” link, and then scroll down until you see the bolded reference to “Evolutionary Ecology” and click on the PDF link to access this article. Read the article for an explanation of current thought on how game theory may explain some host-parasite interactions.

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3.2.2.5 Mutualism Example

Activity: Proceedings of the National Academy of Sciences: Michael Doebeli and Nancy Knowlton’s “The Evolution of Interspecific Mutualisms”
Link: Proceedings of the National Academy of Sciences: Michael Doebeli and Nancy Knowlton’s “The Evolution of Interspecific Mutualisms” (HTML)

Instructions: Read this article for an explanation about how game theory may work in mutualistic interactions.

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Reading: UC-Clermont College: J. Carter’s “Coevolution and Pollination”
Link: UC-Clermont College: J. Carter’s “Coevolution and Pollination”

Instructions: This reading includes several examples of coevolution with respect to pollination.

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3.2.3 Game Theory Activity

Activity: NetLogo Models Library: Uri Wilensky’s “Wolf Sheep Stride Inheritance”
Link: NetLogo Models Library: Uri Wilensky’s “Wolf Sheep Stride Inheritance” (HTML)

Instructions: Use this Java application to simulate evolution in a population due to pressures from predator-prey interactions. As you play around with this application, think about what you have learned about game theory and about coevolution, and how these factors can affect the evolution that occurs within a population.

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Unit 4: Speciation, Classification, and Phylogeny

At this point, you should have a solid understanding of how evolutionary changes or speciation occurs, but how do scientists make connections between species that diverged long ago? In this unit, we will look at the ways evolutionary biologists create “family trees,” or phylogenies, of species. We will then look at existing phylogenies and practice creating our own. The student activity in this unit will involve an assignment or simulation in which you will be required to calculate species differences and create a phylogeny of your own.

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Lecture: Yale University: Professor Stephen Stearn’s lecture “Phylogeny and Systematics” Lecture
Link: Yale University: Professor Stephen Stearn’s lecture “Phylogeny and Systematics” Lecture (YouTube)

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Instructions: This video presentation will cover the idea of creating phylogenies along with important terminology associated with classifying organisms. Be sure to take notes and pay particular attention to all the terms the presenter introduces. Also covers section 4.3.1.2.

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Reading: NCBI: A Science Primer “Phylogenetics: Classifying Evolutionary Relationships”
Link: NCBI: A Science Prime “Phylogenetics: Classifying Evolutionary Relationships” (HTML)

Instructions: The reading begins at the section labeled “Phylogenetic Trees: Presenting Evolutionary Relationships.” The reading covers basic terminology, methods of phylogenetic analysis, and assumptions behind building phylogenetic trees.

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4.1 How Is a Phylogeny Created?

Note: A phylogeny is created by comparing characteristics among species and calculating the number of differences, in order to determine likely evolutionary relationships. The process relies on the assumption that the scenario suggesting the least number of evolutionary changes (both divergences and convergences in characteristics) is the most likely scenario. But among all the possible measurable characteristics of a species, which are compared? Morphological phylogenies compare the physical or developmental characteristics of species, while molecular phylogenies compare the conservation of DNA sequencing at microsatellites (known areas of repeating sections within the genome, subject to relatively rapid change due to mutations). In this subunit, we will discuss and show examples of both.

4.1.1 Morphological

Note: Phylogenies based on morphological traits use synapomorhies, the shared derived traits that are derived from a common ancestor, to form a branch on the tree. This topic is covered in the reading in section 4.2.

4.1.2 Molecular

Note: Phylogenies based on molecular data use differences in nucleotide sequences among species.

Reading: Peripatus’ “Molecular Phylogeny”
Link: Peripatus’ “Molecular Phylogeny” (HTML)

Instructions: Please read this page to learn about key terms used in molecular phylogeny, neutral theory, caveats to molecular phylogeny, the Universal Tree of Life, and molecular clocks.

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4.2 How Is a Phylogeny Used?

Note: This subunit also covers the topic in subunit 4.1.1.

