Form 201BC: Assessment Report Form for Instructional Programs
Name
Ross S. Johnson
Department
Biological Sciences
Biology 1070 Education Assessment Outcome


Outcome #9: a laboratory exercise during the seventh week of the semester to assess the acquisition of
skills pertaining to the scientific method.
Outcome #5: A multiple choice test was given during the final exam of the course to test general
understanding of concepts.
Biology 1080 Education Assessment Outcome


Outcome #9: Understand the basics of the scientific method, including the formulation and testing of
hypotheses using empirical observations and data collection.
Outcome #8: Understand the interaction among human beings, human cultures, and the natural
environment within which they live.
Method of Assessment
Biology 1070 Outcomes #5 and #9
Outcome #9: a laboratory exercise during the seventh week of the semester to assess the acquisition of skills
pertaining to the scientific method.
Outcome #5: A multiple choice test was given during the final exam of the course to test general understanding of
concepts
Biology 1080 Outcomes #8 and #9
Outcome #9: Laboratory experiments demonstrating aspects of diffusion will be performed. Students will develop
hypotheses, predict experimental results based upon their hypotheses, collect and analyze their data. Students will
complete lab activity questions that will be assessed by the instructor.
Outcome #8: Test items relating to communities, ecosystems and conservation biology will assess this general
education outcome. Students will be asked to answer a series of questions before the material is discussed in class in
the form of a pretest, and after the material is discussed as a posttest.
1
BIOL1070 SPRING 2012 ASSESSMENT FINDINGS/INTERPRETATIONS/CONCLUSIONS:
Prepared by Juanita C. Sharpe, Biology 1070 Coordinator
Biology 1070 Education Assessment Outcome
1. Outcomes #5 and #9 Method of Assessment:
Outcome 9: a laboratory exercise during the seventh week of the semester to assess the acquisition
of skills pertaining to the scientific method.
Outcome 5: A multiple choice test was given during the final exam of the course to test general
understanding of concepts.
2. Assessment Findings, Interpretations & Conclusions
Results of the outcomes from four sections of Biology 107 taught during the Spring 2012
semester are presented in the following tables below.
Table 1: Spring 2012 Report
1070 Section
# of
Outcome
# of
Students
#9 – Lab
Students
1
12
76.66%
15
3
17
71.76%
21
4
20
77.60%
23
5
13
60.31%
17
6
16
40.75%
16
7
21
75.24%
21
61
21
77.24%
21
62
14
95%
18
Average
134
71.82%
152
*Biology 1070-02 was cancelled due to low enrollment.
Outcome #
5 – Test %
35%
43%
41.30%
59.71%
36.25%
75.48%
75.48%
52%
52.28%
# of
Students
14
21
19
14
Nd
21
21
Nd
110
Pre-test
27.21%
32.57%
31.95%
29.05%
Nd
32.33%
30.59%
Nd
30.62%
Posttest
25.14%
46%
52.05%
44.29%
Nd
64.67%
59%
nd
48.53%
Table 2: Trend data from Spring 2009 – Spring 2012
Semester
Spring 2009
Fall 2009
Spring 2010
Fall 2010
Spring 2011
Fall 2011
Spring 2012
# of Students
119
125
142
78
146
116
134
Outcome 9
62%
64.13%
74%
60.9%
68.24%
74%
71.82%
# of Students
134
127
146
145
165
134
152
Outcome 5
52%
44%
46.69%
54.3%
47.18%
54%
52.28%
The education assessment Outcome 9 evaluates knowledge of the scientific method while Outcome 5
evaluates understanding and application of the basic methods, questions and vocabularies of the
humanities, mathematics, the natural sciences and/or social sciences. A laboratory experiment is used
as an instrument to assess Outcome 9, and multiple choice questions assessing different skill levels
(critical thinking, application, and factual recall) is used to evaluate Outcome 5.
In the spring of 2012 the Department of Biological Sciences added a pre-test/post-test assessment to
examine gains in student learning in the areas listed as learning outcomes in the Biology 1070 syllabus.
The pre-test/post-test consisted of fifteen (15) multiple choice questions that covered the areas of:








