1.
Alpha and Number
Course Title
Credits
Date of Outline (Author)
2. Course Description
3 Contact Hours/Type
Biology 105
BIOL 105
Hawaiian Field Biology
4
September 2007 (A. Coopersmith)
Surveys, in the classroom and on location, ecosystems from near-shore ocean waters to mountain top. Considers geological history, physical geography, and natural history.
Discusses pre-Polynesian establishment of organisms, origins of endemic species, and the influences of human populations on island ecosystems.
6 hours/lecture-lab
4. Prerequisites Placement at ENG 100 or higher
Prerequisite may be waived by consent yes no
Corequisites
Recommended Preparation
Approved by _____________________________________ Date___________________

2
5. General Course Objectives
Biology 105 is designed to teach scientific concepts in the areas of geography, geology, meteorology, and biology in the context of the natural ecosystems of
Hawai‘i. Students will explore natural habitats and develop an awareness of the unique nature of the environment and the endemic and indigenous organisms. They will use the scientific method of problem solving and critical thinking skills to analyze current environmental issues and the impacts of humans on natural systems.
For detailed information on how Biology 105 focuses on the Maui Community
College general education standards, see the attached curricular grid.
Biology 105 fulfills four of the 10 credits for the Natural Science requirement for the
Maui Community College A.S. degree and the existing A.A. degree, which will be modified in Fall 2008. Commencing in Fall 2008, this course will fulfill four of the seven credits for Category II, Breadth of Understanding & Experience, Environmental
Awareness or one course in the Hawaiian Experience category.
Biology 105 fulfills the General Education Core Diversification requirements for the
University of Hawai’i at Manoa for Natural Science, Biological Sciences (D/B) and the laboratory science (D/Y.) The General Education Diversification hallmarks achieved by this course include
 uses the terminology of the biological sciences;
 involves knowledge and theories relating to processes in the biological sciences;
 demonstrates inquiry that is guided by observation/experiment;
 uses the laboratory methods of the biological sciences;
 involves processes and issues of design, testing, and measurement; and
 demonstrates the strengths and limitations of the scientific method.
6. Student Learning Outcomes
For assessment purposes, link these to #7. Recommended Course Content, and #9.
Recommended Course Requirements and Evaluation
On successful completion of this course, students will be able to a.
explain the geological origin and evolution of the Hawaiian Islands and identify characteristic geological formations; b.
describe various abiotic factors that determine variations between Hawaiian habitats (such as coastal strand, rocky intertidal, coral reef, stream, lava field, anchialine pond, coastal wetland, dry forest, mesic forest, rain forest, sub-alpine scrub, alpine-aeolian), list limiting factors of these habitats, and explain the relationship between climate and habitats; c.
describe and explain the basic scientific concepts dealing with the evolution of life in the Hawaiian Islands, describe the origin of endemic and indigenous Hawaiian

3 species, and give examples of the special adaptations of endemic Hawaiian species; d.
identify common Hawaiian plants and animals associated with each habitat studied and explain how special adaptations allow these organisms to successful meet environmental challenges encountered in different habitats; e.
identify parts of a typical flowering plant and describe distinguishing features and identify major plant families found in Hawai‘i, both in the lab and in the field; f.
explain the problems associated with the introduction of alien species into
Hawai‘i, identify serious invasive species, and explore the impacts of humans on native ecosystems; g.
identify and hypothesize scientific explanations for current environmental problems in Hawai‘i; h.
demonstrate the correct use of standard field and laboratory techniques and equipment including recording and communicating observations of naturally occurring phenomena clearly and objectively; and i.
design and carry out an experiment to test a hypothesis about an environmental question including outlining materials and procedures, collecting and analyzing data, and writing an abstract, introduction, summary, conclusion, and discussion of the results.
7. Recommended Course Content and Approximate Time Spent on Each Topic
Linked to #6. Student Learning Outcomes
1 session Ice breaker/get acquainted activity
1-3 weeks
1 week
1-2 weeks
Introduction to the course syllabus including a discussion of course materials; assignments; assessments; projects, experiments, and Service-Learning; field trip schedule, rules, safety, and transportation
Plate tectonics, hot spot theory, and geological evolution of
the Hawaiian Islands (a)
Global air and ocean circulation patterns; meteorology, climate, and weather of the Hawaiian Islands (b)
Physical features and abiotic factors of various Hawaiian habitats
(b)
Introduction to field observations, note taking, data collecting, field techniques, and equipment (h)
Introduction to microscope skills (h)
Basic flower structure, plant taxonomy, plant families (e)
Urban sites featuring use of native plants in landscaping, such as

