Sensory BiologySight, smell, taste, touch, sound, and beyond (Bio190S)

Days, Hours, Location: Monday-Friday, 2:00-4:05PM, Biological Sciences Room 113

Instructor: Eleanor Caves
Email address: emc39@duke.edu
Office Hours and Location: Monday/Wednesday, 4:05-5:00PM, Biological Sciences Room 113

Course Overview:
Sensory systems are incredibly diverse across the animal kingdom. How do different sensory
worlds influence the behavior, ecology, and evolution of both humans and animals? This course
introduces the foundations of sight, smell, taste, touch, and sound, as well as senses that humans
dont possess, like sensing magnetic fields, seeing ultraviolet light, and smelling pheromones. Using
lectures, lab activities, primary literature, and observations in nature, we will explore the
mechanisms of sensation and sensory processing; functions of sensory systems; sensory ecology;
evolution and diversity of sensory systems; and current methods in sensory biology.
This course will provide students with an overview of sensory systems across the animal
kingdom as a unifying concept to introduce fundamental concepts in physiology, evolution, and
ecology such as: signal detection and transduction, natural selection and adaptation, animal
communication and ecology, and current topics and methods in sensory biology. This course will
emphasize (1) reading, interpreting, and evaluating primary literature, (2) using hands on discovery
and activities to understand more deeply the functioning of sensory systems, and (3) using the
scientific method to make observations, generate hypotheses, and propose experiments.

Course Objectives: In this course, we will:

Examine how sensory stimuli are detected and transduced, by examining the mechanisms
and physiology underlying a variety of sensory modalities;
Explore variation in sensory systems across the animal kingdom, emphasizing the
evolutionary processes that influence the sensitivities and functions of sensory systems;
Investigate the ways in which animals use their sensory systems, connecting sensory
biology with ecology and animal behavior.

Student Learning Objectives Method(s) of

By the end of this course, students will be able to: Assessment
1. Describe and diagram the essential components of Mini quizzes
signal transduction pathways underlying sight, smell, Lab Activities
taste, touch, and sound.
2. Demonstrate scientific literacy and ability to identify, In class paper
read, and discuss primary literature relating to various discussions
topics in sensory biology Mini projects
3. Compare and contrast different sensory modalities, to Mini quizzes
illustrate common principles (and differences) across
modalities and species
4. Develop an original research project that explores a Mini Project 2
question in sensory biology, including a description of
the question, a summary of existing relevant literature,
proposed methods, and the significance of the
proposed research

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 5. Integrate knowledge of sensory systems and behavior Reflection
to evaluate the ways in which key ideas presented in memos
the primary literature fit together to form a cohesive In class paper
discipline or contrast with one another to indicate discussions
areas of debate/controversy Mini quizzes
Mini projects
1 and 2
Importantly, achieving these learning outcomes will require commitment and effort on the part of
each student, but doing so will be rewarding! By choosing to take this course, honoring all of the
course policies, and attending and participating in class discussions and assignments, students will
achieve the learning outcomes, and will gain a competency, familiarity, and comfort with the
scientific process by not only reading and discussing the work of others, but also developing and
proposing their own independent project.

Course Structure
Each day will consist of various types of learningI wont lecture at you every day for two and a
half hours, and we also wont have paper discussions that last for the entire class. This course will
combine lectures (and guest lectures), reading and discussing primary literature in class, lab
activities, and field trips to various locations on campus. You will also be provided with in-class
opportunities to work on your mini-projects.

