EVOLUTION AND THE DIVERSITY OF LIFE, BIO 112
Fall 2015
Instructor:
Dr. Carrie L. Woods
cwoods@pugetsound.edu
Thompson 223B
253-879-3301
Office hours: MW: 11:00 am – 12:00 pm; T: 10:00 am – 11:00 am; or email for
appointment
**I will only respond to emails between 9 am and 5 pm. You should expect a
response within a few hours but it could be up to a day or two.
Lecture:
MWF 10:00 am – 10:50 am (Thompson 193)
Labs: We meet the first week of classes. All labs are 1:00 pm – 3:50 pm in Harned Hall 245.
AA (Monday)
IA: Cole Jackson (cjackson@pugetsound.edu)
AB (Tuesday)
IA: Kiona Parker (kparker@pugetsound.edu)
Required textbook: (if you took BIO 111, you should already have these books)
Morris et al. 2013. Biology: How Life Works
Pechenik, J. 2009. A Short Guide to Writing About Biology
Course website: I use Moodle for course information and handouts as well as grades. The
syllabus and schedule, labs and extra readings will all be posted on Moodle where you can view
them and, if you want, print them. Many assignments will be uploaded directly into Moodle.
Your grades will be posted as we go through the course so check in regularly to see them. To
access Moodle, get on the web and go to http://moodle.pugetsound.edu. Your password is your
UPS network password. All of you are already enrolled in the course. You MUST have access to
these materials so let me know if you don’t.
Optional books: You can find field guides to the plants and animals of this region (both
terrestrial and marine). You can never have enough field guides! Some good ones are:
Kozloff, E.N. 1976. Plants and Animals of the Pacific Northwest. University of Washington Press, Seattle.
Kozloff, E.N. 1993. Seashore Life of the Northern Pacific Coast. University of Washington Press, Seattle.
Pojar, J. and A. MacKinnon. 1994. Plants of the Pacific Northwest Coast. Lone Pine Publishing.
Sibley, D.A. 2003. The Sibley Field Guide to Birds of Western North America. Alfred Knopf, New York.
FAIR WARNING: Although Biology 112 is listed as a Natural World Core, it is taught as
the second course in the Biology major, and as such may be more challenging than the core
class you might imagine it to be. If you are looking for a relatively easy core, I suggest
finding another class. Biology 111 is a prerequisite. I will expect you to be familiar with the
concepts and terminology learned in Biology 111 (or AP/IB Biology).
Course Description and Objectives: The vast diversity of life is amazing. The organization and
complexity of even the simplest bacteria is mind-boggling. The exuberance of multicellular life
that we see around us every day is awe-inspiring. Our lives depend on this diversity. How did all
these strange, living beings come to be? Why do they look the way they do? How do they work?
These are questions that we can, and should, ask. In Biology 112, we will begin to explore the
different facets of evolution and the diversity of living organisms. We will look at adaptations to
different environmental challenges and begin thinking of organisms as life cycles.
This course will provide a general overview of the history and diversity of life as well as the
processes and mechanisms – evolution – that lead to this diversity. The course emphasizes some
of the fundamental aspects of organismal biology such as reproduction, feeding, and locomotion
(or lack thereof). In lecture, principles common to diverse taxonomic groups will be presented
with specific examples taken from different organisms.
The enduring understandings I would like you to take from this course are:
1) A conceptual framework for thinking about the diversity of life beginning with the
fundamentally important process of evolution;
2) The background required for framing biological questions in a comparative and
evolutionary context;
3) Familiarity with and perhaps even fondness for some of the organismal diversity
that surrounds us providing us with some sense of place;
4) Understand and critically evaluate the primary literature; and
5) Improve your scientific writing skills.
Lectures: Lecture topics are listed on the attached schedule. Prepare for lecture by reading the
material assigned in the text and handouts BEFORE lecture. Attending lectures and taking
notes is extremely important. We will have many group activities and discussions that you
should not miss. I may also “cold call” on students randomly to answer questions in class. I do this not to embarrass you or “catch” you, but to involve everyone to the utmost in the class, to tell each of you that I believe in you, and to keep the class moving forward together.
Each lecture will start with an activity designed to get you thinking like a biologist. It could be
a “fun fact” about diversity contributed either by me or you or it could be an image for which
you will need to make an observation, develop a hypothesis and design an experiment to test that
hypothesis. I may ask you to write this on a sheet of paper (at most half a page – images
welcomed) at the beginning of class and hand it in or we might engage in a discussion. I expect
you to participate and you should expect that of yourself because participation often leads to a
greater understanding of the material.
