Course Mechanics
Everything you need to know about how this class works...
COURSE DESCRIPTION
AND OBJECTIVES:
This course will provide you with
an introduction to the vertebrates, including overviews of their
evolution, systematics, anatomy, physiology, ecology and behavior.
In addition to the "facts" about vertebrates, you will
be introduced to important ideas that form the basis of our conceptual
understanding of this group of animals. The general approach
will be phylogenetic: tracing each group of vertebrates from
its origin, discussing the major changes associated with its
evolution, and reviewing selected elements of its current diversity
and biology.
This is a challenging course. In addition to the conceptual
material, you will be expected to master an extensive body of
factual information, including patterns of evolutionary relationships,
diversity in various lineages of vertebrates, and details of
their morphology, physiology, and natural history. However, we
do not expect (or want) you to memorize endless lists of species,
structures, or names! We do expect you to place information in
contexts: phylogenetic contexts, morphological contexts, behavioral
contexts, for example. In this way you will be organizing information
about hundreds if not thousands of species in a synthetic manner.
Syntheses of this sort are very powerful because they provide
the framework in which details about any one species can be stored.
This skill is what makes biology fascinating anywhere in
the world that you go you will be able to draw inferences about
an animal's biology by examining features in the context of all
other vertebrates. Vertebrates are fascinating animals for all
their diversity and understanding this diversity in a synthetic
and integrative manner will bring all the conceptual areas we
discuss into focus.
TEXTS AND
OTHER REQUIRED MATERIALS:
Lecture: Vertebrate Life, Seventh
Edition. Pough, Janis and Heiser.
Lab: Labs for Vertebrate Zoology: an evolutionary approach, Second
Edition. Gergus and Schuett.
We will be doing dissections of
preserved specimens during many of the labs in this course. For
the most part you will be working in pairs (two students to one
specimen), nonetheless, each student should purchase his/her
own dissection kit (available at the student store for about
$ 15-20). This kit includes a scalpel and blade, blunt probe,
needle tool, fine-tipped scissors, and other tools.
GRADING
Your grade in this course will be determined
by your performance on a lecture midterm, three lab practical examinations,
and a final lecture examination.
Point distribution:
Lecture Exams (550 points):
Midterm Exam = 200 pts
Final Exam = 350 pts
Lab Exams (450 points):
Lab Exam I = 150 pts
Lab Exam II = 150 pts
Lab Exam III = 150 pts
TOTAL = 1000 points
Your grade will based on the following
scale:
1000 to 900 points (100 to 90%) = A
899 to 800 points (89.9 to 80%) = B
799 to 700 points (79.9 to 70%) = C
699 to 600 points (69.9 to 60%) = D
below 599 points (below 60%) = F
I do not grade on a curve, your grade will
be estimated from the total points you accumulate on all assignments.
I may elect to make adjustments to scores on some exams if I
find that such action is necessary to keep exams fair and reasonable.
We realize that you will be asked to learn a large amount of
information in a way that you may not be accustomed to, so we
will provide a fail-safe mechanism for students whose work improves
substantially during the semester. The total grade for final
letter grade assignment will be calculated in two ways:
1) Including all lab annd lecture exams at face value.
2) By omitting the first lab exam AND the first midterm lecture
exam and multiplying the grade on the lecture final by 1.572
and on the last two lab exams by 1.5.
For each student we'll use the method that gives a higher total number of points. Thus, if you do badly on the first lab exam and/or on the midterm, you can make a high grade by doing well on subsequent lab and lecture exams.
MISSED EXAMS:
Makeup lecture or lab exams will
be given only in cases of emergency. The final exam may be made
up only in the event of a legitimate problem (illness, family
emergency), and only if you notify me in advance of the scheduled
exam date and time. Please let us know as soon as possible if
you think you won't be able to make one of the exams.
ATTENDANCE:
Repeated absences are very likely
to affect your learning and, consequently, your grade. You are
responsible for all material (including announcements) presented
in class and/or lab. If for some reason you must miss a lecture,
be sure to ask a classmate for a copy of their lecture notes.
If you must miss a lab, please contact your TA as soon as possible. You may be able to make up that week's lab activities by attending one of the other lab sections in the same week. However, this can only be done with permission from the lab instructors.
HONOR CODE
(I take this seriously and personally!):
By taking this course, you agree
to adhere to Cornell University's code of academic integrity. Infractions, including cheating on exams and/or
providing information about exam contents to other students,
will not be tolerated and will be dealt with according to University
policy.
EXPECTATIONS:
This is a rigorous, challenging,
information-rich course. To do well, you will need to master
a wealth of information ranging from specific vocabulary to key
hypotheses and theories. Exams will assess not only your factual
recall, but your understanding of major concepts and your ability
to apply concepts to novel situations. You should, therefore,
plan on spending a minimum of 6-9 hours per week preparing for
this class. That time should include skimming each section of
the text before it's covered in class; studying lecture material;
re-reading text material in depth; preparing questions on any
material with which you need additional help; and doing any outside
reading that may be required.
You are responsible for contacting me promptly if you need help improving your performance in the class. Waiting until the week before the final to ask "how can I pass the class?" is NOT a formula for success! Throughout the semester, I will post grade summaries on the Vertebrate web page. You should check those summaries regularly and bring any questions or problems to my attention promptly.
HELPFUL
HINTS:
For most students, the best way
to maximize academic performance is to develop a consistent,
regular program of preparation, review, and study and to STICK
WITH IT. That means setting aside specific times each week to
"preview" upcoming material from the text and to review
previous material from the text and lecture. With a regular,
consistent study program, test preparation becomes much more
effective and much less traumatic.
You might consider trying several of the following until you
work out the study style that works best for you:
- Feel free to tape the lectures and listen to them later for review.
- Ask questions in class. Don't be shy; I can't help if you don't ask! The only "dumb" question is the one that isn't asked.
- Rewrite your lecture notes, filling in details and concepts from the text.
- Test yourself by making up questions and answering them aloud or in writing.
- Use flash cards to study vocabulary, concepts, or lab materials.
- Study in a group; take turns explaining material to each other.
- Attend all scheduled open lab hours and review sessions.
- Schedule office hours any time you have a question or want help reviewing.
- PLEASE! Don't wait until the last minute to ask for help.
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We have a great teaching crew this semester and a good-sized class. Give this your best and we promise that you will emerge with an appreciation for the diversity of vertebrates.
When someone says "mammal" to you now, the image of a bunny rabbit may pop into your head. By the end of the semester we want images of echidnas, cetaceans, bats, rodents, mustellids, and edentates to stream through your consciousness!