Download VII. Photosyntheses/Plant Kingdom

NORTH CENTRAL STATE COLLEGE
COURSE SYLLABUS
Last Revision: January 2008
A.
Course Number and Title: BIO 105 - Principles of Biology
B.
Academic Division: Health and Public Service
C.
Department: Allied Health : Science
D.
Lecture Hours: 3
E.
Lab Hours: 2
F.
Credit Hours: 4
G.
Prerequisites: None.
H.
Course Description:
This course is designed as an introduction to biology for nonmajors. The course will provide
the fundamentals of biology for students as an introduction to further college biology
courses. Students will meet three lecture hours and two lab hours per week.
I.
Textbook(s):
1.
J.
Inquiry Into Life
A.
Author: Sylvia Mader
B.
Edition: Current
C.
Publisher: McGraw Hill
Workbook(s) and/or Lab Manual(s):
1.
Laboratory Manual for Inquiry Into Life
A.
Author: Sylvia Mader
B.
Edition: Current
C.
Publisher: McGraw-Hill
BIO - 105 Principles of Biology
Course Syllabus
Page 2
K.
PURPOSE OF COURSE:
The purpose of this course is to give students an introductory level understanding of the
basics of biological study. It is designed to introduce a variety of concepts and, perhaps,
pique the students interest in continuing in this field of study.
L.
SUPPLIES NEEDED: None.
M.
COURSE OUTCOMES:
Upon successful completion of this course, the student should be able to:
Describe the universal characteristics of living things -- those held in common by all living.
Describe the steps in the scientific method, it’s format and it’s strengths.
Identify how prokaryotes and eukaryotes differ.
List and explain the steps and purposes of mitosis and meiosis, and how they differ.
Identify the structures involved in cell division.
Show what happens to each chromosome as mitosis proceeds.
Define cytokinesis and show how it differs in plants and animals.
Explain how meiosis provides a mechanism for recombination.
Describe Mendel’s basic experiments and show how he developed the idea of genotypes by
simply observing phenotypes.
Contrast phenotypes and genotypes, dominant and recessive, and monohybrid and dihybrid
crosses.
Define and contrast, gene and allele, homozygous and heterozygous.
Show how to identify potential gametes produces by a genotype (in both monohybrid and
dihybrid crosses).
Illustrate how to set up a Punnett Square analysis for both monohybrid and dihybrid crosses.
Explain Mendel’s Principle of Segregation.
Explain Mendel’s Principle of Independent Assortment. Explain its chromosomal basis.
Recognize and understand the origin of the class Mendelian ratios of 3:1 and 9:3:3:1.
Explain the forces that increase and decrease variation in a population.
Define fitness.
Explain each of the major categories of evidence for evolution that scientists have described.
Be able to describe examples of these evidences (for example, the pepper moth).
Define and contrast incomplete dominance and codominance.
Define pleiotropy and give examples.
Describe how the environment interact with the genotype to create the phenotype.
Describe gene linkage.
List the characteristics needed for genetic material to function.
Describe what chromosomes and what they are made of.
List the contributions of Watson and Crick.
List the components of DNA.
Define a nucleotide and its components.
List the 4 nitrogen containing bases in DNA.
Describe complementary pair bonding.
Describe why, when and where DNA replication takes place.
Describe the relationship between DNA and proteins.
BIO - 105 Principles of Biology
Course Syllabus
Page 3
M. COURSE OUTCOMES (continued)
Explain the Theory of Evolution via Natural Selection, as proposed by Wallace and Darwin.
Describe how a gene pool differs from a population.
Describe the difference between an atom, a molecule and an element.
List the parts of an atom and their charges.
Describe how the identity of an element is related to its atomic structure.
Describe the three different types of natural selection.
Describe how genotype and phenotype are related to natural selection.
Explain the importance of the element Carbon in biology.
Explain what ph describes and the role of buffers in cells.
Explain why is tertiary structure so important in enzymes Explain what the atomic number
tells you what about an atom.
Define and describe an isotope.
