Evolution

Assignment 1: Research Report (Three Stages) (15%)
Introduction
In this assignment, you will be introduced to a continually developing and exciting field of evolutionary development, also known as

“evo-devo.”
This assignment is completed in three stages at different times during the course: Stage 1: Statement of the Problem, Stage 2: Proposal,

and Stage 3: Review.
You will send the completed stages of your assignment to your tutor.
Learning Outcomes
Assignment 1 is aimed to help you achieve the following:
Discuss and compare the elements of the theory of evolution relevant for evo-devo.
Recognize evolutionary processes on different temporal scales in evo-devo.
Relate the changes in evolutionary thinking by outlining how historical approaches are continuously modified to accommodate new findings

in the evo-devo field.
Apply the principles of evolutionary theory to a myriad of contemporary problems and questions in evo-devo.
Critically evaluate scientific findings in the evo-devo field.
Interpret and communicate scientific knowledge and results effectively to a wide audience (the general public and scientific community).
Justify arguments effectively, using logical and scientific support.
Identify questions and problems in current scientific knowledge and propose novel approaches for their resolution.
Appreciate the way in which scientific inquiry is embedded in the fabric of the society in which it exists.
Schedule
Assignment 1 Task Weighting Due Date
Write Stage 1: Statement of the Problem 5% End of Week 3
Write Stage 2: Proposal 5% End of Week 5
Write Stage 3: Review 5% End of Week 14
For due dates, note that your tutor may give you a specific day and time. Check the course schedule for updates from your tutor.
Instructions

To complete Assignment 1, do the following:
• Choose an evo-devo research topic from the topics listed below. To help you choose, we encourage you to read Sean B. Carroll’s

book Endless Forms Most Beautiful, W.W. Norton & Company, 2005.
• Complete each stage of the assignment, using the descriptions for Stage 1, 2, and 3 and following the Writing Tips (below).
• In each stage, demonstrate your grasp of the learning outcomes for this assignment.
• Check your completed stages, using the Assessment Checklists (below).
• Submit each stage, according to the Assignment Schedule.
Topics
Choose one of the following topics in evo-devo research:
• Symmetry: Plant and animal structures are designed with different rules of symmetry. What controls lines of symmetry in structural

design? How are changes in the symmetry of structures reflected in the evolutionary history of organisms?
• Body segments: Animal bodies can be subdivided, approximately, into three parts: head, thorax, and tail. Why don’t all organisms

have the same number of elements in each? How does the segment shape, size, and number evolve in animals?
• Skulls and jaws: Not all vertebrates have jaws. Which ones don’t, which ones come fairly close to having them, and which ones have

complete jaw structures? What controls the existence of jaws in vertebrates? How did vertebrate jaws evolve?
• Wings, arms, and digits: There are different forms of arms and digits in vertebrates. What controls whether a vertebrate has a

wing rather than an arm? What controls whether a vertebrate has four rather than five digits? How are changes in either arm or digit

design reflected in the evolutionary history of vertebrates?
• Colours and patterns: In the plant and animal world, we recognize many repeating themes of colours and patterns. Is there a common

control for some of these? Choose an example of one such phenomenon and discuss its evolution and relation to development.
• Brains: Humans have large, complex brains and are intelligent animals. What controls the development of the human brain? How did

our brains evolve?
Stage 1: Statement of the Problem
Stage 1 is a short statement of the problem you have chosen to address. Do this by using evolutionary terms and your preliminary

literature search.
Frame the problem in about 500 words and include at least three references from scientific, peer-reviewed journals, with at least one

reference from the last three calendar years. Avoid use of popular press articles or websites such as Wikipedia.
At the end of the Stage 1 document, include a separate section, Literature Cited, in which you cite all your references.
Stage 2: Proposal
Stage 2 is a proposal in an essay format, three to five double-spaced pages long.
Divide Stage 2 into four major sections: Introduction, Statement of the Problem, Research Significance, and Literature Cited, as discussed

next.
When writing Stage 2, take into account the feedback for Stage 1 you received from your tutor.
Introduction
Introduce the purpose of your proposal in the first paragraph. Include a brief review of the current research on the chosen topic, based