Reading: evoled.org’s “Pathways of Evolution”
Link: evoled.org’s “Pathways of Evolution” (HTML)

Instructions: Click on the printable format link and read pages 1-9. The reading will give you a look at systematics and phylogeny including uses and creating phylogenetic trees.

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4.2.1 Classification of Species

Reading: BMC Biology: Koepfli et al. (2008) “Multigene phylogeny of the Mustelidae: Resolving relationships, tempo and biogeographic history of a mammalian adaptive radiation”
Link: BMC Biology: Koepfli et al. (2008) “Multigene phylogeny of the Mustelidae” (HTML or PDF)

Instructions: Read this article on the phylogeny of mustelids. This will give you a good example of how molecular data is used to create to phylogenies and make inferences about evolutionary relationships. You can access the PDF from the top right corner of the above linked page.

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4.2.2 Order Evolutionary Events

Reading: New Scientist: Michael Marshall’s “Timeline: The Evolution of Life”
Link: New Scientist: Michael Marshall’s “Timeline: The Evolution of Life” (HTML)

Instructions: Read the entire article and take notes on the evolution of life.

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4.3 Examples

4.3.1 Comparative

Lecture: Yale University: Professor Stephen Stearn’s “Comparative Methods: Trees, Maps, and Traits” Lecture
Link: Yale University: Professor Stephen Stearn’s “Comparative Methods: Trees, Maps, and Trait” Lecture (YouTube)

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Instructions: The lecture covers phylogenetic trees with respect to time and geography. Professor Stearn also discusses how trees are combined with maps and traits.

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4.3.1.1 Data Collection

Assignment: Indiana University’s Evolution & the Nature of Science Institutes: “Making Cladograms”
Link: Indiana University’s Evolution & the Nature of Science Institutes: “Making Cladograms” (HTML)

Instructions: Follow the instructions on this lesson plan to begin constructing your own phylogeny or cladogram, based on physical traits. Pick a group of animals you would like to compare -- you can find a group of several species to compare online or in an encyclopedia -- and select a few traits you will focus on in your comparison. For example you could compare the species based on skull shape, femur length, and/or number of phalanges (fingers and toes). Use the handouts provided on this page, which will walk you through creating your own cladogram based on your selected traits.

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4.3.1.2 Construction of Phylogeny

Reading: The Science Creative Quarterly: Faride Unda’s “Introduction to Phylogenetics”
Link: The Science Creative Quarterly: Faride Unda’s “Introduction to Phylogenetics” (HTML)

Instructions: The article describes many basic aspects of phylogenetics and common methods for constructing trees. This reading also covers section 4.3.2.2

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4.3.1.3 Choosing Between Alternative Phylogenies

Reading: International Microbiology: D Moreira & H Philippe (2000) “Molecular phylogeny: pitfalls and progress”
Link: International Microbiology: D Moreira & H Philippe (2000) “Molecular phylogeny: pitfalls and progress” (PDF)

Instructions: Under “Archive Online Issues”, click on March under the year 2000. Click on the PDF file to open the corresponding document under “Review Articles”. The paper emphasizes microbial phylogenetics as a basis for discussing complications that arise during the creation of phylogenies and making comparisons. Also covers section 4.3.2.3.

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4.3.2 Molecular

4.3.2.1 Data Collection

Assignment: Indiana University’s Evolution & the Nature of Science Institutes: “Molecular Biology and Phylogeny”
Link: Indiana University’s Evolution & the Nature of Science Institutes: “Molecular Biology and Phylogeny” (HTML)

Instructions: Follow the instructions on this lesson plan to construct your own phylogeny or cladogram based on amino acid (protein) sequences characteristic to a species. The amino acid sequence data is provided in a PDF that is accessible via the link under the “Materials” heading. Use the same process that you used in comparing physical traits among species to compare the protein sequence, and estimate evolutionary relationships among the species you are comparing.

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4.3.2.2 Construction of Phylogeny

Reading: NCBI’s “Systematics and Molecular Phylogenetics”
Link: NCBI’s “Systematics and Molecular Phylogenetics” (HTML)

Instructions: Read from “Phylogenetic Trees: Presenting Evolutionary Relationships” through “The Importance of Molecular Phylogenetics” and take notes on each section.

