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| | == Evolution 2245W-Fall 2008 == | | == Evolution 2245W-Fall 2008 == |
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| + | '''NOTE: For Spring 2009 EEB2245W Information, click [http://hydrodictyon.eeb.uconn.edu/eebedia/index.php/EEB2245W-S2009 here] |
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| | + | '''<br/> |
| | '''Instructor:''' Dr. Chuck Smith '''Office:''' BioPharm 412 | | '''Instructor:''' Dr. Chuck Smith '''Office:''' BioPharm 412 |
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| − | '''Course Goals:''' The goals of this course are to help you learn to present your ideas and arguments in clear, well-organized prose and to introduce you to library research in biology. Because it is a science course, some of what you learn about writing will apply principally to scientific writing, but your efforts in this course will also translate into enhanced skills in other writing tasks. | + | '''Course Goals:''' The goals of this course are to help you learn to present your ideas and arguments in clear, well-organized prose and to introduce you to library research in biology. Because it is a science course, some of what you learn about writing will |
| | + | apply principally to scientific writing, but your efforts in this course will also translate into enhanced skills in other writing tasks. |
| | The assignment is geared towards writing a term paper on a subject that interests you in evolutionary biology. This is a review paper in which you will address a well-defined question of broad evolutionary significance using data from the primary literature. It is very important that you devote time and thought to your choice of topic so that you enjoy the research that goes into this paper. | | The assignment is geared towards writing a term paper on a subject that interests you in evolutionary biology. This is a review paper in which you will address a well-defined question of broad evolutionary significance using data from the primary literature. It is very important that you devote time and thought to your choice of topic so that you enjoy the research that goes into this paper. |
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| | 3. Students who plagiarize or otherwise violate academic integrity are subject to serious penalties, including failure for the course. | | 3. Students who plagiarize or otherwise violate academic integrity are subject to serious penalties, including failure for the course. |
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| − | '''[[Details of Term Paper Assignment]]'''
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| − | The purpose of this assignment is to explore in depth an area of evolutionary biology that is particularly interesting to you and to present the results of this exploration in the form of a clearly reasoned review paper. By reading the primary literature and synthesizing it in the form of a review paper, you will gain experience in library research, critical evaluation, and writing clearly. Evolution is a broad field with extensive primary literature. During the lecture portion of this course, it will not be possible to cover most topics in depth. The term paper will give you an opportunity to read and evaluate the primary literature in a field that has attracted your attention.
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| − | You are expected to form a claim (thesis) about a significant issue in evolutionary biology. The main purpose of your paper will be to support this claim using data from the primary literature. Your claim should be synthetic and rely for support on integration of data from a variety of sources. Your paper should be at least 15 pages in length (but no more than 20) and cite a minimum of 8 references from the primary literature.
| + | '''sample of draft student paper, excluding conclusion:'''{{pdf|http://hydrodictyon.eeb.uconn.edu/courses/eeb2289/EEB%202245W%20paper.pdf}} |
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| − | '''[[Organization of the paper]]''' | + | '''another sample of draft student paper, excluding conclusion:'''{{pdf|http://hydrodictyon.eeb.uconn.edu/courses/eeb2289/EEB2245Wpaper2.pdf}} |
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| − | Because you are writing a review paper, not presenting new results, the structure of your paper will not follow the format of most of the papers you have read. Your paper should be divided up into sections as indicated below:
| + | '''[[Details of Term Paper Assignment]]''' |
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| − | • Title
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| − | • Abstract
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| − | • Main Text
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| − | The main text should be subdivided to help the reader follow the structure of your paper. All papers will have an introduction and conclusion. In between, the text should be divided using headings that identify your main points.
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| − | • Conclusions
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| − | • Literature Cited
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| − | '''Title'''–The title should be brief and informative. This is the bait that lures the potential reader to continue, so it is worth choosing carefully. | + | |
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| − | '''Abstract'''–This brief section (less than a page) gives a concise, specific, balanced summary of the main points made in your paper. It should present both your thesis (i.e. main claim) and major lines of argument. Write it after you have finished a full draft of the paper. It should be comprehensible to a reader who has not read your paper.
