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AP BIOLOGY Dual Credit, JCHS- SCI4202
Lincoln University Bio 103/104L, 4 credits
Fall and Spring Semesters
Instructors: David Ganey or Rick Hirst
Grade 11-12
Course Description
This college preparatory course is a hands-on laboratory-oriented class in which science is taught
as a process of investigation. It focuses on the eight major AP Biology themes. Students are
engaged in a wide range of classroom experiences covering biochemistry, cellular structure and
function, energetics (photosynthesis and respiration), mitosis and meiosis, molecular and
Mendelian genetics, evolution, taxonomy of domains and diversity of the 5/6 Kingdoms, plant
and animal anatomy and physiology, population ecology and the human impact of technology
and society on ecosystems. The class meets for 90 minutes each day. About 45-50% of the time
is devoted to various lab activities, including those 12 labs that are part of the AP standard
curriculum.
In addition, to meet the Lincoln University Dual Credit requirements, a dissection survey of the
vertebrate classes is used to expand the general biology topics and teach college-level dissection
strategies; flower, fruit and seed labs address the anatomy, physiology and taxonomy. Practical
lab dissection assessments are required. Independent work is required in many areas including
extended work in genetics.
Chemistry is strongly recommended. Qualified students may also enroll for college credit
through dual enrollment with Lincoln University. Prerequisite: B average in general biology.
Rationale
AP Biology, taught as a college-preparatory class, should prepare the advanced science
student for entry-level college biology courses as well as the AP Biology exam. The course is
important in helping students use current literature, scientific language, experimental design
techniques, and lab participation strategies in developing science concepts. Data collected is
statistically analyzed and conclusions reflecting hypotheses are drawn. Students gain valuable
experience in high order thinking skills as they apply to decision-making processes for the course
work and life application is general.
Course goals
These goals are cross-matched to each course Unit.
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
Students will learn that science is a more a Verb than a Noun: How one comes to
know something is as valuable as what is learned. Science is a process involving
reasoning and experimental design techniques. Statistical analysis of collected data is
an integral part of science technique.
Students will utilize computer and Internet resources in investigations, statistical
analysis, and written projects.
Students will continue to use the local district’s Experimental Design Diagram format
for reporting and writing lab reports.
Students will gain a basic understanding of biochemistry as it relates to living cells,
enzyme systems, organisms and ecosystems as a whole.
Students will gain an understanding of the biofeedback mechanisms that maintain a
dynamic balance in the biological hierarchy: molecules, cells, tissues, organs,
systems, organisms, ecosystems, and biosphere.
Students will gain a basic understanding of prokaryotic and eukaryotic cells and their
subcellular structures, functions and cell cycles.
Students will gain a basic understanding of cellular energy transfer as it pertains to
photosynthesis, respiration, fermentation and other metabolic reactions.
Students will gain a basic understanding of heredity and the mechanisms of molecular
and hereditary genetics as it applies to evolution.
Students will gain a basic understanding of the morphological and physiological
characteristics of living organisms and the interdependence demonstrated among all
living things.
Students will gain a basic understanding of evolutionary changes in living organisms,
the impacts of natural selection and their interactions within ecosystems.
Students will gain a basic understanding of critical thinking as it pertains to scientific
inquiry.
Students will gain a basic understanding of science, technology and human activity
on the biosphere.
Textbook:
Campbell, Neil A., J. Reece. Biology, 8th edition, Pearson & Cummings (2005)
Campbell, Neil A., J. Reece. Practicing Biology 2nd edition (2005)
WARD’s AP Biology CD-ROM Series. WARD’s & Quantum Technology, Inc. (1996)
Cyber Ed Inc. Interactive Educational Multimedia Program. Cyber Ed Inc (1995-2000)
AP Test Prep Series: Biology. Holtzclaw and Holtzclaw (2008)
Ruggirello, Frank. Preparing for the Biology AP Exam (2005)
AP Biology Exam Preparation CD-ROM Neo/Quiz (2002)
Methods of evaluation and weights
This course is a weighted course when final GPA is determined in the JC administrative
office.
