1 BIOLOGY 1407 – GENERAL BIOLOGY II CRN # 76121 – FALL SESSION 2015 WEST LOOP CAMPUS MON. 11 AM-2:00 PM, RM. 163 WED. 11 AM-2:00 PM, RM. C222 3 HOURS LECTURE/LAB//90 CONTACT HOURS//15 WEEKS COURSE SYLLABUS INSTRUCTOR: DR. DAVID SCHWARTZ CONTACT INFORMATION: PHONE 713 718 8090, DURING OFFICE HOURS ONLY OTHERWISE – EMAIL david.schwartz@hccs.edu OFFICE: WEST LOOP CAMPUS STUDENT SUCCESS CENTER, OFFICE #F10 11:30 AM-1:30 PM, Tuesdays and Thursdays COURSE DESCRIPTION This course includes studies of evolutionary and taxonomic principles, surveys of important plant and animal groups, and basic principles of anatomy and physiology. Biology 1407 is the second half of a two semester sequence that is intended specifically for life science majors. It will satisfy the freshman biology requirements for biology majors, the pre-professional fields and other allied health sciences, while satisfying the natural science requirement for majors in most other fields as well. COURSE PREREQUISITE: Biology 1406, or equivalent, is a firm prerequisite for this course!!! COURSE GOAL: To help the student in becoming a scientifically aware individual, and to prepare the student for advanced course work in biology. BIOLOGY PROGRAM STUDENT LEARNING OUTCOMES (PSLO): 1. Students will display an understanding of biological systems and evolutionary processes spanning all ranges of biological complexity, including atoms, molecules, genes, cells, and organisms. 2. Students will integrate factual and conceptual information into an understanding of scientific concepts by written, oral and/or visual communication. (This may include successful completion of a course-specific research project or a case study module). 2 3. Students will demonstrate proficiency and safe practices in the use of laboratory equipment and basic laboratory techniques. 4. Students will apply principles of the scientific method to problems in biology in the collection, recording, quantitative measurement, analysis and reporting of scientific data. COURSE STUDENT LEARNING OUTCOMES (CSLOs): The following Student Learning Outcomes with their associated assessment criteria are not meant to be all inclusive, and are meant to be used along with all other course learning outcomes and assessment devices, listed under Course Objectives, in the determination of the student's final course grade. Completion of the specific Student Learning Outcomes listed below, at any assessment grading level, does NOT and will NOT guarantee the student that final course grade at the end of the semester! 1. The student will be able to state observations and inferences leading to Darwin's Theory of Evolution by means of natural selection, including perform an experiment in population genetics and analyze the data using the Hardy-Weinberg equations; to understand the importance of fossils and be able to calculate the age of a fossil by means of isotopic decay. 2. The student will be able to explain the origin of species, the history of life on early Earth, and to identify the key events in life's history, including the origins of single-celled organisms and the colonization of land. 3. The student will be able to describe the evolutionary history of biological diversity, from bacteria/archaea to protists, plants, fungi, and ultimately to animals/humans, including the structures, nutrition, reproduction, and characteristics of such organisms. 4. The student will be able to compare and contrast taxonomic, morphological, digestive, and reproductive characteristics of Mollusca, Annelida, Arthropoda, Chordata, and Vertebrata in the Kingdom Animalia. 5. The student will be able to understand the basic principles of animal form and function, including feedback control/homeostasis, to include the basic anatomy and physiology of the following animal organ systems: digestive, cardiovascular, respiratory, immune, excretory, endocrine, reproductive, and nervous systems. 3 6. The student will develop critical thinking, scientific problem-solving, and communication skills by successfully participating in a case study or course-specific research project. 7. The student will apply scientific reasoning to investigate questions and utilize scientific tools such as microscopes, anatomical models, and other laboratory equipment to collect and analyze data. COURSE OBJECTIVES 1. To establish an understanding of the major historical events in evolutionary biology and their impact on the formulation of evolutionary principles. 2. To describe basic cell physiology as it relates to biochemistry, metabolism, nutrition, and gas exchange. 3. To demonstrate knowledge of the basic principles of taxonomy, and of taxa. 4. To demonstrate knowledge of basic plant and animal structure at the level of the cell, of tissue/organ systems and of the organism as a whole. 