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| − | '''Introduction'''–This section will probably be two to three pages long. The purposes of the introduction are to introduce your specific question, put it into a general framework, and provide necessary background information for the reader. State the specific question that you are asking and how you plan to answer it. Put the topic into some more general context so that your reader understands why the topic is interesting and important. For example, if your question is “Why do century plants reproduce only once, at the end of their lives, while oak trees reproduce every year?,” then the context might be the ecological forces directing the evolution of different life-history strategies in plants and other organisms. | + | |
| − | Also use this section to explain HOW you are going to go about addressing the topic. Being clear on the structure of the paper from the beginning will make it easier for the reader to follow your arguments. In the above example, you might state that you are going to 1) summarize several hypotheses specific to long-lived organisms, 2) place long-lived organisms in the more general context of the r-selection/k-selection, 3) briefly discuss the strengths and weaknesses of each hypothesis, and finally 4) argue for a particular one of these hypotheses to explain the century plant and oak patterns.
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| − | '''Body of the text'''–This section should present an objective, unbiased account of the relevant information from the primary literature and your critical evaluation of that literature. It will be most effective to present information organized around key points that you need to demonstrate in order to support your hypothesis. Do not simply summarize the papers being discussed. Instead, give the reader enough information about their data so that your arguments can be followed and your opinions understood and evaluated. Being critical does not necessarily mean finding flaws in the papers. Rather, it involves expressing a reasoned opinion on a matter, involving judgment on its correctness, value, or significance. The quality of your paper rests on how well you support your view, not on what position you choose to support.
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| − | This section should be organized around informative subheadings that help the reader navigate through your arguments. The main point of each paragraph should be clear and supported by evidence from the literature. You must use proper citation format when presenting data or conclusions from the papers you have read.
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| − | '''Conclusions'''–In this section, present your own conclusions and analysis of the information you have presented. The quality of your paper rests on how well you support your view, not on what position you choose to support. If there is no controversy, then use this section to synthesize the major conclusions of the papers you have read. Be sure to return to the general context you established in the introduction.
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| − | '''Literature cited'''–This is exactly what it says: a list of all the papers that you have cited in the body your paper. Be sure to include all papers that are mentioned by author/date in your text. It is not appropriate to list papers that may have something to do with your topic but that are not cited specifically. In this section, follow the format of the journal Evolution.
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| − | [[Here’s a useful (and amusing) example, put together by Dr. Kurt Schwenk, to get you thinking about how to cite references]]:
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| | + | '''[[Organization of the paper]]''' |
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| − | '''SCIENTIFIC PAPER CITATION FORMAT—A PRIMER FOR UCONN STUDENTS | + | '''[[Here’s a useful (and amusing) example, put together by Dr. Kurt Schwenk, to get you thinking about how to cite references]]: |
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| − | Faculty Appearance and Faculty Quality: Is There a Connection?