on a literature review more extensive than the preliminary literature search used in your proposal.
Statement of the Problem
Incorporate the problem statement you developed in Stage 1. Identify challenges in the current research on the chosen evo-devo topic,

based on the literature.
From your clearly identified problem and the unknowns in the current research as you have addressed in the Statement of the Problem,

consider how potential resolution of the problems may benefit the scientific community overall.
Research Significance
Find novel approaches to solve for such problems and unknowns, and include a discussion on how such a proposal would contribute to the

scientific community.
Literature Cited
Cite your references and be sure to include those you used in Stage 1.
Stage 3: Review
Stage 3 is a review in an essay format, approximately fifteen double-spaced pages long.
Divide Stage 3 into four major sections: Introduction, Body, Conclusion, and Literature Cited.
Build Stage 3 on the basis of your proposal. Take into account the feedback for Stage 2 you received from your tutor.
Introduction
Introduce your topic and outline how your report will progress. Will you be outlining a process, making an argument, defending a

hypothesis, or comparing and contrasting two points of view? Ensure that you make this clear for your readers.
Body
Consider dividing this into subsections to enhance readability. From an evolutionary perspective, synthesize current scientific research

and provide a critical review of the same, based on at least ten recent peer-reviewed articles. Citing examples from the literature,

comment on how evo-devo research helps us understand evolutionary processes that otherwise could only be explained by the theory of

intelligent design.
Conclusion
Provide a summary and point to possible further research recommendations. If you choose to use figures or tables, include titles, legends,

and citations for each one. Figures and tables should be self-explanatory; that is, they should stand alone.
Literature Cited
Cite your references in a Literature Cited section. Be sure to include the references you used in the first two stages of this assignment.
Submitting Your Assignment
Use a font size that is 10 to 12 points, and use one-inch margins for the page layout.
Check your answer for plagiarism before you submit it. Also, use the Assessment Checklists (below) before submitting your assignment.
Submit e-versions of Stage 1, 2, and 3 to your tutor, either by email or “Mail” in this learning management system, whichever your tutor

prefers. For each stage, cite your references in a Literature Cited section at the end.
Writing Guidelines
For an overview of the writing expectations for this course review the “Writing Guidelines” document and follow the “Assessment Checklist”

below.
Assessment Checklists
Stage 1: Statement of the Problem
• I have included the statement of the problem in the first paragraph.
• For each successive paragraph, I have included the following: a topic sentence that makes a point, claim, or observation; evidence

that illustrates or supports the point; and an explanation of how the paragraph directly addresses the statement of the problem.
• My topic sentences relate to each other and support the purpose of my proposal.
• I have included a title page.
• I have used headings.
• I have followed formatting requirements.
• I have based my writing on clearly presented evidence.
• I have used formal, concise language.
• I have read my writing aloud to check that it flows.
• I have clearly connected different ideas.
• I have guarded against plagiarizing any of my sources.
• I have cited at least one recent research article.
• I have used at least three scientific articles.
• I have used relevant and appropriate sources (no Wikipedia).
• I have edited my work for its readability.
• I have checked my spelling and grammar.
Stage 2: Proposal
• In the introduction, I have included the purpose of my proposal.
• In the introduction, I have briefly reviewed current research relevant for the purpose of my proposal.
• In the statement of the problem section, I have identified potential areas of further research.
• In the statement of the problem, I have suggested how further research relevant for the purpose of my proposal could be conducted.
• In the research significance section, I have discussed the significance of further research for the scientific community.
• For each paragraph, I have included the following: a topic sentence that makes a point, claim, or observation; evidence that

illustrates or supports the point; and an explanation of how the paragraph directly addresses the proposal.
• My topic sentences relate to each other and support the purpose of my proposal.
• I have included a title page.
• I have used headings.
• I have followed formatting requirements.
• I have based my writing on clearly presented evidence.
• I have used formal, concise language.
• I have read my writing aloud to check that it flows.
• I have clearly connected different ideas.
• I have guarded against plagiarizing any of my sources.
• I have used at least five to seven recent scientific articles relevant to my proposal.
• I have used relevant and appropriate sources (no Wikipedia)
• I have edited my work for its readability.
• I have checked my spelling and grammar.
Stage 3: Review
• In the introduction, I have included the purpose of my review
• In the body, I have included synthesis of the current literature relevant to the purpose of the review.
• In the body, I have included a critical review of the current scientific knowledge from an evolutionary perspective.
• I have discussed how the purpose of my report unravelled a mystery in the field that might only be explained by the theory of

