asm104

pdf

School

Arizona State University *

*We aren’t endorsed by this school

Course

104

Subject

Anthropology

Date

Oct 30, 2023

Type

pdf

Pages

Uploaded by MasterSnakePerson960

Note: this syllabus is not a contract. It is subject to further change or revision, to best realize the educational goals of the course. Revisions will be announced in class or in course materials online with appropriate prior notice. ASM 104 74680/74681 Bones, Stones and Human Evolution Fall 2023 Syllabus 1 of 21 **Disclaimer** This syllabus is to be used as a guideline only. The information provided is a summary of topics to be covered in the class. Information contained in this document such as assignments, grading scales, due dates, office hours, required books and materials may be from a previous semester and are subject to change. Please refer to your instructor for the most recent version of the syllabus.

ASM 104 74680/74681, Bones, Stones and Human Evolution, Fall 2023 Syllabus This content is protected and may not be shared, uploaded, sold or distributed. Basic Information Instructor Thomas Morgan, thomas.j.h.morgan@asu.edu Teaching Assistants Shannon Roivas, sroivas@asu.edu Sydney James, sejames6@asu.edu James Zerbe, jgzerbe@asu.edu Savannah Troha, stroha@asu.edu Office hours Monday, Sydney James, 11am-12pm Tuesday, James Zerbe, 1pm-2pm Wednesday, Shannon Roivas, 10am-11am Thursday, Savannah Troha, 10:30am-11:30am Friday, Dr. Morgan, 10am-11am Zoom links will be posted in canvas. Note: if office hours are a long way off , you’ll get faster results using the discussion boards or emailing us directly. Course information 4 credits No pre-requisites Textbook The textbook for this class is Bones, Stones and Human Evolution, an online, interactive textbook I created specifically for this class and published by TopHat. You can access the textbook directly from canvas. You will be asked to create a Tophat account if you do not already have one. Within the textbook there are chapters corresponding to each lecture in the class and it includes questions that affect your grade. You get two attempts at each question, and they provide you with feedback after you answer them. By default, students get automatic access to the textbook, and their ASU student account will be billed $62 once the class withdrawal deadline passes. 2 of 21

ASM 104 74680/74681, Bones, Stones and Human Evolution, Fall 2023 Syllabus This content is protected and may not be shared, uploaded, sold or distributed. If you would like to save a little money, you can opt out of this process and buy the textbook directly from the publisher for $56 . To do this, first go here to opt out of the automatic purchase process. Once opted out, continue to use the link in canvas to access the textbook. After the class withdrawal deadline passes, upon entering the textbook via the Canvas link, you will be prompted to pay $56 with a credit card. Once payment is complete, your access will be restored with no interruption to previous work. 3 of 21

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

ASM 104 74680/74681, Bones, Stones and Human Evolution, Fall 2023 Syllabus This content is protected and may not be shared, uploaded, sold or distributed. Material Summary Course description This course will introduce students to the essentials of evolutionary anthropology. The main body of the course is a series of 42 video lectures, split across the following 7 modules: 1) Introduction to evolution 2) Introduction to genetics 3) Further topics in evolution 4) Cultural evolution 5) Primates 6) Human evolution 7) Further topics in human evolution. In addition to the lectures, each of the 7 modules includes an activity and culminates in a test. Each lecture is accompanied by required and recommended readings. The required readings are chapters from the course textbook. There is one chapter per lecture and each chapter includes questions that affect students’ grades . The recommended readings include academic papers and book chapters. They are suggested for students who wish to learn more, and they do not affect students’ grades. Graded material Final grades for the course will be assigned on basis of the following: • Activities 1 - 7 5% each, based on accuracy of responses • Tests 1 - 7 5% each, based on accuracy of responses • Textbook 30%, based evenly on completion and accuracy All involve answering questions in either canvas (the tests and activities) or the TopHat website/app (the textbook). The test and textbook questions are based on the video lectures and textbook content, respectively, although their content is very similar and so it is best to watch/read both before answering the questions. The activity questions are based on specific activities for each module and cannot be answered simply by memorizing lecture or textbook material. The 7 activities involve running evolutionary simulations, doing basic calculations, building a phylogenetic tree and examining digital images of bones. Instructions in canvas will guide you through each activity. Note that scores on activities and tests will be curved, but textbook questions are not. For more information about curving see the FAQ below. 4 of 21