Readings
Some readings, such as the papers and chapters that we read in class, are required reading. Others
are suggested readings that may help you to more fully understand the days lecture, or to prepare
for what we will learn the next day. I will indicate which readings are suggested and which are
required below.
Sensory Exotica: A world beyond human experience. Howard C. Hughes.
o Available free with a Duke login here:
http://getitatduke.library.duke.edu/log?L=PM6MT7VG3J&D=CZZ&J=TC0000244187&P=Link&PT=EZProxy&U=https%3A
%2F%2Flogin.proxy.lib.duke.edu%2Flogin%3Furl%3Dhttp%3A%2F%2Fsearch.ebscohost.com%2Flogin.aspx%3Fdirect%3Dt
rue%26scope%3Dsite%26db%3Dnlebk%26db%3Dnlabk%26AN%3D17057
nd
Biology of Sensory Systems, 2 Edition. C. Smith. (John Wiley and Sons, publishers)
o Available as a free internet resource from Duke University
o Chapter PDFs available here (and on Sakai):
http://onlinelibrary.wiley.com.proxy.lib.duke.edu/book/10.1002/9780470694374
Primary literature, to be assigned by the instructor; PDFs will be provided

Student Responsibilities and Assignments

1. In-class participation and labs: During this course, there will be three main types of in-class
participation. Since there will be very little work that is done outside of class for this course,
these in-class activities are essential, and thus make up a large portion of your grade.
a. First, we will have a number of in-class lab activities, each of which will come with
handouts or other lab report materials. Time will be given IN CLASS to complete the
labs and hand-outs. Participating in these labs is essential in order for you to gain an
understanding of the material. (20% of total grade)
b. Second, we will read primary literature about each sensory modality. Time will be given
in class to read the papers (which you may do independently or in groups). We will then
discuss these papers as a class. You are expected to do your best to read and understand

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 each paper, and to participate actively in discussion. It is absolutely OK if you do not
understand everything in the paperquestions count as participation! Make notes while
you read so that you can then contribute to the class discussion. (10% of total grade)
c. Third, you can gain class participation points by contributing photographs to the class
Instagram account. Throughout the course, I will encourage you each at various times to
take photos of things we do in class, or things that illustrate a concept you found
interesting. We will then post to the class Instagram account
(@SensoryBioSummer2017; password: sensorysystems) and tagging me @cavegirl505
in each post.

2. Mini-quiz on each sensory modality (20%; 5% of total grade for each of 4 quizzes):
Following each unit, we will have a short quiz in class that will last for 20 minutes. Quiz
questions will be derived from your reflection memos (see below) and may cover any part of
the material that was covered in class, including as part of paper discussions. The morning
before each quiz, I will send out a list of 10-15 review questions; 5 of these will be on the
final quiz.

3. Write one-paragraph reflection memos (20% of total grade; all or nothing): Each
evening, each student will write a 300-word reflection and upload it to the Sakai site by
11AM the following morning. Each memo should consist of three things.
(1) First, include two ideas for quiz questions that come out of the days material. These
questions can be in any format you likemultiple choice, short answer, drawings, etc. I
will use reflection memos to create the mini quizzes for each unit.
(2) Second, write a one-paragraph reflection on the days material. You can reflect in any
way you like. For example, you might answer questions such as: what questions do you
still have about the days topics? Did you like the readings, discussions, activities, or
lectures, and why or why not? What was your favorite part of todays class? Feel free to
include figures or graphics.
(3) Third, in each reflection memo, beneath your one-paragraph reflection, you will write
three things about that days class: (a) your favorite thing that you learned in class; (b)
one thing that you still have a question about; and (c) any comment you wish to make
about the class (for example, what did you like or dislike? Did you enjoy the lab, or find
it useful? Were there things that you found interesting, confusing?).
You are required to submit 12 out of 14 possible memos throughout the course; memos will be
graded for completion on a pass-fail basis. One memo, the one from our Data Expedition on
July 27, is required and will be done in class.

4. Mini Project 1 (15% of total grade): Mini Project 1 will be a literature review of an animal
acoustic system that we as humans cannot perceive. Examples include echolocation in
dolphins and toothed whales, sonar in bats, ultrasonic communication between elephants, etc.
You will work in pairs to identify the system you wish to study, and find and read background
literature. You will be given part of one class period to form pairs, choose your study system,
and plan how to proceed. I will also dedicate one whole class period to working on Mini
Project 1; you can use this time to visit the library, work in class, ask me questions, etc. You
will then have six additional evenings during which you can work on your mini projects,
which are due by 9PM on the due date through Sakai. Although you will work in pairs to
conduct research and read literature, each student is responsible for turning in their own one-
page write up. Rubrics will be provided.