Percentage of total points will determine the final grade. Points will be earned in the
following ways:
a.
b.
c.
d.
e.
f.
Classroom discussion/participation points given for involvement in study guide
and other discussions.
Cooperative learning exercises using study guides, computer research and labs.
Laboratory investigations and experimental design activities, including lab writeups.
Written projects and papers discussing and defending societal topics such as
bioengineering, overuse of antibiotics, mycotoxins and insurance, genetics and
ethics, etc.
Tests over unit topics designed with objective questions, critical thinking
questions, essay questions, and lab practicums.
Additional credit may be earned on open-ended labs.
Points are earned in the following weighted categories:
a.
b.
c.
Daily work
Lab work
Tests
9%
27%
54%
The above is 90% of the final term grade, with 10% for the final exam.
General order of Course Concepts:
Introduction – Themes, Scientific Method, Metric System
Evolution and Populations
Review of Chemistry (Inorganic and Organic)
Cellular Energy – ATP
Photosynthesis
Respiration
Cell Structure
The Cell Cycle
Genetics
Gene Expression
Protein Synthesis
Plants (selected material)
Form and Function (Animal Dissections)
Animal Behavior and Ecology
Chapter 1
Chapters 22- 24, & 53
Chapters 2, 3, 4, 5
Chapter 8
Chapter 10
Chapter 11
Chapter 6
Chapters 12 & 13
Chapters 14 & 15
Chapters 15 & 16
Chapters 17 & 18
Chapters 35-39
Chapters 40-50
Chapters 51-56
*** This syllabus is a guide of what we expect to cover and the order in which I intend to
do it. HOWEVER, Things may have to change. Please be ready and willing to accept
changes. In fact EXPECT some things to change in order to adequately prepare you for
your future. ***
The following Units indicate how the A.P. Biology curriculum matches the required
Missouri Assessment Process (MAP) standards:
Goals a,b,c,k & l apply to each of the following units.
INTRDUCTION: The Nature of Science, The Scientific Method and The Metric System.
UNIT: BIOCHEMISTRY
Goal d: Students will gain a basic understanding of biochemistry as it relates to living
cells, enzyme systems, organisms and ecosystems as a whole.
1.
2.
3.
4.
List the basic elements basic to life. 32Bb
Distinguish between organic and inorganic substances. 32Bb
Explain the functions of covalent and hydrogen bonds. 32Bb
Distinguish among the types of organic compound classes: lipids, carbohydrates, protein,
and nucleic acids. 32Bb
Construct the monomers and polymers of each type. 32Bb
Distinguish between fats, waxes, and phospholipids. 32Bb
Explain the operations of the energy carrier molecules within the cell. 31Ba
List and describe the steps in protein synthesis. 31Ca
Predict and measure the impact of environmental factors on rates of enzyme reactions.
31Cb
Explain how an enzyme system works regarding structure and function. 31Cb
Explain the functions of the various types of proteins.31Cb
5.
6.
7.
8.
9.
10.
11.
LABS:
a.
b.
Using Organic Chem kits, build and explain hydrolysis and dehydration synthesis of
the Big 4 Biochemicals (Objectives 3,4,5)
AP Biology Major Theme: Energy Transfer; Relationship of Structure to
Function
AP LAB: Enzyme Catalysis (Hydrogen peroxide to water.) (Objectives 9,10,11)
AP Biology Major Theme: Regulation; Energy Transfer; Relationship of
Structure to Function
UNIT: CELLULAR ENERGETICS
Goal g: Students will gain a basic understanding of cellular energy transfer as it pertains
to photosynthesis, respiration, fermentation and other metabolic reactions.
A.
PHOTOSYNTHESIS
1.
Distinguish between the wave theory and particle theory of light.32Aa
2.
Explain ways chlorophyll acts in trapping light energy.32Aa
3.
List the compounds necessary as raw materials and products.32Aa
4.