Basic biological chemistry as related to cellular structure and function
Energetics with an emphasis on photosynthesis and respiration
Cell reproduction
Patterns of Inheritance
Molecular basis of inheritance including DNA technology
Forces shaping evolutionary history
Evolution of biological diversity particularly plants
Plant structure, function and development.
2
Figure 1: Trend data for outcome 5
Outcome 5
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Spring
2009
Fall 2009
Spring
2010
Fall 2010
Spring
2011
Fall 2011
Spring
2012
Our results for the previous seven semesters show that there are no gains in the understanding and
application of the basic methods, questions and vocabularies of the humanities, mathematics, the natural
sciences and/or social sciences as tested in assessment 5 and shown in figure 1.
Figure 2: Trend data for outcome 9
Outcome 9
100%
80%
60%
40%
20%
0%
Spring
2009
Fall
2009
Spring
2010
Fall
2010
Spring
2011
Fall
2011
Spring
2012
There is a ten percent (10%) increase in student knowledge of the scientific method (from 62% in the
spring 2009 to 71.82% in spring 2012) over the last six semesters indicating significant student gains in
the understanding of scientific methodology.
Over the past six semesters we have seen a general trend increase in the laboratory assessment,
assessment 9 while we have not seen an increase in the general assessment outcomes, assessment 5;
student understanding of the basic vocabularies of the sciences or improvement in critical thinking.
We do however see gains in student learning using the new pre-test/post-test assessment.
3
Figure 3: Learning gains for outcome 5
Pre-test/Post-test
Scores
100.00%
80.00%
60.00%
40.00%
20.00%
0.00%
Pre-Test
post-Test
Students in the spring 2012 semester scored an average of 30.62% on the pre/post-test assessment of
learning gains. With the exception of one section, all sections of the course experienced gains in
learning. These gains in learning were equivalent to the scores of students on the general assessment
number five which measured critical thinking. Student understanding of the vocabulary of metabolism,
genetics, reproduction, plant structure and function etc., increased an average of eighteen percent
(17.91%) over initial knowledge of the subject matter as tested at the beginning of the spring 2012
semester.
Plan for Academic Modifications Using Findings
One area of discussion will cover retention of the material by the students. The general assessment is
given at the end of the semester and covers material given throughout the semester. The lack of
significant improvement in the general assessment outcomes may reflect that the instructors may need to
reflect on earlier material and connect the various concepts taught earlier in the semester, throughout the
semester.
Plan for Assessment Modifications
The scores on the pre/post test were nearly equivalent to the scores on the critical thinking assessment
number 5 and therefore we will replace assessment 5 with the pre/post test. This will prevent some of the
confusion the instructors experienced with the addition of the new assessment and will reduce the
complexity of assessment of these outcomes. The pre-post test will be slightly modified to include more
critical thinking questions.
Resources needed
Instructors will need to have access to computer facilities on campus and a room for teaching
enhancement instruction.
Approved Changes
These changes to assessment will be brought before the departmental assessment committee during the
fall 2012 semester for review and approval before final implementation.
Improved Student Learning
There is a general improvement in student laboratory learning and improved skill in scientific
methodology.
Feedback of Results
The course needs to increase student retention of the general information of the course throughout the
semester. Finding ways to include active learning exercises in the class may enhance student retention
of material throughout the semester.
4
BIOL1080 Spring 2012 ASSESSMENT FINDINGS/INTERPRETATIONS/CONCLUSIONS:
Prepared by Kevin Swier, Biology 1080 Coordinator, and Ross Johnson, Department General
Education Assessment Coordinator
The assessment results for the nine sections of Biology 1080 taught during the Spring 2012 semester are presented
in Table 3. The mean scores of the laboratory exercise assessing Outcome #9 ranged from a high of 76.2% in
section 62 to a low of 58.6% in section 01. The mean difference in the pre-test vs. post-test assessing Outcome #8
ranged from a high of 15.2% in section 06 to a low of 8.6% in section 62. The average mean difference for Outcome
#8 comparing pre-test and post-test was 10.8%. The mean Normalized Percentage Learning Gain (NPLG) for
Outcome #8 was 25.5% with a range of 27.9.% in section 61 as the high and 17.9.% in section 07.
Normalized Percentage Learning Gain = (post-test – pre-test) x 100
(100 – pre-test)
TABLE 3. BIOL 1080 ASSESSMENT RESULTS SPRING 2012
Biol 1080
Fall 2010
Section
Student #
Outcome 9
Mean Scores
Lab
Student #
Outcome 8
Mean Scores
Pretest
Outcome 8
Mean Scores
Posttest
Outcome 8
Mean
Increase
01
02*
03*
04
05
06
07
61
62
Totals
Or
Average
19
N/A
N/A
19
19
18
22
19
19
135
58.6%
N/A
N/A
58.6%
57.2%
66.1%
66.1%
77.1%
76.1%
67.7%
N/A
N/A
N/A
N/A
N/A
13
22
19
19
53
N/A
N/A
N/A
N/A
N/A
34.8%
50.2%
59.0%
54.0
49.5%
N/A
N/A
N/A
N/A
N/A
50.0%
58.9%
69.7%
62.6%
60.3%
N/A
N/A
N/A
N/A
N/A
15.2%
8.7%
10.7%
8.6%
10.8%
Outcome 8
Normalized
Percentage
Learning
Gain
N/A
N/A
N/A
N/A
N/A
26.0%
17.9%
27.9%
19.7%
25.5%
*Biol1080 Sections 2, 3 did not submit any assessment data.
Table 4 shows the trend data of assessment results from the Fall 2009 semester through the Spring 2012 semester.
TABLE 4. TREND DATA OF BIOLOGY 1080 ASSESSMENT RESULTS
SEMESTER
MEAN SCORES
FOR
OUTCOME #9.
MEAN SCORES
FOR PRE-TEST
OUTCOME #8
MEAN
SCORES FOR
POST-TEST
OUTCOME #8
Mean
Difference in
Pre-test vs.
Post-test
Outcome #8
Normalized
Percentage
Learning
Gain for
Outcome #8
Fall 2009
Spring 2010
Fall 2010
Spring 2011
Fall 2011
Spring 2012
67.5%
61.1%
68.9%
63.6%
57.3%
67.7%
39.7%
39.7%
43.9%
42.7%
35.9%
49.5%
52.3%
52.4%
54.7%
57.1%
51.2%
60.3%
12.6%
12.6%
10.8%
14.3%
15.2%
10.8%
20.1%
21.1%
19.2%
23.5%
25.5%
25.5%
The 1080 course is being updated and modified by the course coordinator to allow students to master the materials.
5
The course should educate students to be informed about science and the impact that is has on their everyday lives.
Students may require more guidance from the instructor during the course of this difficult lab exercise, which
requires some degree of critical thinking on be half of the students.
Student must possess a conceptual
understanding of not only the scientific method but also diffusion and osmosis and must be able to apply deductive
reasoning. Many students are coming into this class having very complex lives that do not support successful course
completion at the undergraduate level. There was a 9.1% increase in student performance for Outcome #9 during the
Spring 2012 semester compared to the Fall 2011 semester. Two sections of Biol1080 which did not complete
assessments for either Outcome 8 or Outcome 9, and two additional sections that did complete the assessment for
Outcome 9. The course coordinator will look in this issue. The NPLG in Outcome #8 assessing the students'
understanding of the interaction among human beings, human cultures, and the natural environment within which
they live was 25.5% for both Spring 2012 and Fall 2011 sections, however this data may not be complete since only
half of the sections in the Spring 2012 semester completed the assessment for Outcome #8. This result represented a
0% learning gain over the Fall 2011 result of 25.5%. Overall, the average for the NPLG for this outcome is 22.5%
during the last six semesters, the specific NPLG has only ranged from a low of 19.2% in Fall 2010 to a high of
25.5% in Fall 2011 and Spring 2012.
DEMONSTRATING IMPROVED LEARNING
Outcome #8 has shown a consistent Learning Gain of around 20%. The Fall 2011 and Spring 2012 semesters saw an
increase of the Learning Gain to above 25% It remains to be determined if this learning gain can be increase since at
the present time there has not been an item analysis of the assessment tool.
PLAN FOR ACADEMIC MODIFICATIONS USING FINDINGS:
The general education outcomes assessed in Biology 1080 are the same as in previous semesters, but the assessment
instruments are new.
The new instruments reflect an attempt to address previous shortcomings revealed by
assessments with the old instruments. Regarding assessment of Outcome #9, it was previously concluded that
students need more guidance in designing and conducting experiments.
To this end, we have changed the
curriculum to include three laboratory experiments that illustrate good experimental design during the first 8 weeks
of the class. Students are guided extensively during the first experiment, less so during the second, and are on their
own in the third experiment. The assessment instrument tests their understanding of experimental design, execution
and interpretation during the third experiment. Assessment of Outcome #8 is essentially identical to the previous
assessment, except that the test has been rewritten to emphasize knowledge of energy and nutrient cycling in
ecosystems and the position of humans within the Earth’s ecology. Department’s criterion for Outcome #9 is an
average score of ≥60% for this item is considered satisfactory. Department’s criterion for Outcome #8 has not been
set using the Normalized Percentage Learning Gain.
6
PLAN FOR ASSESSMENT MODIFICATIONS:
We have changed the presentation of the data using the Normalized Percentage Learning Gain as method measure
learning outcomes. The Biology 1080 assessments also need to be able to determine the areas in of the assessments
in which the students are not performing well and answer these areas by developing a plan to improve student
outcomes in these specific troubled areas. The department has yet to determine what is a satisfactory outcome for the
assessment items for Biology 1080. This has been addressed in the Fall 2011 semester but no final consensus was
reached. The Department of Biological Sciences needs to order grading equipment and software to begin the item
analysis of the Pre-test/Post-Test assessment tool for Outcome #8.
The General Education curriculum provides students with a breadth of knowledge and skills they need to succeed in
their chosen careers. To improve clarity and make the outcomes less restrictive and more manageable for developing
assessment instruments, the current 17 outcomes are in the process of being condensed into six broadly defined
outcomes. These six new outcomes will be used by faculty members of this department to look at our current
courses and assessments.
Department Assessment Meeting and Exchanges
URGENT - Departmental Assessment Meeting - April 26, 2012 Rm 115 12:30 - 1:50 PM
Dr. Ross Johnson <rjohns60@csu.edu>
Thu, Apr 19, 2012 at 11:50 AM
To: Juanita Sharpe <jsharp20@csu.edu>, Devi Prasad V Potluri <vpotluri@csu.edu>, Tim Bell <tbell22@csu.edu>, Mark Erhart <MA-Erhart@csu.edu>,
Kevin Swier <kswier@csu.edu>, Karel Jacobs <kjacobs@csu.edu>, Anser Azim <aazim@csu.edu>, Joyce Ache Gana <jgana@csu.edu>, Andrew Maselli
<amaselli@csu.edu>, Eric Peters <E-Peters@csu.edu>, "Chris.Botanga." <cbotanga@csu.edu>, Lucy He <rhe@csu.edu>
Cc: Ross Johnson <rjohns60@csu.edu>
Greetings,
Please save the date and time. We have a number of important items to discuss as a department prior to the HLC site visit. I will be sending you a
series of e-mails with materials from the HLC consultants that we need to address.
These include:
1) The issue of Departmental Program outcomes and Learning Outcomes which need to settled.
2) We do not have to all of this done prior to the HLC visit but it is essential that we have a "Plan" and are working on it.
3) The "Plan" should be know by all members of the department not just the assessment people.
I look forward having to opportunity to move this forward prior to the end of my tenure as Department Assessment Coordinator.
Sincerely,
Ross
-Ross S. Johnson Ph.D.
Assistant Professor
Department Assessment Coordinator
Department of Biological Sciences
Chicago State University
Office: 773-995-2423
email: rjohns60@csu.edu
In the above meeting, a series of issues related assessment where discussed with the members of the
department that were able to attend. There was a discussion on how to have the department meeting the
requirements of the university related to improvements in assessments and public documentation of
7
assessment results. There was also an effort to engage faculty to get more involved in this departmental
mandate. However, the will of the department does not seem committed or focus on assessments. There
was also an attempt to get individuals in the department to join both a GenEd assessment committee and
Major’s committee, both of these were met with low interest.
Publicizing Student Learning
We are currently in the process of determining the best ways to publicizing Student Learning outcomes.
The department has had difficulties coming to consensus on what information to place on the web. The
department will complete this in the near future using the trend data from this report. One potential form
is to have an Assessment Webpage at the Department of Biological Sciences Website.
Accomplishments and Challenge
The challenges for the next General Education assessment program coordinator for the Department of
Biological Sciences are as follows:
1) The collection of the data in a timely and uniform manner to aid in the completion of required
reports.
2) The need for a smooth transition for the new General Education assessment coordinator for the
2012 – 2013 academic year.
3) The evaluation and improvement of current assessment materials that can demonstrate the
outcomes of student learning within a specific semester.
4) The Department of Biological Sciences has been very good at having assessments, however
almost none of our current assessments can be used to document student learning.
5) The future development of an assessment process as discussed in the multiple meetings related to
the HLC visit and the future of student learning.
6) The Department of Biological Sciences needs to set assessment as key to the development for
General Education course that relate to the new mission of the university.
7) The new mission of the university requires the effective training of faculty and departments about
the development and implementation of assessment.
8
APPENDIX
9
Biology 1070 – Spring 2012
Biological Science Survey
Lecture and Laboratory
INSTRUCTOR:
OFFICE:
OFFICE HOURS:
PHONE:
E-MAIL:
WEB:
TEXT:
LAB MANUAL:
Dr. Juanita Sharpe
Williams Science Center Room 310
Tuesday, Wednesday and Friday 11 – 12:00 and by appointment
773-995-2183
jsharp20@csu.edu
moodle.csu.edu
Concepts of Biology by Sylvia S. Mader 2st Ed.
Investigating Life, 3rd Edition, Wilson-Comer
COURSE DESCRIPTION:
Basic biological concepts of plants including the structure and function of cellular components, tissues, and organs;
mitosis, meiosis, and heredity, life history survey of selected groups of plants including the reproduction of
flowering plants.
COURSE OUTCOMES:








Students will be expected to comprehend concepts of the following topics:
Basic biological chemistry as related to cellular structure and function
Energetics with an emphasis on photosynthesis and respiration
Cell reproduction
Patterns of Inheritance
Molecular basis of inheritance including DNA technology
Forces shaping evolutionary history
Evolution of biological diversity particularly plants
Plant structure, function and development
GENERAL EDUCATION OUTCOMES:
Students should be able to understand and apply the basic methods, questions and vocabularies of
the humanities, mathematics, the natural sciences and/or social sciences.
In addition, students should understand the basic of the scientific method, including the formulation
and testing of hypotheses using empirical observations and data collection.


ASSESSMENT OF GENERAL EDUCATION OUTCOMES:
Students will complete a laboratory experiment demonstrating the components necessary for
photosynthesis. Students are expected to develop a testable hypothesis, predict the outcome
of their experiment and analyze their data. A set of laboratory activity questions will be used
to assess student comprehension of the scientific method.
The second general education outcome will be assessed by giving students test questions
related to cellular reproduction and energetics.
COURSE POLICIES AND GUIDELINES
1. ATTENDANCE: Attendance is mandatory in this course. This record is kept through the use of the quizzes
and a sign in sheet. The sign in sheet will be collected (as are the quizzes) 10 minutes after class has
started with no exceptions. You will be counted as absent if your name is not on the sign in sheet. You
will have your name entered on the sign in sheet by the instructor if you arrive to class after the grace
period. If you arrive to class after the ten minute grace period, you will not be allowed to take the quiz.
Every late arrival will cause you to lose two points, per incident, from your attendance grade.
10
2.
YOU SHOULD REALIZE THAT IF YOU MISS FOUR CLASSES, YOU WILL BE ADMINISTRATIVELY DROPPED
FROM THE COURSE.
3.
Students may not leave class before the end of the period. If you miss 4 classes the instructor may drop
you from class for non-attendance.
4.
Cheating is strongly discouraged and will result in an automatic score of Zero. See student handbook
for instructions on academic conduct.
5.
Plagiarism, as outlined in the plagiarism guide accompanying this syllabus, is considered cheating and
this form of academic dishonesty will result in a grade of zero for the plagiarized assignment.
6.
Assignments should be submitted on due dates. Late work will be accepted however, the grade for the
assignment will be lowered by one letter grade for each day late. For example and assignment that
receives a score of B will become a C one-day after the due date.
7.
Make up work will not be provided except in the cases of verifiable illness or emergency. Labs cannot be
made-up. If you miss a lab, you must still turn in a report but you will receive only half credit. Please be
aware that commuter traffic jams, computer problems and the like do not qualify as an emergency.
8.
Disruptions from cell phones and beepers will not be tolerated in class, as it disrupts the educational
process. Be sure to turn off all cell phones and pagers before class begins. Eating during class is not
allowed.
9.
Grades: No incompletes will be given in this course. No curve will be used on any evaluation throughout
the course. No make-up tests will be given except in the cases of verifiable illness or emergency. (Missing
an exam earns a zero for the event). In addition to the traditional grades; CSU utilizes the WA and the WN
grades in certain circumstances as illustrated below:
WA grade: this grade will be given to a student who has been present in the class for two weeks, and
then decides to remain a no-show for the remainder of the semester.
WN grade: this grade is given to a student who appears on the roster but does not show up for class
throughout the semester and has not officially dropped the class.
IN BOTH CASES, IF THE STUDENT FALLS UNDER EITHER OF THESE CATEGORIES, THAT STUDENT WILL BE
FORCED BY THE ADMINISTRATION TO RETURN ANY FINANCIAL ASSISTANCE THAT MAY HAVE BEEN
RECEIVED IN CONJUNCTION WITH THE REGISTRATION AND MATRICULATION IN THE COURSE.
10. The biology classroom/laboratory is not an appropriate environment for children and they are not
allowed to attend class.
GRADING POLICY
A = 90% - 100%
B = 78% - 89%
C = 65% - 77%
D = 55% - 64%
F = 0% - 49%
GRADING CRITERIA
The course grade will be based on:
Quizzes
One term paper
Lab exercises
Three exams at 100 points each
10%
15%
15%
30%
100 points
150 points
150 points
300 points
11
Class participation/attendance
10%
100 points
Final exam
20%
200 points
Total
100%
1000 points
QUIZZES AND EXAMS
Quizzes will be given during the semester in the first ten minutes of the class period. The quizzes will cover
information from the previous week’s lecture. The lowest quiz grade will be dropped. If you have an excused
absence and miss a quiz then the missed quiz becomes your dropped quiz. The final exam is comprehensive and
will include information covered during the entire semester. You are responsible for everything presented in class,
lab and in the textbook. If you want to know if it is going to be on the exam, the answer is yes.
TERM PAPER
Students will choose a plant species or a plant biology topic and provide an in-depth research paper.
This paper should address history, economic importance, biology, current developments and practical
applications of your chosen plant species. The term paper should not exceed five (5) pages excluding
bibliography and should be formatted to the following specifications:
12-point book font
Double spaced
1 inch margins top, bottom, left and right
The bibliography is subject to verification. Students will present their research paper in the form of PowerPoint
presentations at the end of the semester. Students should choose a topic within the first two weeks of the
semester and present the topic to the instructor for approval.
LABORATORY REPORT
The laboratory report will be used to evaluate the general education outcome as described above.
Statement from Abilities Office: Students with a disability who require reasonable accommodations to fully
participate in this course should notify the instructor within the first two weeks of the semester. Such students
must be registered with the Abilities Office which is located in the Cordell Reed Student Union Building, Room 198.
The telephone number is 773.995.4401. Accommodations may be requested at any time, but they are not
retroactive.
Emergency Procedure Request: In order to maximize preparedness in the case of an emergency, students who
may need assistance should an evacuation be necessary are asked to inform their instructors at the beginning of
each semester. This request is made to improve the safety of all members of the CSU Community.
Plagiarism and Academic Misconduct : ‘Academic misconduct includes but is not limited to cheating, encouraging
academic dishonesty, fabrication, plagiarism, bribes, favors, threats, grade tampering, non-original work, and
examination by proxy. Procedures regarding academic misconduct are delineated in “Student Policies and
Procedures” article X, section 2. If an incident of academic misconduct occurs, the instructor has the option to
notify the student and adjust grades downward, award a failing grade for the semester, or seek further sanctions
against the student.’
Academic Warnings: Student progress is monitored throughout each semester, and progress indicators are
posted to Moodle / CSU X-Press during the 5th, 9th, and 13th weeks of the semester, as listed in the Academic
Calendar. Instructors and academic advisors usually communicate with students if problems arise, but it is the
responsibility of the student to check, and to take immediate action when necessary to improve the grade. If you
receive “SP” (satisfactory progress), you are on track to successfully complete the course. Otherwise, if there are
issues related to attendance; missing assignments and exams, and/or limited progress, please contact the
instructor and your academic advisor as soon as possible.
All information in this syllabus is subject to change if circumstances warrant it. This syllabus does not constitute a contract.