intelligent design.
• In the conclusion, I have provided a summary and pointed to possible further research recommendations relevant to the purpose of

the review.
• For each paragraph, I have included the following: a topic sentence that makes a point, claim, or observation; evidence that

illustrates or supports the point; and an explanation of how the paragraph directly addresses the review.
• I have included a title page.
• I have included headings and subheadings.
• I have followed formatting requirements.
• I have numbered figures and tables and included captions and references.
• My topic sentences relate to each other and support the purpose of the paper.
• I have based my writing on clearly presented evidence.
• I have used formal, concise language.
• I have clearly connected different ideas.
• I have guarded against plagiarizing any of my sources.
• I have cited ten recent research articles.
• I have used relevant and appropriate sources (no Wikipedia).
• I have edited my work for its readability.
• I have checked my spelling and grammar.
Assignment 2: Scientific Theorist Obituary (15%)
Introduction
In this assignment, you will apply your knowledge of different concepts in modern evolutionary theory by writing an obituary for an early

evolutionary (pre-Darwin) thinker.
You will post your completed assignment to the class blog.
Learning Outcomes
Assignment 2 is aimed to help you achieve the following:
Discuss and compare the elements of the theory of evolution.
Recognize evolutionary processes on different temporal scales.
Relate the changes in evolutionary thinking by outlining how historical approaches are continuously modified to accommodate new findings.
Apply the principles of evolutionary theory to a myriad of contemporary problems and questions.
Interpret and communicate scientific knowledge and results effectively to a wide audience (the general public and scientific community).
Appreciate the way in which scientific inquiry is embedded in the fabric of the society in which it exists.
Schedule
Assignment 2 Task Weighting Due Date
Write the Scientific Theorist Obituary and post it to the class blog 15% End of Week 7
For due dates, note that your tutor may give you a specific day and time. Check the course schedule for updates from your tutor.
Instructions
To complete Assignment 2, do the following:
1. Choose any scientist, covered in the lessons prior to Darwin, who has left a legacy important for development of evolutionary

theory.
2. From the perspective of a modern evolutionary theorist, write an 800–1,200-word obituary of this scientist.
3. For an example of a similar but a more extensive obituary, please read an article on Mayr inTimes.
4. Highlight and explain the significance for contemporary evolutionary theory of the discoveries made by this scientist.
5. Check that you have demonstrated your grasp of the learning outcomes stated for this assignment.
6. Post your completed answer to the class blog and also send it to your tutor.
Submitting Your Assignment
Use a font size that is 10 to 12 points, and use one-inch margins for the page layout.
Check your answer for plagiarism and use the Assessment Checklist (below) before you submit your assignment.
In this assignment, you will be assessed for all blogging criteria: quality of your post, communication skills, critical thinking and

self-reflection, participation, and adherence to blogging protocol. Follow the guidelines for blogging and re-read the explanation of

criteria provided in the Course Overview.
Writing Guidelines
For an overview of the writing expectations for this course review the “Writing Guidelines” document and follow the “Assessment Checklist”

below.
Assessment Checklist
• I have outlined important discoveries made by the pre-Darwin scientist I chose.
• I have addressed how these discoveries contribute to our current understanding of evolutionary theory.
• For each of my paragraphs, I have included the following: a topic sentence that makes a point, claim, or observation; evidence

that illustrates or supports the point; and an explanation of how the paragraph directly supports how discoveries contribute to our

current understanding of evolutionary theory.
• My topic sentences relate to each other.
• I have followed formatting requirements.
• I have used formal, concise language.
• I have read my writing aloud to check that it flows.
• I have clearly connected my different ideas.
• I have guarded against plagiarizing any of my sources.
• I have edited the obituary for its readability.
• I have checked my spelling and grammar.

