GEOL 115 - Digital Commons @ Colgate

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Faculty Syllabi
Fall 2015
GEOL 115
Constance M. Soja
[email protected]
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Soja, Constance M., "GEOL 115" (2015). Faculty Syllabi. Paper 41.
http://commons.colgate.edu/syllabi/41
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E
Geology 115 / Fall 2015
V O L U T I O N: DINOSAURS TO
DARWIN
Instructor:
Lectures:
Textbooks:
Dr. Constance M. Soja
Office: Ho 342-3; [email protected]
T & TH 2:45 – 4 pm (in Ho 101)
Office Hours: T & TH 1-2:30 pm
Cowen, R. 2013. History of Life. 5th edition. Blackwell (MA).
Bakker, R. T. 1986. The Dinosaur Heresies. Zebra Books (NY).
______________________________________________________________________________
Lectures, Exams, and Reading Assignments
Textbook & video abbreviations: B=Bakker’s book; C=Cowen’s book; LT=Lutgens&Tarbuck’s book (on Moodle); OV=online video
I.
Aug
Sept
II.
Sept
***
THE ROCK RECORD
27
H
Course introduction
28
F
The record in the rocks
1
T
Telling geologic time
3
H
Fossilization & preservation bias
8
T
Darwin & evolutionary concepts
DINOSAURS
10
H
Dino origins & classification
15
T
Coevolution of meat-/plant-eating dinos
17
H
Herbivorous dinos & plant evolution I
22
T
Herbivorous dinos & plant evolution II
24
H
Field Trip to “Jurassic Park”
& live Utica Zoomobile animals!
Oct
III.
Oct
29
T
Dinosaur footprints
1
H
Dinosaur eggs & reproductive strategies
6
T
Debate over warm-blooded dinosaurs
OTHER MESOZOIC MARVELS
8
H
Evolution of birds
*special*
TBD
13
15
T
H
20
22
T
H
*special*
27
29
+ special extra-credit op 4-4:15 pm
Viz Lab Shows (optional but recommended!)
Fall Break
Terrestrial vertebrates: pterosaurs & early
mammals
MIDTERM
Aquatic reptiles: crocs, plesiosaurs, etc.
TBD
Viz Lab Shows (optional but recommended!)
T
H
Cretaceous/Tertiary mass extinction
Cloning Study I: Should Dinosaurs Be
Cloned?
http://classes.colgate.edu/csoja/geol115/cloning2/
Nov
3
5
T
H
Cloning Study II: Science Cinema on
“How to Clone a Dinosaur”
Cloning Study III: Should Dinosaurs Be
Cloned?
TEXT Chapter: pages
note upcoming reading assignments
Cvii-ix;C1:1-2;C2:17-20; Art.1
LT1 5:279 – 89, 293-96;C2:19-21
LT1 5:289-93;B2:29-47; B5:105-24; C2:17-19
B3:48-74;B1 5:325-46;B1:15-28; B4:75-84; B2
0:406-24;C3:35-40; OV1
C10:122-23;C11:134-143; B22:445-62
B12:255-72;B11:226-54; C12:144-151
C12:155-56;B6-8:125-78
C8:98-104; C14:191-98; ;B9:179-98
Art.2; ***Report due in class – 10/6***
special required class til 4:15 pm
C12:151-55,158-63; B4:84-101; Art.2
Art.3
C12:154-57;B10:201-25;B16-1 8:347-92; OV2
C12:157-58;C13:164-69,173-82;B14:298-322;
Art.4
7-7:45 pm (Dinosaurs at Dusk: Origins of Flight);
7:50-8:35 pm (Sea Monsters)—Ho 4th fl. “dome”
No class
C13:169-73; B13:273-97; C10:122-33; C15:199211; Art.5; OV3
C14:183-91; Art.5; OV4
7-7:45 pm (Dinosaurs at Dusk: Origins of Flight);
7:50-8:35 pm (Sea Monsters)—Ho 4th fl. “dome”
C16:212-19; B21:425-44; *** “dino day” ***
***required class*** (role selection
& team work for cloning debate);
preview website before class!
***required class*** (in-class cloning
video & work on debate teams)
***required class*** (continue inclass work on debate teams); OV5
2
IV.
Nov
V.
Dec
Textbook:
Article 1:
Article 2:
Article 3:
Article 4:
Article 5:
Article 6:
Article 7:
Article 8:
Article 9:
Article 10:
Article 11:
Article 12:
Article 13:
Article 14:
Article 15:
OV 1:
OV 2:
OV 3:
OV 4:
OV 5:
OV 6:
OV 7:
OV 8:
MAMMALS INHERIT THE EARTH
10
T
Plate tectonics & Cenozoic mammals
12
H
***Cloning Study IV: In-class Trial
17
T
Evolution of ungulates & whales
19
H
Specialization of cats & dogs
24T, H
Thanksgiving Week Break
26
HUMAN EVOLUTION
1
T
Modern monkeys, apes, & humans
3
H
Walking tall: origins of hominid bipedalism
8
T
Ice age humans
10
H
Pleistocene Overkill & review
14- M-F FINAL EXAM (__ Dec @ _ am pm?)