Explain how chromatography works and is used. 32Aa
5.
Relate the functions of ATP and NADPH in the reaction. 32Aa
6.
Explain why the terms of light and dark reactions are falling into disfavor in
explaining photosynthesis. 32Aa
7.
Discuss the interrelationships between the matter and energy in Photosystems I
and II. 32Aa
8.
Relate the structure to the function of the substructures within the chloroplast.
32Ac
9.
10.
11.
12.
13.
14.
15.
16.
Labs:
a.
b.
Analyze the effects of light intensity, wavelength, carbon dioxide concentration
and temperature on the rate of photosynthesis; measure the impact of temperature
on photosynthesis rate. 32Aa
Evaluate the importance of photosynthetic phosphorylation. 32Aa
Explain how carbon dioxide is fixed in the Calvin cycle. 32Aa
Distinguish between the C-3 and C-4 pathways 32Aa
Trace the flow of energy from light through an ecosystem to the decay of a dead
animal. 32Ab
Identify the possible consequences of the increased atmospheric levels of carbon
dioxide. 32Ab, 81Ba, 81Bb
Name the possible fates of glyceraldehyde phosphate. 32Aa
Explain the relationships between ADP, ATP and Phosphate bonds. (chemical
energy)
Calvin Cycle activity (Molymod Model construction with student explanations)
Objectives 3,5,6,7,10,11)
AP Biology Major Theme: Energy Transfer; Science as a Process; Science,
Technology and Society
AP LAB: Plant Pigments and Photosynthesis (Chromatography and rate of
photosynthesis) (Objectives 2,4,9)
AP Biology Major Theme: Energy Transfer; Science as a Process;
Science, Technology and Society
UNIT: CELLULAR ENERGETICS:
Goal g: Students will gain a basic understanding of cellular energy transfer as it
pertains to photosynthesis, respiration, fermentation and other metabolic
reactions.
B.
RESPIRATION
1.
Recognize the steps of glycolysis and explain how energy is transferred in each
step. 32Aa
2.
Differentiate between aerobic and anaerobic reactions. 32Aa
3.
Explain the importance of the ADP/ATP cycle to cellular activities.
4.
List the activities in which ATP energy is used by living cells. 32Ab
5.
Explain the complementary relationship between photosynthesis and respiration.
32Ab
6.
Describe the role of the Krebs’s cycle in respiration 32Aa
7.
Explain how a respirometer works and calculate the rate of respiration from
collected data. 32Aa
8.
Describe the role of the electron transport in respiration. 32Aa
9.
Infer what would happen to steps of respiration if enzymes were removed. 32Cb
10.
Distinguish between the supply of energy and the supply matter, in the form of
molecules, to the cell for structural and functional purposes. 32Ba
11.
Differentiate between lactic acid and alcoholic fermentation. 32Aa
12.
Describe the inter-relationships among the catabolic and anabolic reactions within
an organism’s metabolism.
LABS:
a. Krebs Cycle activity (Molymod Model construction with student explanations)
(Objectives: 2, 4, 6)
AP Biology Major Theme: Energy Transfer; Science as a Process
b. AP LAB: Cell Respiration (Seed germination vs. Temp.) (Objectives 2,6,7)
AP Biology Major Theme: Energy Transfer; Science as a Process
c. Respiration (Computer program) (Objectives 1,2,3,4,5,8)
AP Biology Major Theme: Energy Transfer; Science as a Process
UNIT: CYTOLOGY – CELL BIOLOGY
Goal e: Students will gain an understanding of the biofeedback mechanisms that maintain
a dynamic balance in the biological hierarchy: molecules, cells, tissues, organs, systems,
organisms, ecosystems, and biosphere.