ASM 104 74680/74681, Bones, Stones and Human Evolution, Fall 2023 Syllabus This content is protected and may not be shared, uploaded, sold or distributed. Grade scheme • A+: ≥ 97 • A : ≥ 93, <97 Excellent • A- : ≥ 90, <93 • B+: ≥ 87, <90 • B : ≥ 83, <87 Good • B- : ≥ 80, <83 • C+: ≥ 77, <80 • C : ≥ 70, <77 Weak • D : ≥ 60, <70 Pass • E : <60 Fail • XE Fail due to academic dishonesty Deadlines 8/17/2023: Start of semester. All course material will be available. 8/25/2023: Module 1 deadline. Test 1 and activity 1 will be curved. Late submissions will be accepted, but not curved. Module 1 textbook chapters are due, but late submissions are accepted. 9/1/2023: Module 2 deadline. Test 2 and activity 2 will be curved. Late submissions will be accepted, but not curved. Module 2 textbook chapters are due, but late submissions are accepted. 9/8/2023: Module 3 deadline. Test 3 and activity 3 will be curved. Late submissions will be accepted, but not curved. Module 3 textbook chapters are due, but late submissions are accepted. 9/15/2023: Module 4 deadline. Test 4 and activity 4 will be curved. Late submissions will be accepted, but not curved. Module 4 textbook chapters are due, but late submissions are accepted. 9/22/2023: Module 5 deadline. Test 5 and activity 5 will be curved. Late submissions will be accepted, but not curved. Module 5 textbook chapters are due, but late submissions are accepted. 9/29/2023: Module 6 deadline. Test 6 and activity 6 will be curved. Late submissions will be accepted, but not curved. Module 6 textbook chapters are due, but late submissions are accepted. 10/6/2023: Module 7 deadline. Test 7 and activity 7 will be curved. Late submission is not possible. Module 7 textbook questions are due. Late submission is not possible. End of semester, final deadline for all material. 5 of 21

ASM 104 74680/74681, Bones, Stones and Human Evolution, Fall 2023 Syllabus This content is protected and may not be shared, uploaded, sold or distributed. Class Schedule Module 1 – Introduction to Evolution 1.1 Evolution prior to Darwin Darwin's theory of Natural Selection was one of a number of evolutionary theories proposed during the 19th century. This class covers pre-Darwinian ideas about species, including Medieval transmutation and the natural system. It concludes by reviewing some early evolutionary theories and the criticism they faced. 1. 2 Darwin’s life Darwin was unremarkable as a school boy, however, he would go on to change our understanding of the origin of species. This class covers this remarkable transformation, including his voyage aboard the HMS Beagle and the development of his theory of Natural Selection. 1.3 Natural Selection When Darw in’s book, “On the Origin of Species”, was published in 1859, many people accepted that species had arisen through a natural process, however, how this process operated was a mystery. Darwin proposed Natural Selection. This class will examine the requirements for natural selection and how Darwin argued his case. 1.4 Adaptation Natural selection offers an explanation for the apparent design in nature without having to resort to either the divine, as had Cuvier, or mystical fluids, as had Lamarck. Random variation between individuals produced some traits that were more suitable than others and competition automatically sifted among them, finally inheritance allowed these traits to be passed on. The successful traits favored by natural selection are known as adaptations. 1.5 The evolution of behavior Anatomical adaptations, like the sharp teeth of predators, are easy to think about, but behavior evolves too. In this class, we will take a look at how behaviors are shaped by a combination of Natural Selection and learning. 1.6 Sexual selection Many traits seem to hinder an animal's survival. In this class we will explain these traits by showing that selection favors organisms that are good at reproducing as well as surviving. When selection enhances reproduction, we call it sexual selection, as opposed to natural selection. 6 of 21