18
C17:220-28; Art. 6
*** trial is from 2:45-5:30 pm ***
C17:228-35; OV6
C17:225; Art.7
No class
C19:249-58
C20:259-70; Art.8-9; OV7
C20:270-75; Art.10-11
C21:276-93; Art.12-15; OV8
comprehensive
Additional assigned readings — available electronically through Moodle
Lutgens, F.K. and Tarbuck, E.J. 1986. Essentials of Geology. Merrill (Columbus, OH).
Novacek, M.J. 2014. Prehistory’s brilliant future. The New York Times (8 November 2014).
http://www.nytimes.com/2014/11/09/opinion/sunday/prehistorys-brilliant-future.html?_r=0
Lockley, M.G. 1984. Dinosaur tracking. Science Teacher, 51:18-24.
Horner, J.R. and Weishampel, D.B. 1989. Dinosaur eggs: the inside story. Natural History, 12/89:60-67.
Pickrell, J. 2010. Once were dinosaurs. Cosmos, 31:41-47. OR Padian, K. and Chiappe, L.M. 1998. The origin of birds
and their flight. Scientific American, 278:28-37. OR Norell, M. 2001. The proof is in the plumage. Natural History, 78/01:58-63.
Prothero, D. 2008. What missing link? New Scientist, 2645:35-41.
When giant birds reigned supreme. 2010. Science Illustrated, 3 (4):84-89.
Cavallo, J.A. 1990. Cat in the human cradle. Natural History, 2/90:52-61.
Ghiglieri, M.P. 1985. The social ecology of chimpanzees. Scientific American, 252:102-113.
Blumenschine, R.J., and Cavallo, J.A. 1992. Scavenging and human evolution. Scientific American, 267:90-96.
Tattersall, I. 2000. Once we were not alone. Scientific American, 282:56-62.
Wong, K. 2000. Who were the Neanderthals? Scientific American, 282:99-107.
Barlow, C. 2001. Ghost stories from the Ice Age. Natural History, 110:62-67.
Levin, P.S. and Levin, D.A. 2002. The real biodiversity crisis. American Scientist, 90:6-8.
Zimmer, C. 2009. On the origin of tomorrow. Science, 326:1334-1336.
Bethge, P. and Grolle, J. 2013. Interview with George Church: can Neanderthals be brought back from the dead?
Spiegel Online International (18 January 2013), Parts I and II. AND Caplan, A. 2013. Don't clone a Neanderthal baby.
CNN.com (24 January 2013).
Assigned online videos (OV) — required viewing
www.youtube.com/watch?v=XdddbYILel0 (Qualia Soup YouTube on “Evolution” {10:49}) ***EXCELLENT!***
www.nytimes.com/2013/11/19/science/coldblooded-does-not-mean-stupid.html?_r=0 (“reptile cognition”)
www.amnh.org/explore/news-blogs/news-posts/what-is-a-pterosaur-video (what is a pterosaur?)
www.cbsnews.com/video/watch/?id=50143486n (60 Minutes segment on Nile crocs)
www.youtube.com/watch?v=y-0mT4oQH3o (Hank Green SciShow YouTube: “Resurrection biology (de-extinction +
3 cloning techniques)” {10:28})
www.youtube.com/watch?v=GhHOjC4oxh8 (Stated Clearly YouTube: “Evolution” (focus on whale evolution) {8:53})
www.youtube.com/watch?v=xpo8SdY1JSw (Hank Green SciShow YouTube: “This is NOT what evolution looks like
(human evolution)” {3:37})
www.youtube.com/watch?v=p7kpJLC_RzM (Hank Green SciShow YouTube: “Today’s mass extinction” {4:43})
--------------------------------------------------------------------------------------------------------------------------------------Office Hours
I will be available for discussion regarding any aspect of the course during office hours or at other mutually
convenient times, which can be arranged by appointment. Please take advantage of these discussion opportunities,
which many students have found helpful in the past.
3
Grade Assessment
The course grade will be determined from the cumulative score you earn on the midterm, comprehensive
final exam, two reports, and class participation. Points will be awarded:
Midterm
100 points
Final Exam
150 “
Field Trip Report
50 “
Cloning Report
50 “
Participation
50 “
400 points possible
The midterm exam* will comprise a variety of questions, including short answer questions, essays, short problems, sketching
or labeling diagrams, and identification of images in Power Point slides. The final exam* will use the same format and be
comprehensive. The reports will be opportunities for you to compile data, make interpretations, and debate scientific issues.
All academic opportunities are designed to test your understanding, recall, and application of knowledge learned from lectures,
readings, class discussions, and videos. The following grading standards will apply:
A+
A
AB
C
D
F
Excellent (Superlative). Basically faultless, the work is well beyond that expected at this level of study.
Excellent (Outstanding). Consistent work of high distinction, mostly with an absence of errors. Significant depth of understanding and comprehensive range of up-to-date material; clear and analytical focus fully explores the subject. Coherent prose
shows logical, ordered thought as well as the highest standards in correct use of spelling and grammar.
Excellent. Overall outstanding work (as described above), but a few, minor flaws or some less-than-coherent prose, etc. suggest
minor inconsistencies in knowledge and logic.
Very Good. Solid work of high quality overall with very good range of up-to-date material but with some gaps. Shows a firm
grasp of the subject and current theory but needs to include some additional evidence of further reading and deeper understanding.