1-2 weeks
1-3 weeks
MCC Native Plant Gardens, Maui Nui Botanical Garden, and/or Iao Valley State Park (b,c,d,e,f,g,h)
Coastal strand and rocky intertidal habitats, such as Kanaha Beach
Park, Ho`okipa Beach Park, and/or Hoaloha Park
(a,b,c,d,e,f,g,h)
Origin, identification, effects, characteristics, and eradication of invasive alien species (f,g)
Experiment on distribution of alien species (f,g,h,i)
Other effects of humans on the environment both locally and globally
Natural resource management strategies and issues (f,i)
1-2 weeks
Coastal wetland habitats, such as Kanaha Pond, Waihe‘e Coastal
Dunes & Wetlands, and/or Kealia Pond (a,b,c,d,e,f,g,h)
1-2 weeks Coral reef habitats, such as Ulua Beach, Maluaka Beach, and/or
Ahihi-Kinau Natural Area Reserve (a,b,c,d,e,f,g,h)
1 week Coastal lava fields and anchialine pond habitats at Ahihi-Kinau
Natural Area Reserve (a,b,c,d,e,f,g,h)
1 week
1 week
Stream habitats, such as Iao Stream and/or Waihe‘e Stream
(a,b,c,d,e,f,g,h)
Dry forest habitat, such as Auwahi, Pu‘u o Kali, and/or Kahikinui
(a,b,c,d,e,f,g,h)
1 week
1-2 weeks
Mesic forest habitat, such as The Nature Conservancy's Maile
Trail and/or Waihe‘e Ridge (a,b,c,d,e,f,g,h)
Rainforest habitat, such as The Nature Conservancy's Waikamoi
Preserve, EMI Waikamoi Flume Road, Maunalei Arboretum, and/or upper Waihe‘e Ridge (a,b,c,d,e,f,g,h)
1 week
1 week
1 week
Sub-alpine shrub habitat at Hosmer Grove (a,b,c,d,e,f,g,h)
Aeolian-alpine habitat at Haleakala National Park (a,b,c,d,e,f,g,h)
Northwest Hawaiian Islands National Marine Monument
(a,b,c,d,f,g)
8.
Text and Materials, Reference Materials, Auxiliary Materials and Content
4

5
Appropriate text(s) and materials will be chosen at the time the course is offered from those currently available in the field. Examples include
Texts, such as
Ziegler, Alan C. 2002. Hawaiian Natural History, Ecology, and Evolution.
University of Hawai`i Press, Honolulu
Field guides, such as
Hoover, J. 1999. Hawai`i's Sea Creatures, A Guide to Hawai`i's Marine
Invertebrates. Mutual Publishing, Honolulu.
Merlin, M. 1995. Hawaiian Forest Plants. Oriental Publishing Co., Honolulu.
Merlin, M. 1999. Hawaiian Coastal Plant. Oriental Publishing Co., Honolulu.
Randall, J. 1996. Shoreline Fishes of Hawai'i. Natural World Press, Vida, OR.
Articles, such as
Loope, L 1997. Management Issues of the National Parks of the Pacific Islands
Kay, E.A., ed. 1994 . A Natural History of the Hawaiian Islands, Selected
Readings II . University of Hawai'i Press, Honolulu.
Laboratory and field manual should include materials such as a.
required liability waivers; b.
instructions for lab, field, and homework activities; c.
lab and field data sheets; d.
checklists of organisms for field sites visited; e.
instructions for accessing WebCT and other web-based activities and exams; f.
review questions for text reading assignments; g.
review topics and questions for quizzes, tests, and lab practicals; h.
media viewing guides and discussion questions; and i.
diagrams and maps.
General reference materials, other field guides, and videos may be made available in the Open Reserve Room at the MCC Library and could include the materials such as those listed on the course web site http://www2.hawaii.edu/~coopersm/biol_105.htm
or on the current Biology 105 WebCT course site.
9.
Recommended Course Requirements and Evaluation
Linked to #6. Student Learning Outcomes
Specific course requirements are at the discretion of the instructor at the time the course is being offered. Suggested requirements might include, but are not limited to

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10 –50% examinations including written quizzes, midterm(s) and/or a final covering lectures, discussions, media presentations, lab activities, field trips, guest speakers, and reading assignments (a,b,c,d,e,f,g);
5–30%
10 –30%
0–20%
5–20% lab practical exams and species identification (a,d,e); reading and writing summaries and/or reactions to articles concerning environmental issues [includes newspapers, broadcast video, CD-ROMs, DVDs, magazines, journals, lectures, web-based material, etc.] (f,g,i); map activities correlating climatic and other abiotic features of the
Hawaiian Islands with natural and modified habitats (a,b,d) reading assigned text materials, writing outlines, notes and/or answering discussion questions (a,b,c,d,e,f,g);
5–20% participation in class discussions, and group or individual oral reports (a,b,c,d,e,f,g,i);
20–50%
5–40%
10–20% laboratory and/or field skills, experiments, and activities (h,i); field trip observations and species identification (a,b,c,d,e,f,g,h); projects, reports, civic engagement activities, and/or Service-
Learning (f,g,h,i); and
8–10% punctuality, attendance, and participation.
10.
Methods of Instruction
Instructional methods will vary considerably with instructors. Specific methods will be at the discretion of the instructor teaching the course and might include, but are not limited to a. exams and quizzes with feedback and discussion; b.
field and lab practical exams and species identification; c.
lectures and class discussions; d.
problem solving; e.
narrated 35-mm slide and/or PowerPoint presentations; f.
videos, DVDs, CD-ROMs with detailed viewing guides and discussion questions; g.
lab activities including experiments, lab skill lessons, data analysis, and other activities; h.
field trips including field notes, activities, observations, and data collection; i.
guest speakers and attendance at public lectures;