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

ASM 104 74680/74681, Bones, Stones and Human Evolution, Fall 2023 Syllabus This content is protected and may not be shared, uploaded, sold or distributed. Module 2 - Genetics 2.1 Darwin and inheritance At the heart of the modern understanding of evolution is the gene. However, Darwin developed his theory without any knowledge of genes at all. Nonetheless, he saw the nature of inheritance as critical to his theory and it became an intense area of study over the decades following Darwin’s death in 1882. 2.2 Mendelian inheritance The solution to the problem of inheritance was actually published in 1865 by Gregor Mendel, however its value would not be recognized until 1900 by which point several others had independently come to the same solution. 2.3 The identification of DNA On the 28 th of February 1953, Francis Crick and James Watson announced that they had discovered the chemical structure of DNA, and thereby, the chemical nature of biological inheritance. This class will explain how we got from Mendel to DNA. 2.4 Genetic inheritance Once DNA was discovered, the next step is to ask how DNA allows variation and inheritance, the requirements for natural selection. This class will examine inheritance; how DNA is transferred between cells and between individuals. 2.5 Genetic variation The fuel for natural selection is variation between individuals. However, by allowing successful traits to dominate the population at the expense of less successful traits, natural selection will gradually reduce the variation available. Without a source of novel variation to restock the supply, natural selection will eventually grind to a halt. In this class, we will examine how this problem is solved and how new variation is generated. 2.6 How DNA affects organisms How DNA acts to produce an entire organism is one of the most difficult questions in biology and is the basis of the field of developmental biology. In this class, we will review the essentials of this topic. 7 of 21

ASM 104 74680/74681, Bones, Stones and Human Evolution, Fall 2023 Syllabus This content is protected and may not be shared, uploaded, sold or distributed. Module 3 – Further topics in evolution 3.1 Species and speciation Natural selection explains how a species can gradually evolve over multiple generations. However, Darwin did not address how a single species could split and give rise to multiple different species, a process called speciation. The answer to this question would come from the 20 th century biologist Ernst Mayr and would be a central part of the development of modern evolutionary theory. This class will cover the different processes by which new species are formed. 3.2 Homology and Phylogeny Evolutionary theories about how species are related, or when speciation occurred are often represented with tree diagrams, known as phylogenetic trees. In this class, we will examine how these trees are built. 3.3 Dating In the last class we saw how we can deduce the relationships between living species, and infer the characteristics of ancestral species. In this class we will see how we can work out the age of fossil specimens and place dates on when ancestral species were alive. 3.4 Altruism Natural selection leads us to expect animals to strive for their own survival and reproduction. However, cases of animal altruism are well documented. In this class, we will explore how we can explain these cases with evolutionary theory. 3.5 Developmental plasticity Development is the process by which an organism changes over its lifetime, starting as a single celled zygote, progressing to adulthood, and ending with death. For much of the 20th century, development has been regarded as irrelevant to evolution. However, this view is increasingly being challenged. This class will cover some ways in which developmental plasticity is believed to affect evolution. 3.6 Common objections to evolution Despite receiving overwhelming scientific support, many members of the public do not accept evolution. Most objections come from a combination of religious beliefs and the fear that evolutionary theory encourages negative outcomes such as social Darwinism or eugenics. These disagreements have gone all the way to federal courtrooms. This class will cover a few of the most popular arguments and see how, using what we have already learnt, they can be rebutted. 8 of 21

ASM 104 74680/74681, Bones, Stones and Human Evolution, Fall 2023 Syllabus This content is protected and may not be shared, uploaded, sold or distributed. Module 4 – Cultural evolution 4.1 Evolutionary approaches to culture Humans are unusual because we have evolved to make use of a second system of inheritance and evolution: culture. In this class, we will review the varied fortunes of evolutionary approaches to culture. 4.2 Is culture like genetics? If culture and genetics are similar enough then a cultural evolutionary approach will likely be successful. In this class we will see how similar the two are. 4.3 Cultural inheritance Cultural inheritance occurs when one individual acquires information from another, a process variously referred to as cultural inheritance, cultural transmission or social learning. But what form does this learning take? 4.4 Strategic social learning Cultural inheritance is a highly flexible process. You can choose where and when to engage in social learning, as well as who to learn from. These patterns in social learning are known as transmission biases or social learning strategies. This class explores why, what, when, and who we learn from. 4.5 Animal Cultures No other species show any clear indications of human cultural phenomena like rituals, norms, etiquette, laws or systems of ethics and morality, let alone things like institutions, styles of dress or religions. Nonetheless, some animal researches insist that some non-human species do have culture. In this class we will review the evidence for animal cultures. 4.6 Human culture Critics of animal cultures argue that broad notions of culture serve to obscure the unique properties of human culture. In this class we will consider some of the arguments made against animal culture. 4.7 Gene-culture coevolution The evolution of a trait is often influenced by other evolving traits that may be part of the same organism or not and that may be cultural or genetic. In this class we will review cases of evolutionary interactions between genes and culture. 9 of 21