Clear and coherent structure shows ordered thought but inaccuracies or flaws in logic detract somewhat from an overall evaluation
of excellence. Demonstrates very good standard in use of spelling and grammar.
Good. Satisfactory, solid work overall. Knowledge is generally sound but may be limited. Inaccuracies are relatively minor.
Understands the subject but does not have a firm grasp and depth of understanding of all of the key concepts. Reasonably clear
and coherent structure, generally presenting ideas and information in a logical way. Generally well written, but there may be
inaccuracies about content and also flaws in use of spelling and grammar.
Less-than-satisfactory/Pass. Basic knowledge of the key issues is evident, but there are significant inaccuracies and omissions.
Lacks detail, elaboration, or explanation of the key concepts and ideas. Shows poor logic; arguments and conclusions may be weak
or lack clarity with unsubstantiated statements. Shows weakness in presentation, spelling, and grammar.
Less-than-satisfactory/Fail. Little knowledge is demonstrated or is limited in scope, accuracy, and logic. Understanding of key
concepts is limited, lacking, or may be confused. Irrelevant or erroneous material may be included. Lacks coherent critical analysis
and discussion, and prose is confusing with little attempt to order the material in a systematic way. Very poor writing style.
* Please note that it is a violation of Colgate’s Academic Honor Code to refer to graded copies of either exam. Why?—
because this potentially gives a few students an advantage that others do not have…
Classroom as Community / Academic Honor Code
The success of this class depends in large part on you, particularly your interest, enthusiasm, dedication to
learning, and willingness to abide by Colgate’s academic honor code. Consistent class attendance and being up-todate on reading assignments are the two most important ways in which to demonstrate your commitment
to the class and to the other students enrolled. Those of you who are consistently late for class, sleepy or drowsy,
or absent on a regular basis (ok, more than once) diminish the classroom experience for all involved by sending a
message that the course is not a high priority in your academic life. Since this is not a required course, I ask that
those of you who have elected to take this class do so as a willing and dedicated member of a learning community.
Woody Allen said, “90 percent of life is just showing up”—thus class attendance, participation in classroom
discussions-debates-exercises, enthusiasm, and improvement in performance through the semester will also count in
your favor when deciding the final grade. (In other words, class attendance is expected). Please note that those who
miss more than one “sick day,” are consistently late or unprepared for class, or are drowsy or inattentive in class will
4
receive a poor evaluation for participation (points drop off sharply after one-two missed classes). Finally, please note
that class begins promptly at 2:45 p.m. – to avoid disruption students are not welcome to enter the classroom once class has begun
(seriously).
Technology in the Classroom
I am not a fan of laptops in the classroom. Why? – experience shows that students learn better when they are
actively taking hand-written notes while listening and viewing images that relate to topics being discussed; laptops
offer a greater variety of distractions to the user and those sitting nearby than do notes taken on paper; and laptops
can create a physical/interactive barrier between the user and others in the classroom. Seriously – learning can take
place more readily by hand-writing, rather than typing, a good set of notes (where each hand-written letter sends a
signal to the brain and is linked to a word that has meaning, unlike what happens when typing on a keyboard).
Bottom line: unless you have special needs (please arrange a time to discuss these with me before our second class
meeting), please do not plan to use your laptop in class.
Also please note that Power Point presentations will not be posted on Moodle (these are proprietary while
working on a book for this course). PPt. images are based on diagrams drawn on the chalkboard in previous classes
or are photos similar to those in the assigned readings and (or) on the recommended websites. Students who have
done well in this course in the past were diligent about: 1. writing up a really good set of lecture notes; 2. checking
with classmates about any gaps in their notes; 3. staying on top of the reading (and incorporating notes from
assigned readings into their notebooks); 4. paying close attention to images in the assigned readings; and 5. asking
me questions during class or office hours.
**Make-up Exam Policy**
(please read carefully)
No make-ups will be given for a student absent from the
midterm unless extraordinary circumstances (serious illness;
letter from a Class Dean) are involved. You must notify me directly
(x 7200) before the exam takes place. It is your responsibility
to make arrangements with me to take a make-up exam, which
must be scheduled within two lectures of the original exam
date. Make-up opportunities will not be available for the field
trip or cloning debate. No make-up exam will be given for the
Final Exam (Colgate policy).
Whilst this planet has gone on cycling
according to the fixed law of gravity,
endless forms most beautiful and most wonderful
have been, and are being, evolved.
in The Origin of Species (1859)
5
READ MORE ABOUT IT!
(optional)
Alexander, D. 2008. Creation or evolution: do we have to choose? Monarch Books (Oxford).
Alexander, R.M. 1989. Dynamics of dinosaurs and other extinct giants. Columbia Univ. Press (NY).
Alvarez, W. 1997. T. rex and the crater of doom. Princeton (NJ).
Anderson, J.S. and Sues, H.D. (ed.) 2007. Major transitions in vertebrate ecology.
Archer, M., Hand, S.J., and Henke, G. 2001. Australia’s lost world: prehistoric animals of Riversleigh.
Archibald, J.D. 1996. Dinosaur extinction and the end of an era: what the fossils say. Columbia Univ. Press (NY).