Assignment 3: Humans cannot Photosynthesize. Why? (5%)
Introduction
In this assignment, you will revisit and answer on your own the question “Humans cannot photosynthesize. Why not?” You will post your

answer to the class blog and comment on at least two posts by your fellow learners. You will also send your assignment to your tutor.
Learning Outcomes
Assignment 3 is aimed to help you achieve the following:
Discuss and compare the elements of the theory of evolution.
Recognize evolutionary processes on different temporal scales.
Apply the principles of evolutionary theory to a myriad of contemporary problems and questions.
Critically evaluate scientific findings.
Interpret and communicate scientific knowledge and results effectively to a wide audience (the general public and scientific community)
Justify arguments effectively, using logical and scientific support.
Schedule
Assignment 3 Task Weighting Due Date
Write an individual answer and comments on peer blogs 5% End of Week 8
Instructions
To complete Assignment 3, do the following:
1. Readdress the question why humans cannot photosynthesize, which was asked in the first week.
2. Address if and how your perspective has changed since you first addressed this topic.
3. In your answer, ensure that you have demonstrated your grasp of the learning outcomes for this assignment.
4. Read and edit your completed draft and do a spelling and grammar check.
5. Post your answer on the class blog.
6. Comment on at least two blogs posted by your peers. Do you agree or disagree with their viewpoints? Why?
Submitting Your Assignment
Remember to use a font size that is 10 to 12 points.
Check your answer for plagiarism and use the Assessment Checklist (below) before posting it to the class blog and sending it to your

tutor.
In this assignment, you will be assessed for all blogging criteria: quality of your post, communication skills, critical thinking and

self-reflection, participation, and adherence to blogging protocol. Follow the guidelines for blogging and re-read the explanation of

criteria provided in the “Syllabus.”
Writing Tips
Please remember that blog posts and responses should be short and concise. Your blog posts should be only a few paragraphs long, while

your replies to posts should be limited to a paragraph.
When writing blog posts, you do not need to write using a scientific style of writing. However, use appropriate language and show that you

have met the learning outcomes stated in this assignment.
Assessment Checklist
• I have answered the question to the best of my abilities.
• I have addressed comments by my peers and tutor from Discussion 1.
• I have discussed how my answer is different from the group answer provided in Week 1
• For each paragraph, I have included the following: a topic sentence that makes a point, claim, or observation; evidence that

illustrates or supports the point; and an explanation of how the paragraph directly answers the question.
• My topic sentences relate to each other and support the purpose of the answer.
• I have used formal, concise language.
• I have read my writing aloud to check that it flows.
• I have clearly connected my different ideas.
• I have guarded against plagiarizing any of my sources.
• I have edited my answer for its readability.
• I have checked my spelling and grammar.
Major Project (40%)
Introduction
Your final assignment in this course is to complete a group project on one controversial topic in modern evolutionary theory (the list of

topics is included in these instructions). You will post your work using the course blog or submit a newsletter and you will complete a

peer evaluation for your own and other groups.
Learning Outcomes
The Major Project is aimed to help you achieve the following:
Discuss and compare the elements of the theory of evolution.
Recognize evolutionary processes on different temporal scales.
Relate the changes in evolutionary thinking by outlining how historical approaches are continuously modified to accommodate new findings.
Use recently developed tools and applications in the field of evolutionary biology.
Apply the principles of evolutionary theory to a myriad of contemporary problems and questions.
Critically evaluate scientific findings.
Interpret and communicate scientific knowledge and results effectively to a wide audience (the general public and scientific community).
Justify arguments effectively, using logical and scientific support.
Identify questions and problems in current scientific knowledge and propose novel approaches for their resolution.
Appreciate the way in which scientific inquiry is embedded in the fabric of the society in which it exists.
Demonstrate an ability to work collaboratively.
Objectively assess peer work.
Schedule
Major Project Task Weighting Due Date
1. Controversial topic: frame the controversy; present competing hypotheses and opinions; and discuss impacts on policy and on the public

and scientific community 25 End of Weeks 9–13
2. Design a participation activity for your peers 10 End of Weeks 9–13
3. Complete the peer evaluation 5 End of Weeks 9–13
For due dates, note that your tutor may give you a specific day and time. Check the course schedule for updates from your tutor.
Instructions
To complete the Major Project, do the following:
1. In your group (chosen by week 3), choose one controversial issue in evolutionary biology from the topics listed below.
2. In your group, decide whether you will develop a blog or a newsletter and on what media you and your group members want to use.
3. Once you have chosen a topic, accomplish these three tasks in your blog or newsletter: frame the controversy, present competing

