James Madison University
Departments
of
Biology
and
Geology
SYLLABUS - BIOLOGY/GEOLOGY 405
http://geollab.jmu.edu/Fichter/GeoBio405/index.html
VERTEBRATE
PALEONTOLOGY
SPRING, 2001
CREDIT HOURS:
3
B UILDING/ROOM:
TIME:
209 Miller
MWF 11:15-12:05
INSTRUCTOR:
OFFICE:
OFFICE P HONE:
E-MAIL:
OFFICE HOURS:
Lynn S. Fichter, Professor of Geology
233 Miller
6531
[email protected]
MW 10-11 TT 8-10; By appointment;
LABORATORY:
The laboratory consists of learning the bones in a number of vertebrate skulls and a
skeleton and is done independently with the help of study guides.
F INAL EXAM:
Friday, May 4, 10:30-12:30
TEXTS:
k Benton, Michael J., 1997, Vertebrate Paleontology, Chapman and Hall
k Notebook of Lecture Illustrations - Copy Center
k Handbook of the Vertebrate Skull and Skeleton - Copy Center
LABORATORY VOUCHERS:
This semester the university is assessing a charge for chemicals and
other consumable items used in laboratory courses. Consequently, during the first two weeks of classes,
each student in this course must obtain a paid “laboratory voucher” from the bookstore. Failure to
obtain a voucher will lead to administrative withdrawal.
L.S. Fichter, Spring, 2001 Syllabus
1
Bio/Geol 405 Vertebrate Paleontology
THE BREADTH OF VERTEBRATE PALEONTOLOGY
Vertebrate paleontology is a bastard science.
It is wholly accepted by neither the geologists
nor the zoologists. Yet, its proper study is dependent on knowledge and understanding of
both.
Even within the study of paleontology itself there is little contact between
invertebrate and vertebrate paleontologists, not to mention paleobotanists.
One important reason is that the specialized training for each discipline begins early and
diverges rapidly.
The practicing vertebrate paleontologist, for example, is absolutely
dependent on thorough and solid training in comparative anatomy, embryology, genetics,
physiology and vertebrate zoology, not to mention geology subjects and statistics. Invertebrate
paleontology, on the other hand, is more often used for dating rocks and is thus associated
with biostratigraphy and other geological subjects. Paleobotanists, naturally, associate with
botany departments, far removed from geology and zoology. But one way or another,
paleontology is an interdisciplinary science, drawing on specialized knowledge from many
disciplines - jack of all trades, master of none.
In this class you do not require all the highly specialized knowledge a practicing
vertebrate paleontologist needs. Instead as the semester proceeds I will introduce and
develop whatever specific knowledge we need to understand the evolutionary debate in front
of us at the moment. And, anyway, this class is a mixture of biology and geology majors
and so what ever we talk about I usually have to explain biological concepts to the
geologists and geological concepts to the biologists and in the process we all learn something
new.
THE DEPTH OF VERTEBRATE PALEONTOLOGY
It used to be that many topics in evolutionary biology were pithy.
That is, they were
discussed in a few pages in a book, or there existed one or two papers on the subject. But
not today. Nearly every interesting subject in paleontology and evolutionary biology has
exploded in complexity. Where once there were a few pages of discussion, there now exist
book-length expositions, often several, and a vast technical literature. There is hardly a
group of vertebrates, early or late, that is not rich in diversity, and absolutely fascinating.
Just to survey all the major fossil groups takes an entire semester, even without getting into
their adaptations, lifestyles, and the interesting evolutionary problems they present. Where
it was once possible to spend a leisurely class, or less, talking about everything important
anyone had to say on a particular topic, these topics can now easily take many classes.
The sum result is . . . one semester is not enough. I look back over old notes on
certain topics and they comfortably took a class. When I revised my notes on these topics
they easily expanded to several classes, before I panicked and struggled to get them down
to only twice as much time as they used to take. But twice as much time is half as much
time in a semester to talk about other subjects.
L.S. Fichter, Spring, 2001 Syllabus
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Bio/Geol 405 Vertebrate Paleontology
There is no easy resolution to this problem; it exists in every subject.