5. To demonstrate skill in basic laboratory methodology, and the careful analysis of laboratory data and results. CORE CURRICULUM STATEMENT: Lecture exams, laboratory practical exams, and class activities will enhance the learning process by giving the student the opportunity to demonstrate the basic intellectual competencies of reading, writing, speaking, listening, and showing critical thinking and problem solving ability. COURSE CALENDAR:(Exam dates are tentative) Lecture and Exam schedule Laboratory Exercise schedule WEEK #: 1 – Chapters 22, 23, 24 2 – Chapter 24................................................Laboratory Exercises 1, 2 3 – Chapters 25, 26, 27 4 – Chapters 28, 29, 30 5 – Chapters 31, 32, 33...................................Laboratory Exercises 3, 4, 5 4 6 – Chapters 34, 40..........................................Laboratory Exercise 6 7 –EXAM I (Ch. 22-31) – Oct. 7th............................Lecture 8 – Chapters 41, 42.........................................PRACTICAL EXAM I (Labs 1-6) – Oct. 12th 9 – Chapters 43, 44 10 – Chapter 45...............................................Laboratory Exercises 8, 9, 10 11 –EXAM II (Ch. 32-34, 40-44) – Nov. 4th..............Lecture 12 – Chapters 46, 47………………………………Chapters 48, 49 13 – Chapter 50................................................Laboratory Exercises 11, 12 14 – Chapters 35, 36, 37, 38, 39, 52………….…Chapters 54, 55 – FULL CLASS ON 11/25!! 15 – PRACTICAL EXAM II (Labs 8-12).............EXAM III (Ch. 35-39, 45-50) Nov. 30th Dec. 2nd LEARNING ACTIVITIES In order to benefit from the lecture sessions the student should read the assigned sections of the text. The appropriate topics will be presented through lectures interspersed with questions and answers. Laboratory sessions will provide the student with the practical experience necessary to become acquainted with the techniques utilized in the study of morphological, metabolic, and molecular characteristics. Lecture exams, laboratory practicals and class activities will also enhance the learning process by giving you the opportunity to demonstrate the basic intellectual competencies of reading, writing, speaking, listening, and showing critical thinking and problem solving ability. STUDENT ASSESSMENT During the semester there will be three lecture exams, two laboratory practicals, and a final comprehensive exam. There will also be an additional Biology program final exam required. The lecture examinations are primarily objective in nature: i.e. multiple choice. In addition, each regular semester lecture exam will consist of approximately 10% subjective (written) material. In addition, the total of eleven (11) of the laboratory reports, at up to nine (9) points each, will serve as an additional major exam grade. 5 Exam questions scored by machine as incorrect due to incomplete erasures or smudges on Scantron sheets will remain incorrect – no grade adjustments will be made after the exam! ERASE THOROUGHLY!! Also, I will not “be witness” to any answer choice(s) on Scantron sheets before their submission. Lab reports are due the next laboratory session after the laboratory exercise, or on a due date announced by the instructor. LAB REPORTS ARE DUE BY FIVE MINUTES AFTER THE START HOUR OF CLASS!! IF HANDED IN LATE ON THE DUE DATE, OR WITHIN ONE WEEK OF THE DUE DATE, the laboratory exercise(s) will receive one half credit (4 points) and will be returned to the student uncorrected by the instructor!! LAB REPORTS WILL NOT BE ACCEPTED LATER THAN ONE WEEK AFTER THE DUE DATE!! Absence upon the due date or the lab performance date is not a valid excuse for late laboratory exercises. THERE WILL BE NO MAKE UP EXAMS IN THIS COURSE!!! A missed regular lecture exam will be considered to be the dropped lecture exam for the semester There will be no makeup exams given for laboratory practicals. A firm grade of zero is recorded for a missed laboratory practical exam, without recourse. All exam sheets and Scantron forms will be collected as a permanent record of the student’s performance – no exam material will be kept by the student. The comprehensive finals are mandatory. Failure to take the comprehensive finals will result in the firm course grade of “F”, regardless of the student’s course average from other exam events. HCC GRADING SCALE A=100-90 B=89-80 C=79-70 D=69-60 F= 59 and below – attended class and earned the grade. FX – stopped attending class. This is a failing grade which may result in the student having to rapidly repay certain types of government student loans. IF – was given an I and did not finish the required work (automatic after 6 months) 6 INSTRUCTOR GRADING CRITERIA Regular lecture exams (3) – lowest score dropped Practical exams (2) 11 laboratory reports (1) Final comprehensive exams (X2) * All seven test scores will carry equal weight. Course grade will be the average of all seven test scores. For example: 2 highest regular exams + 2 practical exams + lab report credit + class final exam + program final exam = 7 scores In this course, grades are not "curved". Individual assignments or papers are not accepted in order to earn additional points. All students will have opportunities to improve point scores. Extra credit may be earned on each regular lecture exam by answering the "bonus points" question INSTRUCTIONAL MATERIALS Biology, 10th Edition, Volume II by Campbell, Neil, and Reese, Jane, Urry, Lisa, Cain, Michael, Wasserman, Steven, Minorsky, Peter, and Jackson, Robert Pearson Publishing Company, 2014 In certain instances, it may be necessary to refer to material contained in Volume I of this text, or for you to use Volume I for reference. You therefore are also responsible for providing yourself access to this first volume. Purchase