hypotheses and opinions, and discuss impacts on policy and on the public and scientific community. You can use these tasks as subtopics,

with appropriate headings, for your blog or newsletter.
4. Design a participation activity for your peers.
5. Complete a peer evaluation within your own group and for other groups by filling out a peer evaluation form in the “Major Project”

area of the course website.
6. Demonstrate your grasp of the learning outcomes stated for this assignment.
Topics
In your groups, choose one of the following controversial topics in evolutionary biology:
1. Origins: Origins of universe, life, evolutionary thought, plants, vertebrates, birds/dinosaurs, humans, and so on
2. Adaptation and its Constraints: Is every characteristic good for something? Or are some simply a product of

physical/phylogenetic/genetic constraints?
3. Speciation and Extinction: Different modes of speciation, biogeography, background versus mass extinctions, conservation issues,

are we in the midst of a sixth mass extinction?
4. Systematics: Phenetics versus cladistics, anagenesis versus cladogenesis; molecular versus morphological phylogeny, parsimony

versus maximum likelihood, Bayesian methods
5. Evolutionary Ethics: Science and religion; evolution of viruses, bacteria, and diseases; our perspective on our role and position

in natural environment with and without evolutionary knowledge; artificial selection: agriculture, farming, and conservation practices
These topics are but a few of the many available. If you need assistance with choosing a topic, communicate with your tutor for additional

help and suggestions.
Writing Tips
You can use the Assessment Checklists given at the end of these instructions to help you.
Your Major Project does not have to be in a scientific format—you have more freedom for creative writing here. However, please use only

appropriate language and proper English and make sure you meet the learning outcomes.
As in all other written assessments for this course, be sure to read and edit your writing piece once you have written the first complete

version, and complete a spelling and grammar check.
As usual, all of your writing should be your own. You are integrating information, not copying and pasting it into a document. When

researching, take notes, then integrate your sources to prevent the “copying and pasting” trap. For more information, consult TRU

Library’s page: ” Plagiarism – what is it?”.
Designing Peer Activities
You are challenged to design an activity that will both demonstrate your grasp of the chosen controversy and engage your peers in

learning. You can use activities such as the ones you have been exposed to in the class (discussions, blogging, group exercises, online

learning modules), or come up with your own.
Submitting Your Assignment
Remember to use a font size that is 10 to 12 points.
Check your answer for plagiarism before you post and submit it.
Follow the guidelines for blogging and read the explanation of criteria, provided in the “Syllabus.” In this assignment, you will be

assessed for all blogging criteria: quality of your post, communication skills, critical thinking and self-reflection, participation, and

adherence to blogging protocol.
Also, together with the other members of your group, use the Assessment Checklist before submitting your assignment.
Post your work as a blog or submit a newsletter report by each Friday of the week to which your project is assigned.
Guidelines for Peer Evaluations
When you complete the peer evaluation form, available in the “Major Project” area of the course website, generate a mark for group

performance after each presentation. Base your evaluation on the following criteria and, so that you can justify the marks you are

assigning, feel free to comment in more detail:
• Introduction and explanation of the controversy (10 points; 5 points for each question, below): Were the competing hypotheses that

frame the controversy well explained? Were impacts of the controversies adequately addressed?
• Design of peer participation activity (10 points; 5 points for each question, below): Did you learn something new through the

designed activity? Did you have fun while you were learning?
Assessment Checklist
Major Project
• We have framed the controversy, presented competing hypotheses and opinions, and discussed impacts on policy and on the public,

and scientific community.
• We have designed a participation activity for our peers.
• We have participated in peer evaluation.
• For each of our paragraphs in each subsection, we have included the following: a topic sentence that makes a point, claim, or

observation; evidence that illustrates or supports the point; and an explanation of how the paragraph directly supports how discoveries

contribute to our current understanding of evolutionary theory.
• Our topic sentences relate to each other.
• We have followed formatting requirements.
• We used formal, concise language.
• We have read my writing aloud to check that it flows.
• We have clearly connected different ideas.
• We have guarded against plagiarizing any of our sources.
• We have edited our blog or newsletter for its readability.
• We have checked our spelling and grammar.