Download biology 309 developmental biology

Approved by Faculty Senate January 26, 2004.
WINONA STATE UNIVERSITY
PROPOSAL FOR UNIVERSITY STUDIES COURSES
Department ___Biology_________
Date ___20 Nov 2003_______
_BIOL 309__
Course No.
Developmental Biology__________
Course Name
This proposal is for a(n)
__X___ Undergraduate Course
Applies to: __X___ Major
_____ Required
___X_ Elective
3_____
Credits
__X___ Minor
_____ Required
__X__ Elective
University Studies (A course may be approved to satisfy only one set of outcomes.):
Course Requirements:
Basic Skills:
Arts & Science Core:
Unity and Diversity:
_____ 1. College Reading and Writing
_____ 2. Oral Communication
_____ 1. Humanities
_____ 2. Natural Science
_____ 1. Critical Analysis
_____ 2. Science and
_____ 3. Mathematics
_____ 3. Social Science
_____ 3. a. Global
_____ 4. Physical Development & Wellness
_____ 4. Fine & Performing Arts
_____
Social Policy
Perspectives
b. Multicultural
Perspectives
_____ 4. a. Contemporary
Citizenship
_____
b. Democratic
Institutions
Flagged Courses:
_____ 1. Writing
__X _ 2. Oral Communication
_____ 3. a. Mathematics/Statistics
_____ b. Critical Analysis
Prerequisites _BIOL 214, Biol 242, BIOL 308, BIOL 310, BIOL 312______________________________
Provide the following information (attach materials to this proposal):
Please see “Directions for the Department” on previous page for material to be submitted.
Attach a University Studies Approval Form.
Department Contact Person for this Proposal:
_Lawrence A. Reuter___________
Name (please print)
457-5279_
Phone
1
[email protected]
e-mail address
WINONA STATE UNIVERSITY
UNIVERSITY STUDIES APPROVAL FORM
Routing form for University Studies Course approval.
Department Recommendation
__X__ Approved
_________________________________
Department Chair
_____ Disapproved
_21 November 2003
Date
Dean’s Recommendation _____ Approved
_________________________________
Dean of College
Course_BIOL 309_____________________
[email protected]____________________
e-mail address
_____ Disapproved*
________________
Date
*In the case of a dean’s recommendation to disapprove a proposal, a written rationale for the recommendation to disapprove shall
be provided to the University Studies Subcommittee.
USS Recommendation
_____ Approved
_________________________________
University Studies Director
A2C2 Recommendation
_____ Disapproved
________________
Date
_____ Approved
_________________________________
Chair of A2C2
Faculty Senate Recommendation
_____ Disapproved
________________
Date
_____ Approved
_________________________________
President of Faculty Senate
_____ Disapproved
________________
Date
Academic Vice President Recommendation _____ Approved
_________________________________
Academic Vice President
Decision of President
_____ Approved
_________________________________
President
_____ No recommendation
_____ Disapproved
________________
Date
_____ Disapproved
________________
Date
Please forward to Registrar.
Registrar
_________________
Date entered
Please notify department chair via e-mail that curricular change has been recorded.
2
309 Developmental Biology
See web site (http:/bio.winona.edu/reuter/309/index.htm)
Catalog Description:
A study of the mechanisms of the sequent changes that occur within organelles,
cells, tissues, organs and organ systems of plants and animals during their life spans.
Lecture only. Prerequisites: BIO 308, BIO 310 and BIO 312. Offered even years.
This course is a University Studies Course. Successful completion of this course
satisfies 3 semester hours of the Oral Communication Flag requirement.
Oral Communication Flag Description:
The purpose of the Oral Communication Flag requirement is to complete the process
of providing graduates of Winona State University with the knowledge and
experience required to enable them to become highly competent communicators by
the time they graduate.
These courses must include requirements and learning activities that promote
students' abilities to...
a. earn significant course credit through extemporaneous oral presentations;
As a student in Developmental Biology, you will be expected to present ideas
and concepts to the class, both as the official speaker in front of the class and
also as a participant in discussions led by the official speaker (and also led by
the course instructor). The general idea is to have each student present many
times during the semester for ~10 - 15 minutes each rather than only a few
times for a much longer time. No grades will be given for the first times that
you present. This is to maximize your ability to improve your presentations
without the stress of wondering what is happening to your grade. However,
you will receive critiques from your peers and the course instructor that will
guide you for better presentations in the future. Later presentations will be
graded on accuracy, clarity, completeness, and effectiveness. Grades from
presentations will make up 30% of your final grade for this course.
b. understand the features and types of speaking in their disciplines;
Developmental Biology makes use of a specialized vocabulary to describe
changes in size, shape, composition, causation, and potentialities of cells,
tissues, organs, and organisms. Developmental Biology is a highly visual
discipline that makes effective use of displays in four or more dimensions
(Length, Width, Depth, Time, Potency…). Evidence of the above should be
present in your presentations.