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

ASM 104 74680/74681, Bones, Stones and Human Evolution, Fall 2023 Syllabus This content is protected and may not be shared, uploaded, sold or distributed. Module 5 – Primates 5.1 Primate diversity We start the human evolutionary story by looking at our evolutionary family, the primates. Primates have diversified to fill a range of different ecological niches, many as different from our common ancestors as we are. This class will review the diversity of living primate species. 5.2 Primate evolution The last class considered the diversity of living primates, this class will look back in time to study the evolution of primates. It will consider what ancestral primates looked like and how they behaved as well as what conditions drove their evolution. 5.3 Primate intelligence Today, primates are famous for their intelligence. But in Darwin's time most scientists thought humans were the only animal capable of intelligence and that other animals were guided only by instinct. This class will review the evidence for animal intelligence, considering tool use, insight and theory of mind. 5.4 The evolution of intelligence Primates are an unusually intelligent group of species, however, explaining why they evolved this way is challenging. Nonetheless, several theories have been advanced to explain primate intelligence and collectively they fall into two main groups: theories of technical intelligence and theories of social intelligence. This class will look at them both. 5.5 Primate sociality Primates show a range of complex social behaviors including alliance formation, deception and perhaps a rudimentary theory of mind. In this class we will look at the large scale structure of the societies these behaviors create. 10 of 21

ASM 104 74680/74681, Bones, Stones and Human Evolution, Fall 2023 Syllabus This content is protected and may not be shared, uploaded, sold or distributed. Module 6 – Human evolution 6.1 Australopithecines Humans closest living relatives are the two species of chimpanzee. However, we are separated by a series of now extinct species. This class will look at the first few million years of human evolution, considering the diversity and diet of the Australopithecines. 6.2 Bipedalism In the 19 th century, it was thought that big brains would be the first trait to evolve in the human lineage. This was proved wrong by the discovery of australopithecines: ape-men, with brains no larger than those of chimpanzees, but who walked on two legs. In this class we will review how we can tell that the Australopithecines were bipedal and also ask why they evolved this way while the other apes remained on four legs. 6.3 Early Homo The australopithecine radiation split into two separate lineages: the robust australopithecines, and the first members of the genus Homo. In this class, we will take a look at the preserved remains of some of the earliest representatives of our genus and then ask what we can infer about their lifestyle. 6.4 Stone tools While bones can fossilize, behaviors don’t usually leave permanent traces. In a few lucky cases, however, the products of behavior are directly preserved giving us a detailed picture of at least some aspects of our ancestors’ behavior. T his class will take a look at the best example of this: stone tools. 6.5 Archaic humans Over the last two classes we have seen that Homo erectus was associated with a new way of life - hunting and gathering - as well as a new type of tool - the Acheulean hand-axe. Despite this, early Homo erectus shows only a modest increase in brain size relative to the australopithecines. This class will cover how Homo erectus changed, its brain enlarging, and then the appearance of several new species: the archaic humans. 6.6 Modern humans Around 200,000 years ago in Africa, another species evolved from Homo heidelbergensis . This new species, Homo sapiens , would spread across the entire globe. In this class, we will cover our ancestors remarkable expansion, looking at how our species differs from our near relatives and what happened when our ancestors met other Homo species. 11 of 21

ASM 104 74680/74681, Bones, Stones and Human Evolution, Fall 2023 Syllabus This content is protected and may not be shared, uploaded, sold or distributed. Module 7 – Further topics in human evolution 7.1 The evolution of big brains Over the past two million years the modest brains of early Homo erectus grew dramatically. However, aside from the record of stone tools, it is not obvious what our ancestors were using these bigger brains for. In this class we will review theories concerning why our brains grew so large and what evolutionary function they served. 7.2 The evolution of language Because it leaves no trace in the archaeological record, understanding language evolution is one of the most difficult problems in evolutionary anthropology. Nonetheless, the appeal of the question has led to considerable progress in recent decades. This class will review what we know about when, why and how language evolved. 7.3 The evolution of cooperation Class 3.4 explored animal altruism, however none of the theories that explain animal behavior work well for humans because we are far more cooperative than theory predicts. This class will cover a human-specific explanation for altruistic behavior: cultural group selection. 7.4 The agricultural revolution The evolution of the genus Homo involved the evolution of a new foraging strategy: hunting and gathering. However, after the end of the most recent glacial period, around 10,000 years ago, our ancestors began to switch from foraging to farming. This class will examine when, how and why this change occurred as well as what its effects were. 7.5 The industrial revolution Starting in the late 18 th century in the United Kingdom, a wave of industrialization has spread out across the globe replacing human laborers with machines that work at a speed and scale far greater than was previously possible. Just like the agricultural revolution that came over 10,000 years before, industrialization has affected our lifestyle, diet and health. This class will look at the causes and consequences of the industrial revolution. 7.6 Race To understand race we need to reconcile two seemingly incompatible facts. First, that there is genetic variation between modern human populations and this variation forms geographic patterns. Second, that race is biologically meaningless. This class will show how we can balance these two facts. 12 of 21

