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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. ***