of a new copy of your textbook will automatically provide you with access to the ENTIRE e-book on the Pearson Publishing website for Campbell and Reese 10th Ed. for eighteen months from date of activation. The e-book is ONLY available to students who have purchased a NEW copy of Campbell and Reese. If you have purchased a used copy, this e-book option is not available, and it is YOUR OWN RESPONSIBILITY to access Volume I when needed. Neither I nor HCC will provide you with the text material you need if you purchase a used Volume II, or choose to use a previous edition 7 of the text. In any respect, you will be fully responsible for all material covered, regardless of any lack of ability to access the appropriate text because of your purchasing or usage choices. Laboratory Manual: Biology 1407 Laboratory Manual, 4th Edition by David Schwartz, and Ndu Dikeocha, as contributing authors Blue Door Publishing, 2015 HCC POLICY STATEMENT – ADA Any student with a documented disability (e.g. physical, learning, psychiatric, vision, hearing, etc.) who needs to arrange reasonable accommodations must contact the Disability Services Office at the respective college at the beginning of each semester. Faculty are authorized to provide only the accommodations requested by the Disability Support Services Office. For questions, please contact Donna Price at 713.718.5165 or the Disability Counselor at your college. To visit the ADA Web site, please visit www.hccs.edu then click Future students, scroll down the page and click on the words Disability Information. District ADA Coordinator – Donna Price – 713.718.5165 Southwest ADA Counselor – Dr. Becky Hauri – 713.718.7910 HCC POLICY STATEMENT – ACADEMIC DISHONESTY Academic dishonesty (cheating) on any exam event will not be tolerated and will lead to failure of the exam event, or the course, depending upon the circumstances of the infraction. A comprehensive statement on academic dishonesty can be found in the HCCS Student Handbook. HCC POLICY STATEMENT – ATTENDANCE Good attendance is a necessity to do well in this course. The student is expected to attend each lecture and laboratory session. Roll will be taken each day. Consistent punctuality is also expected of the student. An absence is defined as any unexcused non-attendance of class for fifteen minutes or more, at any time during regular class hours. Tardy arrival is defined as 8 arrival five minutes or more after the commencement of class. When absence is unavoidable, it is the student's responsibility to obtain lecture notes and test assignments from fellow students. Missed laboratory exercises may only be made up by attending another class during the same week. Frequent absences and tardies will be reflected in your final course grade if you are borderline. The excessively absent (4 lecture sessions or more) student may be dropped from the course before the official drop date!!! HCC POLICY STATEMENT – COURSE REPEATS The State of Texas has begun to impose penalties on students who drop courses excessively. In 2007, the Texas Legislature passed a law limiting new students (those starting college in Fall 2007) to no more than SIX total course withdrawals throughout their academic career in obtaining a baccalaureate degree. There may be future penalties imposed as well. If you are in difficulty and need assistance - tutoring, child care, financial aid, job placement – to stay in class or to improve your academic performance, HCC Student Services can help you. In any case, you no longer are able to drop a course by yourself. You MUST visit with your instructor, or a faculty advisor, or a counselor, or online student services at http://studentservicesonline@hccs.edu prior to withdrawing (dropping) the class. HCC POLICY STATEMENT – COURSE WITHDRAWALS In case of prolonged absences the instructor should be notified. The student must go through proper channels in order to officially withdraw from a course; non-attendance does not automatically withdraw one from any course. THIS MUST BE DONE PRIOR TO THE LAST DAY TO ADMINISTRATIVELY DROP A COURSE TO RECEIVE A “W” ON YOUR TRANSCRIPT. YOUR INSTRUCTORS WILL NO LONGER BE ABLE TO ASSIGN A “W” FOR YOU AFTER THAT DATE!!! YOU WILL RECEIVE THE GRADE YOU EARN, WITH NO EXCEPTIONS!!! I am under no obligation to withdraw you from this course if you stop attending!! If a student fails to officially withdraw, he or she may be issued the grade of "FX" at the end of the semester for non attendance. Exceptions to this policy will be made only under extraordinary circumstances. HCC POLICY STATEMENT – SEXUAL HARASSMENT It is a violation of HCC policy for an employee, agent, or student of the college to engage in sexual harassment as defined in the EEOC guidelines (EEO/AA Compliance Handbook 47). 9 HCC POLICY STATEMENT – SAFE AND SECURE LEARNING ENVIRONMENT It is the policy of HCC to provide a safe and secure environment within which learning can take place effectively. Accordingly, disruptive, threatening, or violent behavior in the classroom will not be tolerated. Disruptive, threatening, or violent individuals will be asked to leave the classroom for that day. Failure to comply with this request may lead to removal and/or arrest by the police. This is in addition to any college disciplinary action to which the individual might be liable. HCC POLICY STATEMENT – EGLS3 -- EVALUATION FOR GREATER LEARNING STUDENT SURVEY SYSTEM At Houston Community College, during a designated time, you will be asked to answer a short online survey of research-based questions related to instruction. The anonymous results of the survey will be made available to your professors and division chairs for continual improvement of instruction. Look for the survey as part of the Houston Community College Student System online near the end of the term. 10 ASSESSMENT RUBRICS Performance Factors F 1] The student will be able to state the observations and inferences leading to Darwin's theory of evolution by natural selection. PSLO #1 2] The student will be able to compare and contrast the important morphological, taxonomic and developmental characteristics of the: a) Mollusca b) Annelida c) Arthropoda d) Chordata e) Vertebrata PSLO #1 GENERAL BIOLOGY II - BIOLOGY 1407 Rating Scale D C Unable to state either the observations or inferences. Unable to state how these observations and inferences lead to Darwin's theory of evolution by natural selection. Unable to compare and contrast the important morphological, taxonomic and developmental characteristics of any of these groups. Able to state some observations but not the inferences. Unable to state how these observations and inferences lead to Darwin's theory of evolution by natural selection. Able to demonstrate taxonomic knowledge of these groups, but unable to compare or contrast them on either a morphological or developmental basis. Able to state some observations and inferences. Unable to state how these observations and inferences lead to Darwin's theory of evolution by natural selection. Able to demonstrate taxonomic knowledge of these groups. Able to compare and contrast them by morphological characteristics, but not by developmental characteristics, or only partially able to compare and contrast them by both morphological and developmental characteristics. Needs frequent assistance from the instructor. B Able to state all observations and inferences. Unable to state how these observations and inferences lead to Darwin's theory of evolution by natural selection. Able to demonstrate taxonomic knowledge of these groups. Able to compare and contrast them by morphological characteristics, and by developmental characteristics, with few errors. Needs infrequent assistance from the instructor. A Able to state all observations and inferences. Able to state how these observations and inferences lead to Darwin's theory of evolution by natural selection. Able to demonstrate taxonomic knowledge of these groups. Able to compare and contrast them by morphological characteristics, and by developmental characteristics, without error. Able to determine the identity of an unknown organism, within these groups, when given a verbal or written description of its morphological and developmental characteristics. Works independently of instructor. 10 11 Performance Factors Rating Scale F 3] The student will be able to describe and explain the important anatomical and operational aspects of the following animal systems: a) digestive system b) respiratory system c) circulatory system d) immune system e) endocrine system f) reproductive system g) nervous system h) muscular system PSLO #1 4] The student will be able to analyze the data from experiments in human population genetics, deriving the relative frequencies of alleles or genotypes in a population by means of the HardyWeinberg equation. PSLO #2 D C B A Unable to describe or explain the important anatomy and function of animal systems, their component tissues and organs, or their respective control mechanisms. Able to describe the important anatomy of animal systems. Unable to describe and explain the anatomy and function of their component tissues and organs, or their respective control mechanisms. Able to describe and explain the important anatomy and function of animal systems. Able to describe and explain their component tissues and organs, with numerous errors. Unable or only partially able to describe and explain their respective control mechanisms. Needs frequent assistance from the instructor. Able to describe and explain the important anatomy and function of animal systems. Able to describe and explain their component tissues and organs, with few errors. Able to describe and explain their respective control mechanisms, with some errors. Needs infrequent assistance from the instructor. Able to describe and explain the important anatomy and function of animal systems without error. Able to describe and explain their component tissues and organs, without error. Able to describe and explain their respective control mechanisms, without error. Works independently of instructor. Consistently cannot derive the relative frequencies of alleles or genotypes in a population by means of the Hardy-Weinberg equation. Occasionally can derive the relative frequencies of alleles or genotypes in a population by means of the Hardy-Weinberg equation. Needs frequent assistance from the instructor. Occasionally can derive the relative frequencies of alleles or genotypes in a population by means of the Hardy-Weinberg equation. Needs infrequent assistance from the instructor. Consistently can derive the relative frequencies of alleles or genotypes in a population by means of the Hardy-Weinberg equation. Needs infrequent assistance from the instructor. Consistently can derive the relative frequencies of alleles or genotypes in a population by means of the Hardy-Weinberg equation. Needs no assistance from the instructor – works independently. 