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ARIZONA STATE UNIVERSITY
ARIZONA STATE UNIVERSITY
I
GENERAL STUDIES PROGRAM COURSE PROPOSAL COVER FORM Courses submitted to the GSC between 2/1 and 4/30 if approved, will be effective the following Spring. Courses submitted between 5/1 and 1/31 if approved, will be effective the following Fall. (SUBMISSION VIA ADOBE.PDF FILES IS PREFERRED)
DATE 15 Jan 2010
- ACADEMIC UNIT: Division of Mathematics and Natural Sciences
- COURSE PROPOSED: (^) LSC 294 Special Topics: Dinosaurs 4 (prefix) (number) (title) (semester hours)
- CONTACT PERSON: Name: Todd Sandrin Phone: 3-
Mail Code: 2352 E-Mail: Todd .Sandrin@asu.edu
- ELIGIBILITY: New courses must be approved by the Tempe Campus Curriculum Subcommittee and must have a regular course number. For the rules governing approval of omnibus courses, contact the General Studies Program Office at 965-0739.
- AREA(S) PROPOSED COURSE WILL SERVE. A single course may be proposed for more than one core or awareness area. A course may satisfy a core area requirement and more than one awareness area requirements concurrently, but may not satisfy requirements in two core areas simultaneously, even if approved for those areas. With departmental consent, an approved General Studies course may be counted toward both the General Studies requirement and the major program of study. (Please submit one designation per proposal)
Core Areas Awareness Areas
Literacy and Criticallnquiry-L 0 Mathematical Studies-MA 0 CS 0 Humanities, Fine Arts and Design-HU 0 Social and Behavioral Sciences-SB 0 Natural Sciences-SQ 0 SG ~
Global Awareness-G 0 Historical Awareness-H 0 Cultural Diversity in the United States-C 0
- DOCUMENTATION REQUIRED. (1) Course Description (2) Course Syllabus (3) Criteria Checklist for the area (4) Table of Contents from the textbook used, if available 7. In the space provided below (or on a separate sheet), please also provide a description of how the course meets the specific criteria in the area for which the course is being proposed.
CROSS-LISTED COURSES: ~ No
Is this amultisection course?: ~ No
o Yes; Please identify courses:
D Yes; Is it governed by a cJmmon syllabus?
6hair/Di etor (Print or Type)
Date: J lis-II ()
Qft'airlDireetor (S~
Rev. 1/94,4/95,7/98,4/00,1/02,
Request for General Studies Designation for: LSC 294 - Special Topics: Dinosaurs
Course Description [This is specific to this topic, not the genLiC special topics description]: The anatomy, physiology, behavior, ecology and evolution of dinosaurs I and other extinct life. Geological processes and the fossil record. Weekend field trip required. Cannot be used for major credit in the biological sciences. Fee.
Attached Documents:
- Course Proposal Cover Form
- Criteria Checklist for General Studies SG designation, including descriptions of how the course meets the specific criteria
- Course Catalog Description (this document)
- Proposed Course Syllabus
- Table of contents (and preface) from the intended textbook (Fastovsky & Weishampel)
Natural Sciences [SQ/SG]
Page 5
Focusing on the impact of scienceon social,economic, or environmentalissues.
- (^) Focusingon a specific or limiting but in-depththemesuitable for upper-division majors.
Presentinga qualitative surveyof a discipline.
Course Prefix Number rritle lDesignation LSC 294 Special Topics: Dinosaurs SG
Explain in detail which student activities correspond to the specific designation criteria. Please use the following organizer to explain how the criteria are being met.
Criteria (from How course meets spirit Please provide detailed checksheet) (contextualize specific examples in next^ evidence of how course column) meets criteria (l.e., where in syllabus)
The course will emphasize understanding evolutionary principles including natural
- Courseemphasizes selection, adaptation, phylogenetic See lecture schedule and the masteryof basic relationships, etc. Various other selected lab schedule of syllabus scientific principles topics in animal biology will be explored as and table of contents of andconcepts. well, including basic principles of anatomy^ textbook and physiology, ecology, and animal behavior.