Explain how ions differ from normal atoms.
List the 6 most important elements in living material.
Contrast the structure of the four basic categories of organic molecules.
(Carbohydrates, proteins, lipids, and nucleic acids)
Relate the structure of nucleic acids to their function.
Describe the basic Cell Theory.
Describe the upper and lower limit of cell sizes.
Define and Contrast anabolism with catabolism.
Explain glycolysis, its primary function, energy transfers that occur, and its final product.
Describe where glycolysis takes place.
Describe how is CO2 produced in cellular respiration.
Explain glycolysis as aerobic or anaerobic.
How is oxygen used in cellular respiration.
Describe the role of enzymes in cellular respiration.
Define and describe speciation.
Differentiate between sympatric and allopatric species distributions.
Differentiate between gradualism and abrupt speciation.
List and Explain the steps in speciation via geographic isolation.
List examples of geographic isolating mechanisms.
Explain reproductive isolation and contrast prezygotic and postzygotic isolating mechanisms.
Explain why reproductive isolation is so important to speciation.
Contrast divergent evolution and convergent evolution.
Explain coevolution and give some examples.
Explain how punctuated equilibrium differs from gradualism and sympatric speciation.
And what about that giraffe neck?
Describe the place of viruses in organism classification.
Explain the role of viruses as an obligate intracellular parasite.
Describe the lytic cycle and its importance in virus reproduction.
Describe the difference in the genetic material of prokayrotes vs. Eukaryotes.
Describe the defining characteristics of Kingdom Plantae.
Describe the bacteria’s function as a symbiotic organism.
List the two subkingdoms of bacteria and their characteristics.
List and describe the groups of protists according to their mode of nutrition.
BIO - 105 Principles of Biology
Course Syllabus
Page 4
M.
COURSE OUTCOMES (continued)
Describe the primary means of fungal reproduction.
Describe the characteristics of Kingdom Plantae.
List the four subdivisions of kingdom plantae and provide an example of each.
Define and explain Alternation of Generations and the haploid and diploid generations.
Explain the function of plants in the carbon cycle and food chain.
Explain the classification of animals into vertebrates and nonvertebrates.
Explain the concept and importance of bilateral symmetry and radial symmetry.
Describe the common characteristics of kingdom Anamalia.
Describe and explain the two different body plans of kingdom Anamalia, sac, and tube
within a tube.
Compare and Contrast annelids vs. segmented worms.
Compare and Contrast Arthropods and insects.
Describe the essential features of chordates.
Describe two essential features of fish, reptiles, birds, and mammals. Describe the three
different types of natural selection.
Describe how genotype and phenotype are related to natural selection.
Explain the importance of the element Carbon in biology.
Explain what pH describes and the role of buffers in cells.
Explain why tertiary structures are so important in enzymes
List the phylum, class, order and family of human beings.
List the characteristics that separate primates from other mammals.
The following Core Learning Outcomes are addressed in this course:
Core Learning Outcome
Communication – Written
Communication – Speech
Culture & Community
Critical Thinking
Computer Literacy
Computation
N.
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COURSE CONTENT:
Paper Topics:
Risks and perils of genetic engineering
Is it moral to alter human genetic inheritance?
Justifications for the Tuskegee syphilis experiment
Curbs on the use of animals in research
What happened to the dinosaurs?
Cloning, popular myths and scientific facts
Maternal deprivation and behavioral abnormalities in rhesus monkeys
Primate intelligence: the state of the art
BIO - 105 Principles of Biology
Course Syllabus
Page 5
The Mars Millenium Project: A human colony on Mars
PLANNED ACTIVITIES:
O.
The course consists of lecture presentations along with correlated lab exercises designed to
enhance and supplement the topics covered in lecture. Lecture and lab objectives are
presented. Weekly quizzes are given from these objectives and topics in lecture, and
biweekly quizzes are given in lab.
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
XI.