Goal f: Students will gain a basic understanding of prokaryotic and eukaryotic cells and
their subcellular structures, functions and cell cycles.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Identify the structures of the cell as seen with a light microscope. 31Ab
Discuss the functions, at the biochemical level, of cell structures. 31Ab
Identify the ultra structures as seen with the electron scope. 31Ab
Discuss the functions, at the biochemical level, of cell ultra structures. 31Ab
List and explain the tenets of the Cell Theory. 31Ab
Distinguish between prokaryotic and eukaryotic cells. 31Aa
Relate the use of energy by the cell within various organelles. 31Ab
Distinguish the differences between cells of the five kingdoms 31Ca
Explain diffusion and osmosis as it relates to the plasma membrane. 31Ab
Explain the relationships between solute concentrations, pressure potential and
selectively permeable membranes.
LABS:
a.
b.
c.
d.
AP LAB: Diffusion and Osmosis (Objectives 9,10)
AP Biology Major Theme: Regulation; Relationship of Structure to Function
Cell membrane construction in 2-D with student explanations of functions
(Objectives 1,2,3)
AP Biology Major Theme: Regulation; Relationship of Structure to Function
Golgi in 3-D with student explanations of functions (Objectives 1,2,3)
AP Biology Major Theme: Regulation; Relationship of Structure to Function
Computer Plasma Membrane Structure and Functions (Objectives 1,2,3,9)
AP Biology Major Theme: Regulation; Relationship of Structure to Function
UNIT: HEREDITY
Goal h: Students will gain a basic understanding of heredity and the mechanisms
of molecular and hereditary genetics as it applies to evolution.
1.
2.
3.
4.
Defend positions on bioethical issues and impact on society.
Predict the impact of recombinant organisms in their ecosystem.
Differentiate between the stages and purposes of mitosis and meiosis. 33Ba,33Bb
Calculate the time spent in the stages of the cell cycle. 33Ba
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Using pipe cleaner models demonstrate differences between each of the stages of mitosis
and meiosis. 33Ba, 33Bb
Relate the functions of mitosis and meiosis to the life cycle of the cell and the
multicellular organism. 31Bb
Explain the relationship between DNA and cell division. 31Ab
Compare and contrast genotype and phenotype using Punnett squares and ratios. 31Db,
31Dc
Explain the criteria used in selecting a species for genetic work and why. 31Ca
Demonstrate the use of test crosses. 31Db
Explain intermediate inheritance. 31Db
Explain how epistasis works using Punnett squares and ratios. 31Db, 31Dc
After doing fruit fly crosses, analyze data using Chi square techniques.31De
Compare and contrast autosomal linkage and sex linkage. 31Db
Discuss the significance of genetic mutations to evolution.31Ca, 31Dc
Explain how gene mapping is done.
Given an unknown mutation, carry out various crosses with fruit flies to determine how
the mutation is inherited. 31Db
LABS:
a.
b.
c.
d.
e.
Mitosis and Meiosis (All phases with pipe cleaner kits) (Objectives 3,4,5)
AP Biology Major Theme: Continuity and Change: Evolution
Mitosis and Meiosis (Microscope labs for phases) (Objectives 3,4,5)
AP Biology Major Theme: Continuity and Change: Evolution
AP LAB: Sordaria fimicola Crossing Over lab (Objectives 3,4,14,16)
AP Biology Major Theme: Continuity and Change: Evolution
AP LAB: Genetics of Organisms (Fruit fly Crosses) (Objectives 8,9,10,
11,12,13,14,17)
AP Biology Major Theme: Continuity and Change: Evolution
AP LAB: Chi Square Test for Statistical Analysis of Drosophila data.
(Objectives 13)
AP Biology Major Theme: Continuity and Change
UNIT: DNA CHEMISTRY AND ELECTROPHORESIS
Goal d: Students will gain a basic understanding of biochemistry as it relates to living
cells, enzyme systems, organisms and ecosystems as a whole.
Goal h: Students will gain a basic understanding of heredity and the mechanisms of
molecular and hereditary genetics as it applies to evolution.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Identify the sub-units of the DNA molecule. 33Aa
Build the nucleotides and indicate knowledge of their functions by demonstrating the
formation of hydrogen bonds. 33Aa
Explain the steps of the central dogma as it relates to protein synthesis. 33Ab
Explain the consequences of DNA mutation and effects on evolution of a species. 33Ae
Explain gene cutting and splicing.