12
Requirements and Deadlines for Plant Biotechnology Paper for Biology 107 Spring 2012
1.
Due the week of February 6th - Turn in a Plant Topic for Approval by Instructor!
This part of the assignment is worth 10 points. If you do not turn in a topic or turn in a topic on time, you will be penalized
three (3) points for every day late (not every class period). Your topic should be on a specific plant. For example you can
not turn in a topic of Pine tree, you must choose a specific species of pine tree. This assignment must be printed on a
piece of paper with your name and e-mail address and is due at the beginning of class.
2.
Due the week of February 27th - Gather Sources.
This part of the assignment is worth 10 points. If you do not turn the bibliography in on time you will be penalized three
(3) points for every day late (not every class period). You must have a bibliography. A bibliography is a list of all books,
web sites, primary research articles, Newspapers and the such-like that direct me to where you obtain your information.
Your sources will be verified. For every sentence that states a fact, you should have a reference.
You must hand-in at the beginning of class, a list of at least five references. You may use no more than two (2) internet
web sites, the rest of your articles must be obtained from at least two (2) books, at least one (1) magazine or newspaper
article, and you may also include other sources as necessary. Use the library and ask the library resource staff to help you.
3.
Due the week of March 7th - Create an outline of your paper.
This part of the assignment is also worth 10 points. The purpose of turning in an outline before you begin to write your
paper is to determine the areas covered in your paper. By turning in the outline to me you will have the opportunity to
find out if you are proceeding in the correct manner. This MUST be typed. An outline contains two to three complete
sentences covering the ideas you will convey for each section of your paper. Address the following list in a detailed
manner. It will help you write the paper. These guidelines do not have to be presented in the order in which they are
listed below:
Outline Form:
I. Why did you choose this topic?
II. What is the commercial importance of your topic?
III. What is the history of your topic
IV. Discuss the particular biology or ecology of your topic
V. Discuss the nutritional, pharmacological and/or therapeutic properties of your topic
VI. What are the current developments (economic, ecological, political, commercial, therapeutic) regarding your
plant topic?
4.
Due the week of April 9th – Rough draft of paper Due
Your paper should be approximately five double spaced pages in twelve-point font. Your margin size, top, bottom, left,
and right should not exceed one (1) inch. Do not plagiarize. It becomes very apparent after a semester of reading your lab
reports and getting to know your written voices whether a sentence was lifted from a source or is of your own design. At
this point you should also begin to work on your power point presentations. Gather your pictures and organize your talk.
The presentation should contain no more than six (6) slides representing each section of your paper.
5.
Due the week of April 30th – Final Draft of Term Paper Due
13
Plagiarism Guide
What is plagiarism? Plagiarism is the use of someone else’s work, ideas or words without proper citation. This
includes passing off someone else’s work as your own1. This encompasses handing in the same paper as one of
your classmates, having someone else write the paper or purchasing a paper and turning it in. Below is a series of
situations to help you identify what does and does not constitute plagiarism.
True or False
1.
If I cut and paste my paper from different documents on the web this is not plagiarism because my document
is unlike any other complete document on the web.
False
Any information you receive from any source can not be copied verbatim from the source even if it comes
from several different places. You must always state where you receive your information and cite it.
2.
If I cut and paste information from the internet and cite where I obtained the material then this is not
plagiarism.
False
Even though you have cited the source where you received the information, you have plagiarized the work
because the reader will assume that you are claiming credit for the words you have lifted. This indicates that
you have not put any original thought into your paper. Many students feel that the authors from the works
that they are using for their research have stated the information clearly and why should they change the
wording since they (the student) could not state it any better.
3.
If I cut and paste information from the internet and this information is inside quotation marks, then this is not
plagiarism.
True
In this case, the use of quotes lets the reader know that these are not your words, but this is a slippery slope.
Having a research paper that is full of quotations shows that you did not understand the material you read and
defeats the purpose of writing a research paper.
4.
If I find a source and just change a few words this is not plagiarism because the sentences are not exactly the
same as the sentences in my source.
False
This too, is a slippery slope. This is considered plagiarism because no original thought has been put into the
research paper of the student. Research papers are about demonstrating that you understand your research
topic. This understanding is demonstrated by reading a passage and writing it in your own words.
5.
If I find a source and write the information in my own words, I don’t have to cite the source because I am using
my own words.
False
This is an incorrect assumption. You received the knowledge from someplace and you need to acknowledge
where that knowledge came from. If you won the Nobel Prize wouldn’t you want everyone to know that you
were responsible for that knowledge?
6.
If another two or more students work together on a project, but must turn in separate papers, then it is okay
for everyone in the group to turn in almost exactly the same paper.
False
Even though you may have collected your data together each student must demonstrate their own
understanding of material. It is okay to work in groups but write your papers separately. More importantly,
don’t let the slacker student hold your assignment he/she may copy your work and leave you holding the bag.
1.
Source the Oxford English dictionary online at www.OED.com
14
Can PowerPoint presentations be plagiarized? Yes!
7.
If I take a well known image from the internet say, bugs bunny, I do not need to cite where I retrieved the
image because everyone knows I did not draw bugs bunny.
False
For any image, figure or table that is obtained from the internet, a citation must accompany the image. If
someone has an especially great bugs bunny image, acquired some data and placed it in a table or created
some other image, they would want everyone to know that the image was the result of their work. Though
not everyone follows these rules on the internet, students especially are not exempt from this source of
plagiarism. Cite everything!
If all of the above are examples of plagiarism, then how do I write my research paper without plagiarizing?
Most plagiarism occurs because many students wait until the last minute to write a lengthy paper on a topic
on which you have very little experience. Writing a research paper is a difficult prospect even for people who
spend their lives doing this. A research paper is designed to test your ability to read the literature and extract
knowledge.
Ways to avoid plagiarism
When you read information, whether it is from the web or an article from a research paper, give yourself
plenty of time. You need time to understand and digest the material.
When you read information, take the time to think to yourself, “What does this mean to me?” Imagine
yourself explaining what you just read to a family member or a friend outside of the field. Would they
understand all of the scientific language? Break down what you just read into simple thoughts and write them
down. As you write down your thoughts remember to write the citation next to your thoughts, that way, you