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

ASM 104 74680/74681, Bones, Stones and Human Evolution, Fall 2023 Syllabus This content is protected and may not be shared, uploaded, sold or distributed. Frequently Asked Questions FAQ: Lectures & Textbook Are transcripts of the video lectures available? Yes, sort of. While watching a video, turn on captions and then click the arrow to expand them. Doing this in full screen lets you see more text at once. What is the class textbook? Please see the textbook section above for more information about the textbook and how to get it. Can I get a hard copy of the textbook? No: it is a purely digital textbook that you will access through the tophat website. Because it contains many interactive elements, such as videos, timelines and questions, there is no hard copy of the textbook. Do I need it? Yes. The questions in the textbook are worth a total of 30% of your grade. How do I get it? Please see the textbook section above. What's in it? For every lecture in the course there is a corresponding chapter in the textbook. This goes over the essentials of the lecture and is intended to help you understand the content of the lecture. However, it is not a replacement for the video lectures. Because it is a digital textbook it can include multiple interactive elements. These include videos, roll over images, interactive timelines and questions. The questions at the end of each chapter will contribute to your final grade. For more information on grading and deadlines please see the Syllabus. I’ve got the textbook, but there’s nothing in it! Where’d everything go? Please note that the textbook chapters may only become visible once the semester starts. Prior to that you may only be able to see the preface and "how to use this book" sections. Once the rest of the book is available the chapters will be flagged as "homework". This means they contain questions that affect your grade. 13 of 21

ASM 104 74680/74681, Bones, Stones and Human Evolution, Fall 2023 Syllabus This content is protected and may not be shared, uploaded, sold or distributed. Will the textbook work with a screen reader? The textbook can be accessed through a web browser and so should work with many screen readers. Given that it is html based, the ASU DRC recommends Kurzweil. For more information see the video tutorials for chromebooks , mac , windows or chrome extensions . Or the written guides for general introductions , windows , mac , web or chrome/firefox extensions . If you use a screen reader and are having trouble with the online version of the textbook, please contact me and I can send you a pdf version of the textbook. However, in the pdf version many of the interactive features of the textbook (such as videos) will no longer work. Most importantly, the questions in the textbook that contribute to your grade can only be answered online. As such you can use the pdf as a complement to the online textbook, but not as a replacement. In the textbook it says I got a question wrong but I'm certain I got it right, what should I do? Please contact tophat support (there's a live chat button in the top right of the textbook webpage) and let them know. If tophat is unavailable, you can email me directly or contact me through canvas. I can't get one of the videos in the textbook to play, what should I do? If the video is left- or right-aligned they can be tricky to click. I find clicking over the caption works well. If the video appears to be totally dead (or has been removed by youtube) please post in the discussion boards to let me know. When will my textbook grades appear in canvas? Once a week, I will transfer your grades from tophat into canvas. My textbook grade in canvas is incorrect, what should I do? The transfer process from tophat to canvas can fail if your details in canvas (name, id, email, etc.) do not match those in tophat. If this occurs you will get a 0 in canvas and should email me to fix the problem. To avoid this happening you should make sure your details are the same in both systems. 14 of 21