But I am interested
in understanding, not memorization or superficial surveys, . . . and understanding takes time.
My resolution to this problem is to do both less, and more. The less is fewer groups, fewer
processes, fewer issues discussed. The more is more understanding, in more depth, about the
subjects we do discuss. Some groups will be mentioned only in passing, and some groups we
explore in detail, like the bony fishes, labrynthodont amphibians, and mammal-like reptiles.
Atentative outline of the semester, based on the last time the course was taught, is at the
back of the syllabus. But in broad outline it goes something like this. First, we begin with
a discussion of principles of evolution, systematics, and classification.
Second, this is followed by a survey of vertebrate evolution. That is, who gave rise to
whom, when, and the basic classification of the vertebrates. Older paleontology courses
would consist only of this, but for us it is only the beginning.
Third, we then utilize the phylogeny and classification as a skeleton upon which to hang
arguments of evolutionary biology. There are two parts to the study of the evolutionary
biology of the vertebrates. On the one hand, we use the phylogeny to explore the processes
of functional morphology, evolving organ systems, and biological adaptations to understand
the evolution of the vertebrates. On the other hand, we examine the historical geology and
paleoecology of this planet in an attempt to understand the environmental conditions which
existed in the past and influenced the evolution of the vertebrates.
Finally, we correlate and integrate all the information to obtain a coherent picture of
how both the earth and the vertebrate animals living on it got to their present state. By
that time the semester will be long since over.
THE CURRENT STATE
OF VERTEBRATE PALEONTOLOGY
One of the problems with being a scientist is that nothing you know can be taken for
certain. In fact, being a scientist leads to the disconcerting possibility that everything you
thought you knew will turn out to be wrong. This truism has shaken up all the sciences
in this century, and no less vertebrate paleontology. Jarvik says,
"It is easy to see that (the) . . . more or less sophisticated family
trees found in even the most modern literature are erroneous in
fundamental respects."
Indeed, animals formerly considered closely related are now viewed very suspiciously, and
the traditional, thoroughly memorized, and well entrenched classifications are continuously
being challenged and replaced by new and/or unfamiliar names. What is disconcerting about
L.S. Fichter, Spring, 2001 Syllabus
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Bio/Geol 405 Vertebrate Paleontology
this is that the old, familiar fossils we thought we knew and understood, have a tendency
to be reclassified, rearranged, and reinterpreted in ways that violate everything we were
originally taught. And there are continuous new finds which do not neatly fit in with
already known organisms, leading to further doubt and confusion.
Furthermore, a number of controversial ideas which seriously question our traditional
beliefs about the biology of fossil vertebrates have been proposed, and vigorously argued amphibian origins, warm blooded dinosaurs, and the origin of birds to name a few. To be
perfectly honest I find some of this disconcerting, and I am torn between wanting to hang
on to the old and familiar, and teach it as if nothing has changed, and feeling an
obligation to face the new and unknown, and struggle to revise major portions of this course.
It is the second path I intend to follow.
I realize that if I were to just make all the
necessary changes, or not make them at all, you would not know the difference. Either you
would learn the old names and theories, or the new, but since it is all equally unfamiliar
it would probably be no big deal - except what you would learn would be outdated. But
it is not as simple as that.
First, many of the new ideas are quite involved and complicated and it will probably take
me more than once through the course to make the transition. Some subjects, which in the
past we only knew enough about to have a few pages devoted to them, have expanded to
having entire books (often several) devoted to them. Many of these books have relatively
recent copyright dates on them. I try to keep up with these, but some lectures I may end
up writing as I give them. Or I may suddenly understand something in a new way in the
middle of a lecture, at which time my knowledge grows but the lecture may descend to
chaos. I hope you hang in there with me in those cases; I will make it all right.
Second, our understanding of vertebrate evolution changes rapidly as new discoveries and
studies are published. The discovery of one new fossil can change dramatically the way we
look at a group - like the discovery of early amphibians with more than 5 fingers and toes,
and the dinosaur velociraptors. Likewise, several new books published recently have strongly
influenced the way I look at some topics, and I plan to incorporate those ideas. What is
gospel today is passe tomorrow.
