Trouble in Paradise
A Case of Speciation
Author(s)
Abstract
In this case study, students apply principles of evolution they have learned in class to create their own story explaining the evolutionary history of a previously unknown species of rodent discovered on an island in the West Indies. The case study is designed for use in a freshman introductory biology course or a course on evolution.
Objectives
- Understand the principles of evolution and classification.
- Understand the concept of species.
- Understand the evidence in support of evolution.
- Develop a common name for the fictitious species of mammals and apply the rules of binomial classification to provide a scientific name.
- Apply concepts of micro- and macro-evolution to produce an evolutionary story for the fictitious mammals.
- Interpret simple data sets and make inferences and conclusions from that data.
- Produce data and/or evidence in support of an original evolutionary story of the student's own creation.
Keywords
Species; speciation; natural selection; gene flow; genetic drift; reproductive isolation; mammals; evolutionEducational Level
High school, Undergraduate lower divisionFormat
PDFType Methods
Role-PlayLanguage
EnglishSubject Headings
Biology (General) | Evolutionary Biology | Zoology |
Date Posted
12/04/00Teaching Notes
Case teaching notes are password-protected and access to them is limited to paid subscribed instructors. To become a paid subscriber, begin the process by registering.
Teaching notes are intended to help teachers select and adopt a case. They typically include a summary of the case, teaching objectives, information about the intended audience, details about how the case may be taught, and a list of references and resources.
Comments
Randy Mitchell
rjm2@uakron.edu
Biology Department
University of Akron
Akron, OH
01/16/2003
I modified this case slightly for use in my conservation biology class (emphasizing the conservation, downplaying the other issues). I have used it twice, and it was a big hit with the 12-15 students each time. In 2001, it was the very first case I ever used, and I simply asked students to read the case, and decide what they needed to do as conservation professionals (in small groups), including:
- the problem to be solved,
- how to solve it,
- what other information is needed, and
- the approximate cost.