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| − | Kurt Schwenk
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| − | Department of Ecology and Evolutionary Biology
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| − | University of Connecticut
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| − | Storrs, CT 06269-3043
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| − | It has been suggested that bald, bearded professors are superior in overall quality relative to faculty lacking these attributes (Schwenk, 1987, 1989). However, a few investigators disagree with Schwenk’s findings (e.g., Hirsute, 1990; Brunette, 2003). The computer simulation models of Schwenk & Bud (1990) further predicted that the addition of a slight beer-belly to the physical parameters suggested by Schwenk (1987) would so enhance the popularity of a UConn professor that it is unlikely any space on campus could accommodate his or her class enrollments (with the possible exception of Gampel Pavilion). However, in a pointed rebuttal to the Schwenk & Bud (1990) study, Slender et al. (1991) noted that Professor Schwenk, himself, fits the Schwenk (1987, 1989) and Schwenk and Bud (1990) profile, and his meager enrollments hardly fulfill the prediction. Furthermore, in her now classic study, La Mujer (1968) showed that female instructors are consistently preferred three to one over males by students at ten top-ranking U. S. institutions. Given that female instructors generally have all their hair, are only rarely bearded and infrequently have beer bellies, these results would seem to falsify the Schwenk (1987, 1989) and Schwenk and Bud (1990) hypotheses. Slender et al. (1991) noted that Schwenk failed to cite the La Mujer (1968) study in any of his papers and they further implied that the quality of Schwenk's scholarship is in question. In a vicious rejoinder to the Slender et al. (1991) paper, Schwenk (1993) claimed that Slender, Gracile and Lithe were involved in a widespread conspiracy to ruin his professional reputation and that the conspiracy extended to La Mujer, Brunette, Hirsute, and a host of other investigators (reviewed in Schwenk, 2005). He further claimed to have unpublished evidence linking these scientists to a, heretofore unrevealed, CIA plot to bring Elvis and Marilyn back to life in order to discredit Schwenk and his ideas. As proof, Schwenk (1993) offered the testimony of voices he hears constantly in his head (K. Schwenk, personal communication).
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| − | '''Acknowledgments'''.—I am grateful to my attendants for making paper scraps and crayons available during the preparation of the manuscript. I also thank my roommate, ‘Napoleon Bonaparte’, for his comments on an earlier draft and for his generous contribution of a shiv.
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| − | '''LITERATURE CITED'''
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| − | Brunette, C. W. (2003) Hair color and classroom performance: a spurious correlation? Annals of the American Institute of Beauticianary Sciences 35:121-154.
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| − | Slender, P., M. W. Gracile and D. Lithe (1991) Failure of physical parameter models to predict student preference. Pseudoscientifica 342:233-236.
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| − | Hirsute, G. E. (1990) Hair to stay: beards in the classroom and student preference. Journal of Taxpayer Waste 254:1086-1089.
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| − | La Mujer, W. (1968) Gender issues in faculty quality. Pp. 567-593. In: Gonads: Inside or Out? F. M. Nist and M. Swine (eds.). Fullcourt Press, San Francisco.
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| − | Schwenk, K. (1987) Faculty quality in relation to certain physical parameters. Zeitschrift für Zungenspitzen und Schleimdrüsen. 52:231-242.
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| − | Schwenk, K. (1989) Bald and bearded: killer combo or contemptible compensation? Advances in Narcissism 3:15-27.
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| − | Schwenk, K. (1993) Voices in my head: the CIA, Elvis, Marilyn and the plot against me. Xenophobe 11:1-346.
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| − | Schwenk, K. (2005) Deconstructing the Ontological Underpinnings of Dialectical Structuralism in Biological Epistemology: Eschewing the Obfuscatory. Bellevue Press, New York.
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| − | Schwenk, K., and I. P. Bud (1990) Excessive beer consumption improves faculty instruction. Bulletin of the American Beer Institute 21:24-32.
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| | '''[[Tips for Getting Started]]''' | | '''[[Tips for Getting Started]]''' |
| − | Do it early—don't procrastinate!
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| − | '''Choosing a Topic'''-Because you will be doing a lot of reading on your topic, it is important to select one you are truly curious about. You can seek out ideas by looking through 1) the textbook and syllabus for the lecture section of this course; 2) the online Encyclopedia of Life Sciences; 3) journals that publish primary literature such as Evolution, American Naturalist, Science, and Nature; 4) review journals such as Evolutionary Biology, Trends in Ecology and Evolution, and Annual Review of Ecology and Systematics; 5) the popular media for interesting and thought-provoking articles of evolutionary interest; and 6) the list of possible topics below.
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| − | '''Researching the Paper'''-The campus library (www.lib.uconn.edu) is a tremendous resource. In addition to books and journals, it provides paper and electronic databases searchable by topic or author and an interlibrary loan service to obtain books and articles the library does not own. Below is a brief summary of some of these databases. The reference desk at the library is an excellent source of help if you have never used any of them.
