Course Name: The Nature of Sex 

Course Prefix: Zool

Course Number: 1030
             Submitted by (Name & E-Mail):  Tara Diamond , tdiamond@weber.edu

Current Date:  9/4/2008
College: Science
Department:   Zoology                              
From Term: Fall  2009 

Substantive
new  Current Course Subject N/A
Current Course Number

New/Revised Course Information:

Subject:  ZOOL            

Course Number: 1030

 Check all that apply:
    This is for courses already approved for gen ed.
    Use a different form for proposing a new gen ed designation.
DV  SI  CA  HU  LS  PS  SS 
EN  AI  QL  TA  TB  TC  TD  TE

Course Title: The Nature of Sex

Abbreviated Course Title:

Course Type:  LEC

Credit Hours:  3  or if variable hours:    to

Contact Hours: Lecture   Lab    Other

Repeat Information:  Limit 0   Max Hrs 0 

Grading Mode:  standard

This course is/will be: a required course in a major program
a required course in a minor program
a required course in a 1- or 2- year program
elective

Prerequisites/Co-requisites:

Course description (exactly as it will appear in the catalog, including prerequisites):

This course will present an overview of sexual reproduction in animals, including humans. It provides evolutionary, ecological, and behavioral perspectives on sex. Topics cover the value of sex for generating variation among individuals, breeding patterns in nonsocial and social species, mating systems such as monogamy and polygamy, and reproductive behavior. The relevance of this material to human reproduction is addressed.

Justification: Arguably, reproduction is life's most significant activity. Its processes are briefly addressed in the Department of Zoology's existing General Education courses: Zoology LS 1010 - Animal Biology, and Zoology LS 1020 - Human Biology. This proposed course will provide a detailed overview of the most fascinating aspects of sex in animals, including: the evolution of sex itself as a form of reproduction, mating systems, and human sexual behavior. As this material is certainly relevant to an understanding of our own existence, it is fully appropriate for General Education Life Science credit. "The Nature of Sex" will meet each of the goals described in the Natural Sciences General Education Mission Statement, the Natural Sciences Learning Outcomes, and the Life Science Specific Learning Outcomes. Its material will be presented from a biological perspective using findings from laboratory as well as field experiments and observation. Factual evidence will be carefully distinguished from speculative explanations, which clearly is critical when discussing human behavior. In the last several years, this topic has received a considerable amount of attention. Among the popular books that have been published, the following capture the essence of this material: - "A Natural History of Sex: The Ecology and Evolution of Mating Behavior" by Adrian Forsyth (Firefly Books, Buffalo, NY). - "Sexual Selection" by James L. Gould and Carol G. Gould (Scientific American Library, W.H. Freeman, New York). - "Dr. Tatiana's Sex Advice to All Creation" by Olivia Judson (Henry Holt, New York). The author of the last book, Olivia Judson, writes a regular column about evolutionary biology in the New York Times. This will be an excellent resource for students taking the course. Finally, there are a large number of animal reproduction courses taught throughout the world, which are often at the introductory level and may count for General Education requirements. Each Natural Science Learning Outcome will be addressed throughout this course. As just mentioned, the content will be based on scientific examples and principles; thus, The Nature of Science will be consistently conveyed to the students. In regards to the Integration of Science outcome, there are indeed basic organizational principles which provide a framework for the material. For example, the material will be covered from evolutionary and ecological perspectives. These approaches are broad-based, yet they must be carefully integrated with such disciplines as chemistry and geology due to their subject matter. Topics such as parental care, mating behavior, and sexuality will be considered in this course. Such material will provide students with a better understanding of themselves, one another, and thus their role in society as indicated in the Science and Society Learning Outcome. Finally, many examples will be used in this class that will involve Problem Solving as well as the interpretation, analysis, and appropriate generalizations of the data which are presented. Last, I would like to give examples of how this new General Education course will meet the Life Science Specific Learning Outcomes: 1. Levels of organization: All life shares an organization that is based on molecules and cells and extends to organisms and ecosystems. As indicated in the outline, there are several portions of this course which concern genetic aspects of sex, such as genetic recombination. While most of the class addresses sex at the organismal level, ecological considerations such as the effect of habitat types on mating systems are discussed. 2. Metabolism and homeostasis: Living things obtain and use energy, and maintain homeostasis via organized chemical reactions known as metabolism. One of the ways in which the concept of energy will be brought into this course will be through a discussion of how energetic considerations are used in understanding reproductive "strategies." In the section on life history evolution, we will review such strategies or patterns in fast versus slowly growing populations. Concepts such as the cost of reproduction will be explained from an energetics perspective. 3. Genetics and evolution: Shared genetic processes and evolution by natural selection are universal features of all life. Again, this class will be taught from an evolutionary perspective. Many of the concepts addressed originate from Charles Darwin's seminal work on sexual selection. 4. Ecological interactions: All organisms, including humans, interact with their environment and other living organisms. It is impossible to discuss such topics as the evolution of sex, mate selection, and social systems without regard to the environment. This course will consistently refer to the role of the environment in a variety of phenomena.