Archibald, J.D. 2011. Extinction and radiation: how the fall of dinosaurs led to the rise of mammals. Johns Hopkins Univ. Press (Baltimore, MD).
Aubry, M.-P., Lucas, S., and Berggren, W.A. (eds.) 1998. Late Paleocene-early Eocene climatic and biotic events in the marine and terrestrial records.
Columbia Univ. Press (NY).
Baldwin, S. and Halstead, B. 1991. Dinosaur stamps of the world. Baldwin's Books (England).
Benton, M.J. 1989. On the trail of the dinosaur. Outlet Books (NY).
Benton, M.J. 1984. The dinosaur encyclopedia. Little Simon (Austin, TX).
Benton, M.J. 1994. The Penguin historical atlas of the dinosaurs. Penguin (NY).
Benton, M. J. 1990. Vertebrate palaeontology. Unwin Hyman (London ; Boston ).
Berggren, W.A. and Van Couvering, J.A. (eds.) 1984. Catastrophes and earth history: the new uniformitarianism. Princeton Univ. Press (NJ).
Bradbury, R. 1983. Dinosaur tales. Bantam (NY).
Brinkman, P.D. 2010. The second Jurassic dinosaur rush. Univ. of Chicago Press (IL).
Brusatte, S. and Benton, M. 2010. Dinosaurs. Quercus (Waltham, MA).
Carpenter, K. (ed.) 2006. Horns and beaks: ceratopsian and ornithopod dinosaurs.
Carpenter, K. (ed.) 2005. The carnivorous dinosaurs. Indiana Univ. Press.
Carpenter, K. (ed.) 2001. The armored dinosaurs.
Carpenter, K. 2000. Eggs, nests, and baby dinosaurs: a look at dinosaur reproduction.
Carpenter, K. and Currie, P.J. (eds.) 1990. Dinosaur systematics: approaches and perspectives. 334 p. Cambridge Univ. Press (NY).
Carpenter, K., Hirsch, K.R., and Horner, J.R. 1994. Dinosaur eggs and babies. Cambridge Univ. Press (NY).
Charig, A. 1979. A new look at the dinosaurs. Mayflower (NY).
Chatterjee, S. 1997. The rise of birds: 225 million years of evolution. Johns Hopkins Univ. Press (Baltimore).
Clube, S.V.M. (ed) 1990. Catastrophes and evolution: astronomical foundations. Cambridge Univ. Press (NY).
Colbert, E.H. 1995. Little dinosaurs of Ghost Ranch. Columbia Univ. Press (NY).
Colbert, E.H. 1984. The great dinosaur hunters and their discoveries. Dover (NY).
Colbert, E.H. 1983. Dinosaurs: an illustrated history. Hammond (NY).
Consumer Guide Staff. 1991. Encyclopedia of dinosaurs. Smithmark (NY).
Currie, P. Bradbury, R., Dodson, P. et al. 1995. The ultimate dinosaur.
Currie, P. J. and Padian, K. (eds.) 1997. Encyclopedia of dinosaurs. Academic Press (San Diego).
Currie P. J. and Koppelhus, E.B. 2005. Dinosaur provincial park: a spectacular ancient ecosystem revealed.
Currie, P.J., Koppelhus, E.V., Shugar, M.A., and Wright, J.A. (eds.) 2004. Feathered dragons: studies on the transition from dinosaurs to birds. Indiana
Univ. Press (Bloomington, IN).
Czerkas, S.J. and Czerkas, S.A. 1991. Dinosaurs: a global view. Mallard Press (NY).
Czerkas, S.J. and Olson, E.C. 1987. Dinosaurs past and present. Volumes 1-2. Natural History Museum of Los Angeles County and Univ. of
Washington Press (Seattle, WA).
Del Sasso, C. 2005. Dinosaurs of Italy.
DeSalle, R. and Lindley, D. 1997. The science of Jurassic Park and The Lost World. Basic (NY).
Desmond, A.J. 1976. The hot-blooded dinosaurs. Dial (NY).
Dixon, D. 1981. After man: a zoology of the future St Martin's Press (New York).
Dixon, D. et al. 1988. The Macmillan illustrated encyclopedia of dinosaurs and prehistoric animals: a visual who's who of prehistoric life. Macmillan
(NY).
Dodson, P. 1996. The horned dinosaurs: a natural history. Princeton Univ. Press. Princeton (NJ).
Donovan, S.K. 1989. Mass extinctions: processes and evidence. Columbia Univ. Press (NY).
Dyke, G. and Kaiser, G. 2011. Living dinosaurs: the evolutionary history of modern birds. Wiley (NY).
Eberth, D.A., and Evans, D.C. 2014. Hadrosaurs. Indiana Univ. Press (IN).
Eldredge, N. 1991. The miner's canary: unraveling the mysteries of extinction. Prentice Hall (NY).
Eldredge, N. 1991. Fossils: the evolution and extinction of species. H.N. Abrams (NY).
Elliott, D.K. 1986. Dynamics of extinction. Wiley (NY).
Everhart, M.J. 2005. Oceans of Kansas: a natural history of the western interior sea.
Farlow, J.O. (ed.) 1989. Paleobiology of the dinosaurs. Special Paper 238, Geological Society of America (Boulder, CO).
