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BIO 105 Organismal Biology, Spring 2016
BIO105
ORGANISMAL BIOLOGY
Spring 2016
Instructor:
Office:
Mailbox:
Phone:
E-mail:
Office hours:
Dr. Taylor Quedensley
Agenstein 237F
Agenstein 237
816-271-4382
tquedensley@missouriwestern.edu
1:00 – 3:30 Wednesday and Friday. Additional times can be arranged by appointment.
Please email me prior to coming to my office, even if it is during office hours.
Class website: https://www.missouriwestern.edu/biology/bio105_quedensley/
You should visit this site often. Links to important information that will enable you to succeed
in this course will be found at the class website.
Course:
BIO105 examines basic concepts and principles related to organismal diversity, behavior,
natural history, morphology and homeostasis. Throughout the semester we will use concepts
and examples from ecology and evolutionary biology to explain biodiversity patterns present
today and in the past. Major mechanisms whereby organisms successfully fulfill the
requirements of life will be studied. A variety of examples will demonstrate evolutionary
strategies relating to morphology, life cycles, development, bioenergetics, and reproduction at
the organismal level. The laboratory component is writing intensive and experimental in nature.
Textbook:
1. RECOMMENDED: Campbell et al. Biology (9TH ED. OR 10TH ED.). Pearson
Benjamin Cummings, San Francisco, CA. This book is very expensive but will play a
pivotal role in your 1st year biology courses at Missouri Western State University.
The suggested reading assignments will prepare you for lecture and the exams. I
recommend staying ahead of lecture so everything is as clear as possible. However,
exam questions will mostly come from lecture material.
Supplies:
1. REQUIRED: A Handbook of Biological Investigation (7th ed.) by Ambrose et al.
2. REQUIRED: A laboratory journal (with graph paper, duplicate pages, and carbons or
carbonless paper)
Attendance: Attendance in lecture is HIGHLY RECOMMENDED. I DO NOT PLAN TO MAKE
SLIDES OR NOTES AVAILABLE ONLINE. If you do miss class, it is your
responsibility to acquire notes from another student. There are no make up exams.
ATTENDANCE IN LAB IS REQUIRED. EACH UNEXCUSED ABSENCE WILL
RESULT IN A 3% REDUCTION IN YOUR FINAL LAB GRADE. I am obligated to
report absences to the MWSU registrar.
E-mail:
Students will need an activated MWSU e-mail account to receive messages from me and for
progress reports.
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BIO 105 Organismal Biology, Spring 2016
GRADING
Lecture Components
Four lecture exams
Final exam (Comprehensive)
Quizzes and Assignments
70% of final grade
12.5% each (50% total)
10%
10%
Laboratory Components
Laboratory Quizzes and Assignments
Lab Journal
Manuscript
30% of final grade
10%
10%
10%
Final grades will be calculated as follows:
A
90%–100%
B
80%–89%
C
70%–79%
D
60%–69%
F
<59%
Your grades will be recorded on moodle (https://mwsu.mrooms3.net/login/index.php). At no point
throughout the semester will I offer extra credit to any individuals in the course. Therefore, you need to
keep up with all of the material and perform well from the start. You will not be able to make up
assignments missed during absences.
Exam dates
Exam I
Exam II
Spring Break
Mid-term Grades Due
Last day to drop a course or withdraw with a “W”
Exam III
Exam IV
Final Exam
8:30-10:20 Agenstien 124
Feb. 10 (Wednesday)
Mar. 4 (Friday)
Mar. 13-20
Mar. 23 (Wednesday)
Mar. 28 (Monday)
Apr. 4 (Monday)
Apr. 29 (Friday)
May. 2 (Monday)
Technology in Modern Culture
You are expected throughout the semester to NOT text or receive calls during lecture and lab.
Similarly, I ask that you refrain from the use of laptops in lecture. Laptops may be helpful in lab.