INFORMATION PAGE
for substantive proposals only

1. Did this course receive unanimous approval within the Department?

true

If not, what are the major concerns raised by the opponents?

2. If this is a new course proposal, could you achieve the desired results by revising an existing course within your department or by requiring an existing course in another department?

No, this could not be accomplished due to the unique content matter of the proposed course, as well as that of within existing courses.

3. How will the proposed course differ from similar offerings by other departments? Comment on any subject overlap between this course and topics generally taught by other departments, even if no similar courses are currently offered by the other departments. Explain any effects that this proposal will have on program requirements or enrollments in other department. Please forward letters (email communication is sufficient) from all departments that you have identified above stating their support or opposition to the proposed course.

There is a minute degree of overlap with the material covered in Zoology's General Education courses: Zoology LS1010 - Animal Biology, and Zoology LS1020 - Human Biology. This is due to the fact that these classes do consider reproductive biology but certainly do not provide the comprehensive treatment of this subject that the new course does. Similarly, there appears to be the potential for a slight level of overlap with the material in the following Life Science General Education courses as they also consider reproduction within the broader contexts of their subject matter: Anthropology LS DV1020 - Biological Anthropology Botany LS1203 - Plant Biology Microbiology LS/SI 2054 - Principles of Microbiology. Some concern has been expressed by the Department of Health Promotion and Human Performance about overlap with their course Health 3500, Human Sexuality. The Department of Zoology asserts that there is very little, if any, overlap between our proposed class Zoology LS1030, The Nature of Sex, and the HPHP class. The theme of our course is the evolutionary, ecological, and behavioral issues associated with sex in the animal world. We will also use examples from microbes and plants. We plan to address human mating patterns in this context but this is a rather small part of the material. Correspondence related to this matter will be submitted with this proposal to the various individuals involved in reviewing this course.

4. Is this course required for certification/accreditation of a program?

no

If so, a statement to that effect should appear in the justification and supporting documents should accompany this form.

5. For course proposals, e-mail a syllabus to Faculty Senate which should be sufficiently detailed that the committees can determine that the course is at the appropriate level and matches the description. There should be an indication of the amount and type of outside activity required in the course (projects, research papers, homework, etc.).

THE NATURE OF SEX - ZOOLOGY LS1030

 

 

Dr. S. I. Zeveloff, Office SL402, e-mail: szeveloff@weber.edu, tel 626-6655, fax 626-7445

 

Required Text:  “Dr. Tatiana’s Sex Advice to All Creation” by O. Judson.  Henry Holt and Company, New York, NY.

______________________________________________________________________________

 

This course will present an overview of sexual reproduction in animals, including humans.  It provides evolutionary, ecological, and behavioral perspectives on sex.  Topics cover the value of sex for generating variation among individuals, breeding patterns in nonsocial and social species, mating systems such as monogamy and polygamy, and reproductive behavior.  The relevance of this material to human reproduction is addressed.

 

TOPICS/SCHEDULE

 

WEEK I:  January 5

 

Sex – An Introduction

 

1.   First Considerations

The ubiquity of sex in animal species; Life as preparation for breeding; Is sex necessary?

      2.   Reproduction and Evolutionary Success

How does natural selection act upon reproductive success?

                        (understanding why sex occurs within a Darwinian framework)

 

WEEK II:  January 12

 

What is Sex?