ASM 104 74680/74681, Bones, Stones and Human Evolution, Fall 2023 Syllabus This content is protected and may not be shared, uploaded, sold or distributed. FAQ: Grading Can I see feedback on how I did in the tests and activities? Feedback will be released once all students have finished, this is to prevent answer sharing. You should expect feedback within a few days of the deadline having passed. Can I get an extension for a test or activity? There are no hard deadlines in this class (except for the end of the semester). Tests and activities can be submitted late until the end of the semester, and textbook questions are not due until the end of the semester. In the case of exceptional circumstances, I may still curve late tests or activities and you should contact me in advance to request this. Note that poor time management is not sufficient: if you leave work until the last minute and then fall ill, I will not give you an extension. Will grades be curved? The tests and activities will be curved, the textbook questions will not. Scores are curved shortly after the deadline has passed. Work can still be submitted after this point, but it will not be curved. Why are the grades curved? The general expectation at ASU is that roughly half of students should get an A, about a third a B, and the remainder a C or lower. The tests and activities in this class can be quite tough (especially the activities) and while plenty of students get As, there are typically more low grades than expected. The curve “intelligently” adjusts students ’ grades to bring them in line with the target grade distribution, typically nudging high grades a little higher while bringing low grades up more significantly. Can the curve lower my scores? No, the curve only ever increases scores. It also respects relative scores, meaning that if student A does better than student B before the curve, this will be true after the curve too. How big is the curve? How much the curve changes your grade depends on the overall class performance and how well you did. If you did well (>90%) the curve might increase your score by up to 5%, but probably by no more than 2%. If you did poorly (say, 50%) the curve could adjust your score by up to 30%, but probably more like 10%. Because the activities tend to be harder than the tests the curve is more generous for activities. Note that, because the effects of the curve are small for high scores, if you want to get an A+ you will almost certainly need to get one without the curve (and many students do). 15 of 21

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

ASM 104 74680/74681, Bones, Stones and Human Evolution, Fall 2023 Syllabus This content is protected and may not be shared, uploaded, sold or distributed. FAQ: Tests & Activities Can I use my notes while taking a test? Yes, you are welcome to use your notes or the textbook while taking the tests. However, you may not share test questions (or your answers to them) with other students. I'm totally confused by the activities and feel out of my depth, any tips? The activities are meant to be a challenge and to test your ability to solve unfamiliar problems, so if you are finding them hard that's good. That said here are some tips: 1. Go slow. You are free to save your progress and return later. 2. Review the lecture material. It won't tell you the answer, but the activities are based on the lectures up to that point 3. Ask for help in the discussion boards. I won't tell you the answers, but I can point you in the right direction. 4. Use Google. The activities want you to think on your feet, nowadays that means finding resources yourself over the internet. FAQ: Netlogo & the Virtual Lab How do I install Netlogo? Before running any of the simulations you will need to install Netlogo. There are two options: (1) you can install Netlogo as a program on your computer, or (2) run Netlogo in your internet browser. In general, its best to go for option 1: it's a bit more work to install it, but the simulations will run faster, and you can open the simulations just by double clicking the downloaded code. Option 1: Installing Netlogo on your computer: 1. Go here and click download. You want the most recent version of Netlogo (6.1.1 at the time of writing), and you don't need to fill out any of the fields below the version menu (name, organization, etc.). 2. Click the appropriate download link for your computer, this will download the Netlogo installer onto your machine. If you don't know whether your machine is 32-bit or 64-bit choose the 32-bit installer. 3. Once it's finished downloading, run the installer to install Netlogo. 4. Try opening Netlogo to make sure it installed OK. You probably won't understand what it does yet, but if a new window opens you've probably installed it fine. Option 2: Accessing Netlogo via your web browser: 1. Go here 16 of 21

ASM 104 74680/74681, Bones, Stones and Human Evolution, Fall 2023 Syllabus This content is protected and may not be shared, uploaded, sold or distributed. How do I download and run the simulations? As part of the activities you will be running simulations that I have created. These are available for download from the activity pages. At the start of each activity you will need to download and open the relevant simulation. Option 1: Opening simulations with Netlogo installed on your computer: 1. Download the simulation file from the activity page by clicking the link. If that just opens the code in a new tab you will need to right click the link and choose to save the file. 1. Note that if you use Safari as your web browser it will add the extension ".txt" to the end of the file name (e.g. "model.nlogo" will be called "model.nlogo.txt" instead). You will need to remove this by renaming the file. 2. When it has downloaded, open it. Option 2: Opening simulations in Netlogo in your web browser: 1. Download the simulation file from the activity page by clicking the link. If that just opens the code in a new tab you will need to right click the link and choose to save the file. 1. Note that if you use Safari as your web browser it will add the extension ".txt" to the end of the file name (e.g. "model.nlogo" will be called "model.nlogo.txt" instead). You will need to remove this by renaming the file. 2. Do NOT try to open the file, your computer will simply tell you it doesn't know what kind of file it is because you do not have Netlogo installed on your computer. 3. Go to the netlogo web page here . 4. Click the "choose file" button towards the top right of your screen, this will open a window allowing you to choose which file to upload. 5. Find the simulation file you downloaded from the activity and click OK. The file will probably be in your downloads folder. The NetLogo Simulations are running slowly, what can I do to speed them up? The simulations should run very quickly, it should take less than a minute to run them for long enough to answer any particular question. If they are running more slowly than this try these steps: 1. Move the model speed slider all the way to the right. 2. If you are using NetLogo in your browser, install Netlogo on your computer instead. 3. If using Netlogo in your browser try a different browser (Safari, in particular, runs slowly). 4. Try a different machine. This might be particularly helpful if you are trying to run the simulations on a phone or tablet. In the simulation activities you keep talking about ticks, steps and generations — what's the difference? None. Evolution occurs over generations and so in many evolutionary simulations each time step executes a single generation. But in many other fields the word "step" is used instead (because the model moves forward one step at a time). Finally, Netlogo uses the word "ticks" so 17 of 21