j.
group activities; k.
oral reports and other student presentations; l.
games and simulations; m.
homework assignments such as
- reading, or watching, and writing summaries and reactions to environmental issues in the media including broadcast television, newspapers, video, magazines, journals, lectures, web-based material, and other sources;
- mapping various environmental features and habitat distribution;
- reading text and reference materials and answering discussion questions;
- researching environmental issues and problems; n.
web-based assignments and activities; o.
reflective journals; p.
group and/ or individual research projects with reports or poster presentations; q.
study logs and study groups; r.
Service-Learning, community service, and/or civic engagement projects; and s.
other contemporary learning techniques (such as problem-based learning, investigative case-based learning, co-op, internships, self-paced programs, etc.)
Standard 1 - Written Communication
Outcome 1.1
- Use writing to discover and articulate ideas.
Outcome 1.2
- Identify and analyze the audience and purpose for any intended communication.
BIOL
105
2
1
Outcome 1.3
- Choose language, style, and organization appropriate to particular purposes and audiences.
1
Outcome 1.4
- Gather information and document sources appropriately.
2
Outcome 1.5
- Express a main idea as a thesis, hypothesis, or other appropriate statement.
2
Outcome 1.6
- Develop a main idea clearly and concisely with appropriate content.
2
Outcome 1.7
- Demonstrate a mastery of the conventions of writing, including grammar, spelling, and mechanics.
2
7

Outcome 1.8
- Demonstrate proficiency in revision and editing.
1
Outcome 1.9
- Develop a personal voice in written communication.
Standard 2 - Quantitative Reasoning
Outcome 2.1
- Apply numeric, graphic, and symbolic skills and other forms of quantitative reasoning accurately and appropriately.
1
2
Outcome 2.2
- Demonstrate mastery of mathematical concepts, skills, and applications, using technology when appropriate.
1
Outcome 2.3
- Communicate clearly and concisely the methods and results of quantitative problem solving.
1
Outcome 2.4
- Formulate and test hypotheses using numerical experimentation.
2
Outcome 2.5
- Define quantitative issues and problems, gather relevant information, analyze that information, and present results.
2
Outcome 2.6
- Assess the validity of statistical conclusions.
2
Standard 3 - Information Retrieval and
Technology
Outcome 3.1
- Use print and electronic information technology ethically and responsibly.
2
Outcome 3.2
- Demonstrate knowledge of basic vocabulary, concepts, and operations of information retrieval and technology.
1
Outcome 3.3
- Recognize, identify, and define an information need.
1
Outcome 3.4
- Access and retrieve information through print and electronic media, evaluating the accuracy and authenticity of that information.
1
Outcome 3.5
- Create, manage, organize, and communicate information through electronic media.
1
Outcome 3.6
- Recognize changing technologies and make informed choices about their appropriateness and use.
1
Standard 4 - Oral Communication
8

Outcome 4.1
- Identify and analyze the audience and purpose of any intended communication.
Outcome 4.2
- Gather, evaluate, select, and organize information for the communication.
Outcome 4.3
- Use language, techniques, and strategies appropriate to the audience and occasion.
Outcome 4.4
- Speak clearly and confidently, using the voice, volume, tone, and articulation appropriate to the audience and occasion.
Outcome 4.5
- Summarize, analyze, and evaluate oral communications and ask coherent questions as needed.
Outcome 4.6
- Use competent oral expression to initiate and sustain discussions.
Standard 5 - Critical Thinking
Outcome 5.1
- Identify and state problems, issues, arguments, and questions contained in a body of information.
Outcome 5.2
- Identify and analyze assumptions and underlying points of view relating to an issue or problem.
Outcome 5.3
- Formulate research questions that require descriptive and explanatory analyses.
Outcome 5.4
- Recognize and understand multiple modes of inquiry, including investigative methods based on observation and analysis.
Outcome 5.5
- Evaluate a problem, distinguishing between relevant and irrelevant facts, opinions, assumptions, issues, values, and biases through the use of appropriate evidence.
Outcome 5.6 - Apply problem-solving techniques and skills, including the rules of logic and logical sequence.
1
2
2
1
2
2
2
Outcome 5.7 - Synthesize information from various sources, drawing appropriate conclusions.
Outcome 5.8 - Communicate clearly and concisely the methods and results of logical reasoning.
1
1
1
1
0
2
1
Outcome 5.9 - Reflect upon and evaluate their thought processes, value system, and world views in comparison to those of others.
1
9