 

3.   How did sex evolve?

(will address genetic variation in genome replication, repair of chromosomal damage, and genetic recombination)

      4.   Bacterial conjugation, and “subcellular sex” in viruses.

 

WEEK III:  January 19

 

Monday, January 19 – Martin Luther King Jr. Holiday

 

Why Does Sex Occur?

 

5.   Advantages and disadvantages of sex.

6.   “The Tangled Bank”: Advantages in spatially diverse habitats.

 

WEEK IV: January 26

      7.   The “Red Queen”: Advantages in temporally changing habitats.

      8.   r and K selection: Reproductive effort in fast versus slow-growing populations.

 

WEEK V:  February 2

      9.   Why are there two sexes?

 

Reproductive Strategies

     

10. Reproductive isolation and Species

 

EXAMINATION I – Friday, February 6

 

WEEK VI:  February 9

      11. Introduction to Darwinian Sexual Selection

                        Male-male combat

                        Female choice

                        Primary and secondary sexual characters

                        Sexual dimorphism

 

Nonsocial Species

     

12. Mate recognition

            Random mating

     


 

WEEK VII: February 16

 

Monday, February 16 – President’s Day Holiday

 

      13. Mate guarding

            Nuptial gifts; Resource defense

 

Mating Systems in Social Species

     

14. Costs and advantages of group living

            Bonds and social hierarchies (e.g., bighorn sheep)

 

WEEK VIII:  February 23

      15. Polygyny

            Resource-defense harems (e.g., elephant seals)

            Harem territories (e.g., red deer)

      16. Male matrices (e.g., baboons)

 

WEEK IX:   March 2

      17. Monogamy (e.g., marmosets)

 

In-Depth View of Female Choice

     

18. The evidence

            Female choice and “Runaway selection” for exaggerated secondary sexual traits

 

SPRING BREAK:  March 9-13

 

WEEK X:  March 16

      19. Choruses, leks, and bowerbirds

 

Deceit and Related Strategies

     

20. Philandering

 

      EXAMINATION II – Friday, March 20

 

WEEK XI:  March 23

      21. Nest parasitism and female impersonation

      22. Helpers and biding time

 

WEEK XII:  March 30

      23. Satellites and other “flexible” strategies

 

Mating in Humans

     

24. Possible evolution from strategies in other primates.

 

WEEK XIII:  April 6

      25. Hunter-gatherer antecedents

      26. Mate choice and mating systems in humans

 

WEEK XIV:  April 13

Sexual Differences in Parental Care

 

      27. Male and female roles

 

Advanced Topics

     

28. Sperm competition

 

WEEK XV:  April 20

      29. Abortion and infanticide

      30. Incest

 

      FINAL EXAMINATION: Tuesday, April 28:  12:00-2:00 p.m.

 


 

GRADING:  Grades will be based on three lecture examinations:  two “regular” tests and a comprehensive final. The first two examinations are each worth 100 points whereas the final examination is worth 200 points.

 

Total points available = 400 points.  Grades will be based on the percentage of these available points.

 

COURSE POLICIES:

 

1.   Examinations will cover all material presented in the lectures, films, and reading, and other  assignments.  You are responsible for all class materials (e.g., hand-outs) so always take thorough notes!

 

2.   A plus-minus grading system will be used.

 

3.   Examinations can only be made up if a legitimate excuse is provided to Dr. Zeveloff within 8 hours of the examination.  Calling in is not a legitimate excuse but will alert me to give you a temporary incomplete rather than a zero until a legitimate excuse is provided.  Legitimate excuses involve medical reasons or a death in your family.  Makeup examinations will be different than the originals.

 

4.   Please help to improve this course by giving me feedback.  Don=t wait until the end of the quarter!

 

5.   Below are given the cumulative examination assignment score averages needed to be awarded the indicated letter grade.  I may lower some scores needed for these after reviewing the class= overall performance.

 

94+                           = A

90-93                        = A-

88-89                        = B+

84-87                        = B

80-83                        = B-

78-79                        = C+

74-77                        = C

70-73                        = C-

68-69                        = D+

64-67                        = D

60-63                        = D-

Below 60                  = E

 

6.   Any person caught cheating on an examination will automatically receive an E for the course, and could be expelled from the programs of the Department of Zoology or the University.

 

7.   Students requiring accommodations or services due to a disability should contact me at the beginning of the course and must establish communication with Services for Students with Disabilities (SSD) in Student Service center room 181.