Biology Department Classroom Professionalism Policy: While in lecture or laboratory class
meetings, students are expected to act in a professional, courteous, and respectful manner in order to
maintain a productive learning environment for all. The use of any personal electronic devices (cellular
phones, PDAs, MP3 music players, etc.) during class time is not permitted, except for an emergency or as
part of a class activity. Please turn all such devices off upon entering the classroom or laboratory.
Unauthorized use of personal electronic devices during a class meeting may, at the discretion of the
instructor, result in dismissal from class loss of any grading points for that meeting.
BIO 105 Organismal Biology, Spring 2016
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Biology Department Late Instructor Policy: In the rare event that the instructor is more than 10
minutes late for this class please do not leave the class, but notify the Biology Department office right
away. It is the policy of the Biology Department to implement a contingency plan so that class will not
be canceled.
MWSU Academic Honesty Policy and Due Process: Academic honesty is required in all academic
endeavors. Violations of academic honesty include any instance of plagiarism, cheating, seeking credit
for another’s work, falsifying documents or academic records, or any other fraudulent activity.
Violations of academic honesty may result in a failing grade on the assignment, failure in the course, or
expulsion from the University. When a student’s grade has been affected, violations of academic honesty
will be reported to the Provost or designated representative on the Academic Honesty Violation Report
forms.
Please see the Student Handbook and Calendar for specific activities identified as violations of
this policy and the student due process procedure (see page 36 of the Student Handbook, found at
http://griff.vn/handbook)
MWSU Grade Appeal Policies: Students are responsible for meeting the standards for academic
performance established for this course by the instructor. The grade appeal procedure is available for the
review of allegedly capricious grading or clerical error by the instructor and not for the purpose of
evaluating the student’s academic excellence in any particular course. Capricious grading is defined as:
• the assignment of a grade to a particular student on some basis other than the performance in the
course;
• the assignment of a grade to a particular student by resorting to more exacting or demanding
standards than were applied to other students in the course;
• the assignment of a grade by a substantial departure from the instructor’s previously announced
standards.
The Grade Appeal Policy is described on page 40 of the Student Handbook, found at
http://griff.vn/handbook; the Biology Department grade appeal process can be found at:
https://www.missouriwestern.edu/biology/policies/.
Students with Disabilities: Disability Accommodations - Students seeking accommodations must first
provide documentation of needed accommodations to the Accessibility Resource Center (ARC) located
in Eder Hall, Suite 203. Once accommodations have been approved by the ARC, students are responsible
for notifying their instructors of those accommodations. This should be done within the first two weeks
of classes. Accommodations are not retroactive.
A Note on Harassment, Discrimination and Sexual Misconduct: Consistent with its mission, Missouri
Western seeks to assure all community members learn and work in a welcoming and inclusive
environment. Title VII, Title IX and University policy prohibit harassment, discrimination and sexual
misconduct. Missouri Western encourages anyone experiencing harassment, discrimination or sexual
misconduct to talk to someone from the Campus and Local Resources list found in the Student Handbook
(https://www.missouriwestern.edu/studentaffairs/wp.../handbook.pdf) about what happened so they can
get the support they need and Missouri Western can respond appropriately.
There are both confidential and non-confidential resources and reporting options available to
you. Missouri Western is legally obligated to respond to reports of sexual misconduct, and therefore we
cannot guarantee the confidentiality of a report, unless made to a confidential resource. Responses may
vary from support services to formal investigations. As a faculty member, I am required to report
incidents of sexual misconduct and thus cannot guarantee confidentiality. I must provide our Title IX
coordinator with relevant details such as the names of those involved in the incident. For more
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BIO 105 Organismal Biology, Spring 2016
information about policies and resources or reporting options, please visit the following website:
https://www.missouriwestern.edu/titleix/sexual-misconduct-policy/
Students have received information via email regarding training regarding Title IX. Student
employees may have additional required training. Please follow the link in the email sent to your MWSU
student account to complete the training. Students who do not complete the training will receive a hold
on their account, prohibiting future semester enrollment until the training is complete. These training
courses will ensure that all students are appropriately educated about these important regulations.