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| − | Biosis Previews. This database is available online through the library web site (if you are trying to access it from off campus, you need a UConn proxy account). You can get to it through the databases link by either title or subject. It indexes all of the major journals in evolutionary and organismal biology and contains references back to 1969. Once you have chosen your topic, this is the place to start looking for references. The full record of journal articles includes the abstract for many articles, a good way to quickly browse through a lot of articles and figure out which ones are most likely going to be relevant to your paper.
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| − | Science Citation Index/Web of Science. This database is available online from 1994-present through the library web site (under shortcuts or databases by title). A computer station in the Information Cafe 2 in the library contains a searchable CD-ROM version covering 1986-1999. Older versions are available only on paper. The SCI can be used to do standard author or topic searches (similar to BIOSIS previews). It can also be used to search for papers that have cited a relevant paper or author. This feature is particularly useful if you have discovered a key older paper on your chosen topic. Just as the Literature Cited section of a paper allows you to search backward in time, this SCI feature allows you to search forward in time. Another useful feature of the SCI is that you can limit the search to particular kinds of documents, such as review papers. This is useful when you are looking for more general papers to help with topic selection.
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| − | JREF is available from all HOMER terminals (i.e. it does not require internet access). It is a much smaller database containing more general articles. It may be useful during the topic selection phase of this assignment. You will need to go beyond it to more specialized literature in writing the term paper.
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| − | Zoological Record (Reference QL1.R43) is a valuable database if your paper has a taxonomic focus. It is available only in paper and allows you to search by author, subject, or taxon. The complete reference listings are provided only under the author section (subject and taxon searches refer you to the author section).
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| − | '''Requesting articles through interlibrary loan'''-During the course of writing the term paper, many of you will find yourselves wanting articles that are not available in the UConn library. To obtain these articles, you should submit a request online through the library web site. The first time you do this, you will have to set up a patron profile. Subsequently, all you will have to do is log on. Because it can take a little while, you are encouraged to begin your research early so that the library has time to respond to your request. Typically, if you are requesting a journal article, the library will give you a digital version or photocopy of the article. This process may be relatively slow (several weeks, depending on the obscurity of the requested article), but sometimes requested articles arrive in less than a week.
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| − | '''Obtaining articles electronically'''-The library also subscribes to many journals electronically. To see whether a paper you are looking for is available electronically, go to the library web site, and follow the link to the eJournal locator.
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| | '''[[Writing Tips]]''' | | '''[[Writing Tips]]''' |
| − | General writing advice
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| − | • Be organized. Work from your outline.
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| − | • Each paragraph should have one major point. Try to link the theme of each paragraph to the next.
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| − | • Support all of your statements, preferably with evidence from the scientific literature. If you are guessing, making an arbitrary judgment, or relying on an unsupported assumption, say so. Admit to uncertainty in your or others’ conclusions.
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| − | • Make sure that your paper accomplishes the goals you set in the introduction.
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| − | • When finished, make sure to trace the logic of your arguments from introduction to conclusion. Many papers lack logically cohesive arguments or are contradictory. Don’t let this happen to you. It often helps to read work out loud or to have a classmate or friend read it.
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| − | • Rewriting is the key to good writing. Most writers need to revise their work multiple times. Begin writing your paper well before the deadline so that you have time for rewriting.
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| − | • Edit carefully. You will likely find yourself having to reorganize, cut unnecessary or redundant sections, and add sections to clarify key points. Do not be discouraged—extensive editing is part of the normal revision process.
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| − | • Your writing should be grammatically correct. A good resource for writing is The Elements of Style by W. Strunk Jr. and E. B. White.
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| − | [[General rules for citing sources in scientific writing]]
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| − | When to cite:
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| − | All ideas and facts that are obtained from other sources must be properly cited, unless they qualify as common knowledge. (If in doubt about whether something is common knowledge, provide a citation).
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| − | How to cite:
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| − | If the author’s name is used as part of the sentence, the citation should be in the form "Holsinger (1995) argues that X" If the author’s name is not used in the sentence, then the citation should be in the form "(Holsinger, 1995; Jockusch and Simon, 1997; Caira et al., 1998)".