Third, my job is not so much to teach vertebrate paleontology as to teach the science of
evolutionary biology, and these major paradigm shifts are the essence of the scientific process
and I need to explore them and you need to understand them.
So a complicated subject keeps getting more complicated, but with many more
possibilities. Share the adventure.
L.S. Fichter, Spring, 2001 Syllabus
4
Bio/Geol 405 Vertebrate Paleontology
TESTING AND GRADING
The final grade in this class is based on two criteria:
L
ABORATORY: It is not possible to talk about vertebrate evolution without reference to
vertebrate skeletal anatomy. At times throughout the semester it is necessary for us to talk
about bones, and compare the bones in one animal with bones in another. This can be
boring, confusing, and frustrating unless you have some familiarity with those bones.
Therefore, it is worth while to learn the skulls and skeletons of typical representatives. I
don't want to belabor you with this too much, just enough to know the basics. See below
for details.
L
ECTURE: Your lecture (and course) grade (assuming the laboratory is satisfactorily
completed) is an average of all your scores on the items listed below. (Summaries of each
category are provided below; more specific information provided later.)
5%
5%
5%
16%
22%
22%
22%
100%
Quiz # 1 - Vertebrate Classification and Systematics
Quiz # 2 - Vertebrate Phylogeny
Periodic Review Questions
Skeleton/Skull bone identification
Lecture Exam #1
Lecture Exam #2
Final Exam (not comprehensive)
QUIZ #1 - THEORETICAL FOUNDATIONS
T
he quiz consists of questions drawn from the following concepts. This quiz occurs
sometime within the third week of the semester - details to follow. A several day span will
be scheduled for the quiz and you may take it anytime in that span.
L Concepts in Evolutionary Biology.
L Concepts in cladistics.
QUIZ #2 - PATTERNS OF VERTEBRATE EVOLUTION
The
quiz consists of questions drawn from the following subjects. This quiz occurs
sometime within the fifth week of the semester - details to follow. A several day span will
be scheduled for the quiz and you may take it anytime in that span.
L Memorize and reproduce an abbreviated classification of vertebrates.
L Fill in whole or part the summary chart on the phylogeny of vertebrates discussed and
explored in class.
L.S. Fichter, Spring, 2001 Syllabus
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Bio/Geol 405 Vertebrate Paleontology
L Given illustrations of representative members of each group found on the chart on the
phylogeny of the vertebrates, classify the organism.
L Discuss some aspect of a major geologic, environmental, climatic event associated with
a specific and particular evolutionary transition.
PERIODIC REVIEW QUESTIONS
Scattered through the semester are a series of periodic review questions.
The questions are
designed primarily to get you to think about recent subject matter and clarify and come to
understand some critical models, or facts, or strategies for solving problems of evolutionary
biology. Also, during the grading I can let you know the standards to be striven for in
answering the midterm and final questions. More information to follow.
THE LECTURE EXAMS AND FINAL
The subject matter this semester is intricate, diverse, and complex.
In our attempts to
unravel the evolutionary relationships among the vertebrates it is necessary to seek evidence
and arguments from a wide diversity of disciplines; and to genuinely appreciate the problems
and attempts to understand and solve them this evidence and these arguments need to be
explored in some detail. At various points we need to discuss comparative invertebrate
anatomy, physiology, vertebrate functional morphology, depositional systems, paleoclimatology,
zoogeography, continental drift, evolutionary theory, structure of the brain and the meaning
and basis of intelligence . . . and many other things, as well as the rather straight forward
problems of vertebrate anatomy, classification, evolutionary relationships, and phylogeny.
To
be tested in detail on all this material by traditional test methods would be
overwhelming, and would defeat my purposes in teaching this class. My goals are not to
force you into detailed knowledge of everything but rather to explore with you the diversity
of this fascinating subject matter, the kinds of problems encountered, and the ways they are
solved.
RULES AND PROCEDURES FOR MIDTERM AND FINAL
The two exams and final are take home, and must be taken according to the honor code
of the University, and honor that must exist among the community of scientists. The exams
consist of two parts, an essay portion, and an objective computer graded portion.