Distinguish between classical genetics investigations and recombinant DNA genetics.
Explain how DNA fingerprinting techniques are used in research and in medicine.
Discuss the consequences of human manipulation of the gene pool. 33Ae
Utilize electrophoresis techniques.
LABS:
a.
b.
Molymod models of DNA (Objectives 1,2,4)
AP Biology Major Theme: Continuity and Change; Evolution; Science as a
Process; Science, Technology and Society
AP LAB: Molecular Biology (E. coli transformation and Gel Electrophoresis)
(Objectives 4,5,6,7,9)
AP Biology Major Theme: Continuity and Change; Evolution; Science
as a Process; Science, Technology and Society
UNIT: ECOLOGY AND EVOLUTION
Goal h: Students will gain a basic understanding of heredity and the mechanisms of
molecular and hereditary genetics as it applies to evolution.
Goal I: Students will gain a basic understanding of the morphological and physiological
characteristics of living organisms and the interdependence demonstrated among all
living things.
Goal j: Students will gain a basic understanding of evolutionary changes in living
organisms, the impacts of natural selection and their interactions within ecosystems.
Goal l: Students will gain a basic understanding of science, technology and human
activity on the biosphere.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Solve the Hardy-Weinberg equation to determine the probability of an individual being a
carrier for a known condition.
Use the Hardy-Weinberg equation to determine the percentage of a given population,
which might be dominant for a known trait.
Describe the impact of adjusting any of the necessary conditions for a constant genetic
population: population size, mutation, selective breeding vs. random mating. 33Ca, 33Da
Explain how natural selection alters gene frequency for a population.
Explain the role of decomposers on the various cycles within an ecosystem. 42Ba
Explain the various cycles of matter within an ecosystem. 42Ba
After measuring, describe the relationship between dissolved oxygen and carbon dioxide
and their impacts on productivity in an ecosystem. 42Ba
Describe the consequences of human activity on the matter cycles. 81Ba, 81Bb
Identify the relationship between resources and population distribution. 33Ca
Observe various animal behaviors and discuss their evolutionary importance.
Relate the impact of human activities on global warming.
Relate the use of alternative fuels on carbon dioxide cycles.
LABS:
A.
AP LAB: Hardy-Weinberg Analysis Lab (PTC tasters, plus 11 other traits)
(Objectives 1,2,3)
AP Biology Major Theme: Continuity and Change; Evolution; Science as a
Process; Science, Technology and Society
B.
C.
D.
AP LAB: Animal Behavior (Pillbug Experimental Design (Objectives 3,9.10)
AP Biology Major Theme: Science as a Process; Science, Technology and
Society
AP LAB: Animal Behavior (Fruit fly Mating Behaviors) (Objectives 3,9,10)
AP Biology Major Theme: Science as a Process; Science, Technology and
Society
AP LAB: Dissolved Oxygen and Aquatic Primary Productivity (Objectives
5,6,7,9)
AP Biology Major Theme: Science as a Process; Science, Technology and
Society: Interdependence in Nature
UNIT: MORPHOLOGY AND PHYSIOLOGY
Goal I: Students will gain a basic understanding of the morphological and
physiological characteristics of living organisms and the interdependence
demonstrated among all living things.
Goal j: Students will gain a basic understanding of evolutionary changes in living
organisms, the impacts of natural selection and their interactions within
ecosystems.
A.
TAXONOMY
1.
Differentiate between the five/six currently accepted Kingdoms. 31Ca
2.
Describe the criteria used to classify organisms in the modern system. 31Cb
3.
Compare the modern system to the Linnaean system based solely on structure.
31Ca, 31Cb
4.
Identify the roles of various organisms in each Kingdom as they occupy their
niche in an ecosystem. 41Aa, 41Ac
B.