Farlow, J.O. and Brett-Surman, M.K. (eds.) 1997. The complete dinosaur. Indiana Univ. Press. (Bloomington).
Fastovsky, D.E. and Weishampel, D.B. 1996. The evolution and extinction of the dinosaurs. Cambridge Univ. Press (NY).
Feduccia, A. 1996. The origin and evolution of birds. Yale Univ. Press (CT).
Fleury, B.E. 1992. Dinosaurs: a guide to research. Garland (NY).
Foster, J. 2007. Jurassic west: the dinosaurs of the Morrison formation and their world.
Fouty, G. 1987. Death of the dinosaurs and other mass extinctions. Oryx Press (Phoenix, AZ).
Fraser, N. 2006. Dawn of the dinosaurs: life in the Triassic.
6
Gasparini, Z., Salgado, L., and Coria, R.A. (ed.) 2007. Patagonian Mesozoic reptiles.
Gee, H. 2003. A field guide to dinosaurs: the essential handbook for travelers in the Mesozoic. Aurum Press Ltd.
Gillette, D.D. 1994. Seismosaurus, the Earth shaker. Columbia Univ. Press (NY).
Gillette, D.D. and Lockley, M.G. (eds.) 1991. Dinosaur tracks and traces. Cambridge Univ. Press (NY).
Glut, D.F. 1982. The new dinosaur dictionary. Citadel (Secaucus, NJ).
Glut, D.F. 1984. The dinosaur dictionary. Bonanza (NY).
Goldsmith, D. 1985. Nemesis: the death-star and other theories of mass extinction. Walker (NY).
Gould, S.J. 1991. Bully for Brontosaurus. Norton (NY).
Halstead, L.B. (ed.) 1991. "Dinosaur studies, commemorating the 150th anniversary of Richard Owen's Dinosauria." Modern Geology, 250 p.
Halstead, L.B. and Halstead, J. 1987. Dinosaurs. Sterling (NY).
Haynes, G. 1991. Mammoths, mastodonts, and elephants: biology, behavior, and the fossil record. Cambridge Univ. Press (NY).
Hoage, R.J. (ed.) 1985. Animal extinctions: what everyone should know. Smithsonian Institution (Washington, D.C.).
Horner, J.R. and Dobb, E. 1997. Dinosaur lives: unearthing an evolutionary saga. HarpC.
Horner, J.R. and Gorman, J. 1988. Digging dinosaurs. Workman (NY).
Horner, J.R. and Lessem, D. 1993. The complete Tyrannosaurus rex. Simon & Schuster (NY).
Hsu, K.J. 1986. The great dying. Harcourt Brace Jovanovich (San Diego, CA).
Janis, C. M., Scott, K. M., and Jacobs, L. L. (eds.) 1998 Evolution of Tertiary mammals of North America: Volume 1 - Terrestrial carnivores, ungulates,
and ungulatelike mammals Cambridge Univ. Press (New York).
Kaufman, L. and Mallory, K. 1986. The last extinction. MIT Press (Cambridge, MA).
King, G. 1990. The dicynodonts. Chapman & Hall (NY).
Kohl, M.F. and McIntosh, J.S. (eds.) 1997. Discovering dinosaurs in the Old West. Smithsonian (Washington, DC).
Kurtén, B. 1991. The innocent assassins: biological essays on life in the present and distant past. Columbia Univ. Press (NY).
Lambert, D. 1983. A field guide to dinosaurs. Avon (NY).
Lambert, D. 1993. The ultimate dinosaur book. Dorling Kindersley.
Lambert, D. 1993. The visual dictionary of dinosaurs. Dorling Kindersley.
Leiggi, P. and May, P. (eds). 1994. Vertebrate paleontological techniques. Cambridge Univ. Press (NY).
Lessem, D. 1992. Kings of creation: how a new breed of scientists is revolutionizing our understanding of dinosaurs. Simon & Schuster (NY).
Lockley, M. 1991. Tracking dinosaurs: a new look at an ancient world. Cambridge Univ. Press (NY).
Lockley, M. and Hunt, A.P. 1995. Dinosaur tracks. Columbia Univ. Press (NY).
Lyman, R. L. 1994. Vertebrate taphonomy. Cambridge Univ. Press (NY).
MacLeod, N. and Keller, G. (eds). 1996. Cretaceous-Tertiary mass extinctions: biotic and environmental changes. W.W. Norton (NY).
Maier, G. 2003. African dinosaurs unearthed: the Tendaguru expeditions.
Marsh, O.C. 1896. "The dinosaurs of North America." Extract from the 16th annual report of the U.S. Geological Survey, 1894-1895, Pt. I, p. 133-414.
Martin, P.S. and Klein, R.G. (eds.) 1984. Quaternary extinctions: a prehistoric revolution. Univ. of Arizona Press (Tucson,AZ).
Mash, R. 2003. How to keep dinosaurs. Weidenfeld & Nicolson (London).
McGowan, C. 1991. Dinosaurs, spitfires, and sea dragons. Harvard Univ. Press (Cambridge, MA).
McLoughlin, J.C. 1979. Archosauria. Viking (NY).
Molnar, R.E. 2004. Dragons in the dust: the paleobiology of the giant monitor lizard Megalania.