The basic process of the scientific method Week 1 of lecture is explicitly covered in the lecture portion of schedule.
- Addressesknowledge the class; the scientific method is applied Laboratory reports will of scientific method. throughout course as we ask how we our require students to understanding of extinct organisms comes formulate and test about and address specific controversies. hypotheses
This course in is especially well suited
- Includescoverageof
for this, since we will frequently ask (^) Phylogenetic thinking how we know about various aspects of (i.e., evolutionary the methodsof (^) dinosaur biology. It will include how relationships) will be scientific inquiry that (^) fossils are dated, how exinct emphasized throughout. characterizethe (^) organisms are reconstructed, how we More specifically, note particular discipline. determine evolutionary relationships, labs for weeks 2-5, 7, how we can determine diet and 12- lifestyles of extinct organisms. (^) I
Natural Sciences [SQ/SG) Page 6
Criteria (from How course meets spirit Please provide detailed checksheet) (^) (contextualize specific examples in next evidence of how course column) (^) meets criteria (i.e., where in syllabus) Again, this course is especially well suited for addressing uncertainty, as Lecture includes topics there is much we don't and can't such as warm-blooded know. Our views of dinosaurs have dinosaurs and changed dramatically in the past (^) extinctions where
- Addressespotential decades,^ even the way they are^ there^ is much^ debate. for uncertainty in reconstructed.^ Comparisons^ of^ Lab worksheets^ will scientific inquiry. traditional.^ and more^ modern^ views will^ ask students^ to be made extensively in lecture and to a identify which aspects lesser extent in lab (by for example of the models are likely comparing older and newer models). to be well-supported There will also be substantial emphasis by evidence and which on distinguishing what is conjecture are more conjectural vs. what is known more definitively. Mathematical approaches will be used in phylogenetic analysis, estimating the age of rocks (using the inverse (^) Phylogenetic and exponential growth equation for half (^) radioisotope problem
- Illustratesthe life decay), characterizing community (^) sets (syllabus: labs for usefulnessof structure (based on fossils collected mathematicsin (^) during field trip), statistical weeks^ 2 and 3); scientific description (^) descriptions of variation in a species of Labs reports^ for^ weeks andreasoning (^) fossil, estimating dinosaur mass based 4, 5, 12,^ 14 will^ involve on volumetric displacement of scale quantitative^ data and models, and allometric relationships of some analysis brain and body size in primates (using replica hominid skulls) Hands on work will involve observations of actual fossils, fossil
- Includesweekly casts^ (replicas),^ collection^ of some laboratoryand/or invertebrate^ fossils^ in the field, field sessionsthat observations^ of skeletons^ and skulls^ of provide hands-on living^ species,^ as well^ as scale models^ See "Lab schedule"^ and exposureto scientific of extinct animals. Fossils of larger "Assignments and phenomenaand (^) species will be observed at the Arizona grading" sections of methodology in the (^) Museum of Natural History. Even in syllabus discipline, and (^) labs involving mostly scale models, enhancethe learning (^) students will be asked to think of coursematerial. (^) phylogenetically and to question the accuracy and validity of aspects of the models.
Arizona State University West Campus LSC 294 Special Topic: Dinosaurs Semester 201x
Course Syllabus
Instructor: Dr. Udo M. Savalli Office: CLCC 116; 602-543- Office hours: TBA Email: udo.savalli@asu.eduordr.udo@savalli.us Course web site: http://www.savalli.us Then click on the LSC294 link. Also accessible via Blackboard
Required Text: D.E. Fastovsky & D.B. Weishampel2005. The Evolution and Extinction of the Dinosaurs, 2 nd^ ed. Cambridge Univ. Press.