don’t forget where you received the knowledge. This is called an annotated bibliography.
Write your paper using your notes (your annotated bibliography), not the original sources. The research paper
should be organized around YOUR thoughts, not the thoughts of people you have read during your research.
To this end, each paragraph should BEGIN and END with a sentence that is wholly your idea, a topic sentence
and a concluding sentence (that may make a transition to the next paragraph). The notes you have taken
during your research will provide support for your topic sentences, and these will be cited. In short, it should
be very rare that the first or last sentence of a paragraph is cited, because these should be your own thoughts,
these are the thoughts around which the entire paper is organized, and you are the one who has written this
paper.
Use quotations sparingly. Sometimes quotations are absolutely necessary, but you do not want to rely on
someone else’s words completely. Remember to cite the quotation!
Hand your assignment in early and ask your professor to read a draft of your assignment. This will almost
guarantee you a better grade.
15
To:
From:
Subject:
Bio 1070 Instructors
Juanita C. Sharpe, Bio 1070 Coordinator
All Bio 1070 students are required to complete the following assessment
instrument for the general education Outcome #5 specified in the syllabus.
1) You decided to volunteer at the pediatric wing in the Cook county hospital. During your first day at
work you meet a lovely young girl stricken with bone marrow cancer. She initiates a conversation and
learns that you are a biology student. She immediately asked you to explain the specific biology process
that occurred, resulting in her development of cancer. You pondered a little, and began responding
(choose the most likely explanation). (3 points)
A) Cancer cells are non-dividing cells that are arrested at the GI phase of the cell cycle
B) Cancer cells do not have a properly functioning cell-cycle control system leading to excessive
cell division
C) Cancer cells divide like normal cells containing all the checkpoints that are needed for cell
division to occur
D) Little girls should not be asking questions to strangers
E) B and C
2) You rally your friends to brew your own special pumpkin beer for the upcoming holidays. You add
yeast to a grape juice mixture and allow the yeast to grow. After several days you find that the sugar
levels in the grape juice have dropped, but there’s no alcohol in the mixture. You conclude that; (3 points)
A) The mixture needs more sugar. Yeast needs a lot of energy before they can begin to
produce alcohol.
B) The mixture needs less oxygen. Yeast only produces alcohol in the absence of oxygen.
C) The mixture needs more oxygen. Yeast needs oxygen to break down sugar and get enough
energy to produce alcohol.
D) The mixture needs less sugar. High sugar concentrations stimulate cellular respiration, and
alcohol is not a by-product of cellular respiration.
E) Either A or C.
3) One of your classmates decides to repeat Mendel’s pea experiment. She crosses parental plants that
produce white flowers with those that produce red flowers. All the offspring produced red flowers.
Because she experimented with flower color that exhibited contrasting alleles, she must have produced a
____________________ in the F1 generation. (3 points)
A) Dihybrid
B) Trihybrid
C) Monohybrid
D) Both A and C
E) None of the above
4) None of the offspring in question #3 produce white flowers. This is because red flower allele has what
mode of inheritance? (1 point)
A) Recessive
B) Incomplete dominance
C) Dominance
D) Codominance
E) Autosomal dominance
5) The phase of mitosis during which the nuclear envelope fragments and the nucleoli disappear is called
(1 point)
A) Interphase
B) Prophase
C) Metaphase
D) Anaphase
E) Telophase
6) Which of the following is produced during the light-independent reactions of photosynthesis? (2 points)
16
A) Glucose
B) NADPH
C) ATP
D) Oxygen
E) None of the choices is correct
7) The process of ________________ is essentially the opposite of cellular respiration (1)
A) Photosynthesis
B) Respiration
C) Glycolysis
D) Fermentation
E) None of the choices are correct
8) _____________ is a by product of photosynthesis that aerobic organisms including humans utilize for
their maximum energy (ATP) production. (1)
A) Carbon dioxide
B) Oxygen
C) Water
D) Pyruvic acid
E) Acetyl Co A
9) Talking to your plants might actually increase their growth rate a little bit, since talking to them might
enrich their surrounding atmosphere with (3)
A) Carbon dioxide
B) Sugars
C) Methane
D) Oxygen
E) None of the choices are correct
10) What are two important events that occur during the meiotic cell division which contribute to genetic
variation among individuals in any sexually reproducing population? (2)
A) Crossing over and independent assortment of chromosomes
B) Cell cycle and diakinesis
C) Crossing over and cytokinesis
D) Crossing over and linkage
E) Crossing over and movement of chromosomes
17
Assessment Instrument for Bio1070 Outcome #9
Coordinator: Dr. Juanita C. Sharpe
PHOTOSYNTHESIS
All plants and some microorganisms manufacture their own food with the sunlight’s energy, water, minerals,
and carbon dioxide gas. This process is called photosynthesis. It is one of the most important processes on
earth because all living organisms depend directly or indirectly on the food made by photosynthetic organisms.
Generally, photosynthesis occurs in two broad stages. The first stage is usually referred to as the lightdependent reactions. In this stage, photosynthetic pigments in the chloroplasts capture energy from the sun,
then water molecules split into electrons, hydrogen ion, and oxygen. The electrons are boosted to increasing
higher energy levels as they move through a series of electron carriers until the electrons and protons become
attached to the electron carrier NADP+ and reduce it to NADPH. Oxygen, the high-energy molecule ATP, and
the electron carrier NADPH are products of the light reaction.
The second stage of photosynthesis is referred to as the light-independent reactions. In this stage, carbon
dioxide and electrons from the first stage of photosynthesis are fixed into high-energy sugar molecules. The sugar
produced during the process can be consumed directly by the plant for its own energy requirements and the excess
stored as starch or become part of the plant’s structure. Therefore, at the end of photosynthesis, the solar energy
from sunlight is converted to chemical energy in the bonds of organic molecules. The overall reaction is represented
by the following equation:
Light energy
6CO2 + 6H2O
Carbon dioxide water
C6H12O6
glucose
+
6O2
oxygen
Experiment: The role of carbon dioxide and light in photosynthesis
Materials:
Test tube rack
Phenol red indicator
Wax pencil
Bright light source
Four test tubes
Distilled water
Aluminum foil
Elodea
Method
1.
2.
3.
4.
5.
6.
Label four test tubes #1, #2, #3, and #4. Partially fill each of the four test tubes with distilled water.
Dispense 3-6 drops of phenol red indicator in each test tube. The solution should be red. Note. Phenol red is
an acid-base indicator.
Blow air through a straw to deliver carbon dioxide into the liquid in test tubes #1, #2 and #3 just until the
phenol changes to yellow. Carbon dioxide reacts with water to form carbonic acid, which is a weak acid. CO 2
+ H20
H2CO3
Add several sprigs of Elodea in tubes 1, and, 3. Wrap aluminum foil all around tube # 3.
Place all tubes under a bright light source for 1 hour.
Record the color of the test tubes at the beginning and after 1 hour.
Results
Tube #
#1 Elodea
#2 no elodea
#3 Aluminum, elodea
#4 no elodea
(2 points)
Beginning color
End color
Discussion Questions
What hypothesis are you testing with this experiment? (4 points)
18
What is your predicted result if the hypothesis is supported? (4 points)
What are the independent and dependent variables? (4 points)
What are the controls? What is the purpose of using controls in your experiment? (4 points)
Why were the samples placed under light for a specified time period? (2 points)
What does the color change means in terms of reactants and products in photosynthesis? (2 points)
Does your result support or falsify your hypothesis? Explain (2 points)
What general conclusions can you make about the necessity of carbon dioxide in photosynthesis? (1 point)