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| − | If there are one or two authors, list their names in the citation. If there are more than two authors, list the first author followed by et al. rather than listing all of the authors in citations. In the literature cited section, all authors must be listed. Refer to the example by Dr. Schwenk above for general guidelines.
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| − | Where to cite:
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| − | The citation should be placed at the end of the sentence if it applies to the entire sentence (before the punctuation) or immediately following the information it applies to. If several sentences in a row contain information from the same source, the source may be cited at the end of the last sentence.
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| | + | '''[[General rules for citing sources in scientific writing]] |
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| − | Scientific writing advice | + | '''[[Scientific writing advice]]''' |
| − | • Special formatting rules apply to scientific names
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| − | Scientific binomials and trinomials, and genus names used alone are always italicized (or underlined). The genus should be capitalized; the species and subspecies start in lower case.
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| − | e.g. Homo sapiens
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| − | Homo sapiens sapiens
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| − | The first time the scientific name of a species is mentioned, it should be spelled out in full. After that, the genus name is usually abbreviated (e.g. H. sapiens).
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| − | Higher taxonomic categories (e.g. families and phyla) are capitalized but not italicized.
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| − | e.g. Chordata, Insecta, Pongidae, Plethodontidae, Scincidae
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| − | Many taxonomic category names are also used informally (with different endings), in which case they are not capitalized.
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| − | e.g. Not everyone is as fond of plethodontid salamanders as the author is.
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| − | Common names should generally be capitalized (e.g. Turkey Vulture).
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| − | • Write in a scientific style. In general, discuss ideas, not “papers" or “articles”. Do not talk about the “assignment”. Avoid a book report style. Write for a professional audience.
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| − | For example, do NOT begin with a long-winded introduction:
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| − | Dr. Elizabeth Jockusch and Dr. Ima Nobody of the University of Connecticut published the following paper in the Journal of Evolutionary Biology: “The role of hybridization in salamander evolution.”
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| − | Appropriate would be:
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| − | Jockusch and Nobody (2001) investigated how birds use their sense of smell.
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| − | • State the authors' findings in past tense: Jockusch and Nobody (2001) reported a general increase in researcher preferences for smelly birds.
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| − | • Avoid excessive quotation: In general, you should paraphrase what the authors say, not quote it, in scientific writing. Quoting is appropriate only when the original phrasing is particularly memorable. Unlike in some fields, where support for a claim comes from citing statements made by authorities, in science, the primary support comes from presentation of the authors' data, not of their words. Remember that you still must use citations to give credit for the ideas, even when you are explaining them in your own words.
| + | '''[[Schedule and Deadlines]]''' '''and Grading Scheme''' |
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| − | • Avoid “touchy-feely” writing that relies on personal experience or feelings. Your papers should not contain the phrase "I feel that X". The important question is what you think and what you can support. (In many cases, "I feel that X" can be appropriately replaced by "I think that X" in scientific writing).
| + | '''[[Possible Term Paper Topics]]''' |
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| − | • The word “data” is the plural of “datum”. Therefore, it is correct to say that “the data show...” not “the data shows...”.
| + | '''[[Policy on Plagiarism]]''' |
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| | + | '''Additional Resources:''' |
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| − | Additional Resources: Sugene Noh has developed a blog designed to assist 2245W students. While the blog is aimed toward students in 245W during the Spring 2008 semester, much of the information is still relevant and you are strongly encouraged to look at what Sugene has posted. The blog may be accessed at:
| + | Sugene Noh has developed a blog designed to assist 2245W students. While the blog is aimed toward students in 245W during the Spring 2008 semester, much of the information is still relevant and you are strongly encouraged to look at what Sugene has posted. The blog may be accessed at: |
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| | http://uconnwritinginscience.wordpress.com/ | | http://uconnwritinginscience.wordpress.com/ |
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| | The UConn writing center (http://www.writingcenter.uconn.edu/) is available to provide additional help at all stages in the writing and revising process. They provide individual tutors to work with you (it's free), and the past experience of EEB 2245W students has been very positive. | | The UConn writing center (http://www.writingcenter.uconn.edu/) is available to provide additional help at all stages in the writing and revising process. They provide individual tutors to work with you (it's free), and the past experience of EEB 2245W students has been very positive. |
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| − | [[Schedule and Deadlines]]
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| − | Sep. 5 (Friday) Decide upon your topic & get my approval
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| − | Sep. 12 (Friday) Introduction due (2-3 pages). Remember to include a Literature Cited section for references cited in your Introduction.