ESSAY PORTION OF TESTS: SPECIFIC PROCEDURES AND RULES:
Ø All essay exam questions are available to you before the exam to allow you to prepare.
L.S. Fichter, Spring, 2001 Syllabus
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Bio/Geol 405 Vertebrate Paleontology
Ù You will not write answers to all the essay questions, but must be prepared to answer
Ú
Û
Ü
Ý
any of them.
You may bring with you to the exam one 3 x 5 inch index card for each test. with
outlines (no illustrations or prose statements) of your answers to the questions These
must be turned in with you answers.
You will not know which questions to answer until just at the moment you are ready
to take the exam. At the exam time I will give you a folded piece of paper, inside
which are written the questions you are to answer. You open the paper when ready
to take the exam.
Normally I try to give some choices of questions to answer so you are not completely
stuck with questions you do not like or are not well prepared for.
Each exam is guided by the following rules. The rules are also written on the slip of
paper containing the questions you are to answer.
1.
2.
3.
4.
5.
RULES FOR ALL ESSAY EXAMS
You may take the exam any time in the several day period assigned.
You may not peek at the questions until just at the moment you are ready to
take the exam.
If the question states information will be provided with the exam slip, that
information is attached to the exam slip.
You must take the entire exam in one sitting, pit stops allowed.
You may have only the following with you:
( The exam paper
( Writing instruments
( Copies of any blank illustrations allowed by the questions.
( Refreshments for the duration
( One 3 x 5 inch index card with outlines of your answers.
GRADING EXAM ANSWERS:
( All grading is done on a 12 point scale (A+ = 12-11, A = 10.9-10, A- = 9.9-9, B+ =
8.9-8, etc.).
( Final grades are calculated by averaging exam questions for each exam, and multiplying
them by the 22% for each exam. Because of the way the exams are done you may
not all answer the same number of questions for each exam. so it is not possible
ahead of time to say how much each question is worth.
OBJECTIVE, COMPUTER GRADED TESTS:
This is the first time in this course I am experiment with an objective portion for the
test. I will probably divide the grade 50/50 between the essay and objective portions, which
means that the objective portion is equivalent to one of the essay questions. More
information later.
L.S. Fichter, Spring, 2001 Syllabus
Bio/Geol 405 Vertebrate Paleontology
7
LABORATORY
THE LABORATORY CONSISTS OF TWO PARTS.
S
mithsonian Field Trip - Attendance and a simple exercise (not handed in) is all that
S
tudy of the Vertebrate Skeleton
is required. The trip lasts all day, from early morning to evening (5 hours travel time). We
spend time in the morning looking at the public displays of vertebrate fossils. The
remainder of the afternoon is your own to visit whatever you wish (the Air and Space
Museum--well worth the time, Museum of History and Technology, Art Museum, etc). We
stop in Manassas for dinner on the way home. Failure to attend, except by express permission of the Instructor, results in the loss of one final letter grade.
You are asked to learn the following:
SKULLS
You need to learn the skull of
the following:
TEETH
SKELETONS
You
need
to
learn to recognize
You need to learn
the
teeth
in
the
skull and lower
the skeleton of one
jaw
of
the
following
mammals
of the following:
(list subject to change).
Fish:
“ Amia
Reptile: Skull of Either:
“ Chelonia (Sea Turtle) OR
“
“
Lizard, OR
Crocodile
Mammal: Skull of:
“ Canis (Dog)
“
“
“
“
“
“
“
“
“
(These are all largely “
the same and we have “
examples of each, so “
Canis, or
Cat, or
Rabbit, or
Hyena
take your pick)
Cat
Dog
Opossum
Raccoon
Beaver
Muskrat
Cow
Deer
“
“
“
“
“
“
“
Mink
Horse
Rabbit
Squirrel
Groundhog
The study of vertebrate skeletons may seem complex at first, but unlike the study of
invertebrate fossils which are continuously different from one group to another, knowledge
of the skeleton is cumulative. In fact, the study of vertebrate skulls and skeletons gets
easier with time since not only are the names carried through, the skull becomes
progressively less complex up the evolutionary scale.