Moody, R.T.J. et al. (eds.) 2010. Dinosaurs and other extinct saurians: a historical perspective. Geological Society (London).
Murray, PF. and Vickers-Rich, P. 2004. Magnificent mihirungs: the colossal flightless birds of the Australian dreamtime.
Nitecki, M.H. 1984. Extinctions. Univ. of Chicago Press (Chicago, IL).
Norell, M, Gaffney, E., and Dingus, L. 1995. Discovering dinosaurs. Little, Brown (NY).
Norman, D. 1991. Dinosaur! Prentice-Hall (NY).
Norman, D. 1985. The illustrated encyclopedia of dinosaurs. Crescent (NY).
Northcott, M.S. and Berry, R.J. (eds.). 2009. Theology after Darwin. Paternoster (Milton Keynes, UK).
Novacek, M. 1996. Dinosaurs of the Flaming Cliffs. Anchor Books. (NY).
Officer, C. and Page, J. 1996. The great dinosaur extinction controversy. Addison-Wesley. (Reading, MA).
Ostrom, J.H. and McIntosh, J.S. 1966. Marsh's dinosaurs.
Padian, K. (ed.) 1986. The beginning of the age of dinosaurs. Cambridge Univ. Press (NY).
Parker, S. 2003. Dinosaurs: the complete guide. Firefly.
Parsons, K.M. 2001. Drawing out Leviathan: dinosaurs and the scientific wars.
Paul, G.S. 1988. Predatory dinosaurs of the world. Simon & Schuster (NY).
Paul, G.S. 2010. The Princeton Field Guide to dinosaurs. Princeton Univ. Press (NJ).
Powell, J. L. 1998. Night comes to the Cretaceous: dinosaur extinction and the transformation of modern geology. W.H. Freeman (NY).
Preston, D.J. 1986. Dinosaurs in the attic: an excursion into the American Museum of Natural History. St. Martin's Press (NY).
Prothero, D.R. 2006. After the dinosaurs: the age of mammals.
Prothero, D. R. and Emry, R. J. 1996. The terrestrial Eocene-Oligocene transition in North America. Cambridge Univ. Press (NY).
Psihoyos, L. 1995. Hunting dinosaurs. Random (NY).
Publications International. 1990. Encyclopedia of dinosaurs.
Quenby, J. and J.M. Smith. (eds.). 2009. Intelligent faith: a celebration of 150 years of Darwinian evolution. O Books (Ropley, UK).
Raup, D.M. 1991. Extinction: bad genes or bad luck? Norton (NY).
Raup, D.M. 1986. The nemesis affair: a story of the death of dinosaurs and the ways of science. Norton (NY).
Rexer, L. and Klein, R. 1995. American Museum of Natural History: 125 Years of Expedition and Discovery. H.N. Abrams in assoc. w/ the American
Museum of Natural History. (NY).
Rich, T.H. and Vickers-Rich, P. 2000. Dinosaurs of darkness.
Russell, D.A. 1989. An odyssey in time--dinosaurs of North America. NorthWord Press (Wisconsin).
7
Sampson, S.D. 2009. Dinosaur odyssey: fossil threads in the web of life.
Sanz, J.L. 2002. Starring T-rex! Dinosaur mythology and popular culture.
Sattler, H.R. 1985. Pterosaurs, the flying reptiles. Morrow (NY).
Sattler, H.R. 1991. The new illustrated dinosaur dictionary. Morrow (NY).
Schubert, B.W., Mead, J.I., and Graham, R.Wm. (ed.) 2003. Ice age cave faunas of North America.
Schwimmer, D.R. 2002. King of the crocodylians: the paleobiology of Deinosuchus.
Sharpton, V.L. and Ward, P.D. 1990. "Global catastrophes in earth history." Special Paper 247 of Geological Society of America (Boulder, CO).
Shipman, P. 1981. Life history of a fossil : an introduction to taphonomy and paleoecology. Harvard Univ. Press (Cambridge, MA).
Stanley, S.M. 1987. Extinction. Scientific American (NY).
Stout, W. 1990. Dinosaurs: a fantastic new view. Mallard Press (NY).
Strawn, M. 1997. Alligators: prehistoric presence in the American landscape. Johns Hopkins Univ. Press (Baltimore).
Swinton, W.E. 1970. The dinosaurs. Wiley (NY).
Tanke, D. and Carpenter, K. (ed.) 2001. Mesozoic vertebrate life.
"The Age of Dinosaurs." 1989. Short Courses in Paleontology, No. 2 (S.J. Culver, series ed.). Univ. of Tennessee (Knoxville, TN).
Thomas, R.D.K. and Olson, E.C. (eds.) 1980. A cold look at the warm-blooded dinosaurs. Westview (Boulder, CO).
Thulborn, T. 1990. Dinosaur tracks. Chapman & Hall (NY).
Tidwell, V. and Carpenter, K. (eds.) 2005. Thunder-lizards: the sauropodomorph dinosaurs. Indiana Univ. Press.
Turner, A. 1997. The big cats and their fossil relatives : an illustrated guide to their evolution and natural history. (illustrations by Mauricio Antón)
Columbia Univ. Press (NY).
Van Couvering, J. A., Emiliano Aguirre, M. N. Alekseev, and G. Pasini. (eds) 1997. The Pleistocene boundary and the beginning of the Quaternary.