MWSU Classroom Recording Policy: It is important for Missouri Western State University to foster
and maintain an educational environment that promotes free discussion, inquiry and expression by
students, both inside the course and out, without fear that their exercise of such rights will have negative
repercussions in areas over which Missouri Western State University has responsibility. It is equally
important that students understand the narrow line separating their First Amendment rights and the legal
and privacy rights of others so that students can exercise those rights with responsibility.
The content of any lecture/class presentation remains the intellectual property of the person
delivering the session. Students may make audio or video recordings of course activity only with
permission of the faculty member conducting the course. If the student believes it is necessary to record
sessions due to a disability or needs additional assistance, the student must first contact Missouri
Western’s Accessibility Resource Center to establish such need. By virtue of this policy, all students and
attendees in any classroom setting or university presentation are placed on notice that they may be
recorded or taped, both photographically or audio based.
Any and all recordings of lectures or class presentations are authorized solely for the purpose of
the student’s individual or group study with other students enrolled in the same class. Such recordings
may not be reproduced or uploaded to publically accessible web environments. Recordings of classes or
course material may not be exchanged or distributed for commercial purposes, for compensation or for
any other purpose other than study by students enrolled in the present class. Students must delete all
recordings and tapes at the end of the course.
Please note that materials used in the classroom or online presentations (video, graphic,
photographic, etc.), web-based and social media may also have their own copyright. While presentations
and displays are generally allowed when reproduced in the classroom, copyright law does not extend the
privilege to second-level reproductions. Any violation of this policy may subject a student to disciplinary
action under the Student Code of Conduct as outlined in the Student Handbook and will result in
disciplinary action by the University and/or punishment under Federal or State Privacy, Intellectual
Property or Copyright Law.
Tentative Course Topics and Suggested Readings in Campbell Biology (9th Ed.)
Chapter 1 Life
1.1–1.2 (pp. 1-15)
Chapter 52 Ecological Principles
52.1–52.4 (pp. 1158-1181)
Chapter 56 Conservation Biology & Global
Change
56.1–56.5 (pp. 1255-1277)
Chapter 13 Meiosis
13.1–13.4 (pp. 252-265)
Chapter 14 Mendelian Genetics
14.1–14.3 (pp. 267-288)
Chapter 15 Inheritance
15.1–15.4 (pp. 292-307)
Chapter 22 Evolution I
22.1–22.3 (pp. 462-478)
Chapter 23 Evolution II
23.1–23.4 (pp. 469-485)
Chapter 24 Speciation
24.1–24.4 (pp. 488-504)
BIO105 Organismal Biology, Spring 2016
Chapter 25 Geologic History
25.2–25.4 (pp. 512-524)
Chapter 26 Phylogenetics
26.1–26.2 (pp. 536-542)
Chapter 27 Prokaryotes
27.1–27.6 (pp. 556-573)
Chapter 28 Protists
28.1–28.7 (pp. 575-597)
Chapter 29 Plant Diversity I
29.1–29.3 (pp. 600-615)
Chapter 30 Plant Diversity II
30.1–30.4 (pp. 618-634)
Chapter 31 Fungi
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31.1–31.5 (pp. 636-652)
Chapter 32 Animal Diversity
32.1–32.4 (pp. 654-664)
Chapter 33 Invertebrates
33.1–33.5 (pp. 666-694)
Chapter 34 Vertebrates
34.1–34.8 (pp. 697-733)
Chapter 53 Population Ecology
53.1–53.6 (pp. 1170-1191)
Chapter 54 Community Ecology
54.1–54.5 (pp. 1194-1215)
Chapter 55 Energy and Nutrient Cycling
55.1–55.4 (pp. 1218-1231)
Tentative Course Topics and Suggested Readings in Campbell Biology (10th Ed.)