P
LABORATORY PROCEDURE
rocedure: The procedure for the laboratory study is as follows:
L No formal schedule exists; each person works at their own pace, on their own time
(although see schedule at end for time frames). The only exception is you need to
L.S. Fichter, Spring, 2001 Syllabus
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Bio/Geol 405 Vertebrate Paleontology
learn the vertebrate skeleton within the first week, and Amia within the first three
weeks. This is so you are familiar with the basic bones and will not be lost in
lecture.
L For each skull, or skeleton, or the teeth sets to be studied a study guide is available in
the notebook Handbook of the Vertebrate Skull and Skeleton. These vary from
detailed descriptions to simple lists or illustrations of the bones.
L You are encouraged in your study to develop a notebook of labeled sketches of the
skulls and bones. Making sketches forces you to examine the specimens closely.
Labeling the sketch helps to insure you know the osteology. Plus, such sketches are
good for quick reference. Such sketches are for your own use; I will not collect,
examine, grade, or do anything else with them.
T
esting:
L Each person studies the osteology of a given animal until they feel they know it.
L When ready, you come with the skull or skeleton and show me that you know it by
pointing out and naming each of the bones in the guide.
( If we agreed that you know that skull, move on to the next one.
. try again
If not ;. .
The grade for skeleton/skull identification is 16%.
For this you must successfully complete
the identification of the following (which must be identified in this order).
L Skeleton
L Amia
L Reptile skull
L Mammal skull
L Mammal teeth
The question on teeth is a question on the final exam. Of the remaining four,
completing all four gives you an A for the 16%; 3 gives you a B; 2 gives you a C; 1 gives
you a D.
REFERENCES AND READING
B
ecause this subject is continuously evolving, specific readings have not been established for
all lectures. The literature for vertebrate paleontology is quite voluminous, considering how
specialized and esoteric the subject is. Books and important papers come out so fast I cannot
begin to keep up with them.
Throughout
the semester I try to provide suggested readings on the subjects we are
covering. Such readings are not selected randomly or haphazardly, but are specifically chosen
to do one or more of the following.
( Provide the best reference source for you to study or prepare answers to exam
questions, corresponding to my particular lecture organization or emphasis.
L.S. Fichter, Spring, 2001 Syllabus
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Bio/Geol 405 Vertebrate Paleontology
( Introduce you to some of the wide variety of literature available in paleontology.
( Give a greater insight into the nature, depth, and variety of some of the subject
matter...much more easily than can be accomplished in lecture.
The implication is that all of these readings will not require meticulous reading, although
some might. You should at least pursue the suggested readings to discover what is available;
what needs meticulous reading will then become clear enough.
I provide all these readings in the classroom. It is a cardinal rule, therefore, That
None of These Readings May Be Removed from the Laboratory under Any
Circumstances for Any Period of Time. . . well, there are two exceptions:
(1) IF there is a class in the room while you want to read you may take it into another
room, BUT you must leave a note on the board--name, time, title of reading and return
the reading immediately after use.
(2)
If you want to xerox something you may remove it for the period of time just to
do that; BUT leave a note on the board, and return it immediately! Since many
people require the use of these readings, and some of the information necessary for
exam preparation may be contained therein, the inconsiderate removal of any
readings is considered cheating, and prosecuted as such.