PLANT STRUCTURE AND FUNCTION
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Distinguish between angiosperms and gymnosperms. 31Ab
Distinguish between monocots and dicots. 31Ab
Explain the functions of each of the plant organs. 31Ab
Explain the role of mitosis and meiosis in the flower organ. 31Ba, 31Bb (See
Heredity Unit 3,5,6)
Distinguish between pollination, fertilization and germination. 31Ab
Compare the various orders of flowers using signatures. 31Ab
Explain water movement in vascular tissues in terms of water potential and
physical properties of water. 31Ba
Describe the impact of environmental variables on transpiration. 31Ba
Compare and contrast the various types of flower ovaries. 31Ab
Identify flower parts and functions using actual specimens. 31Ba
Trace the development of specific flower parts through development to its destiny
and function in the fruit and seed. 31Ba
Identify various simple, aggregate, and multiple fruits. 31Ab
Demonstrate the use of dichotomous keys in fruit identification.
Explain the role of hormones in fruit and seed development 32Bc
LABS:
A.
AP LAB: Transpiration (Water movement in plant tissues)
(Objectives B: 7,8)
AP Biology Major Theme: Regulation: Relationship of Structure to
Function; Science as a Process
Flower Dissection (Objectives B: 1,2,3,9,10)
AP Biology Major Theme: Relationship of Structure to Function
Fruit and Seed Dissection (Objectives 12,13)
AP Biology Major Theme: Relationship of Structure to Function
B.
C.
Unit: Survey of the Chordata
Goal I: Students will gain a basic understanding of the morphological and
physiological characteristics of living organisms and the interdependence
demonstrated among all living things.
Goal j: Students will gain a basic understanding of evolutionary changes in living
organisms, the impacts of natural selection and their interactions within
ecosystems.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Classify animals into the proper Chordate Phyla based on
evolutionary relationships. 31E
Distinguish one Chordate Class from another using the dissected
specimens to show the actual physical differences, both externally
and internally. 31E
Compare the 10 major systems of the vertebrate body plan and relate
the evolutionary advancements from one Class to the next. 32C
Relate the interactions which occur among systems.32C
Identify organs to the correct systems and give their functions.32C
Trace systems using the probe or needle from origin to insertion.
32C
Distinguish arteries from veins and trace them. 32C
Describe the stages of starfish embryology and compare to vertebrate
embryology. 32C
After measuring, explain the relationship between temperature and
heart rate. 32C
After measuring, explain the impact of body position on blood
pressure. 32C
LABS:
a.
Dissection Rotations among 5 representative Classes (Objectives
1,2,3,4,5,6,7)
AP Biology Major Theme: Relationship of Structure to
Function
b.
c.
AP LAB: Physiology of the Circulatory System (Objectives 9, 10)
AP Biology Major Theme: Relationship of Structure to
Function
Starfish embryology (Deuterostomes) (Objectives 3,8)
AP Biology Major Theme: Continuity and Change;
Relationship of Structure to Function
Additional Info
Conduct: The JCPS School District and Lincoln University conduct code will be followed in
this class, including the attendance policy.
Cell Phones: Cell phones are not allowed in this class. This includes calls, texting, and any
other use. Please turn them off and do not access them during class meeting times. If a cell
phone is used during class, the student will be asked to leave and will forfeit attendance points
for that day. This will also count against the number of absences allowed in the LU attendance
policy.
Attendance Policy: Class will begin at the time indicated on the syllabus unless notified
otherwise by the instructor. Attendance is mandatory and will work to the student’s advantage,
since most material covered on the exam will be discussed in class. Attendance will be taken at
the beginning of each class. Each student is allowed a maximum of two unexcused absences.
Additional unexcused absences will result in a 5% deduction from the final grade per absence.