Chapter 1 Life
1.1–1.2 (pp. 1-15)
Chapter 52 Ecological Principles
52.1–52.4 (pp. 1158-1180)
Chapter 27 Prokaryotes
27.1–27.6 (pp. 567-585)
Chapter 28 Protists
28.1–28.6 (pp. 587-609)
Chapter 56 Conservation Biology & Global
Change
56.1–56.5 (pp. 1254-1278)
Chapter 29 Plant Diversity I
29.1–29.3 (pp. 612-628)
Chapter 13 Meiosis
13.1–13.4 (pp. 252-265)
Chapter 30 Plant Diversity II
30.1–30.4 (pp. 630-646)
Chapter 14 Mendelian Genetics
14.1–14.3 (pp. 267-281)
Chapter 31 Fungi
31.1–31.5 (pp. 648-665)
Chapter 15 Inheritance
15.1–15.4 (pp. 292-309)
Chapter 32 Animal Diversity
32.1–32.4 (pp. 667-678)
Chapter 22 Evolution I
22.1–22.3 (pp. 462-478)
Chapter 23 Evolution II
23.1–23.4 (pp. 480-498)
Chapter 24 Speciation
24.1–24.4 (pp. 500-516)
Chapter 25 Geologic History
25.2–25.6 (pp. 519-543)
Chapter 26 Phylogenetics
26.1–26.2 (pp. 547-553)
Chapter 33 Invertebrates
33.1–33.5 (pp. 680-709)
Chapter 34 Vertebrates
34.1–34.7 (pp. 712-748)
Chapter 53 Population Ecology
53.1–53.6 (pp. 1184-1205)
Chapter 54 Community Ecology
54.1–54.5 (pp. 1208-1129)
Chapter 55 Energy and Nutrient Cycling
55.1–55.4 (pp. 1232-1251)
BIO105 Organismal Biology, Spring 2016
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Guidelines for
BIO105 LABORATORY JOURNALS
Several objectives are central to your laboratory experience in biology courses. These objectives
include an improvement in your abilities to formulate hypotheses, make observations, interpret results, and
draw inferences. These objectives are in addition to the more traditional expectations of becoming familiar
with equipment and demonstrating lecture topics.
Emphasis has been placed on the role of observation in the sciences as the source of new
information. An organized record of these observations must be maintained if they are ever to lead to
additional understanding of biological phenomena. Most biologists carefully record in a journal or a
notebook, observations made during their field work or experiments. To help you develop this
technique, we are asking you to keep adequate records of your observations in Biology 105 this
semester by maintaining a laboratory diary or journal. Keeping laboratory observations in a well
organized journal will assist you in placing your laboratory activities in the right perspective and will
help you understand the various topics we will cover this semester. It will also give you sound
practical experience for future investigations in upper-level courses.
The first page of every new journal write-up should have your NAME, the DATE, your laboratory
SECTION, the WEEK of lab and the TITLE of the activity at the top of the page.
Each journal entry should have the major sections (see below) clearly titled. If any handouts
concerning techniques or data are given, they should be permanently attached (stapled) to the journal
in the appropriate place. Typically handouts are stapled to the back of the permanent page prior to
where the material is discussed in your journal. As the semester proceeds, you will develop a table
of contents in this section of your notebook.
This is NOT to be a typed, polished manuscript! However, care should be taken so that your
comments are complete sentences (grammatically correct). ABBREVIATED, INCOMPLETE
SENTENCES WHICH ARE SUBJECT TO LATER INTERPRETATION ARE OFTEN
MISLEADING. It is to be completed primarily in lab during your laboratory meeting. It is NOT
to be recopied! If there is not enough time during lab to finish recording your comments, leave space
to fill in later. A bound journal is the most appropriate format; pages in a loose-leaf notebook tend to
fall out and become lost.
Your instructor has chosen a laboratory notebook that has pages numbered in duplicate. At
the completion of each laboratory activity, you will be expected to turn in the carbon copy of
your journal entries for that lab meeting. Each journal entry will be graded on a 10-point
scale. Entries should be completed for each laboratory meeting according to the following
format.
BIO105 Organismal Biology, Spring 2016
Grading For BIO105 Laboratory Journal
===============================================
Title each Subsection below.
FINAL COMMENTS FROM PREVIOUS LAB (1PT): We will normally begin each laboratory
session with a discussion of data from a previous lab activity. You are expected to include notes
from these discussions. Your instructor will often distribute compiled data-sets and statistical
analyses of the entire class data from some earlier experiment. Whenever these data handouts are
given, attach these permanently in your journal. What can you conclude from an examination of the
data analyses you have received from previous work? Compare the class data with your own
individual data from that lab activity. Do you have to alter your conclusions from that lab?
INTRODUCTION TO CURRENT LAB (2pts): Notes from pre-lab lectures should be included
here. Place the laboratory activity in perspective. State briefly, the specific purpose of the lab
activity. Describe how this lab relates to other activities or discussions (lab and/or lecture). Include
the general observations that have led to our conducting this laboratory study. Include the biological
rationale or the objective for each experiment. State any hypotheses that are to be tested in lab.
MATERIALS & METHODS (2pts): Be as complete as possible in documenting the procedures
for your lab activities. Don’t make lists of used materials, just indicate what you do in the order that
you do it. Identify the major components of any experiments (i.e. independent vs. dependent
variables, control vs. experimental groups, etc.). Again ... ABBREVIATED, INCOMPLETE
SENTENCES WHICH ARE SUBJECT TO LATER INTERPRETATION ARE OFTEN
MISLEADING. Remember, your journal entries must be complete enough that you could repeat the
experiment later with only your journal for a guide.
RESULTS (3pts): Be sure to neatly record your data for all activities. Briefly summarize data in
figures and tables, etc. Graphs and tables must be correctly labeled. You must have a number and
title for all figures and tables. This includes handout materials as well as data tables that you
complete during the lab. Tables and figures are numbered independently but consecutively
throughout the semester by laboratory session. For example, your first table and figure in week two
would be numbered Table 2.1 and Figure 2.1, respectively. If you repeat experiments, save all sets of
results for comparison of data. This may help identify problems in techniques. Include a written
statement (with statistical calculations if appropriate) that describe your results.
CONCLUSIONS (2pts): In general, what did you accomplish during this laboratory session?
Summarize these accomplishments. Based on data you collected (be sure to refer to appropriate
table or figure), make general statements about your observations or the experiment you have
conducted. Based on your data analysis (refer to appropriate table or figure), STATE if you accept
or reject your hypotheses. State this specifically. Write down any questions that have surfaced as a
result of this lab activity. Brainstorm. State these questions in the form of a testable hypothesis.
Comment on whether we have used these techniques before in our labs. Discuss how they could be
used to investigate other biological phenomena.
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BIO105 Organismal Biology, Spring 2016
The BIO 105 Paper
We in the Biology Department feel that it is important that students are exposed to
the scientific method as early as possible. Thus, the lab sections in BIO 105 follow a
specific format that mimics how science is done (ask a question, form a hypothesis,
test the hypothesis, interpret the results, etc.) and how it is communicated (your lab
journals have an introduction, materials and methods, results, and conclusions
sections). In order to give you the experience of writing a scientific paper, we choose
one of our laboratory exercises each semester for you to turn into a paper. This
semester we have chosen an agricultural topic lab for this purpose. The specific
sections of a scientific paper are listed and explained on the next pages and in your
laboratory text, “Handbook of Biological Investigation.”
We are completing rough drafts of the Materials and Methods and
Introduction. Remember, even if you received full credit, that does not mean your
rough draft was perfect. All need revision and additions. We often must add to and
revise these sections prior to the final draft.
If you have not already started, I encourage you to begin writing the other sections
even though you will not turn in a rough draft of these sections. That is, you should
have started gathering information for your Discussion. Are the techniques that we
used appropriate for this type of experiment? Go to the library and/or get online and
do some background research. You will need to provide a minimum of 7 references
for your paper, five of which must come from the primary literature. Please, no
web page references.