L.S. Fichter, Spring, 2001 Syllabus
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Bio/Geol 405 Vertebrate Paleontology
VERTEBRATE PALEONTOLOGY
Biology/Geology 405
Tentative Spring, 2001 Semester Schedule
(This schedule is based on the last time the course was taught and will give you an idea of the timing. It
will probably undergo revision as the semester progresses)
Week 1
JANUARY
W
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Introduction
F . . . Classification, Taxonomy, Systematics Through Evolution of Evolutionary Thought
Week 2
M . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Microevolutionary Processes
W . . . . . . . . . . . . . . . . . . . . . . Macroevolutionary Processes (Effect and Pulse Hypotheses)
F . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Macroevolutionary Processes
Finish Skeleton Identification
Week 3
M . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Taxonomy and Cladistics
W . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Survey of vertebrate evolution
. . . . . . . . . . . . . . . . . . . . . . . . (Origins; Jawless fish; Intro jawed fish; Acanthodians)
F
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Survey of Vertebrate Evolution
. . . . . . . . . . . . . . . (Placoderms; Evol. Relationships among fishes; Chondrichthyes)
Week 4
M . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Survey of Vertebrate Evolution
. . . . . . . . . . . . . . . . . . . . . . . . . . . (Osteichthyes; Extinctions and Geologic History)
W . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Survey of Vertebrate Evolution
. . . . . . . . (Origin of Amphibians; Early Reptiles; Late Paleozoic Paleoenvironments)
F
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Survey of Vertebrate Evolution
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (Late Paleozoic Paleoenvironments; Reptiles)
Finish Amia Skull
Week 5
FEBRUARY
M . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Survey of Vertebrate Evolution
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (Late Paleozoic Paleoenvironments; Reptiles)
W . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Origin of Jaws
F
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Fractal Evolutionary Record
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Thermodynamics and Evolution
WEEK 6
M . . . . . . . . . . . . . . . . . . . . . Non-Equilibrium thermodynamics, and dissipative structures
W . . . . . . . . . . . . . . . . . . . . . . . . . Positive and Negative Feedback and Adaptive Radiations
F . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Actinopterygian Evolution (through Chondrostei)
WEEK 7
M . . . . . . . . . . . . . . Actinopterygii Evolution (Holostei and Teleostei); Begin Sarcopterygii
W . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comparing Actinopterygii and Sarcopterygii
F
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sarcopterygii: Osmoregulation and Evolution
WEEK 8
L.S. Fichter, Spring, 2001 Syllabus
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Bio/Geol 405 Vertebrate Paleontology
M . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sarcoptergyii Evolution and the Devonian World
W . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Defining an Amphibian
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Origin of Amphibian Anatomical Adaptations
F
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Preadptation
MARCH
SPRING BREAK (
(
(
(
(
(
(
(
(
(
Week 9
M . . . . . . . . . . . . . . . . Preadaptation; Amphibian Origins: Scenarios and Mosaic Evolution
W . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Two Phase Model, Mosaic Evolution, Ichthyostega
F
. . . . . . . . . . . . . . . . . . . . . Evolutionary Trends in Labrynthodont Vertebrae and Skulls
Finish Reptile Skull
WEEK 10
M . . . . . . . . . . . . . . . Evolutionary Trends in Temnospondyl and Anthracosaur Amphibians
W . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Origin of the Amniotes
F
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Osteological Definitions of Reptiles
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Radiation of the Amniotes
WEEK 11
M . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Cladograms: Synapsids, Anapsids, Diapsids
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Anapsids Reptiles
W . . . . . . . . . . . . . . . . . . . . . . . . . . Defining Synapsids: Pelycosaur & Therapsid Evolution
F
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Begin Early Diaspsid Reptiles
Finish Dog Skull
WEEK 12
M . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Initial Adaptive Radiations of the Diapsids
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Archosauromorphs and Dinosaurs
. . . . . . . . . . . . . . . . . . . . Evolution of the Ankle and Posture in Archosauromorphs
APRIL
W . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dinosaurs
F . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dinosaurs
WEEK 13
M . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dinosaurs
W . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Biological Origins of mammals
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Olson’s Origin of Mammals
F . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Olson’s Origin of Mammals
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dental Evolution and the Origin of Mammals
WEEK 14
M . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dental Evolution and the Origin of Mammals
W . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Evolution of the Brain in Mammals
F . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Orders of Mammals
Finish Mammal Teeth
WEEK 15
M . . . . . . . . . . . . . . . . . . . . . . Paleogeography, Climate and Cenozoic Mammal Evolution
W . . . . . . . . . . . . . . . . . . . . . . Paleogeography, Climate and Cenozoic Mammal Evolution
FINAL EXAM Friday, May 4, 10:30-12:30