19
Biology 1070 Pre-test/post-test Assessment
20
1. If you were studying the structures in plants which are responsible for taking in carbon dioxide you
would be studying:
A. The roots
B. The flowers
C. The stems
D. The fruits
E. The leaves
2. Which of the following is not a function of the root system in plants?
A. To absorb water
B. To anchor the plant
C. To absorb minerals
D. To store carbohydrates
E. To absorb carbohydrates
3. A biologist is studying an unknown species of plant and observes the following characteristics of the
plant: the root xylem and phloem is in a ring, the vascular bundles are scattered throughout the stem,
and the leaf veins form a parallel pattern. Based on these observations the biologist could safely
conclude that the plant is a:
A. Monocot
B. Perennial
C. Deciduous
D. Eudicot
E. Annual
4. A scientist is studying reproduction in prokaryotes. Which type of reproduction would he or she be
most likely be studying?
A. Somatic reproduction
B. Germ reproduction
C. Sexual reproduction
D. Gamete reproduction
E. Asexual reproduction
5. If the total number of chromosomes is six, then after mitosis there will be:
A. Two chromosomes in each daughter cell, one from each parent
B. Three chromosomes in each cell
C. 12 chromosomes in each cell
D. Six chromosomes in each daughter cell
E. Three chromosomes in one daughter cell and six chromosomes in the other cell
6. Which of the following nitrogenous bases are correctly paired in DNA?
A. Adenine-guanine; thymine-cytosine
B. Adenine-uracil; guanine-cytosine
C. Adenine-thymine; guanine-cytosine
D. Adenine-adenine; guanine-guanine
E. Adenine-cytosine; guanine-thymine
21
7. From the most general to the most specific what is the correct order in the hierarchy of taxa?
A. Kingdom, class, phylum, order, genus, family, species
B. Kingdom, phylum, class, order, family, genus, species
C. Kingdom, order, class, phylum, family, genus, species
D. Species, genus, family, class, order, phylum, kingdom
E. Species, genus, family, order, class, phylum, kingdom
8. Water is split and oxygen is released during which process?
A. The electron transport system
B. The cyclic electron pathway
C. The Calvin cycle
D. The light-dependent reaction
E. The light-independent reaction
9. The order of the major pathways and reactions of cellular respiration is:
A. Glycolysis-preparatory reaction-citric acid cycle electron transport chain
B. Electron transport chain-glycolysis-preparatory reaction-citric acid cycle
C. Glycolysis-electron transport chain-preparatory reaction-citric acid cycle
D. Citric acid cycle-glycolysis-preparatory reaction-electron transport chain
E. Glycolysis-preparatory reaction-citric acid cycle-electron transport chain
10. Which of the following is the vascular tissue which transports organic nutrients to all parts of the
plant?
A. Xylem
B. Vessel elements
C. Phloem
D. Spongy mesophyll
E. Palisade mesophyll
11. If you were a plant physiologist studying the male parts of a flower, which of the following would you
be interested in studying?
A. The stigma
B. The style
C. The ovule
D. The stamen
E. The carpel
12. The pollen grain contains the:
A. Sperm
B. Egg
C. Embryo
D. Endosperm
E. Anther
13. Which of the following types of energy is best associated with motion?
A. Mechanical
B. Chemical
C. Electrical
D. Nuclear
E. Radiant
22
14. In metabolism, which of the following molecules would be used for an immediate and quick source of
energy?
A. Protein
B. Nucleic acids
C. Lipids
D. Water
E. Carbohydrates
15. Which of the following would be found in the highest concentration in the cell membrane?
A. Steroids
B. Phospholipids
C. Proteins
D. Cholesterol
E. Carbohydrates
23
24
BIOLOGY 1080
Assessment B
Biological Sciences Survey II
Directions: For multiple choice questions, circle the letter of the best answer.
1. Which list arranges the levels of life’s hierarchical organization from least to most inclusive?
A. population  organism  community  ecosystem
B. organism  community  population  ecosystem
C. organism  ecosystem  population  community
D. organism  population  community  ecosystem
E. organism  community  ecosystem  population
2. At right is a simple diagram of the flow
of energy through the biosphere.
Match the letters to the appropriate
form of energy.
_____ chemical bond energy
_____ heat energy
_____ radiant energy
3. The diagram at the right shows that
photosynthesis and respiration are
complementary processes. Place the
following molecules in the appropriate
boxes to complete the diagram. There
are six boxes; each molecule should
appear in two boxes.
A. carbon dioxide (CO2)
B. oxygen (O2)
C. water (H2O)
4. A community is made up of _____.
A. different kinds of living organisms
B. one species of organism
C. living organisms and their nonliving environment
D. ecosystems
E. the factors that constitute an organism’s niche
The number of species in a community, irrespective of the number of individuals of each species present,
is called the _____.
25
A. species diversity
B. community
C. species richness
D. species population
E. species index
5. Which of the following organisms is mismatched with its trophic level?
A. algae—producer
B. fungi—decomposer
C. phytoplankton—primary consumer
D. carnivorous fish larvae—secondary consumer
E. eagle—tertiary or quaternary consumer
6. Which of the following best illustrates ecological succession?
A. A mouse eats seeds, and an owl eats the mouse.
B. Decomposition in soil releases nitrogen that plants can use.
C. Grasses grow in a deserted field, followed by shrubs and then trees.
D. Imported pheasants increase in numbers, while local quail disappear.
E. Overgrazing causes a loss of nutrients from soil.
7. Mzima Springs in Tsavo National Park in Kenya is home to many species. Hippos feed on the
grasses in the nearby countryside at night and keep cool in the springs by day. Fish such as barbels
and gobis feed on the waste excreted by the hippos; and carp, barbels and cichlids feed off the algae
that grow on the hippo’s body. The fish in turn become meals for crocodiles and cormorants. The
hippo waste also provides food for microbes and the chemical nutrients released by the microbes
support plant growth in and around the spring. Water pears and fig trees grow on the banks, home to
many species of birds and monkeys. Just outside the boundaries of the national park, there are
springs with no hippos and very few other species of life as well.
The above paragraph suggests that hippos are _____.
A. a keystone species
B. an invasive species
C. a tertiary consumer
D. plagued by parasites
E. efficient predators
26
8. A diagram of the carbon cycle is shown at
the right. Match the letter in the diagram to
the appropriate process.
_____ burning
_____ decomposition
_____ food chain
_____ photosynthesis
_____ respiration
9. What is the role of nitrogen-fixing bacteria in the nitrogen cycle?
A. Nitrogen-fixing bacteria convert nitrogen gas (N2) into ammonium (NH4+), which can be
assimilated by plants.
B. Nitrogen-fixing bacteria convert ammonium (NH4+) in the soil to nitrates (NO3-), which can
be efficiently assimilated by plants.
C. Nitrogen-fixing bacteria make nitrogen (N2) available to decomposers, which convert the
nitrogen into forms (NH4+ and (NO3-) that plants can assimilate.
D. Nitrogen-fixing bacteria make nitrogen directly available to animals for incorporation into
amino acids.
E. Nitrogen-fixing bacteria convert nitrogenous wastes from animals into forms that can be
assimilated by plants.
10. Explain why eating meat is a luxury for humans.
27
Biology 1080
Lab/Activity #7
Biol Sci Survey II
Photosynthesis and Respiration
Introduction
You have learned that cellular respiration is the process in which food molecules are oxidized for the
purpose of harvesting the energy stored in their covalent bonds. Cellular respiration begins in the cytosol
with glycolysis and ends in the mitochondria with the production of carbon dioxide and water. Nearly
40% of the energy harvested from the chemical bonds in sugar molecules is converted to the energy in the
chemical bonds of ATP (the rest of the energy is dissipated as heat). While the process actually involves >
30 individual steps, each facilitated by a protein, the overall equation for the process of respiration can be
summarized as follows:
C6H12O6
+
6O2