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| − | Sep. 15-19 Individual meetings with me (to be arranged); discuss Introduction. (I), then revise it.
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| − | Sep. 25 (Thursday) Revised Introduction due; First half of main text due (~5-6 more pages). Remember to update your Literature Cited section for references added in the first half of the main text.
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| − | Oct 7 (Tuesday) Second half of main text due (~5-6 more pages). Remember to update your Literature Cited section for references added in the second half of the main text.
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| − | Oct 20-24. Individual meetings with me (to be arranged); discuss main text.
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| − | Nov 13 (Thursday) Abstract (new), Introduction, main text (both revised) and Conclusions (new) due. The result must be a complete paper in the required format, including a Literature Cited section. This must NOT be a draft, not even a final draft, but a paper you have thoroughly edited and proofread. It must reflect a major effort on your part to produce a polished final paper. You will be graded on the extent to which you have reached this ideal.
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| − | Nov 20 (Thursday Comments on the first version of your Conclusions section will be returned.
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| − | Dec 4 (Thursday) Final complete revised paper due.
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| − | Grading breakdown (100 point scale)
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| | + | '''Grading breakdown (100 point scale)''' |
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| | To be determined | | To be determined |
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| − | [[Possible Term Paper Topics]]
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| − | Below are some examples of possible evolution term paper topics. You are encouraged to come up with your own topic. You will be spending a significant amount of time researching and writing about the topic you have chosen this semester, so it is important to choose a topic that interests you.
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| − | Examples of term paper topics
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| − | 1. The evolutionary origin of a group of organisms such as angiosperms.
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| − | 2. Do parasites become less deleterious to their hosts over evolutionary time?
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| − | 3. How important was human activity in the major extinctions of the Pleistocene?
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| − | 4. Evidence for Cope's Rule.
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| − | 5. An evolutionary tendency in insular animals (e.g. smaller mammals, gigantism, or flightlessness).
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| − | 6. The molecular basis for reproductive isolation
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| − | 7. The evolutionary significance of introns.
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| − | 8. The evolution of altruistic behavior.
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| − | 9. The role of evolutionary change in the success of invasive species
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| − | 10. Evolutionary response to climate change
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| − | 11. The evolution of eusociality in insects and mammals.
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| − | 12. How did flight evolve in birds or insects?
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| − | 13. Adaptive vs. nonadaptive radiations
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| − | 14. The evolutionary significance of hybridization
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| − | [[Policy on Plagiarism]]
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| − | Plagiarizism is defined as "To take something (ideas, writings, etc.) from anyone and pass them off as one's own" (Webster's New World Dictionary, 2nd Ed., 1976). Often students are not clear on what constitutes plagiarism.
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| − | Here are some common examples:
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| − | • Copying another student's work (whole or part) is plagiarism.
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| − | • Failure to give full and proper citation to other individual's published work is plagiarism.
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| − | “Full and proper citation” requires the following: (1) quotation marks around any quoted passage , (2) a correct citation to the publication from where the ideas originated in the text, and (3) a complete reference to that publication in the "Literature Cited" section of a formal paper or assignment. If an author’s work is paraphrased, then quotes are not needed, but the idea must still be followed by a correct citation in the text and a complete reference to that publication in the “Literature Cited.” This applies to all forms of communication including websites, textbooks, lab manuals, or even a personal communication from someone. Plagiarism is a serious violation, as stipulated in the Academic Misconduct section of “The Student Code” at the University of Connecticut, and it will not be tolerated in this course. You are to familiarize yourself with University’s policy on Academic Misconduct at the following web address: http://www.dosa.uconn.edu/student_code.html
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| − | The instructors of this course will adhere to the guidelines outlined in “The Student Code,” therefore students should read and understand these policies and the consequences of such violations.