Classification of organisms/Scientific method
The Chemistry of Life
Cellular Organization
Energy and Metabolism
Energy releasing pathways and biosynthesis
Classification of Animals/Animal Kingdom
Photosyntheses/Plant Kingdom
Chromosomes, Mitosis, Meiosis
Principles of Heredity
Population Genetics/Evolution
The Origin and Evolutionary History of Life
LAB EXERCISES:
A.
B.
C.
D.
E.
F.
G.
H.
I.
P.
Metric measurement and microscopy
Chemical composition of cells
Cell structure and function
Mitosis and Meiosis
Cellular Respiration/Photosynthesis
Mendalian Genetics
Molecular Genetics
Evidences for Evolution
Seed Plants
GRADING AND TESTING GUIDELINES:
1.
Grading: the final grade will be based on the following scale:
95-100%
94-92%
91-89%
88-86%
85-83%
82-80%
79-77%
76-74%
73-71%
70-68%
A
AB+
B
BC+
C
CD+
D
BIO - 105 Principles of Biology
Course Syllabus
Page 6
2.
67-65%
DBelow 65%
F
2 Midterm exams
Homework exercises completed
1 Final Exam
5 lab quizzes and/or reports averaged for one grade
1 group paper on preapproved topic
15% each
10%
20%
20%
10%
Q.
ATTENDANCE REQUIREMENTS:
Students are expected to attend regularly in order to receive the needed instruction and lab
experiences. Lower grades usually result from poor attendance.
R.
Other Specific Guidelines or Requirements: None.
S.
Statement on Disabilities
Any student who requires reasonable accommodations related to a disability should inform
the course instructor and the Coordinator of Specialized Services (Room 138 in Kee Hall;
phone 419-755-4727).
Students who do not have a documented disability but who encounter difficulty in their
courses are encouraged to visit the Student Success Center. The following are some of the
services available to students: academic assistance, advising services, peer tutoring, personal
counseling, and referral for LD testing. Students are welcome to come and discover the kinds
of assistance available in the Student Success Center (Room 136 in Kee Hall; phone 419755-4764).
T.
Statement on Withdrawals
As a student, you are expected to attend class. If you are unable or choose not to attend class,
or if for whatever reason you are unable to keep up with the requirements of a course, you
need to officially drop the class at the Student Records Office. You may do this up to the end
of the eighth week during a regular eleven-week quarter and up to the end of the fifth week
during an eight-week term. Classes not following an eight or eleven-week schedule have
different withdrawal and refund dates. Contact the Student Records Office for applicable
dates. The last day to officially drop a class is listed in Newsbriefs, the weekly publication on
campus, and is also available at the Student Records Office in Kee Hall. If you registered for
classes in the Student Success Center, you should return there to officially withdraw from
any classes. All other students should go to the Student Records Office to process their
withdrawal from any class.
If you choose to walk away from your class without officially withdrawing from it, the
faculty member teaching the class must grade your classroom performance on the material
available to him or her. This normally results in an "F" grade. An "F" grade can lower your
grade point average considerably depending on the total credits accumulated.
BIO - 105 Principles of Biology
Course Syllabus
Page 7
U.
Statement of Academic Dishonesty/Plagiarism/Copyright Infringement
It is the position of the College that the responsibility for academic honesty is that of the
student. It is expected that the student's work will be the product of his/her own efforts unless
the student clearly indicates otherwise. Academic honesty is an important element of mature,
responsible learning.
Dishonest scholarly practices include but are not limited to appropriating, in whatever form,
another's work and submitting it as one's own (known as plagiarism), intentionally falsifying
information, or taking another's ideas with the intention of passing these ideas off as one's
own (also known as plagiarism).
In addition, cases of academic dishonesty may involve photocopied materials. Materials used
may fall under the Copyright Act. Violations of said Act may subject the user and/or the
College to sanctions. If you have questions whether a particular use is in violation of the Act,
please contact the office of the Vice President for Learning.
V.
Classroom Conduct
All students are expected to demonstrate professional behavior and use language appropriate
for the classroom learning experience.
BIO - 105 Principles of Biology
Course Syllabus
Page 8
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