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4.3.2.3 Choosing Between Alternative Phylogenies

Assessment: The Saylor Foundation’s BIO312 Assessment 2: Phylogeny
Link: The Saylor Foundation’s BIO312 Assessment 2: Phylogeny (PDF)

Instructions: Here, you will work with a popular software program for creating and interpreting phylogenies. You will work with one of the data sets provided in the program MEGA to answer specific questions. This should give you further insight into the actual process of evolutionary classification in research.

When you are done, please check your work against the answers provided here (PDF).
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Unit 5: The Fossil Record

Using fossil evidence as well as biochemical and phylogenetic methods, scientists have reconstructed a history of life on Earth that extends back many millennia. In this unit, we will learn more about how scientists find and use fossil evidence, as well as how evolutionary changes coincide with geographical changes in the Earth. We will then learn the major species radiations and other occurrences in evolutionary history, as described on the Geologic Time Scale.

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Lecture: Yale University: Professor Stephen Stearn’s “Major Events in the Geologic Theatre” Lecture
Link: Yale University: Professor Stephen Stearn’s “Major Events in the Geologic Theatre” Lecture (YouTube)

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Instructions: This video presentation will introduce you to the geologic timeline and cover some of the major events associated with the development of life on Earth. Be sure to take notes and pay particular attention to all the terms the presenter introduces.

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5.1 Fossils

5.1.1 Process of Finding

Reading: wordIQ’s “Collecting Fossils”
Link: wordIQ’s “Collecting Fossils” (HTML)

Instructions: Read this webpage to learn about how fossils are discovered, the equipment used in that process, and the collection and preservation techniques applied.

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5.1.2 Obstacles

Note: There are obstacles to using fossils to reconstruct the evolutionary history of life. For example, not all organisms leave a fossil and transitional fossils are missing or incomplete.

5.1.3 Extrapolation from Findings

Web Media: Howard Hughes Medical Institute “Stickleback Evolution”
Link: Howard Hughes Medical Institute “Stickleback Evolution” (Quicktime or Windows Media Player)

Instructions: Click on “Fossil Record of Stickleback Evolution”. This will allow you to download a video of the evolution of stickleback including findings and interpretation.

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5.2 Earliest Evolution

5.2.1 Prokaryotes

Reading: University of California Paleontology: J.H. Lipps’ “Microfossils”
Link: University of California Paleontology: J.H. Lipps’ “Microfossils” (HTML)

Instructions: This webpage includes information about prokaryotes and the early evolution associated with them.

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Reading: M. Dorak’s “A Brief History of Life”
Link: from M. Dorak’s “A Brief History of Life” (HTML)

Instructions: The reading provides insight into the earliest forms of life. Material covers sections 5.2.1.1 and 5.2.1.2.

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5.2.1.1 Anaerobic

Note: This topic is covered in the reading “A Brief History of Life” in section 5.2.1.

5.2.1.2 Aerobic

Note: This topic is covered in the reading “A Brief History of Life” in section 5.2.1.

5.2.2 Eukaryotic Cells

5.2.2.1 Endosymbiotic Theory

Reading: Kimball’s Biology Pages’ “Endosymbiosis and the Origin of Eukaryotes”
Link: Kimball’s Biology Pages’ “Endosymbiosis and the Origin of Eukaryotes” (HTML)

Instructions: This webpage includes a definition and the history behind Endosymbiont theory.

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5.2.2.2 Earliest Eukaryotes

Reading: University of California-Berkeley: Museum of Paleontology “Introduction to Basal Eukaryotes”
Link: University of California-Berkeley: Museum of Paleontology “Introduction to Basal Eukaryotes” (HTML)

Instructions: Read this material and be able to identify some of the primitive characteristics that set them apart from prokaryotes.