Your time in class will be most productive if you:
 Prepare for class by studying the reading assignment before the class.
 Come to class on time.
 Engage in thoughtful, effective note taking during class.
 Ask for a restatement or clarification of statements you do not understand.
 Contribute to class discussions.
I encourage you to ask questions at any time during the class. Plan to use these opportunities by
writing down questions that come to mind during your reading and study or if I say something
you do not understand or seems confusing. I am also available during my office hours or through
an appointment. Following each class, devote 2-3 hours to rewriting your lecture notes, carefully
rereading the text material and integrating it with your lecture notes.
NOTE: The syllabus lecture schedule is a tentative one. We may move ahead or get behind. All quizzes and
exams will be given on the dates scheduled regardless of where we are in the discussion. I will announce what
materials each quiz or exam will cover. Throughout the course I will use PowerPoint and the blackboard to help
convey information. I’ll provide any non-text figures used in presentations in Moodle. I do not provide copies of
lecture notes, another reason to strive to attend every lecture.
Cell phones & Laptops: cell phones should be turned OFF during lecture and lab. You should
NOT use a laptop to take notes. I have provided a link in Moodle to explain why.
Lecture exams and quizzes: Exams and quizzes are scheduled during lecture (see Course
Schedule). Questions will require that you be very familiar with lecture and lab material. Some
questions will require you to apply concepts to novel situations not specifically covered in
lecture or lab. Cell phones cannot make an appearance during exams or quizzes.
You will do best on exams and quizzes if you:
 Adopt a “study as you go” policy
 Rewrite (do not type) your notes within 24 h after every lecture
 Don’t wait until a day or two before the exam or quiz to start studying (what if you have two other exams and a 10 page paper due??)
 Organize or join a small study group. Use the group to review information. Practice
teaching each other the material. The more you intellectually engage your mind with the
topic materials, the more you will learn and the better prepared you will be for the
quizzes and exams
 Make sure your class, lab, and study time is specific and focused.
o Turn off electronic devices and minimize distractions. A shorter amount of
focused study time is more productive than a longer period of time filled with
distractions.
There will be no opportunity for make-up quizzes. There will be 6 quizzes during the course and
you will be able to drop the lowest one. Absence for an exam or quiz or lab for a bona fide
medical reason will require a written excuse from your health care provider and MAY OR MAY
NOT be considered in assessing final grades. If you have a scheduling conflict with a quiz, the
missing quiz score will count as your lowest score. Sports-related and/or other extra-curricular
excuses must be cleared with me (email me) AT LEAST ONE WEEK PRIOR TO A
SCHEDULED EXAM. I will try to find a time to schedule a make-up exam that is mutually
agreeable. In keeping with University policy, the final exam will be given ONLY at the time
indicated in the course schedule.
Laboratory: Lab is required. The labs have been designed to help you understand concepts
discussed in lecture and to familiarize you with major groups of organisms. Material covered in
lab will be included in lecture exams and quizzes. Missing a lab will result in the loss of the
points for that week’s lab assignment. During the early labs of the semester we will visit different local habitats and you will become familiar with the major taxa (phyla and some
classes) found in these habitats as an introduction to 55 common and/or ecologically important
species. Some of our time will be spent on more detailed investigations of mechanisms of
evolution, phylogenetics, and organismal form and function. Under extreme circumstances you
may be able to reschedule a lab; arrange with me at least one week before the lab. Most of the
labs are full and cannot accommodate extra students; only in very unusual circumstances will
you be allowed to switch labs. Labs cannot be made up after the last lab section of the week has
met (Thursday afternoon). Each student must register for a lab section of the course, and
attendance in lab is mandatory.
Lab handouts will be available on Moodle by Friday before lab. You must print out the lab
handout and bring it to lab. Please come to lab PREPARED. Careful preparation before the lab
will (1) allow you to get more out of the lab, (2) make it much more likely that you will enjoy the
lab, and (3) increase the probability that you will finish on time or early.
Here is how to prepare:
1. DOWNLOAD AND PRINT the lab and any associated material from the Moodle site
and bring your copies to lab (we will not provide extra copies in lab).
