Course Descriptions & Syllabi

Course Descriptions & Syllabi

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Note: some or all of the courses in the subjects marked as "Transfer" can be used towards a transfer degree: Associate of Science and Arts or Associate of Engineering Science at DACC. Transferability for specific institutions and majors varies. Consult a counselor for this information.

Areas of Study | | BIOL103 syllabus




COURSE NUMBER: BIOL103
COURSE TITLE: Principles of Biology II
DIVISION:Sciences
IAI CODE(S): L1 910L BIO 910
SEMESTER CREDIT HOURS:4
CONTACT HOURS:75
STUDENT ENGAGEMENT HOURS:180
DELIVERY MODE:In-Person

COURSE DESCRIPTION:
This is the continuation of Principles of Biology I, this course is designed for those individuals pursuing a major in biology. Topics covered will include mechanisms of evolution, diversity of life, basic plant and animal physiology, and ecology. Class meets 3 lecture hours per week, and 2 lab hours. This class is the second semester in a sequence (including BIOL102) that can be used to transfer as a biology majors introductory course.

PREREQUISITES:
Completion of BIOL102 with a C or better.

NOTES: A lab is required for this course.


STUDENT LEARNING OUTCOMES:
Upon completion of this course, students will be able to:

  • Write using scientific format; correctly present and analyze data as measured in a lab report
  • Explain the criteria needed for the Linnaean system of classification and relate the organization to evolutionary relationships among organisms
  • Compare and contrast physiological, organizational, and structural basics of the different domains/kingdoms/phyla
  • Describe the diversity of prokaryotes and fungi in terms of structure and function
  • Clearly define life and explain why a virus does not meet that criteria
  • Describe the basic anatomy of plant structures (root systems, stems, leaves) and physiological process (water transport versus nutrient transport)
  • Compare the functioning of major organ systems among vertebrate groups
  • Define and draw the different types of population growth and explain how life strategies play a role in the production of the growth curve
  • Compare and contrast the diversity and richness of an environment and explain how these criteria are determined
  • Explain how organismal/environmental interactions play a role in the use of resources in a given environment
  • Describe how energy moves through an ecosystem and the limitation this places on the trophic organization; explain how this differs from the movement of nutrients through an ecosystem through biogeochemical cycling

TOPICAL OUTLINE:
  • Mechanisms of Evolution (12% of class time)
    • This topic will familiarize students with how the process of evolution impacts populations and brings about speciation; will include a discussion on Hardy-Weinberg Equilibrium.
  • Microscopic Life (15% of class time)
    • This topic will familiarize students with the diversity of microscopic life.
    • Lecture will include viruses, prokaryotes, and protists.
  • Fungi (12% of class time)
    • This topic will familiarize students with the diversity of fungi and their basic characteristics.
  • Plants (22% of class time)
    • This topic will familiarize students with plant diversity from bryophytes & ferns to gymnosperms & angiosperms.
    • It will also include the basics of cell type and function, tissue organization, and basic physiological processes.
  • Animals (22% of class time)
    • This topic will familiarize students with the diversity of animal life.
    • It will include lecture on the major phyla (Porifera, Cnidaria, Platyhelminthes, Nemotoda, Molluscs, Annelida, Arthropoda, Echinodermata, Chordata), as well as some basic physiological processes.
  • Ecology (17% of class time)
    • This topic will familiarize students with the basic principles governing ecology.
    • We will cover population ecology, community ecology, and ecosystem ecology.

LAB TOPICS:

Activity Title: Description: Student Outcome/Skill: Delivery Method: Time (hours):
Mechanisms of Evolution Students will explore various mechanisms by which evolution drives genetic change in a population using a computer model Explain how organismal/environmental interactions play a role in the use of resources in a given environment Hands on 2.5 hours
Bacterial Diversity Students will examine representatives of the major groups of bacteria to understand the morphological differences and will practice different sterile techniques along with gram staining Describe the diversity of prokaryotes and fungi in terms of structure and function Hands on 2.5 hours
Protist Diversity Students will examine representatives from major groups of protozoans and learn key features associated with each group Compare and contrast physiological, organizational, and structural basics of the different domains/kingdoms/phyla Hands on 3 hours
Plant Diversity I Students will explore representative plants from seedless and vascular plants; they will explore the various life cycles associated with the groups and examine reproductive structures Compare and contrast physiological, organizational, and structural basics of the different domains/kingdoms/phyla Hands on Each lab will be about 2.5 hours
Plant Diversity II Students will explore representative plants from seedless and vascular plants; they will explore the various life cycles associated with the groups and examine reproductive structures Compare and contrast physiological, organizational, and structural basics of the different domains/kingdoms/phyla Hands on Each lab will be about 2.5 hours
Plant Physiology I Students will examine different plant tissues and learn to distinguish among them based on appearance, function, and location Describe the basic anatomy of plant structures (root systems, stems, leaves) and physiological process (water transport versus nutrient transport) Hands on 2.5 hours
Plant Physiology II Students will examine plant organs to gain a better understanding of their composition and function Describe the basic anatomy of plant structures (root systems, stems, leaves) and physiological process (water transport versus nutrient transport) Hands on 2.5 hours
Plant Physiology III Students will design and carry out their own experiments exploring the effects of hormones on plants Write using scientific format, correctly present and analyze data as measured in a lab report Hands on Most of this lab will be done outside of lab but I will meet with each student individually and there will be a short amount of time allotted in other labs for addressing issues
Comparative Anatomy I Students will dissect representative animals from the various phyla in the animal kingdom: porifera, cnidaria, platyhelminthes, nematoda, arthropoda, mollusca, annelieda, vertebrata (multiple representatives from within vertebrata will be explored) Compare and contrast physiological, organizational, and structural basics of the different domains/kingdoms/phyla Hands on 2 hours
Comparative Anatomy II Students will dissect representative animals from the various phyla in the animal kingdom: porifera, cnidaria, platyhelminthes, nematoda, arthropoda, mollusca, annelieda, vertebrata (multiple representatives from within vertebrata will be explored) Compare and contrast physiological, organizational, and structural basics of the different domains/kingdoms/phyla Hands on 2.5 hours
Comparative Anatomy III Students will dissect representative animals from the various phyla in the animal kingdom: porifera, cnidaria, platyhelminthes, nematoda, arthropoda, mollusca, annelieda, vertebrata (multiple representatives from within vertebrata will be explored) Compare and contrast physiological, organizational, and structural basics of the different domains/kingdoms/phyla Hands on 3 hours
Animal Biotechnology Students will attempt to perform a genetic transformation where they insert a gene into a bacterial chromosome Compare and contrast physiological, organizational, and structural basics of the different domains/kingdoms/phyla Hands on 4 hours (the transformation will take about 3 hours and the remaining hour will be finished up at the start of the following lab)
Population Ecology Students will explore different ways in which populations are sampled to monitor various population demographics Define and draw the different types of population growth and explain how life strategies play a role in the production of the growth curve Hands on 3 hours
Ecological Principles Students will explore how changing ecosystem dynamics affects population growth Explain how organismal/environmental interactions play a role in the use of resources in a given environment Hands on 2.5 hours
Lab Practical Students will be tested on their ability to identify the various bacteria/protists/plants/animals studied throughout the semester Compare and contrast physiological, organizational, and structural basics of the different domains/kingdoms/phyla Hands on 2 hours

TEXTBOOK / SPECIAL MATERIALS:

Mader, 11th edition – Custom for DACC
Lab Manual, Mader – Custom for DACC


EVALUATION:
Tests 500 points 50%
Final Exam 150 points15%
Lab Report100 points 10%
Quizzes100 points 10%
Lab Assignments100 points 10%
Homework50 points 5%

Grading Scale:
A= 90%-100%
B= 80%-89%
C= 70%-79%
D= 60%-69%
F= 59% and below

BIBLIOGRAPHY:

STUDENT CONDUCT CODE:
Membership in the DACC community brings both rights and responsibility. As a student at DACC, you are expected to exhibit conduct compatible with the educational mission of the College. Academic dishonesty, including but not limited to, cheating and plagiarism, is not tolerated. A DACC student is also required to abide by the acceptable use policies of copyright and peer-to-peer file sharing. It is the student’s responsibility to become familiar with and adhere to the Student Code of Conduct as contained in the DACC Student Handbook. The Student Handbook is available in the Information Office in Vermilion Hall and online at: https://www.dacc.edu/student-handbook

DISABILITY SERVICES:
Any student who feels s/he may need an accommodation based on the impact of a disability should contact the Testing & Academic Services Center at 217-443-8708 (TTY 217-443-8701) or stop by Cannon Hall Room 103. Please speak with your instructor privately to discuss your specific accommodation needs in this course.

REVISION:
Fall 2019

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