Class Meeting Time and Place: TBA
Description: The anatomy, physiology, behavior, ecology and evolution of dinosaurs and other extinct life. Geological processes and the fossil record. Weekend field trip required. Cannot be used for major credit in the biological sciences. Fee. General studies: SG.
Course Overview: Dinosaurs are familiar to all even though they have been extinct for 65 million years. In this class we will study what we know and what we don't know about
dinosaurs. In particular, we will emphasize the techniques used to study dinosaurs and how we
can use modern species to better understand what dinosaurs might have been like. Students will be introduced to many scientific principles in evolution, ecology, animal behavior, anatomy, physiology, physics, and geology. Laboratories will use a combination of actual fossils, modern animal analogs, and scale models to study the biology of not only dinosaurs, but also other extinct organisms and evolutionary processes. A weekend field trip will be required.
Laboratory requirements: Attendance in all laboratories is required. Closed-toed shoes must be worn during laboratories and the field trip.
Weekend field trip: A half-day field trip to a fossil collecting site near Payson, AZ will be required. At least two different weekend (Saturday or Sunday) dates will be offered. Closed- toed shoes are required. Transportation to and from the field site is the responsibility of the students. Bring plenty of water. If you have a medical condition that places you at an increased risk of harm, please bring documentation and suggestions for minimizing risk to the instructor. Only students enrolled in the course may attend the field trip; friends andfamily are not permitted for insurance reasons and to ensure a disruption-free learning environment.
Independent Museum Assignment: In lieu of a regular laboratory, students will also be expected to independently complete an assignment at the Arizona Museum of Natural History in Mesa, AZ. Students can complete this assignment at any time of their choosing prior to its due date. Transportation to and from the museum is the responsibility of the students. Students are welcome to bring friends and family members with them to the museum so they may show off their newly gained knowledge.
Assignments & Grading: Grades will be based on a combination of both lecture and laboratory performance. Lecture exams will be based on the material presented in lecture and your readings (but not laboratory material). Exams will be primarily multiple choice using Scantron forms. Use or accessing of cell phones, PDAs and similar electronic devices is strictly prohibited during exams. Lab quizzes: Students will take a brief quiz at the start of each laboratory session (quizzes may be given online via Blackboard instead). Each quiz will cover material learned in the previous lab as well as the materials provided for that day's lab. Video worksheets: On occassion, a video may be shown during lecture. During the video students will be expected to fill out a worksheet. Students missing lecture on a day with a video will not be able to make up the worksheet unless they have an excusable absence. Laboratory reports: Students will write reports interpreting the results of four laboratory investigations (including the field trip). Students are expected to provide statistical summaries of data where appropriate. Problem sets: Students will be presented with problem sets that allow them to practice key techniques (such as determing phylogenetic relationships and estimating the age of rocks using isotope ratios) learned in lecture and lab. In-class lab worksheets: Students will fill out questionaires that that pertain to the material presented in lab. These will require students to interpret their observations, such as suggesting possible adaptive significance of particular traits or determining the likely phylogenetic orgin of traits. Discussion with classmates is encouraged.