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| − | There are many resources available to students to help illustrate plagiarism including the websites listed below. It is your responsibility to become fully informed about this issue. You should spend as much time as is necessary to visit each of these websites and become familiar with the material on plagiarism presented on the sites before September 5, 2008. You should then sign the page below and turn the sign paper into your writing instructor before September 5, 2008. Your signature on this paper signifies that you understand what constitutes plagiarism, that you have read the required information, and that you agree to abide by the University of Connecticut Code of Student Conduct.
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| − | http://owl.english.purdue.edu/handouts/print/research/r_plagiar.html
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| − | http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
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| − | http://www.northwestern.edu/uacc/plagiar.html
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| − | I have read and understand this document ______________________________ ________________
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| − | Signature Date
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| − | EEB 2245W-Plagiarism Example
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| − | The following paragraph comes from this review article:
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| − | Van Dover C. L., C. R. German, K. G. Speer, L. M. Parson. and R. C. Vrijenhoek. 2002. Evolution and biogeography of deep-sea vent and seep invertebrates. Science 295:1253-7.
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| − | “Since 1977, taxonomists have described more than 400 morphological species from vents (7) and 200 more from seeps (6). This corresponds to a species description every 2 weeks throughout the past 25 years. Some vent and seep invertebrate species are immigrants from the surrounding deep sea, whereas others may be derived from shallow-water species. Many of the invertebrate taxa found at vents and seeps have undergone evolutionary radiations at the species level (7). Other species have a longer history of endemicity, having diversified within vent and seep habitats at generic, familial, and higher ranks. Where high taxonomic levels of endemism are observed, origins may be ancient, extending back to the Paleozoic [540 to 248 million years ago (Ma)] (8). Genera of stalked barnacles and a superfamily of primitive gastropods endemic to vents are thought to be Mesozoic (245 to 65 Ma) relics or living fossils (8, 9). Chemosynthetic environments have thus been posited as stable refugia from global extinction events that devastated biological diversity in euphotic zones (7, 10).”
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| − | Here’s a paragraph from a student’s term paper:
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| − | The evolutionary history of vent and seep faunas dates back millions of years, providing ample time for adaptation and speciation. Since the discovery of these chemoautrophic communities, more 400 species have been identified at vents, along with over 200 at seeps (Van Dover et al, 2002). Many of these organisms are the derivations of ancient deep sea organisms that migrated into the habitats, while others migrated in from shallower water. While these organisms entered vents and seeps from the surrounding waters and speciated into some of the modern vent and seep invertebrates, many other species are believed to have been endemic to vents or seeps for a much longer time. Fossil evidence suggests that many endemic species in vents and seeps may have existed in the Paleozoic Era (540 to 248 million years ago). Meanwhile, other endemic species such as stalked barnacles and primitive gastropods are thought to date back to the Mesozoic (245 to 65 million years ago). (Van Dover et al, 2002). Given the age of these fossils, it is safe to say that vents and seeps formed a safe-haven for organisms during events of mass global extinction, such as that which wiped out the dinosaurs 65 million years ago as well as many organisms that may have been living in shallower wat
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| − | [[Category:EEB Courses]]
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1. Your grade in the W section is one quarter of your course grade in EEB 2245W. In accordance with university regulations, a failing grade for this section will result in an ‘F’ for the entire course.
2. 3% of the points will be deducted for each day an assignment is late up to a maximum of 15%.
3. Students who plagiarize or otherwise violate academic integrity are subject to serious penalties, including failure for the course.
Sugene Noh has developed a blog designed to assist 2245W students. While the blog is aimed toward students in 245W during the Spring 2008 semester, much of the information is still relevant and you are strongly encouraged to look at what Sugene has posted. The blog may be accessed at:
