General Zoology (BIO 2)
Monday & Wednesday 9:30-10:45
Monday & Wednesday 11:00-1:50
Spring 2016
TOPIC
TEXT
DATE
Jan 25 & 27
Intro to Zoology, Chemistry of Life
Lab Jan 25 & 27
Microscope / Scientific Method
Feb 1 & 3
Cells & Cellular Metabolism
Lab Feb 1 & 3
Intro to Scientific Lit. Cell Structure and Division
/ Becoming Whales
Feb 8 & 10
Genetics, Evolution
Lab Feb 8 & 10
Genetics problems / A Step in Speciation
Feb 17
Evolution (cont), Reproduction
Lab Feb 17
Natural Selection lab
Feb 22 & 24
Reproduction, Development
Lab Feb 22 & 24
Gametogenesis & Embryology / Intro to Classification
Feb 29 & March 2
Architectural Pattern, Taxonomy, Protists
Lab Feb
29 & March 2
LAB BOOK
1, 2
1-1.4 / 13.8
3, 4
2-2.1, 3-3.1
Handouts
5, 6
Handouts
6, 7
Handouts
7, 8
3.2-3.3, 4 /1.5-1.6, 5
9, 10, 11
Exam 1/ Protists
6
March 7 & 9
Sponges, Radiate animals, Platyzoa etc
Lab March 7 & 9
Protists (cont), Sponges / Radiate Animals
March 14 & 16
Polyzoa…, Molluscs, Annelids
Lab March 14 & 16
Flatworms & Rotifers, Acanthocephalans
& Gastrotrichs / Molluscs
March 21 & 23
Ecdysozoans, Arthropods, Crustaceans
Lab March 21 & 23
Annelids / Nematodes & Nematomorphs
Chelicerate Arthropods
March 28 & 30
SPRING BREAK!
1
12, 13, 14
6&7/8
15, 16, 17
9 & 10.3 / 11
18, 19, 20
12 /
10-10.2 & 13-13.3
April 4 & 6
Hexapods, Echinoderms, Chordates
21, 22, 23
Lab April 4 & 6
Crustaceans, Arthropods / Echinoderms, Early Chordates
April 11 & 13
Fishes, Amphibians, Reptiles
Lab April 11 & 13
Fishes / Tide Pool Field Trip
April 18 & 20
Birds, Mammals
Support, Protection, Movement
Lab April 18 & 20
Vertebrate Survey & Snail Population 1 / CSUMB Library 19-22 in part / HO
April 25 & 27
Homeostasis, Circulation & Respiration,
Digestion
Lab April 25 & 27
Exam 2 / Snail Population 2
May 2 & 4
Digestion, Nervous & Endocrine Systems
Lab May 2 & 4
Elkhorn Slough Field Trip / Mammals (fetal pig)
May 9 & 11
Endocrine System, Immunity
Lab May 9 & 11
Tissue Structure & Function / Aquarium Field Trip
May 16 & 18
Animal Behavior, Animal Distributions,
Ecology
Lab May 16 & 18
Presentations
24, 25, 26
16-18 / Handouts
27, 28, 29
30, 31, 32
Handouts
32, 33, 34
Handouts / 22.2
34, 35
36, 37, 38
Wednesday, May 25 8:00 - 11:00 FINAL EXAM
2
13.4-13.8 / 14, 15
2/ Handouts
General Zoology (BIO 2)
Monday & Wednesday 9:30-10:45
Monday & Wednesday 11:00-1:50
Spring 2016
Instructor: Ms. Nancy Wheat
Office: N5
Office Hours: MW 8:30-9:30 & TTH 10:00-11:00
nwheat@hartnell.edu
Resources:
Text: Integrated Principles of Zoology by Hickman, Roberts, Keen, Larson, I’Anson, & Eisenhour,
16th edition.
Lab text: Exploring Zoology: A Laboratory Guide by Smith & Schenk, 2nd edition.
Also required: Writing Papers in the Biological Sciences by Victoria McMillan, 5th edition
Visionlearning: Our class has an excellent resource for your use: www.visionlearning.com. You will
need to register at the Visionlearning website and go to the MyClassroom link for Zoology at Hartnell
College. Once you have registered, you will have access to our Visionlearning syllabus and links to all
modules listed. These are excellent lessons covering some of the topics that will be covered in lecture.
They can be viewed in Spanish if you prefer. This provides an excellent review for those of you
having trouble with a topic as well as those of you who would like to explore a topic in more detail.
McGraw-Hill CONNECT: You have the option of using CONNECT from McGraw-Hill along with
our textbook. I believe that using CONNECT will increase learning of the material and result in higher
grades. I encourage you to take advantage of this resource!
Course website: I have set up a website for our course: http://www.hartnell.edu/zoology-bio-2. This
website will have the PowerPoint lectures, copies of the syllabus and handouts, as well as many
valuable links to websites that we will use in class or that may help you with your studies.
Instructor: As the instructor for this course, I am available to facilitate your learning of the course
material. I can be reached using email at any time or you may come in early to talk to me before class,
or we can set up an appointment at another time. Make sure you keep my contact information
accessible so that you can contact me if you need to, or if you need to notify me of an absence.
Supplemental Instructor: The supplemental instructor, SI, has successfully completed this course
and can provide you with suggestions on study techniques and will lead study sessions.
Course Objectives: General Zoology will introduce you to the amazing variety of animal life on our
planet. We will examine animal diversity, organization of animals, and how they have adapted to
inhabit such a wide variety of ecological niches. This course provides an overview of the basic
principles of zoology with a focus on evolutionary and ecological principles that will serve as the basis
for your future coursework. BIO 2, along with BIO 1 and BIO 3, is designed to be equivalent to
prerequisite coursework for biology majors at UC and CSU campuses.
3
Teaching Methodology: We have lots of material to cover, so most days will consist of lecture with
some discussion and in-class activities. We will be reading and discussing several case studies. It is
very important that you read the case studies, attend and participate in the discussions. Labs are a
hands-on time for students to work together to learn about the topics covered in lecture.
Requirements: It is required that you attend both lecture and lab every week. There will be some
activities during lecture where you will break up into groups to perform an activity and turn in group
answers – your group members will depend on you to be present and contribute to the group. If you
are unable to attend lecture or lab, you are responsible for getting the notes from another student and
for finding out if there was any work that you could make up. You are still responsible for any missed
material! You may get the results of a missed lab from your lab partners, but you must answer any
questions on your own!
Grading Criteria: Your grade will be determined by your performance on exams, quizzes, projects,
lab reports, attendance, participation, and attitude. You must receive passing grades in both lecture and
lab in order to pass the course. You will have two (2) midterm exams covering lecture and lab material
worth 150-175 points each. The final will be cumulative (including material from the whole semester)
and is worth 200 points. Also, there will be some in-class quizzes, activities and homework
assignments throughout the semester. You will be given short 10-point quizzes in lab most weeks (a
great way to boost your grade, IF you are prepared). You will hand in write-ups for most labs and field
trips that will be worth 10-25 points. Finally, you will complete a lab project involving use of the
primary scientific literature (~100 points). In addition, attendance, participation, and attitude are very
important. If your grade is borderline, this is how I determine who gets bumped up or down. Grades
will be assigned as follows: >90% - A; 80-89% - B; 70-79% - C; 60-69% - D; <60% - F. I do not
curve.
Classroom Management Policies: Please do all you can to avoid being late to class and lab. Coming
in late disrupts the class. Habitual tardiness or absence will affect your grade. Please do not disrupt
class in any way by talking, passing notes, texting etc. Please turn off cell phones – unless needed for
emergency only contact. I will ask you to leave the class if you are making it difficult for others to
listen. There will be no make-up quizzes or exams except for excused, documented absences. Repeated
absence from lecture or lab, in addition to hurting your ability to learn the material, may result in your
being dropped from the class. Attendance in lab is especially important because you really need to be
there to learn the material and see what is happening, you can't just copy a friend's notes. Needless to
say, cheating will not be tolerated and will result in an F on the assignment, or you may be dropped
from the class.
How to Study for this Course: You are responsible for your own learning of this material. Think
about how you learn best, how much time you will need to spend on reading, studying and other
assignments and learn to budget your time. Remember that the more often you are exposed to the
material (read it, hear it in lecture, read it again, review it at the Visionlearning website, do a lab
related to the material) the more likely you are to retain that information. Try forming a study group
and discuss what we are doing in lecture or lab. Relate information to your own experiences. Read all
assigned material BEFORE coming to class! Make a list of vocabulary words to learn for the exams.
Flashcards may help if you feel overwhelmed by the vocabulary, but it is essential that you understand
the concepts instead of just memorizing vocabulary. If you don’t understand something you can
always ask me as well. It really helps to go through the material again after lecture. You must read
lab material before going to lab in order to work efficiently and get the most out of the lab. Make your
schoolwork a priority and do the best job you possibly can on all your assignments!
4
Field Trips: Attendance on field trips is highly recommended. They are an opportunity to see some
marine and terrestrial habitats and look for many of the organisms that we will talk about, and they will
be fun! If you cannot attend a field trip, you must do a supplemental report. See me to set up details.
Transportation is up to the individual students.
Some important tips for field trips:
 NEVER turn your back on the ocean. Even when it seems calm, a large set of waves may be
coming!
 Dress warmly – in layers! It is always cooler and windier at the coast.
 Wear shoes or boots that you don't mind getting wet or muddy.
 Be careful when handling organisms.
Learning Tools:
As a student, you are the center of the learning process. I can’t force you to learn the material, I can
only expose you to it in what I hope will be an interesting way. You must do the actual learning
yourself. It is your responsibility to set goals for yourself, plan how you will use the materials
provided to you, and schedule your time. Developing good study skills will save you time and energy
by helping you work more efficiently. This will help you not only in this course, but every other
course you take. The following list is a set of learning tools that may help you. This list was adapted
from The Course Syllabus by Judith Grunert.