Course Grading:
Course grades will be based upon an average score of the following:
3 Exams @ 100 pts each 300
Comprehensive Final Exam 100
3 In-class video worksheets @ 20 pts each 60 10 quizzes @ 10 pts each 100
4 laboratory reports @ 20 pts each 80
2 problem sets @ 30 pts each 60
7 in-class worksheets @ 10 pts each 70
Independent museum worksheet 30
TOTAL 800
Course Grades will be based on the following scale:
98 -100% - A+ ~93 - <98% - A ~90 - <93% - A- ~88 - <90% - B+ ~83 - <88% - B ~80 - <83% - B- ~77 - <80% - C+ ~70-<77%- C ~60 - <70% - D
0- <60% - E
Lecture Schedule (Tentative and subject to change)
Week: Topic Reading Cpp)*
1 Introduction: What are dinosaurs? The scientific method 1
2 How fossils are formed; Stratigraphy and the age of rocks 2
3 Geological History of Earth; Plate tectonics 2
4 Principles of evolution; Understanding phylogenies 3
5 Vertebrate anatomy: skeletons and movement EXAM 1:
6 Vertebrate relationships: dinosaurs and their relatives 4-
7 Dinosaur diversity: armored and homed dinosaurs 6-
8 Dinosaur diversity: duckbills and long-necks 10-
9 Dinosaur diversity: the meat eaters 12
10 Feathered dinosaurs and the origin of birds EXAM 2:
11 Dinosaur behavior: social behavior and sex 8-
12 Dinosaur reproduction, growth and development 9,11-
13 Dinosaur physiology: the warm-blooded debate 15
14 Patterns in dinosaur evolution and extinction EXAM 3:
15 The Cretaceous-Tertiary extinction 18
FINAL EXAM: [time tba]
*Chapters in Fastovsky & Weishampel2005. The Evolution and Extinction of the Dinosaurs.
Laboratory Schedule (Course schedule is subject to change with notice.)
Week: Topic Assignments
1 Introduction to Rocks and Fossils In-class worksheet
2 Phylogenetic Methods (^) Phylogenetic analysis problem set
3 Estimating the age of rocks (^) Radioisotope dating problem set
4 Weekend fossil hunting trip Invertebrate^ fossil community laboratory report
5 Measuring variation in a fossil population
Morphological variation laboratory report
6 The vertebrate skeleton In-class worksheet
7 Diet and tooth morphology In-class worksheet
Dinosaur relatives and the dawn of dinosaurs In-class^ worksheet
9
The herbivorous dinosaurs: Ornithischians and Sauropods In-class^ worksheet
10 The theropods In-class worksheet
Self-guided tour of the Arizona Museum of Natural History Independent^ Worksheet
12 Estimating the mass of dinosaurs Mass estimation laboratory report
13 Archaeopteryx and the evolution of birds In-class worksheet
14 Human evolution Estimating brain size laboratory report
Contents
Preface to the second edition xiii
PART I Setting the stage
Chapter I lnrroducrion 3 Fossils 5 6 Collection I 3 Prospecting 13 Collecting 15 Back at the r·ancn 17 Important readings 19
Chapter 2 Back to the past: the Mesozoic Era 21 When did the dinosaurs live and how do we know? 22 Chronostratigraphy 22
~dro~ D
25 Bicstratigraphv 27 E,-asand Penods and Epochs,Oh My! 28 Growth 0' a oreblstork timescale 30 Where were the continents during the time of the dinosaurs? 30 What Were climates like during the time of the dinosaurs' 35 Potential effects of plate motions on dirnate 35 Cimates through the Mesozoic 36 Box 2.1 Stable isctooes, ancient temperatures, and dead oceans 38 Important readings 41 Appendix; Chemistry quick 'n dirty 43
Chapter 3 Discovering order in the natural world 45 Hierarchy 45 CharanE"-$ 46 Cladograrns 48 A monkey's uncle 51 Evo'utron 5 I Cbcpping dowl"> the "tr-eeof life" 54 Us!';;; ciaoograms to reconstruct phybgeny 56 Box 3.! 'Nrist:"',irtCnes:when;s a watch a watch? 57 58 S(ier~ceand tesuog hYPDtheses Impor-tanr readings
61 62
vi Contents
Chapter 4 Interrelationships of vertebrates In the beginning Jumping co chordates Box 4. I Body plans
6J
63 64 65 67 67 68 69 70 71 77 78 79 79 80 80 82 83 85
Box 4.2 Bdogica! ciasslflc;ltor;: what's 111 a name? Tetrapoda The tetrapod skeleton made easy Box 4.3 F!Sh and chips
Sfr'1ap$K13. Reptilia
/V'ChOSdl...-fomfypha D;nosaurs Box 4.4 Stance: it's both who you are and '.vhat you do Important readings
Chapter 5 The or-igin of the Dlnosauria History of the Dinosauria C)!0Csaur:;; divided Dn::;s"urs united Dinc-~dunan monophy;y Origins The rlse of dinosaurs:superlority or luck! Important readings
87 87 88 90 ' 92 94 98
PART II Ornithlschia:armored. horned, and duck-billed dinosaurs 101 Important readings 106
Chapter 6 Stegosauria: hot plates 107 Stegosaur lives and Hfestyles I 10 SW"ce iind gait I 10 with meaiing I I r t3~ili!'s I 14 Box 6.1 The poetry of dinOSAUi'$ I 16 SoC'a! :;"e5 of the enigmatic I 17 p'''!€:s -'IX spines f Ia The evolution of Stegosauria t 21 Stegosaurs meet history: a short account of their discovery t 23 Box 6.2 N'neteemh century d.no ur "'id~$:boxe, YCr5ti5 jXJrche" 126 Important readings 130
:.':.