3
c. adapt their speaking to field-specific audiences;
As a student, you are expected to use the specialized vocabulary of the
developmental biologist when presenting to the class or participating in class
discussion. If your questioners fail to understand the specialized vocabulary,
you must be ready to explain and define the specialized terms using common
terms. Communication with poise is one of your goals.
d. receive appropriate feedback from teachers and peers, including suggestions
for improvement;
All of your presentations will be open to scrutiny by your audience (as is true
in real life, all of the time!). Anonymous information on your oral
presentations will be given to you indirectly by your peers. Any time you
speak, either at the front of the class or in class discussion, your peers may
evaluate and submit their written critiques to the instructor, using the
following form. The Instructor, in turn, will present the anonymous forms to
you. The intent of any critique (both by peer and by instructor) is to show
what you are doing well and what needs improvement. The anonymous
forms will not be used to establish or influence any part of your course grade.
Overall transmission of message:
Loud enough for back of room
Clearly stated words and ideas
Eye contact with audience
Used visual aids effectively
Pace was appropriate
Transitions were organized
Mannerisms were appropriate
Overall quality of message:
Facts were correct
Facts were supported w. evidence
Logic and reasoning were evident
New knowledge related to previous
Order of material was logical
Questions were asked
Questions were answered
Strong/Fair/Weak
5 4 3 2 1 0
5 4 3 2 1 0
5 4 3 2 1 0
5 4 3 2 1 0
5 4 3 2 1 0
5 4 3 2 1 0
5 4 3 2 1 0
5 4 3 2 1 0
5 4 3 2 1 0
5 4 3 2 1 0
5 4 3 2 1 0
5 4 3 2 1 0
5 4 3 2 1 0
5 4 3 2 1 0
5 4 3 2 1 0
5 4 3 2 1 0
5 4 3 2 1 0
5 4 3 2 1 0
5 4 3 2 1 0
5 4 3 2 1 0
4
Helpful Suggestions:
e. make use of the technologies used for research and speaking in the fields; and
To effectively present ideas in Developmental Biology you will need to
know how to use your lap-top computer with an LCD projector and a
presentation program such as Microsoft PowerPoint. You should know how
to use a scanner to acquire diagrams, and how to label diagrams using
computer software. For your convenience, your instructor has prepared an
on-line data bank of all of the diagrams contained in your textbook. You
may wish to use additional diagrams or project onto a whiteboard so that you
can easily alter particular parts of a diagram. Appropriate use of a
whiteboard or blackboard to illustrate answers to questions is encouraged.
Most people have difficulty drawing pictures in their minds while hearing
spoken words.
f. learn the conventions of evidence, format, usage, and documentation in their
fields.
In Developmental Biology, we are interested not only in knowing what
happens when, but also in what causes an event to happen, who discovered or
studied it, and how. Thus, for each new thing you learn, an automatic
question should form of the variety “what is the evidence for this
statement/idea”? Citations of individuals and ideas and experiments should
be a regular part of your presentations. Being able to recognize an
experimental group and an adequate control group is an important part of
understanding Developmental Biology. Evidence of this understanding is
also an expected part of your presentations.
A special note to the intimidated: It takes guts to initially place yourself in front of
others in a speaking situation, knowing the criticism may follow. One of the most
effective way of overcoming stage-fright and mental-blockage in stage situations is
to adapt to the stage situation by placing yourself in such a position as much as
possible. (Knowing what you are talking about is a necessity too!)
After you have adjusted to speaking in front of others with ease, you will find that it
is a much harder task to stay quiet and carefully listen to what someone else is
saying, rather than speaking your own mind!
In general, students who take this course find that they acquire a better grade by
being active in thought and voice while learning, rather than learning while being
passive and doodling notes. You won’t receive a lower grade simply because you
signed up for a class which requires oral presentations. Don’t be afraid to try a new
learning technique in class!
5
Text(s):
Analysis of Biological Development - Klaus Kalthoff
[Link to Kalthoff's Course and HomePage]
Instructor:
Dr. L.A. Reuter
Office: 214 Pasteur Hall
E-mail: [email protected]
Schedule and Office Hours:
Transient Special Course Notes/Announcements:
Developmental Biology Syllabus:
WEEK
TOPIC
TEXT CHAPTER
Labor Day!