11 12 Performance Factors Rating Scale F D C B A 5] Given a half-life in an appropriate scenario, the student will be able to calculate the age of an object by means of radioisotopic decay. PSLO #2 6] The student will develop the habit of reliable attendance by being absent from class no more than four times per semester. PSLO #3 Consistently cannot derive the age of an object by means of isotopic half-life. Occasionally can derive the age of an object by means of isotopic half-life. Needs frequent assistance from the instructor. Occasionally can derive the age of an object by means of isotopic half-life. Needs infrequent assistance from the instructor. Consistently can derive the age of an object by means of isotopic half-life. Needs infrequent assistance from the instructor. Consistently can derive the age of an object by means of isotopic half-life. Needs no assistance from the instructor – works independently. Is absent frequently enough to interfere with instruction and the completion of the course objectives, and/or is frequently not where he/she is expected to be. Infracts the HCC attendance policies. When absent, is never aware of the schedule for the day upon return, and must be reminded or encouraged to complete objectives missed during the absence. Is occasionally not where he/she is expected to be. When absent, independently or with little help completes objectives missed during the absence. Always aware of the schedule for the day, and is where he/she is expected to be at all times. Is never absent, always aware of the schedule for the day, and is where he/she is expected to be at all times. Consistently and willingly follows HCC attendance policies without being reminded. 7] The student will demonstrate punctuality in the submission of class assignments on their due date. PSLO #3 Is tardy at turn-in frequently enough to interfere with class instruction. Submits assignments two or more weeks late, or ignores assignments. Is tardy at turn-in frequently enough to interfere with class instruction or submits assignments no more than one week late. When absent, is only occasionally unaware of the schedule for the day upon return. Completes objectives missed during the absence only with the help of the instructor and/or classmates, and is where he/she is expected to be at all times. Is occasionally a few minutes late for assignment turn-in. Submits assignments no more than one day late. Is rarely late for assignment turn-in. Submits assignments late, but on the due date. Is consistently on time for assignment turn-in. Always submits assignments on the due date. 12 13 "YOUR PROBLEMS ARE YOUR PROBLEMS..." My good friend and colleague, Jaye Ramsey Sutter, J.D., professor of government and criminal justice, makes an important statement in her course syllabus. This is a statement to which I also subscribe as part of my syllabus -"Your problems are your problems, not my problems. Please understand that your job, your family, your volunteer work, (your other course work), your arrests, your court dates, your "stuff" is not a (valid) excuse...Do not ask me to find extra points for you. You get the grade you earned. I do not curve grades...I do not boost your grades to get you into the next college or university. Don't tell me you "need" a grade and expect me to control your destiny. You control your destiny as much as possible. You want an "A"?...you are going to need to study, prepare, and earn it...You must take responsibility for yourself...You want to go to nursing school but you can’t bother to take yourself seriously enough to take an exam on time? What if you can’t give a patient medication on time? Professional, conscientious, responsible behavior begins here and now and I am not responsible for your dream of going to medical/law/nursing school. You are." (Parentheses are mine-DJS) This syllabus does not constitute a contract between the instructor or HCC, and the student. The provisions listed above may be changed at any time, either orally or by written notification. However, examination and grading policies are firm for any given semester, unless extraordinary or emergency circumstances occur. NO CELL PHONES OR TEXT MESSAGING DEVICES ARE ALLOWED IN USE IN CLASS AT ANY TIME! AUDIBLE CELL PHONE RINGING MAY RESULT IN YOUR REMOVAL FROM CLASS THAT DAY! I RESERVE THE RIGHT TO REMOVE FROM USE ANY ELECTRONIC DEVICE BEING USED FOR NON-CLASS PURPOSES. THE USE OF ANY UNAUTHORIZED ELECTRONIC DEVICE DURING EXAMINATIONS OR DURING POST EXAM TEST REVIEW SESSIONS IS CHEATING AND WILL RESULT IN COURSE FAILURE!! ANY UNAUTHORIZED ELECTRONIC DEVICE FOUND OR OBSERVED ANYWHERE WITHIN PLAIN VIEW OF THE STUDENT DURING EXAMINATIONS OR DURING POST EXAM TEST REVIEW SESSIONS IS DEEMED TO GIVE THE APPEARANCE OF CHEATING AND WILL RESULT IN EXAM FAILURE WITH A GRADE OF ZERO!! DON’T DO IT!!!!! 13