6CO2
+
6H2O
+
energy
All eukaryotic organisms containing mitochondria in their cells perform aerobic cellular respiration. This
includes all multicellular organisms such as animals and plants.
Plants differ from animals, however, in that they can make their own sugars for respiration. They do this
through a process called photosynthesis, which occurs entirely within chloroplasts (see Section 7.5 of
your text). As its name suggests, photosynthesis occurs through two distinct processes: the light
reactions (photo-) and the Calvin cycle (-synthesis). In the light reactions, electrons are stripped from
water (producing oxygen) and transferred to high-energy electron carriers. Electron transport provides
the energy to make ATP (ADP + Pi  ATP) and the electrons are finally accepted by NADP+, producing
NADPH, a high-energy electron carrier. The Calvin cycle uses these high-energy molecules to synthesize
sugar from carbon dioxide. The NADPH provides the hydrogen atoms (electrons) to turn inorganic CO2
into carbohydrate; the ATP provides the necessary energy for the synthesis. The overall process can be
summarized as follows:
light energy
+
6CO2
+
6H2O

C6H12O6
+
6O2
Note that the ATP and NADPH that are produced by the light reactions never leave the chloroplast. The
sugar produced by photosynthesis, however, is exported from chloroplast to the cytosol, where it can be
used for respiration.
This lab exercise will demonstrate the ability of plants to perform both photosynthesis and respiration.
Procedure
1.
Fill four test tubes ¾ full with a phenol red solution. Label the tubes #1, #2, #3 and #4.
2.
With a straw positioned slightly above the liquid in tube #1, blow carbon dioxide (exhale) into the
phenol solution until it turns yellow. Do the same for tubes #2 and #3. Leave tube #4 as it is.
3.
Place a large sprig of Elodea in test tubes #1 and #2.
4.
Place tube #1 in a dark cabinet and the other three tubes under a very bright light for approximately
30 minutes.
5.
On a separate sheet or paper, draw a cartoon of the experimental set-up.
6.
Read through the rest of the directions and make a table below your cartoon to record the results of
the experiment.
7.
During the 30-minute incubation, check the tubes periodically and record your observations.
8.
Record the color of the phenol red solution in each tube at the end of the 30-minute incubation.
9.
After the 30-minute incubation, reverse the tubes. Place the tube that was in the dark under a bright
light. Place the tubes that were in the light in the dark cabinet. Leave them for at least 2 hours.
28
10. Record the colors of the phenol red solutions at the end of the 2-hr incubation.
Questions
1.
Discuss the experimental set-up by describing the purpose of each tube.
a.
Test tubes 1 and 2 were the experimental tubes. What was the independent variable? What
was the dependent variable?
b.
Test tubes 3 and 4 were included as controls? Why was it important to include these tubes
in the experiment?
2.
State the results of the experiment without explanation or interpretation
3.
Explain your results.
a.
What does a color change represent?
b.
What cellular process is indicated by the color change?
c.
What was reason for any differences in color changes in the tubes after the 30-minute
incubation?
d.
What happened during the incubation in the dark? Why?
29
Biology 1080
Biological Sciences Survey II. Lecture and Laboratory. Investigation of major animal systems,
including skeletal, digestive, circulatory, urogenital, and nervous systems. A survey of the animal
kingdom. No prerequisites. Course credit: 3.0 semester hr
Fall 2011 Section 61 MW 6:00-8:50 pm
Williams Science Center Room 120
PROFESSOR
Office
Office hours
Phone:
email:
Website:
Kevin Swier, PhD
WSC 291
M 5:00-6:00; T 4:00-6:00; W 5:00-6:00
x2422
kswier@csu.edu
CSU Moodle: http://csumoodle.remote-learner.net/
TEXT
Reece, Taylor, Simon, Dickey. 2012. Campbell Biology: Concepts and
Connections. 7th Ed. San Francisco: Pearson Benjamin Cummings.
ISBN 10: 0-321-69681-6; ISBN 13: 978-0-321-69681-6.
LAB MANUAL
Biological Science Survey II: Biology 1080. Custom Edition for Chicago State
University. ISBN 1256319996.
COURSE OUTCOMES
Students will gain an understanding of the following:

basic cellular structure and function

patterns of mendelian inheritance

molecular biology of the gene

origin and evolution of life

evolution of populations and species

animal classification and diversity

structure and function of animal organ systems including the digestive, circulatory, respiratory,
excretory, and reproductive systems
ASSESSMENT MEASURES
Student understanding of each topic listed above will be assessed by a laboratory report, short quizzes,
and a unit exam. Student understanding of evolution will be assessed by a written report on a
presentation of evolution to the general public.
GENERAL EDUCATION OUTCOMES


Understand the basics of the scientific method, including the formulation and testing of
hypotheses using empirical observations and data collection.
Understand the interaction among human beings, human cultures, and the natural environment
within which they live.
ASSESSMENT OF GENERAL EDUCATION OUTCOMES



A series of three laboratory experiments demonstrating the scientific method will be performed.
Students will develop hypotheses, predict experimental results based upon their hypotheses,
collect and analyze their data. After the third experiment, students will be asked questions about
the experimental set-up and the results. The instructor will assess the students’ answers.
A pretest and post-test with items relating to communities, ecosystems and conservation biology
will assess the second general education outcome.
Assessment reports may be read in the department office during regular business hours.
30
COURSE POLICIES AND GUIDELINES
Attendance. Punctual attendance is mandatory. “Taking a class” means spending ~60 hr interacting
with a professor. You will receive credit for attendance (and no credit for lack of attendance). A 5-10
minute assessment/quiz will be given at the beginning of each class period. This will be the record of
your attendance. If you arrive too late you will not receive credit for the assessment and you will receive
only ½ credit for attendance. Similarly, leaving early will reduce your attendance grade. Anyone who
misses a total of four class sessions (12 hr) will be administratively dropped from the course.
General class conduct. You must participate actively in all class activities and help maintain an
atmosphere conducive to learning for all participants. Be sure to turn off all cell phones and pagers and
stow them away before class begins. Do not get up and leave the classroom during a class session unless
you are gravely ill. Breaks will be provided, but always come to class prepared to stay in class for at least
two hours at a time.
Homework. The most important thing you must do outside of class is to read the assigned sections in
your textbook. Classroom activities will guide you in deciding what is important to study in the textbook
and the textbook should reinforce what you learned in class. You should be actively learning outside of
class as well as inside of class.
Labs. Because this is a condensed class schedule, there may be a lab activity during any class session.
Therefore, you should come to class prepared to perform lab work. Safety and teamwork are essential in
performing lab activities. Use common sense and wear appropriate clothing. Eating is not allowed in
class. Children may not attend class sessions. You may be asked to turn in laboratory report worksheets
at the end of each lab activity. You may be asked to submit a formal laboratory report for at least one lab
activity. It is most important to reflect upon what that lab teaches you and how it relates to what you
read in your text. Labs cannot be made-up. If you miss a lab, you must still turn in a report but you will
receive only half credit.
Quizzes and Exams. Quizzes will be given at the beginning of each class session in the first ten minutes
of the class period. The quizzes will cover information from previous class sessions and/or from reading
assignments. The lowest quiz grade will be dropped, even if it is a zero for an excused absence. There are
three unit exams, one hour each, plus a 2 hr final exam. The exams cover the textbook reading
assignments. All lectures, lab activities and homework assignments are meant to help you understand
what is in the textbook.
Independent Project. You will be required to submit a report on a project regarding the public
understanding of evolution. Your report may be published on the class website and read by other
students in the class. You may be required to participate in peer evaluation of your classmate’s reports.
Specific guidelines will be distributed by the end of the 2nd week of class and the report will be due at the
beginning of the 8th week of class.
Grades: The following grading scale and criteria will be used. You should be able to calculate your own
grade as the course progresses. You can also follow your grade on Blackboard. Concentrate on learning,
however, and the grades will take care of themselves.
GRADING SCALE
A = 90% - 100%
B = 78% - 89%
C = 65% - 77%
D = 50% - 64%
F = 0% - 49%
GRADING CRITERIA
Attendance
Quizzes
Independent Project
Lab exercises
Four exams
10%
10%
15%
25%
40%
Total
100%
31
Disclaimer
All information in this syllabus is subject to change if circumstances warrant it. This syllabus does not
constitute a contract.
Statement from Abilities Office: Students with a disability who require reasonable accommodations to
fully participate in this course should notify the instructor within the first two weeks of the semester.
Such students must be registered with the Abilities Office, which is located in the Cordell Reed Student
Union Building, Room 198. The telephone number is 773.995.4401. Accommodations may be requested
at any time, but they are not retroactive.
Emergency Evacuation: In order to maximize preparedness in the case of an emergency, students who
may need assistance should an evacuation be necessary are asked to inform their instructors at the
beginning of each semester. This request is made to improve the safety of all members of the CSU
Community.
Plagiarism and Academic Misconduct: ‘Academic misconduct includes but is not limited to cheating,
encouraging academic dishonesty, fabrication, plagiarism, bribes, favors, threats, grade tampering, nonoriginal work, and examinations by proxy. Procedures regarding academic misconduct are delineated in
“Student Policies and Procedures” article X, section 2. If an incident of academic misconduct occurs, the
instructor has the option to notify the student and adjust grades downward, award a failing grade for the
semester, or seek further sanctions against the student.’
Academic Warnings: Student progress is monitored throughout each semester, and progress indicators
are posted to Moodle/CSU X-Press during the 5th, 9th, and 13th weeks of the semester, as listed in the
Academic Calendar. Instructors and academic advisors usually communicate with students if problems
arise, but it is the responsibility of the student to check, and to take immediate action when necessary to
improve the grade. If you receive “SP” (satisfactory progress), you are on track to successfully complete
the course. Otherwise, if there are issues related to attendance, missing assignments and exams, and/or
limited progress, please contact the instructor and your academic advisor as soon as possible