2 September Review
Analysis of Development
Gen. Biol. Texts
1
Role of cells in Development
9 September Gametogenesis
Gametogenesis
2
3
3
PRESENTERS
LAR
LAR
Ch2 Asm
Ch3 Asm
16
September
Gametogenesis
FIRST TEST
Fertilization [username=embryo
password=homeobox]
3
1,2,3
4
23
September
Fertilization, Cleavage
Cleavage
Cleavage
5
5
5
Ch5 Asm
Cell Fate, Potency and Determination
Cell Fate, Potency and Determination
Genomic Equivalence & Cytoplasmic
Environment
Genomic Equivalence & Cytoplasmic
Environment
6
6
LAR
LAR
7
7
LAR
LAR
30
September
7 October
6
Ch4 Asm
Genomic Equivalence & Cytoplasmic
Environment
14 October
Cytoplasmic Determinants
SECOND TEST (Friday)
Cytoplasmic Determinants
21 October Cytoplasmic Determinants
Axis Formation and Mesoderm Induction
7
8
4,5,6,7
8
8
9
Ch7 Asm
Ch8 Asm
Ch9 Asm
Axis Formation and Mesoderm Induction
28 October Gastrulation
Gastrulation
9
10
10
Cell Adhesion and Morphogenesis
Cell Adhesion and Morphogenesis
4 November
Neurulation & Neuronal Induction
THIRD TEST (Take Home; Assigned)
11
11
12
8,9,10,11,12
Ch11 Asm
LAR
LAR
11
November
Veteran's Day Holiday
Ectodermal Organs
Ectodermal Organs
THIRD TEST (Due: Fri. 15 Nov. 2002 5:00pm)
13
13
8,9,10,11,12
18
November
Endodermal and Mesodermal Organs
Drosophila Embryo Pattern Formation
Drosophila
14
22
22
25
November
FORTH TEST
Thanksgiving Break
Thanksgiving Break
LAR
LAR
LAR
Ch22 Asm
13,14,22,23
Drosophila
22,
2 December Drosophila
22
Drosophila, Vertebrate Embryo Pattern Formation 22, 23
Vertebrate Embryo Pattern Formation, Plant
Pattern Formation.
9 December Hormonal Control of Development
Organismic Growth and Oncogenes
Senescence
16
December
Ch10 Asm
23, 24
27
28
29
FINALS Week
FINAL TEST: 17 December 8:00am ->
10:00am
7
COMPREHENSIVE
Ch23 Asm
Ch24 Asm
Ch27 Asm
Ch28 Asm
Ch29 Asm
Grading and Assessment:
Course Information Grid:
Course Component
Class Presentations
Class Discussion
Quizzes/Notes
Term Web Project
Test 1
Test 2
Test 3
Test 4
Final Test
When/Due
according to sign-up
not during tests!
at the beginning of any lecture
before grading day at terms end
during third week of term
during fifth week of term
during eighth week of term
during eleventh week of term
according to registrar's schedule
Part
0.20
0.10
0.10
0.10
0.10
0.10
0.10
0.10
0.10
1.00
a
X
X
University Studies
Outcomes for Flag
Requirement
b
c
d
e
X X X X
X X X X
X
X X
X
X
X
X
X
Component Descriptions:
TESTS: Expect the tests to be mainly essay. There will be two parts to each test: the
first part will be unaided, the second part will allow use of any materials you have
generated, including reading notes, class notes, laboratory note-books and any
"hand-outs".
CLASS PRESENTATION: You will be responsible for: a) a presentation of the
major points of your topic, b) organizing a set of discussion questions, and c) leading
the ensuing class discussion. (Click here for jpegs that may help.)[username=embryo
password=homeobox]
Your topic will generally be a numbered subsection of a chapter. Generally, you
must read the entire chapter in order to give a coherent presentation and show how
your part of the chapter fits into the rest of chapter. If you’ve never done this before,
get help from your instructor or a trusted friend who has already taken this course.
QUIZZES/NOTES: Quizzes will be based on the major, central ideas of the reading
assignments. Reading notes will be viewed and quantitatively assessed in place of
quizzes. [Also, reading notes will be indirectly graded on content according to their
usefulness during scheduled tests.]
TERM WEB PROJECT: Term projects will consist of either a term-paper on some
aspect of developmental biology, or an annotated bibliography on some aspect of
developmental biology. The topic must be approved in advance by your instructor.
The project must involve use of the library and Internet searches. The project must
8
f
X
X
X
X
X
X
X
X
X
be presented orally and on disk using the HTML HyperTextMarkupLanguage.
Meritorious projects can be displayed on the WSU BIOLOGY web page (and cited
by you as a web publication).
Term Projects for 1996: annotated bibliographies.
Term Projects for 1997: annotated bibliographies.
Term Projects for 1998: annotated bibliographies.
Term Projects for 2000: annotated bibliographies.
Term Projects for 2002: annotated bibliographies.
Links to Grades and Old Exams:
Developmental Biology 309 Class Grades (User=embryo; A password is required!)
Developmental Biology 309 Study Questions
Developmental Biology 309 Old Exams
Text Author's (Klaus Kalthoff) Old Exams
9