2. READ the assigned readings before lab.
3. COMPLETE ANY PRELAB material PRIOR to coming to lab. Information from this
section may appear on exams and quizzes. Prelabs are due at the beginning of lab.
4. READ the entire lab exercise prior to coming to lab. Know what the lab involves and
come prepared.
YOU MUST BE AT LAB ON TIME. Labs will begin promptly at their designated times. Some
of our labs include field trips. If you miss the van, you will need to get yourself to the field site.
Exams on Lab material: There will be two exams on the lab material. The first will be an exam
on identifying and naming the Familiar 55; the second will be an in-lab exam answering
questions about organisms we’ve explored in lab over the semester.
Case Studies: We will use three lecture periods to discuss case studies. For each of these case
studies, you will have a primary literature paper or other material to read (or some podcast or
video to watch), preparation questions to answer before the discussion, and follow-up questions
to answer after the discussion.
Turning in Assignments: All assignments will be turned in through Moodle (unless stated
otherwise). There will be Assignment icons in Moodle that allow you to upload your
assignments. This saves paper, allows me to send comments back to you outside of class,
prevents lost assignments and time-stamps your submission. Feedback will be done using Track
Changes in Word and uploaded directly to Moodle. You will receive an email when I upload my
edits. Assignments should be uploaded to Moodle at the start of lecture or lab as indicated on the
individual assignment and lecture schedule. Please ONLY send a WORD DOCUMENT file
and use the file naming format: lab section letter-your last name-assignment (e.g., AJohnson-Assignment 1).
Late Policy: Any assignments turned in late will lose 5% a day (including weekends), down to
0%. I cannot accept any written assignments after the start of our final exam. Work turned in late
on the same day that it is due will be considered ½ a day late and be assessed a penalty of 2.5%
of the original point value. TO BE FAIR TO ALL STUDENTS, I MUST STRICTLY
ENFORCE THIS LATE POLICY. I will consider waiving the penalty only in a case of a
medical or family emergency. Written documentation of the nature of the emergency may be
required. An extra-curricular activity, travel, or work in another course is not a valid reason for
late work. If you must miss class for one of these reasons, it is your responsibility to check the
lecture schedule and assignment guidelines to determine if anything will be due in your absence.
Please check with me if you are unsure.
Course Policies: You are responsible for all material covered in lectures, portions of the text
assigned during lectures, and readings listed on the syllabus. In lecture periods, you will be given
information that is not in the textbook and (as stated earlier) I don’t post my lecture notes.
Therefore you must attend lectures and take detailed notes if you want to do well in the
course. The list of readings from the required book, Biology: How Life Works, will be in the
schedule. I will give ample notice for readings. I will add other reading material that we will
discuss directly into Moodle as pdf files. You are responsible for printing, reading, and either
bringing them to class or critically evaluating them before coming to class. I would also suggest
reading the material again after class to solidify the findings.
Group Work: There will be times over this course where you will work on group assignments
and/or utilize data collected while working in groups. Each and every graded assignment based
on such effort must be your own work. For the tables or figures, you each must make your own,
even if you work together and help each other. Anyone handing in someone else’s work or
printing multiple copies of the same work to be handed in separately will be treated as
plagiarism.
Office of Accessibility and Accommodation: If you have a physical, psychological, medical or
learning disability that may impact your course work, please contact Peggy Perno, Director of
the Office of Student Accessibility and Accommodations, Howarth 105,
pperno@pugetsound.edu, 253.879.3395. She will determine with you what accommodations are
necessary and appropriate. All information and documentation is confidential. If you are
enabled extra time on an exam, you must give me the form from the Office of Student
Accessibility and Accommodations ONE WEEK before any exam (at the start of class is
best so I can provide adequate accommodations). Generally, extra time is not given for inclass quizzes but if you absolutely need extra time for the quizzes, please come and talk to me
the first week of class.
Student Bereavement Policy: Upon approval from the Dean of Students’ Office, students who experience a death in the family, including parent, grandparent, sibling, or persons living in the
same household, are allowed three consecutive weekdays of excused absences, as negotiated
with the Dean of Students. For more information, please see the Academic Handbook.
Classroom Emergency Response Guidance:
Please review university emergency preparedness, response procedures and a training
video posted at www.pugetsound.edu/emergency/. There is a link on the university
home page. Familiarize yourself with hall exit doors and the designated gathering area
for your class and laboratory buildings.