Cambridge Univ. Press (NY).
Vickers-Rich, P. et al. 2000. Wildlife of Gondwana: dinosaurs and other vertebrates from the ancient supercontinent.
Vrba, E. S. et al. (eds.) 1995. Paleoclimate and evolution, with emphasis on human origins. Yale Univ. Press. (New Haven, CT).
Ward, P.D. 1992. On Methuselah's trail: living fossils and the great extinctions. Freeman (NY).
Weishampel, D.B., Dodson, P. and Osmólska. (eds.) 2004. The dinosauria. 2nd ed. Univ. of California Press (Berkeley, CA).
Weishampel, D. B. and L. Young. 1996. Dinosaurs of the East Coast. Johns Hopkins Univ. Press (Baltimore, MD).
Wellnhofer, P. 1991. The illustrated encyclopedia of pterosaurs. Crescent Books (NY).
Wilford, J.N. 1985. The riddle of the dinosaur. Vintage (NY).
Will, R. and Read, M. 1992. Dinosaur digs: a guide to museums, sites, and opportunities to learn about dinosaurs in U.S. and Canada. Country Roads
Press.
WEBSITES
be wary of info about dinos on the web not associated with a
professional (scientific) organization (university, museum, etc.)
a few cool websites:
www.ucmp.berkeley.edu/diapsids/dinosaur.html
paleobiology.si.edu/dinosaurs
www.search4dinosaurs.com
Contact:
SUMMER '16 OPPORTUNITIES
Project Exploration
950 E. 61st Street
Chicago, IL 60637
773/834-7614
http://www.projectexploration.org
The Wyoming Dinosaur Center
P.O. Box 868
Thermopolis, WY 82443
800/455-DINO
http://www.wyodino.org
Dinosaur Expeditions
Museum of Western Colorado
P.O. Box 20,000
Grand Junction, CO 81502
(970) 242-0971
http://www.mwc.mus.co.us
Royal Tyrrell Museum of Paleontology
Bookings Office
Box 7500
Drumheller, Alberta, Canada T0J 0Y0
888/440-4240
http://tyrrell.magtech.ab.ca
Dinosaur Discovery Expeditions
550 Jurassic Court
Fruita, Colorado 81521
800/344-3466
http://www.dinamation.org
8
The End of the Dinosaurs
Oh, whereto are vanished all my years!
Did I only dream my life,
Or is it true?
Was, what I supposed factual
Only an illusion?
And afterwards I slept
And knew it not.
--Walther von der Vogelweide
in Lehmann, 1976, p. 213
“The beauty and genius of a work of art may be reconceived,
though its first expression be destroyed;
a vanished harmony may yet again inspire the composer;
but when the last individual of a race of living things breathes no more,
another heaven and another earth must pass before such a one can be again.”
--William Beebe (1906)
Adonis blue butterfly,
found in south England.
Status: nationally scarce.
9
COLGATE UNIVERSITY
13 Oak Drive
Hamilton, NY 13346-1398
(315) 228-7201 FAX (315) 228-7187
[email protected]
Dear students, student-athletes, mentors, and coaches:
Thank you for letting me know in advance — no later than the second week of the term — of any events, athletic or
otherwise, that coincide with classes or special seminars (typically during Tuesday’s free-period or on occasional
evenings) scheduled as a part of this course. Note that five specially designed, collaborative classes are absolutely
required of everyone and cannot be missed without losing significant course points (except for notification in
advance (by you or a friend) of serious illness or family emergency).
As students on the Debate Team or involved in athletics, etc., you are already part of a team. Enrolling in my course means
that you are also a part of another team, in this case an academic one. You will hear me talking about the “workouts”
that you will experience in every class. All of these “workouts” are designed to help you understand the course
material so that you can demonstrate learning achievement on exams, homework assignments, reports, etc. These
“workouts” will also enable you to meet career-building goals, as they will help you gain experience assessing scientific
data, solving problems, working with others collaboratively, and demonstrating individual talents on solo work.
Gaining proficiency in the course material throughout the term will require you to undertake daily and weekly academic
“practices.” Similar to the kinds of repeated exercises you do on your other teams to make improvements, you will need to:
practice taking good notes during class and on the reading assignments; practice asking (and answering) worthy questions
during class and during special exercises; practice making careful observations of specimens presented in class; practice
engaging in pair-share, “jigsaw” style discussions; practice “thinking outside of the box” and debating controversial issues;
practice “smart studying” so that you learn (deeply comprehend, not memorize) the subject material; and practice writing
concise reports that clearly state your interpretations of scientific evidence; etc. — from the beginning to the end of the
term.
Being on the same academic team means that we are all in this together at an institution where academic endeavors are
given highest priority. Yet to the extent possible, I will support very occasional absences from class for your other
teams (these need to be pre-approved and not coincide with the above-mentioned four special collaborative classes).
As a member of this academic team, please share the syllabus with your debate or athletic mentors and coaches, noting
key classes that cannot be missed (please note special dates for: Huntington Gym “field trip” during regularly scheduled class time,
Cloning Debate I-II-III, including extended time required for the Cloning Trial, etc.). Please let me know — as soon as possible — of
any conflicts so that we can discuss ways in which those conflicts may be minimized, if possible (and please let me know if and
when to contact any of your other mentors or coaches about these issues).