ASM 104 74680/74681, Bones, Stones and Human Evolution, Fall 2023 Syllabus This content is protected and may not be shared, uploaded, sold or distributed. you can imagine the model working like a clock. These terms are generally interchangeable, and I probably use all of them at various points. The pop ups in the virtual lab (activities 5 and 6) don't appear, what should I do? If you are using Internet Explorer, Edge or Safari try a different browser (e.g. Chrome or Firefox), if that doesn't help please post in the discussion boards. FAQ: Honors Contracts Does this class offer honors contracts? Yes, one. What does it involve? Activity 1 involves running an evolutionary simulation in the program NetLogo and observing the evolution of fur in a simulated population of cows in response to temperature. For an honors project I ask students to extend/modify the simulation to explore some of the other processes discussed in the course and then write a report on the results of the simulation. For instance, you might... 1. Have the temperature vary across the cow ’ s “ territory ” and see if you can get them to split into two “ species ” . 2. Give female cows a preference for fur of a specific thickness and see how that changes evolution. 3. Or something else - students can make their own suggestions and run them by me. Be warned though; learning to use NetLogo might be a bit of a challenge and you'll need to learn some basic programming. The Netlogo website has lots of demos and tutorials to help you, but you'll want to get started early on. What should the report look like? The report should have the following general structure: 1. A brief introduction (<500 words) that introduces the basic topic being studied. 2. A description of the model sufficient to understand exactly how it works. 3. A description of the results. Whichever simulation parameters you vary should be varied together to explore their effects. Graphs will help here too. 4. A brief discussion (<500 words) that sets the results in context. 18 of 21

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

ASM 104 74680/74681, Bones, Stones and Human Evolution, Fall 2023 Syllabus This content is protected and may not be shared, uploaded, sold or distributed. Everything else Academic Integrity If you fail to meet the standards of academic integrity in any of the criteria listed on the university policy website, sanctions will be imposed by the instructor, school, and/or dean. Academic dishone sty includes borrowing ideas without proper citation, copying others’ work (including information posted on the internet), using an AI service to generate text for any assignment, allowing others to copy your work (including posting reading guides, quiz questions, and assignments to websites like CourseHero and StuDocu), and failing to turn in your own work for group projects. If you have any doubt about whether the form of cooperation you contemplate is acceptable, ask the TA or the instructor in advance of turning in an assignment. Copyrighted Materials All content in this course, including video lectures, presentations, assignments, discussions, quizzes, and exams, is protected by copyright and may not be shared, uploaded, sold, or distributed. Plagiarism is strictly prohibited. Students must refrain from uploading or submitting material that is not the student's original work to any website, course shell, or discussion board used in this course or any other course unless the students first comply with all applicable copyright laws; faculty members reserve the right to delete materials on the grounds of suspected copyright infringement and impose sanctions as listed below. Academic dishonesty includes any act of academic deceit, including but not limited to possessing, reviewing, buying, selling, obtaining, posting on a site accessible to others, reviewing materials from a site accessible to others, or using, without appropriate authorization, any materials intended to be used for an Academic Evaluation. Possible sanctions include, but are not limited to, appropriate grade penalties, course failure (indicated on the transcript as a grade of E), course failure due to academic dishonesty (indicated on the transcript as a grade of XE), loss of registration privileges, disqualification and dismissal from ASU. For more information, see http://provost.asu.edu/academicintegrity . Prohibition of Selling Class Notes Students may not share outside the class, upload, sell, or distribute course content or notes taken during the conduct of the course. In accordance with ACD 304-06 Commercial Note Taking Services , written permission must be secured from the official instructor of the class in order to 19 of 21