If building evacuation becomes necessary (e.g. earthquake), meet your instructor at the
designated gathering area so she/he can account for your presence. Then wait for
further instructions. Do not return to the building or classroom until advised by a
university emergency response representative.
If confronted by an act of violence, be prepared to make quick decisions to protect
your safety. Flee the area by running away from the source of danger if you can safely
do so. If this is not possible, shelter in place by securing classroom or lab doors and
windows, closing blinds, and turning off room lights. Lie on the floor out of sight and
away from windows and doors. Place cell phones or pagers on vibrate so that you can
receive messages quietly. Wait for further instructions.
Academic and Scientific Integrity: Academic honesty is a fundamental principle of intellectual
endeavor. Scientific integrity is an integral part of the scientific process. Simply put - cheating
sucks. It is selfish, unfair to others, cheats the cheater of learning, and ends up consuming way
too much time and emotion. Cheating is a waste of your time and mine. You will learn nothing
and I will have to waste my time dealing with it rather than spend time on students who aren’t cheating.
It is your responsibility to make sure that you know and completely understand what constitutes
academic dishonesty and plagiarism. It is your responsibility to read and understand the UPS
policies on Academic Integrity. If you haven’t already been through the new Academic Integrity
tutorial on the library’s website, you should familiarize yourself with it: http://alacarte.pugetsound.edu/subjectguide/6-Academic-Integrity-Puget-Sound.
By becoming a part of the UPS community and taking this course, you are stating that you have
read the information on the UPS web page and that you fully understand what constitutes
plagiarism and the penalties for academic dishonesty.
Several forms of academic dishonesty are especially relevant to this class:
 Cheating on exams or quizzes
 Alteration, fabrication or misrepresentation of data
 Plagiarism on any assignment including questions and comments and lab exercises. Note
that plagiarism includes paraphrasing that uses the original wording or sentence structure.
Cite references more than you think you need to!
Even when lab work is performed in groups, you must complete all written work individually
unless the assignment specifically states otherwise. To avoid problems, never collaborate with
classmates when you are actively writing your labs, papers or other assignments. I encourage you
to discuss assignments with your colleagues, but do not take notes during those discussions
because that can lead to answers that are suspiciously similar between individuals. I ran across
this quote on George Gilchrist’s Diversity of Life Web Page. It captured my sentiments so thoroughly that I have reprinted it for you – complete with quotes:
“Remember that you are here to learn, not to get a good grade. Cheating will not help you learn, [nor] will
it help you get into medical school or graduate school. It will not help you get a good job nor will it help
you obtain happiness with your life. Cheating is for losers and I don’t think anyone here falls into that category. If you decide that maybe you really want to be a loser and that cheating might be just the ticket
to get you there, I will help you in every way I can. If you are caught cheating, you will fail this course
and may be ejected from the university. More importantly, you will have cheated yourself out of the
education you have been working and paying to obtain."
If you cheat, I have to report you and sanctions range from losing credit for the assignment plus
100 points to, most commonly, being dismissed from the course with an F. You could also face a
misconduct hearing and possible expulsion.
Grading
Final grades will be determined based on the total points accumulated by each student. The
maximum number of points possible is shown below:
Item
Points
GRADING SCALE
Lecture Exams (3) (100 points each)
300
93 – 100 = A
Quizzes (6) (15 pts each, 1 dropped)
75
90 – 92.9 = AFinal exam (50 pts on last unit, 100 pts on entire course)
150
87 – 89.9 = B+
Labs
200
83 – 86.9 = B
Lab abstract, hypotheses and methods
30
80 – 82.9 = BLab results and discussion
30
77 – 79.9 = C+
Lab final paper
50
73 – 76.9 = C
Lab exams (Field exam 25, Lab exam 75)
100
70 – 72.9 = CCase studies (15 each)
45
67 – 69.9 = D+
Participation*
20
63 – 66.9 = D
TOTAL
1000
60 – 62.9 = D*Participation includes showing up for class and lab, participating in class and lab (discussions,
asking questions), and in-class assignments (observation, hypothesis, experiment).
How to Succeed in this Course in 10 Easy and Time-Consuming Steps
1. ATTEND EVERY LECTURE --- awake or asleep, alive or dead, caffeinated or noncaffeinated. Given the amount of material in the course that won't be in the text, this step is
crucial.