Self Management Techniques
Set learning goals for yourself
Plan and organize a study schedule
Break down work into manageable units
Study in a place free from distractions
Review often
Reading to Learn
Preview the chapter (titles, pictures, summaries, etc)
Read for main ideas
Summarize in your own words
Reread, visualize, relate, think aloud
Review
Making Useful Notes
Identify the main ideas
Summarize ideas or text
Create outlines, flowcharts or concept maps
Underline selectively (not the whole book)
Rewrite notes (but only spend time doing this if you are focused on the material!)
Study with Others
Discuss the material with a friend
Quiz each other on terms and concepts
Exams
Review notes and texts; pay special attention to points emphasized in lecture
Think up possible questions and answer them.
Review key terms
Get a good night sleep before the exam
Read directions
5
Read questions carefully
If you don’t understand something on the test – ASK!!
Student Learning Outcomes:
1. Given any animal phylum, the student will be able to describe the characteristics that define the
group as well as illustrate its life cycle. Chapters 11-28, Labs 6-18 and 22 Tide Pool, Elkhorn Slough
and Aquarium Field Trips
2. Given a cadaver, the student will be able to accurately dissect a specimen for gross anatomical
examination. Labs 11-18 and 22
3. Given any animal organ system, the student will be able to outline its structure and function.
Chapters 29-35, Labs 18 & 22
4. Given evolutionary or ecological principles, the student will be able to apply these concepts to
animal populations. Chapters 5-6, 36-38, Labs: Becoming Whales, A Step in Speciation, Natural
Selection, Snail Population, Tide Pool and Elkhorn Slough Field Trips
Program Learning Outcomes:
1. Apply the scientific method to problem solving, devising a research plan, and evaluating data and
findings. Chapter 1, Scientific Method Lab, short experiments in a variety of other labs, Peer Reviewed
Literature Project
2. Describe the structure and function of biological molecules, cells and organelles, and tissues and
organ systems of plants and animals. Chapters 2-4, 29-35, Labs 2, 4, 18, 22
3. Apply the principles of heredity at the molecular, cellular, and organismal levels. Chapters 5-6,
Genetics Problems Lab, Natural Selection lab
4. Explain the mechanism and evidence of evolution through natural selection. Chapters 5-6, Natural
Selection Lab, Becoming Whales, A Step in Speciation
5. Apply taxonomic principles to the classification of organisms. Chapter 10-28, Labs 6-18 and 22,
Tide Pool, Elkhorn Slough and Aquarium Field Trips
6. Describe the flow of energy within organisms and within ecosystems. Chapters 4 and 38
Campus Safety
EMERGENCY NOTIFICATION: In the event of a life threatening emergency call 911.
·
To report a non-life threatening incident, safety hazard, or a suspicious activity please contact
campus security at 755-6888
·
To obtain campus status information, call the campus safety and facilities emergency status
bulletin telephone number: 831-796-6222. From a campus line, simply dial 6222
6
Please visit Hartnell's emergency reporting link here: http://www.hartnell.edu/reporting-emergencies
Students: If you receive an emergency notification while you are in class, please notify your instructor
immediately.
During a campus emergency, you will generally be told to do one of two options, SHELTER IN
PLACE or EVACUATE. When either of these are given, vehicle traffic coming onto campus will
likely be turned away. Students are required to obey the directions of staff in a timely fashion.
EVACUATION: Please note the exit(s) in the room. In the event of an alarm or safety threat,
uniformed Hartnell personnel equipped with two-way radios--including security, and maintenance
staff--have up-to-date information; they also have the authority to order either shelter-in-place or
immediate building evacuation. For evacuation, immediately heed their directions by proceeding
calmly and quickly to an exterior assembly area as indicated by trained staff. Please stay back at least
200 feet from any building until the “all clear” command is issued.
SHELTER IN PLACE:In the event of a safety threat, instructors and staff will lock classroom doors
and direct occupants to stay clear of windows. Occupants are requested to remain quiet. During this
time, DO NOT access any exits unless directed by first responders or staff. A shelter in place order is
also used for severe environmental threats like a thunderstorm.
Run, Hide, Fight (https://www.fbi.gov/about-us/cirg/active-shooter-and-mass-casualtyincidents/run-hide-fight-video.)Active Shooter Response
In the event of an Active Shooter Event, there are three things you need to know in order to survive:
Run, Hide, Fight. Please review the video in the link.
If you see suspicious behavior on campus, please tell someone. Our campus safety
(http://www.hartnell.edu/campus-safety-and-security) officers are trained to investigate suspicious
incidents.
EMERGENCY PREPAREDNESS: The first 72 hours of a disaster are often the most difficult, but
this period can be less stressful if everyone has extra supplies on hand. The college has a limited
amount of emergency supplies, so students and staff should have on campus their own portable
emergency kit including snacks, water, and prescription medication; this is especially important for
those who may need to shelter on campus. For more information go to http://72hours.org/
Students: If you have knowledge of an emergency on campus, share it immediately. If you see
something suspicious or potentially hazardous, let someone know.
All material subject to change
7