Thanks for letting me know if you have any questions or concerns — and welcome to “Team Dinos”!
Sincerely,
10
Geol 115/Evolution
ONLINE SHORT VIDEOS
Soja
Note: three levels of recommendations
REQUIRED (listed on syllabus) — Strongly recommend — Recommend
FOSSILS & INTRO TO DINOSAURS, ETC.
Strongly recommend:
Hank Green SciShow YouTube: “Great Minds: Mary Anning”
Explains how Mesozoic fossils paved (world’s greatest ‘fossilist’ + extinction concept) {4:10}
the way for appreciating extinction
www.youtube.com/watch?v=jBuc8VnZShY
dynamics on Earth
Recommend:
Make sure you know which Mesozoic
animals were and were not
“dinosaurs”
Hank Green SciShow YouTube: “Animals that aren’t dinosaurs”
(intro to diapsids vs synapsids + K/T extinction) {10:19}
www.youtube.com/watch?v=ly8K257P2BI
REQUIRED:
Video reviews details about reptile
cognition
www.nytimes.com/2013/11/19/science/coldblooded-does-notmean-stupid.html?_r=0
Recommend:
Make sure you know which Mesozoic
animals were and were not
“dinosaurs”
Hank Green SciShow YouTube: “Bird or dinosaur” (concept of
convergent evolution + birds vs pterosaurs vs dinosaurs) {2:52}
www.youtube.com/watch?v=vNZF6ynlyxM
REQUIRED:
Make sure you understand why
pterosaurs were not “dinosaurs”
AMNH video on what is a pterosaur
www.amnh.org/explore/news-blogs/news-posts/what-is-apterosaur-video
REQUIRED:
60 Minutes segment on Nile crocs (w/
Anderson Cooper)
www.cbsnews.com/video/watch/?id=50143486n
EVOLUTION & NATURAL SELECTION
REQUIRED:
Qualia Soup YouTube: “Evolution” {10:49}
Excellent video on evolution
***EXCELLENT!***
www.youtube.com/watch?v=XdddbYILel0
Strongly recommend:
A good overview that reinforces key
concepts
Hank Green SciShow YouTube: “Evolution. It’s a thing.”
(Crash Course Biology #20) {11:44}
Strongly recommend:
A good overview that reinforces key
concepts
Stated Clearly YouTube: “What is the evidence for evolution?”
{11:22}
www.youtube.com/watch?v=lIEoO5KdPvg or
statedclearly.com/videos/what-is-the-evidence-for-evolution/
Strongly recommend:
A good overview that reinforces key
concepts about natural selection
Stated Clearly YouTube: “What is natural selection?” {9:00}
statedclearly.com/videos/what-is-natural-selection/
11
Strongly recommend:
A good overview that reinforces key
concepts about the importance of
evolutionary theory today in
biomedicine, etc.
Stated Clearly YouTube: “Does the theory of evolution really
matter?” {9:00}
statedclearly.com/videos/does-the-theory-of-evolution-reallymatter/
MASS EXTINCTIONS & DINOSAURS
Strongly recommend:
Hank Green SciShow YouTube: “Mass extinctions” {10:26}
A good overview that reinforces key
www.youtube.com/watch?v=FlUes_NPa6M
concepts about mass extinctions
Recommend:
Key evidence will be discussed in
class; this is a helpful summary
Hank Green SciShow YouTube: “What really killed the
dinosaurs” {10:45}
www.youtube.com/watch?v=1iNcRJGzzxs
CLONING & “RESURRECTION BIOLOGY”
REQUIRED:
Hank Green SciShow YouTube: “Resurrection biology (deExcellent video on cloning – this will extinction + 3 cloning techniques)” {10:28}
be essential viewing for the Cloning
www.youtube.com/watch?v=y-0mT4oQH3o
Debate
MAMMALS, HUMAN EVOLUTION & GLOBAL CHANGE
REQUIRED:
Stated Clearly YouTube: “Evolution” (focus on whale evolution)
Excellent video on evolution, with a
{8:53} ***EXCELLENT!***
focus on whales (v. cool)
www.youtube.com/watch?v=GhHOjC4oxh8
Recommend:
Interesting video for those of you
asking the question: is bigger always
better?
Hank Green SciShow YouTube: “Why no giant (land)
mammals” (hypotheses about reprod-uction/gestation vs
endothermy, etc.) {3:25}
www.youtube.com/watch?v=QHe1wmEaYWo
REQUIRED:
V. short video clearing up common
misconceptions about our
evolutionary history
Hank Green SciShow YouTube: “This is NOT what evolution
looks like (human evolution)” {3:37}
www.youtube.com/watch?v=xpo8SdY1JSw
Strongly recommend:
The future is your life – this one is
worth viewing (sitting down)
Hank Green SciShow YouTube: “Climate change” (five scariest
global changes happening NOW) {10:52}
www.youtube.com/watch?v=M2Jxs7lR8ZI
REQUIRED:
Excellent video about today’s “6th
Extinction”
Hank Green SciShow YouTube: “Today’s mass extinction”
{4:43}
www.youtube.com/watch?v=p7kpJLC_RzM