2. BEFORE LECTURE: Read or, at least, skim the required text, focusing on the figures and
tables to familiarize yourself with the material we will cover. Write down questions as you
go.
3. DURING LECTURE: Take copious notes. Available Powerpoint lectures DO NOT
substitute for complete notes. Mark the spots where you have questions. Ask questions! If
you don't feel comfortable asking questions in lecture, at least you'll know where you were
befuddled so you can ask after class. But remember, if you don't understand, odds are high
that there are others in class who also don't understand, so ask.
4. AFTER LECTURE: Recopy your notes after lecture by hand –rewriting (not typing) your
notes cements them better in your memory. Read over your notes multiple times and write
comments and questions in the margins as you read. Refer to your text (where possible) to
correct mistakes. If you are unsure about something, come to office hours as soon as
possible. Read the assigned chapters thoroughly.
5. STUDY YOUR NOTES FREQUENTLY: Some hints on how to do this are:
a. Make index cards with key words, life cycles, and other processes.
b. Make tables that synthesize the information, comparing and contrasting, for instance, life
cycles or feeding modes of different phyla.
c. Study with a friend, asking questions and making up test and quiz questions
d. Ask how the material in class and lab relate to each other
6. STUDY ACTIVELY: Ask yourself questions and be constructively critical of your answers.
Push your mind. Once you have finished studying, try explaining the material to someone or
even the wall. Just think of the fun you can have at dinner by explaining to your friends that a
Pisaster starfish everts its stomach into prey items and digestion occurs outside the starfish's
body or by describing the life cycle of the seaweed that surrounds their sushi.
7. READ ACTIVELY: WRITE AS YOU READ. You should always read with a pen in your
hand. Make connections between lectures, labs, and readings. After lecture, use readings to
add details to your notes, and write out examples to illustrate topics. Make notes in the
margins summarizing key ideas, or add a fact I brought up in lecture or lab. Be equally active
with both your text and non-text readings.
8. ASK QUESTIONS: I cannot overemphasize this point. Do not be afraid to ask questions at
any time, before, during, or after lecture/lab. Asking questions will let me know where you
need help and where I may have been unclear. Remember that the Center for Writing and
Learning is a valuable resource for all courses (Howarth 103A, X3399).
9. SPEND TIME IN LAB outside your normal lab hours. Watch the critters move and eat. Quiz
yourself constantly. You all can call Security to let you in the Diversity Lab if it is locked,
except on the week of our lab exam.
10. GET OUTSIDE!!! Here is a point I REALLY CAN’T OVEREMPHASIZE. Open your eyes and look at the life that surrounds you - from fungi to birds, worms to flowers, pond scum to
slugs, jellyfish to kinorhynchs. Get a field guide or two. How are the critters built? How do
they gather energy, reproduce, and withstand the forces that impact them? The subject of this
course surrounds you. Let yourself be amazed, awed and amused.
Nurture your sense of wonder and awe. Look at the world with a child’s eyes. Let yourself be
curious. Play in the dirt, mud and water and keep your senses open.
Darwin’s first drawing of an evolutionary tree
Biology 112
STUDENT CONTRACT
Diversity of Life, Fall 2015
Please sign the contract and return it to your professor by Friday, September 4.
Signed contracts are required to receive grades in this course.
I have read the syllabus and understand the content of the syllabus.

I am aware of quiz, exam, and final exam dates. I understand that no make-up quizzes or exams
will be given.

I am aware of the assignment schedule, and I understand that assignments are due on the date and
time stated. I understand that there is a penalty for assignments turned in late.

I understand that labs are mandatory and that failure to attend lab for something other than a
documented medical or family emergency will lead to a lower final course grade.
I have read the University’s policy on violations of academic integrity and the penalties associated with such violations.

I understand these policies and penalties.
I have read the material about academic integrity and plagiarism contained on the Collin’s Library website as outlined in the syllabus.

I have taken the Academic Integrity Quiz associated with the Library’s web page on Academic Integrity.

I understand what constitutes plagiarism.

I pledge to refrain from any act of academic dishonesty, plagiarism or scientific misconduct.

I understand that all written work must be completed individually by me unless the assignment
specifically states otherwise. I understand that if I violate this policy, penalties will be applied.
NAME (PRINT) ________________________________________________
SIGNATURE ________________________________________________
DATE
__________________________
WK Day
Lecture
UNIT 1: EVOLUTION & DIVERSITY
1
M-8/31
Course Introduction
W-9/2
What is science?