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5.3 Biogeography

Note: The abiotic features of an environment have a profound effect on the evolution of the species that live there. Geographical features, for example, affect population migration routes, availability of resources, and ease of access to those resources. Imagine that, over time, a mountain range or large body of water has developed in what was once the contiguous range of a species. The subpopulation on one side of the environmental feature is now much less likely to interbreed with the subpopulation on the other side. Over time, genetic drift alone is likely to cause divergence and even speciation between the subpopulations. On the other hand, the development of a land bridge may create the opposite effect. Changes in geographical features can even cause changes in the climate, as they can affect wind currents and the evaporation-precipitation cycle. Due to these and other climate changes, some species may go extinct, while others may become more competitive, and still others may survive through newly evolved adaptations. In this subunit, we will discuss some specific ways that biogeography can affect evolution.

Reading: University of California-Berkeley: Understanding Evolution website “Biogeography”
Link: University of California-Berkeley: Understanding Evolution website “Biogeography” (HTML)

Instructions: This reading defines biogeography and relates it to natural selection and the history of evolutionary thought.

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5.3.1 Plate Tectonics

5.3.1.1 Movement of Continents

Reading: University of California: Museum of Paleontology “The Mechanism”
Link: University of California: Museum of Paleontology “The Mechanism” (HTML)

Instructions: The website and accompanying links will introduce you to the history and mechanisms of plate tectonics.

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5.3.1.2 Development and Removal of Environmental Barriers

5.3.1.2.1 Mountains

Reading: Wikipedia’s “Mountain Formation”
Link: Wikipedia’s “Mountain Formation”(HTML)

Instructions: The page introduces the link between plate tectonics and mountain formation along with different types of mountains.

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5.3.1.2.2 Waterways

Reading: MountainNature.com: Ward Cameron’s “A River Runs Through It - River Mechanics”
Link: MountainNature.com: Ward Cameron’s “A River Runs Through It - River Mechanics” (HTML)

Instructions: Read this passage for a quick summary of the methods by which waterways are formed and by which water itself affects the surrounding geography.

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5.3.1.2.3 Islands

Reading: Science Encyclopedia’s “Island-How Many Islands?”
Link: Science Encyclopedia’s “Island-How Many Islands?” (HTML)

Instructions: Read this page which discusses different types of islands and the geology associated with their formation.

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5.3.1.2.4 Land Bridges

Reading: About.com’s “Bering Land Bridge”
Link: About.com’s “Bering Land Bridge”(HTML)

Instructions: This reading covers the formation, climate, and flora and fauna of the Bering Land Bridge as an example of how land bridges form.

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5.3.2 Climate Changes

Reading: Physical Geography.net: M. Pidwirny’s "Earth's Climatic History”
Link: Physical Geography.net: M. Pidwirny’s "Earth's Climatic History” (HTML)

Instructions: The reading is an introduction to the Earth’s climatic history along with methods for reconstructing past climates.

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Reading: Geocraft.com’s website “Global Warming: A Chilling Perspective”
Link: Geocraft.com’s website “Global Warming: A Chilling Perspective” (HTML)

Instructions: Read the section on a “Brief history of Ice Ages.” This material covers sections 5.3.2.1 and 5.3.2.2.

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5.3.2.1 Warming Periods

Note: There have been warming periods in geologic history. This is covered in the reading in section 5.3.2.

5.3.2.2 Cooling Periods

Note: There have also been cooling periods in geologic history. This is covered in the reading in section 5.3.2.

5.4 Geologic Time Scale

Reading: University of California-Berkeley: Museum of Paleontology “Geologic Time Overview”
Link: University of California-Berkeley: Museum of Paleontology “Geologic Time Overview” (HTML)

Instructions: This is an ordered timeline with separate links to all the eons, eras, and periods.

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5.4.1 Pre-Cambrian

Reading: Estrella Mountain Community College: Michael Farabee’s Online Biology Text “Paleobiology: The Precambrian”
Link: Estrella Mountain Community College: Michael Farabee’s Online Biology Text “Paleobiology: The Precambrian” (HTML)

Instructions: This reading covers sections 5.4.1.1 through 5.4.1.2.

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5.4.1.1 Archaean

Note: This is covered in the reading in section 5.4.1.

5.4.1.2 Proterozoic

Note: This is covered in the reading in section 5.4.1.