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 5. Mini Project 2 (15% of total grade): One of the most important skills that any scientist can
possess is the ability to effectively propose a project, explain that projects significance,
generate hypotheses, and develop predictions regarding the expected findings. For mini
project 2, students will work in pairs to develop a proposal for a research project that
addresses a question in the study of sensory biology. You will be given part of one class
period to form groups and plan your projects. I will also dedicate one class period to working
on Mini Project 2; you can use this time to visit the library, work in class, ask me questions,
etc. The final product will be a 15-minute presentation which will include an introduction
section/literature review to provide background, hypotheses and predictions, proposed study
design and system, and significance of the proposed work. A rubric will be provided. Both
partners should participate equally in the presentation. Your final grade will be based on the
presentation, and your peer reviews of the work of other groups.

Evaluation, Attendance, and Participation

This course is based primarily on in-class learning via lecture, reading, discussion, and activities;
therefore, your presence at each class period is required in order for you to achieve the student
learning outcomes. You are expected to complete assignments on time, to arrive on time to every
class, and to be an active participant in all activities.
Each unexcused absence will result in a deduction of 5% from your overall grade.
While there are not opportunities to make up for missed participation, students are allowed
two excused absences during the course; please contact me via email as early as possible to
provide any reasons for missing class.
If you cannot avoid arriving late or leaving early, please discuss this with me at the first
class so that we can devise a strategy to minimize the disruption to your classmates.
No late work will be accepted.
The percentage breakdown for each assignment is listed above. Grade breakdowns in this course
will follow: A+ (97-100), A (93-96.9%), A- (90-92.9%), B+ (87-89.9%), B (83-86.9%), B- (80-
82.9%), C + (77-79.9%), C (73-76.9%), C- (70-72.9%), D+ (67-69.9%), D (63-66.9%), D- (60-
62.9%), and F (below 59.9%).

Academic Integrity
All Duke University students are expected to uphold the tenants of academic integrity set forth by
Duke as an institution, which is dedicated to high-quality scholarship. Duke University students are
expected to exhibit honesty, fairness, respect, and accountability, and to uphold the Duke
Community Standard, which states:
I will not lie, cheat, or steal in my academic endeavors;
I will conduct myself honorably in all my endeavors; and
I will act if the Standard is compromised
I understand that navigating the ins and outs of proper citation in scientific contexts can be tricky
and nuanced; as such, please do not hesitate to contact me if you have any questions about how to
collaborate with others, cite the work of others, or incorporate the work of others into your own.

Classroom Decorum
The key to learning in any field is a collaborative, safe atmosphere. At the minimum, this means
that students are expected to treat one another with respect during all course activities. I expect that
students will not hold side conversations during class, will arrive on time and not leave early, and

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 will exhibit respect and good manners toward one another. Unless exceptions are made due to
disability requirements or for specific in-class activities, no computers or cell phones will be
allowed in class. On the first day of class, we will develop a course contract on classroom decorum,
with feedback from all students, so that together we can determine the best way to have a positive
environment for learning.

Disability Statement
Students with disabilities who believe that they may require special accommodations with regards
to the requirements of this course are encouraged to contact the Student Disabilities Access Office,
at 919-668-1267 or disabilities@aas.duke.edu, as soon as possible. This will ensure that
accommodations are implemented in a timely fashion.

Contact policy: You may email with any questions or concerns about this course or assignments. I
will do my best to reply to emails received Monday-Friday within 24 hours; for emails received
over the weekend or on holidays, I will respond by 5PM on Monday.