ASM 104 74680/74681, Bones, Stones and Human Evolution, Fall 2023 Syllabus This content is protected and may not be shared, uploaded, sold or distributed. sell the instructor's oral communication in the form of notes. Notes must have the notetaker's name as well as the instructor's name, the course number, and the date. Student Conduct and Appropriate Behavior Additionally, required behavior standards are listed in the Student Code of Conduct and Student Disciplinary Procedures , Computer, Internet, and Electronic Communications policy , SSM 104 – 02 policy against threatening behavior, per the Student Services Manual , “Handling Disruptive, Threatening, or Violent Individuals on Campus”, and outlined by the Office of Student Rights & Responsibilities . Anyone in violation of these policies is subject to sanctions. Students are entitled to receive instruction free from interference by other members of the class. An instructor may withdraw a student from the course when the student's behavior disrupts the educational process per Instructor Withdrawal of a Student for Disruptive Classroom Behavior . If you deem content shared by an instructor or student offensive, bring it to the attention of the instructor or, alternatively, to the unit chair or director. Netiquette --appropriate online behavior-- is defined by the instructor and includes keeping course discussion posts focused on the assigned topics. Students must maintain a cordial atmosphere and use tact in expressing differences of opinion. Inappropriate discussion posts may be deleted by the instructor. The Office of Student Rights and Responsibilities accepts incident reports from students, faculty, staff, or other persons who believe that a student or a student organization may have violated the Student Code of Conduct. Policy on Discrimination Arizona State University is committed to providing an environment free of discrimination, harassment, or retaliation for the entire university community, including all students, faculty members, staff employees, and guests. ASU expressly prohibits discrimination , harassment , and retaliation by employees, students, contractors, or agents of the university based on any protected status: race, color, religion, sex, national origin, age, disability, veteran status, sexual orientation, gender identity, and genetic information. Inappropriate conduct need not rise to the level of a violation of federal or state law to constitute a violation of this policy and to warrant disciplinary action/sanctions. 20 of 21

ASM 104 74680/74681, Bones, Stones and Human Evolution, Fall 2023 Syllabus This content is protected and may not be shared, uploaded, sold or distributed. Reporting Title IX Violations Title IX is a federal law that provides that no person be excluded on the basis of sex from participation in, be denied benefits of, or be subjected to discrimination under any education program or activity. Both Title IX and university policy make clear that sexual violence and harassment based on sex is prohibited. An individual who believes they have been subjected to sexual violence or harassed on the basis of sex can seek support, including counseling and academic support, from the university. If you or someone you know has been harassed on the basis of sex or sexually assaulted, you can find information and resources at https://sexualviolenceprevention.asu.edu/faqs . As a mandated reporter, I am obligated to report any information I become aware of regarding alleged acts of sexual discrimination, including sexual violence and dating violence. ASU Counseling Services, https://eoss.asu.edu/counseling is available if you wish to discuss any concerns confidentially and privately. ASU online students may access 360 Life Services, https://goto.asuonline.asu.edu/success/online-resources.html . Accessibility Statement In compliance with the Rehabilitation Act of 1973, Section 504, and the Americans with Disabilities Act as amended (ADAAA) of 2008, professional disability specialists and support staff at the Disability Resource Center (DRC) facilitate a comprehensive range of academic support services and accommodations for qualified students with disabilities. Qualified students with disabilities may be eligible to receive academic support services and accommodations . Eligibility is based on qualifying disability documentation and assessment of individual need. Students who believe they have a current and essential need for disability accommodations are responsible for requesting accommodations and providing qualifying documentation to the DRC. Every effort is made to provide reasonable accommodations for qualified students with disabilities. Qualified students who wish to request accommodation for a disability should contact the DRC by going to https://eoss.asu.edu/drc , calling (480) 965-1234 or emailing DRC@asu.edu. To speak with a specific office, please use the following information: ASU Online and Downtown Phoenix Campus University Center Building, Suite 160 602-496-4321 (Voice) Polytechnic Campus 480-727-1165 (Voice) West Campus University Center Building (UCB), Room 130 602-543-8145 (Voice) Tempe Campus 480-965-1234 (Voice) 21 of 21

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version