2
3
F-9/4
M-9/7
W-9/9
F-9/11
M-9/14
Introduction to diversity on Earth
Labor day – no class
Genetic variation & HardyWeinberg equilibrium
Natural selection
Case study 1: Evolution in Action
W-9/16
F-9/18
Sexual selection
Other evolutionary mechanisms
4
M-9/21
What is a species?
W-9/23
Speciation
F-9/25
Continued…
5
M-9/28
Phylogenetics
W-9/30
Exam 1
F-10/2
Human Evolution
UNIT 2: DIVERSITY – FORM & FUNCTION
6
M-10/5
The Fossil Record
W-10/7
Case study 2: Mass extinctions
7
8
9
F-10/9
M-10/12
Origin and diversity of prokaryotes
Origin and evolution of eukaryotes
W-10/14
F-10/16
M-10/19
W-10/21
F-10/23
M-10/26
W-10/28
F-10/30
Continued…
Being multicellular
Fall break – no class
Animal diversity: invertebrates
Continued…
Animal diversity: vertebrates
Continued…
Exam 2
Readings
What’s due in Lecture
Course Syllabus
Sec. 1.1 & 1.4, Lee, Ch.
2 (Moodle)
Lab
Lab 1: Field trip: Scavenger hunt
for the Familiar 55
No lab
Ch. 21
Ch. 21
Boag & Grant 1981
Ch. 21, Sec. 45.7
Ch. 21
Ch. 22
Ch. 22
Ch. 22
Sec. 23.1 & 23.2
Quiz 1
DUE: Prep questions for Case study 1
(upload in Moodle before class by 10 am)
DUE: Follow up questions for Case study
1 (upload in Moodle)
Quiz 2
Lab 2: Field trip: Scavenger hunt
for the Familiar 50
DUE: Field guide page
Lab 3: Microevolution and
Population Genetics lab
Lab 4: Phylogenetics lab
(computer lab)
Ch. 24
Sec. 23.3 & 23.4
Sec. 23.3; Moodle links
& readings
Ch. 26
Ch. 27
DUE: Prep questions for Case study 2
(upload in Moodle before class by 10 am)
Quiz 3
DUE: Follow up questions for Case study
2 (upload in Moodle)
Lab 5: Sessile organisms
DUE: Population genetics lab
report
Practice lab exam on Familiar 55
Lab 6: Plankton diversity
Ch. 28
No lab
Ch. 44
Ch. 44
Ch. 44
Ch. 44
Quiz 4
Lab 7: Lift lab
10
11
12
13
14
15
M-11/2
W-11/4
F-11/6
M-11/9
Animal movement
How to write a paper; Library liason
Locomotion
Case study 3: Jetting squid
W-11/11
F-11/13
Fungal diversity
Continued…
M-11/16
W-11/18
Plant diversity
Plant reproduction: seedless plants
F-11/20
Continued…
M-11/23
W-11/25
F-11/27
M-11/30
Exam 3
Travel day – no class
Thanksgiving break – no class
Plant reproduction: seed plants
W-12/2
F-12/4
M-12/7
W-12/9
F-12/18
Plant diversity revisited
Plants and pollinators
The Anthropocene
Ch. 48
Continued…
Final exam, 8:00 am – 10:00 am, Thompson 193
Gosline & Dumont
1985
Ch.34
Quiz 5
DUE: Prep questions for Case study 3
(upload in Moodle before class by 10 am)
Lift lab: Data analysis
DUE: Abstract, Hypotheses, and
Methods for lift lab
Lab 8: Locomotion lab
DUE: Follow up questions for Case study
3 (upload in Moodle)
Ch. 33
Ch. 30 (pg 30-1 to 305);
Lab 9: Fungi, lichen and seedless
plants (Bryophytes, Lycophytes
and Pteridophytes)
DUE: Results and Discussion for lift
lab
No lab
Ch. 30 (pg 30-6 to 3015)
Lab 10: Seed plants
(Gymnosperms and Angiosperms)
DUE: Final draft of lift lab paper
Quiz 6
Final lab exam (may include
Familiar 55)
This is a tentative schedule and I reserve the right to change it if we need more or less time on particular subjects. Ideas in science change and
evolve all of the time so I appreciate your flexibility as it will benefit everyone.