Students will be considered tardy if not present at start of class. Three unexcused tardys will
result in a 5% deduction from the final grade. Tardiness beyond three will result in a 5%
reduction per tardy. Students who miss class are responsible for reading and/or completing
assignments as indicated. The instructor is not responsible for repeating any missed lectures
and/or presentations. It is the student’s responsibility to arrange in advance for class notes,
handouts, and other relevant materials to be used for the missed class period. It is the student’s
responsibility to prepare for missed class material that may be included on respective exams.
Assignments: All assignments must be turned in as scheduled by the instructor. An assignment
is considered late if not turned in at the beginning of class. Any late assignments will be
accepted at the instructor’s discretion. If accepted, a 10% reduction of the grade per day will be
applied. Instructor is not responsible for any assignments not handed in during class times.
This includes assignments put in mailboxes, under doors, or given to any other person besides
the instructor.
Academic Dishonesty: All acts of dishonesty in any work constitute academic misconduct. This
includes, but is not limited to, cheating, plagiarism, fabrication of information, and abetting any
of the above. Academic misconduct represents unethical behavior unbecoming to college
students. Therefore, there is no tolerance of such behavior. Academic misconduct may result in
a failing grade for the course. Discipline for academic misconduct is outlined in the Lincoln
University student handbook, http://www.lincolnu.edu/web/students/students.
Library: The high school library and Lincoln University’s Page Library provides a number of
print and online periodical databases for student research use. Visit the library for additional
information.
To view the LU available databases, visit Page Library website:
http://www.lincolnu.edu/web/library/library
Services for Students with Disabilities
Disability Services are coordinated through the Office of Career Counseling and
Disability Services. Lincoln University is committed to providing equal opportunities to persons
with disabilities in accordance with Section 504 of the Rehabilitation Act of 1973 and with the
Americans with Disabilities Act (ADA) of 1990, as it relates to the physical infrastructure of all
University property.
Upon admittance to the University, any person requiring reasonable accommodations must
register with the University before any accommodations will be afforded to them.
Documentation of a disability from a qualified medical and/or authorized professional must be
submitted before accommodations will be afforded to the individual requesting services. The
types of accommodations vary greatly, and are provided based on documented and expressed
needs. The University also provides on-campus housing accommodations for students with
physical disabilities. Requests for accommodations are provided in a timely manner.
If a student finds that a classroom is inaccessible, he/she should report this to the Coordinator
of Disabilities Services or the academic dean of his/her college. Every effort will be made to
make programs accessible. Any informal or formal grievance should be filed with the Office of
Career Counseling and Disability Services. The procedure for doing so is outlined in print and
electronically.
Notice of Non-Discrimination
Title IX
Lincoln University prohibits discrimination on the basis of sex, including sexual harassment, in
education programs and activities. Title IX protects individuals from harassment connected to
any of the academic, educational, extracurricular, athletic and other programs, activities or
employment of schools, regardless of the location. Title IX protects all individuals from sexual
harassment by any school employee, student, and a non-employee third party. This policy
applies equally to all students and employees regardless of the sex, gender, sexual orientation,
gender identity, or gender expression of any of the individuals involved. No officer, employee,
or agent of the institution participating in any program under this title shall retaliate,
intimidate, threaten, coerce, or otherwise discriminate against any individual for exercising
their rights or responsibilities under any provision of this policy.
Students are hereby notified that this institution does not discriminate on the basis of race,
color, national origin, sex, age, or disability in admission or access to its programs and
activities. Questions that may arise in regard to the University's compliance with Section 504 of
the Rehabilitation Act and the Americans with Disabilities Act should be directed to the
Coordinator of Disabilities Services, 304 Founders Hall, Lincoln University, Jefferson City,
Missouri 65102-0029.
For more information, contact the Office of Career Counseling and Disability Services at: 304
Founders Hall; 573-681-5162, email: [email protected].
Bibliography: (If relevant -- A list of the resources you used to build the material for the class
beyond the required textbook.)
*** This syllabus is a guide of what we expect to cover and the order in which
I intend to do it. HOWEVER, Things may have to change. Please be ready
and willing to accept changes. In fact EXPECT some things to change in
order to adequately prepare you for your future. ***