f'A R.T 11\ Saurischia: predators and giants 22/
- Important readings 2.
- Chapter il Sauropodomorphll:ehe bIg,.the bizarre.and the majestic - Lifestyles of the huge and ancient - Box 11.1 Tendagw'ul - Feeding - Loccmot.on - Socia! behavior - Sauropocomorph growth and oeve.oprnent - The evolution of Sauropodornorpha - Prosauropcda - Sauropoda - Diplcdocoidea - Box I 1,2 The decapitat:on of"Bmnuso!Ji'Us" - Macronaha - T1anosauna - Sauropodomorphs meet history: a short account of their discovery - Important readings
- Chapter 12 Theropoda I: Nature red in tooth and claw - Theropod lives and lifestyles - Going their ways - Theropods as livingorganisms - Jaws and teeth Weaporiry 27 i - Box t 2.1 Tr!(erarops as spoils. > or sooiled T"cemtops' - P'''ey ~~ 2ro - Social Dehavior sex and the Pe>: - The eVQlution of Theropoda - Ceratcsaure - Tetanurae - Coeturosauria - Eumaniraptora
- Theropods meet history: a short account of their discovery
Chapter 13 Theropoda lI:Th~ origin of birds living birds Archaeopteryx lithographica and the ancestry of living birds Anatomy of Arcf!aeopteqx Ire; ancestry of jiving birds LWlg birds as dinosaurs Pneumatic bones and feathers: adaptation versus. !nhe6t;nce The revolution of the 19905: feathered dinosaurs TIK: Qngin of feathers The Laoning fossis vvhat, If anythl!1g, is a bird? Dissent Box I 3.i Pius r;c ChOJlg<; ,«
Conclusions Important readings
Chapter 14 Theropoda IH:The early evolution of birds The Mesoloic iMillary Getting to be a modem bird Important readings
PART IV Endothermy,environmems,and extinction
Chapter 15 Dinosaur thermoregulation: some like it hot An enigma explored Box 15.1 vvarm-boooedness: to have and have not Is warm-bloodedness superior to cold-bloodedness! Temperature rcguiation arnong vertebrates Endothermic and ectotherrruc metabolism Box 15.2.A pnmer on rnetabolisrn Dinosaur endothermy: the evidence Anatorny Box 15.3 In the tracks of the dinosaurs Box. 15,4 Dinosaur smarts
Box 15.5 Weigh;ngn Zoogeogr3phy Phl'ogeny Ceochemistry Oprnions on dinosaur endothermy t10dem views on d;nOBilf"metabolisrr< Important readiogs
Contents 1 Ix
300 30! 305 308 312 311 31S 316 316 319 322 323 324 326 329 330
. 334 340 341
344
347 347 348 349 349 350 35! 353 353 356 361 362 367 370 371 374 374 376 378 380