5.4.2 Paleozoic

Reading: Estrella Mountain Community College: Michael Farabee’s Online Biology Text “Paleobiology: The Early Paleozoic”
Link: Estrella Mountain Community College: Michael Farabee’s Online Biology Text “Paleobiology: The Early Paleozoic” (HTML)

Instructions: This reading covers sections 5.4.2.1 through 5.4.2.3.

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Reading: Estrella Mountain Community College: Michael Farabee’s Online Biology Text “Paleobiology: The Late Paleozoic”
Link: Estrella Mountain Community College: Michael Farabee’s Online Biology Text “Paleobiology: The Late Paleozoic” (HTML)

Instructions: This reading covers sections 5.4.2.4 through 5.4.2.6.

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5.4.2.1 Cambrian

Note: This subunit is covered by the reading, “Paleobiology: The Early Paleozoic,” assigned beneath subunit 5.4.2.

5.4.2.2 Ordovician

Note: This subunit is covered by the reading, “Paleobiology: The Early Paleozoic,” assigned beneath subunit 5.4.2.

5.4.2.3 Silurian

Note: This subunit is covered by the reading, “Paleobiology: The Early Paleozoic,” assigned beneath subunit 5.4.2.

5.4.2.4 Devonian

Note: This subunit is covered by the reading, “Paleobiology: The Early Paleozoic,” assigned beneath subunit 5.4.2.

5.4.2.5 Carboniferous

Note: This subunit is covered by the reading, “Paleobiology: The Early Paleozoic,” assigned beneath subunit 5.4.2.

5.4.2.6 Permian

Note: This subunit is covered by the reading, “Paleobiology: The Early Paleozoic,” assigned beneath subunit 5.4.2.

5.4.3 Mesozoic

Reading: Estrella Mountain Community College: Michael Farabee’s Online Biology Text “Paleobiology: The Mesozoic”
Link: Estrella Mountain Community College: Michael Farabee’s Online Biology Text “Paleobiology: The Mesozoic” (HTML)

Instructions: This reading covers sections 5.4.3.1 through 5.4.3.3.

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5.4.3.1 Triassic

Note: This subunit is covered in the reading, “Paleobiology: The Mesozoic,” assigned beneath subunit 5.4.3.

5.4.3.2 Jurassic

Note: This subunit is covered in the reading, “Paleobiology: The Mesozoic,” assigned beneath subunit 5.4.3.

5.4.3.3 Cretaceous

Note: This subunit is covered in the reading, “Paleobiology: The Mesozoic,” assigned beneath subunit 5.4.3.

5.4.4 Cenozoic

Reading: The Great Story’s “Epic of Evolution Timeline (Parts 2 and 3)”
Link: The Great Story’s “Epic of Evolution Timeline (Parts 2 and 3)” (HTML)

Instructions: This reading discusses subdivisions during the Cenozoic era; it covers sections 5.4.4.1 and 5.4.4.2. Read this page and click on the link
“Timeline 3” to read about the Holocene.

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5.4.4.1 Tertiary

Note: This subunit is covered by the reading, “Epic of Evolution Timeline (Parts 2 and 3), assigned beneath subunit 5.4.4.

5.4.4.2 Quaternary

Note: This subunit is covered by the reading, “Epic of Evolution Timeline (Parts 2 and 3), assigned beneath subunit 5.4.4.

Unit 6: Current Taxonomy

This course will conclude with a look at the dizzying array of life currently present on Earth. Upon completion of this unit, you will have a better understanding of the entirety of biological life. We will study the six “types” or kingdoms of life and the common characteristics of each. We will also look at the array of plant and animal life, as classified into phyla and divisions.

Unit 6 Time Advisory show close

Unit 6 Learning Outcomes show close

6.1 Kingdoms

Reading: National Earth Science Teachers Association: Website to the Universe “Classification of Living Things”
Link: National Earth Science Teachers Association: Website to the Universe “Classification of Living Things” (HTML)

Instructions: The reading and the links from the main page cover sections 6.1.1 through 6.1.6. Be able to characterize each of the different kingdoms.

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6.1.1 Archaebacteria