Proposed Course Schedule

[Reflection memos are due by 11:00am the morning after class, via the Sakai Assignments portal
OR by email.]
UNIT Date Topic Activity Assignments
Tuesday, Course intro Course Intro Read the Course syllabus,
July 11 Intro to sensory Syllabus discussion available on Sakai, before
biology: General Classroom contract class
1. Intro to Sensory Biology

Features of Sensory Field Trip to the Syllabus Scavenger Hunt

Systems Retaining Pond Handout (DUE AT THE
BEGINNING OF CLASS)
Reading: Smith Chapter 3
Wednesday, Elements of Sensory Lecture Reflection memo 1
July 12 Systems: membranes, Lab: Cell membrane lab Reading: Smith Chapter 1
membrane signaling Activity: Pathways with
systems, channels and Friends
gates
Thursday, Membranes, Action Lecture Reflection memo 2
July 13 Potentials, and Lab: Sensory Adaptation Reading: Smith Chapter 2
Synapses
Friday, Mechanisms of Mini Quiz on Unit 1 Reflection memo 3
July 14 Mechanosensation Lecture Reading: Smith Chapters 6&7
Proprioception and In class reading: the
Kinaesthesia mscL gene and channel
2. Mechanosensitivity

Lab: Proprioception and

Kinaesthesia
Monday, Touch receptors in Lecture Reflection memo 4
July 17 insects and mammals Lab: Two point threshold Reading: Smith Chapter 8
Pain In class paper reading and
discussion
Tuesday, Sound Lecture Reflection memo 5
July 18 Mammalian hearing Lab: Sound Localization Reading: Smith Chapter 9,
Insect hearing & bat Lab Sensory Exotica 16-108
sonar

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 Wednesday, Work on Mini Project 1 Mini quiz on Unit 2
July 19 in class
Thursday, Gustation/Taste Lecture Reading: Smith Chapters 12
July 20 Lab: Miracle Fruit and 13
In class paper reading: Reflection memo 6
Seeing with your Tongue
3. Chemosensitivity

Friday, Olfaction Lecture Reflection memo 7

July 21 Lab: Smell and Memory, Reading: Smith Chapter 14
and How Smell Interacts
with Taste and Vision
In class paper reading and
discussion
Monday, Pheromones Lecture Reflection memo 8
July 24 Mid-course evaluations Activity: Human Reading: Sensory Exotica 260-
pheromone activity 303
In class paper reading
and discussion
Tuesday, Sensing light: Guest lecture on the Reflection memo 9
July 25 mechanisms of vision retina: Dr. Lori Reading: Smith Chapters 16
Schweikert and 17
Wednesday, The Evolution and Mini Quiz on Unit 3 Reflection memo 10
4. Photosensitivity

July 26 Characterization of Lecture Reading: Smith Chapter 19
Vision, and Optical Lab: Trade-offs in vision
Illusions Optical Illusions Videos
Thursday, Generating Spectral Activity: Data Reflection memo 11 is
July 27 Sensitivity Curves from ExpeditionUsing R to REQUIRED and will be done
ERG Data Analyze real ERG Data IN CLASS today; submit by
Guest lecturer: Patrick Sakai at the end of class
Green Mini Project 1 due on Sakai
by 9PM!
Friday, Work on mini project 2 Mini Quiz on Unit 4
July 28 in class!
Monday, Sensing magnetic Guest lecture on Reflection memo 12
July 31 fields: Day 1 magnetoreception: Dr. Reading: Smith Chapter 21
5. Other sensory systems and

Robert Fitak Sensory Exotica 118-172

Tuesday, Sensing magnetic Activity: Pillbug Reflection memo 13
Sensory Ecology

August 1 fields: Day 2 behavior and interpreting

navigation data
Work on Mini Project 2
Wednesday, Integrating sensory In class reading: Reflection memo 14
August 2 systems with behavior Gerhardt 2009
Signaling and Lab 1: signaling across
communication across modalities
modalities Lab 2: Designing a signal
(case studies)
Thursday, In class presentations Mini project 2 due in class
Wrap
Up!

August 3 for MINI PROJECT 2!

(2-5pm Course evaluation