WRITE CLEARLY AND CONCISELY SHOWING YOUR COMMAND OF THE
ENGLISH LANGUAGE. USE WORDS WITH PRECISION, ECONOMY AND
CLARITY; THAT IS, BE THOROUGH BUT CONCISE.
The final paper is due Friday April 15. Late papers will be downgraded a full
letter grade each day.
- If any section of the paper is missing (e.g., Abstract, Introduction, etc.), then I
will not grade the paper and you will receive 0 points (an F).
- If you do not include the minimum requirements for any given section, then
you will receive 0 points for that section. For example, if you do not include
at least 1 table and 1 figure (graph) in your results section, I will label this
section as incomplete and give you a zero on that section.
- If you do not follow all directions, I will deduct 2 points for each infraction.
For example, if you fail to double-space or staple your paper, you will lose
2pts.
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BIO105 Organismal Biology, Spring 2016
SCIENTIFIC PAPERS: A BIO105 Format
There are several kinds of scientific papers, each written to fulfill a different function
and to convey ideas and information efficiently and without ambiguity. Each one has its own
particular form, designed to enable the reader to find critical points of the paper, and to
encourage the author to include pertinent information in a logical fashion. Reviews are
comprehensive discussions of a particular topic. Theoretical papers discuss the results of
many experiments and the implications of the results. Experimental papers report on the
results of one or a few experiments. The format you will be using for your BIO105 paper is
the kind found in papers reporting experimental results. A primary objective for this
assignment is to provide you with experience formatting an experimental paper.
Experimental papers are typically broken down into functional units, each presenting a
different phase of the experiment to the reader. These units serve to group related pieces of
information together so they are ordered in a logical sequence that is easily understood and
can be referred back to by the reader. These functional units and their subheadings are as
follows:
ABSTRACT. This is found at the beginning of the manuscript, but should be composed
after you’ve written the entire paper. The abstract is a brief paragraph explaining (1) the
purpose of your experiment, including your major hypothesis, (2) how you did your
experiment, (3) what happened (results, observations, etc.) and (4) what you concluded. A
typical abstract for a BIO105 manuscript is only five to eight sentences long (<300 words),
and is clearly written. Single-space your abstract.
INTRODUCTION. This section presents pertinent background information (from the
primary literature) to introduce the reader to the hypothesis you are testing. What is the
problem (question) you are addressing (think big picture)? What is already known about
your question/organism? Specifically what is your hypothesis? In general how are you going
to test your hypotheses? Cite the literature.
MATERIALS & METHODS. Describe (in your own words) what you did in the
experiment. Do not make a separate listing of materials used; just mention them as they are
utilized in the experimental procedures. Briefly summarize what was done, but give enough
detail that another BIO105 student could repeat the experiment following your protocol.
You may mention any precautions you took to avoid experimental variation.
RESULTS. State briefly what happened. Reveal the important findings of your
experiment(s). Present the important data in labeled graphs and tables. One usually does not
present the same data in both a table and a graph; you usually choose the form (table or
graph) that best illustrates the data. However, for this first scientific manuscript, I would ask
that you include in the Results Section both tables and figures (graphs) of your data analysis.
At a minimum, you should have one table, one graph (known as figures in papers), and
one statistical test. Please review “A Handbook of Biological Investigation” for the
appropriate style of labeling tables and figures. Include a verbal summary of the data that
you present, including statistical significance (i.e., report significance or P-values).
DISCUSSION & CONCLUSION. How do you interpret your data? What do they mean?
Do your results support your hypothesis or cause you to reject them? Compare your
observations and results with those of others (i.e., published papers). How does your data fit
in with other facts and theories of which are aware? What sources of error may have biased
your results, and in what way? Cite literature!
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BIO105 Organismal Biology, Spring 2016
LITERATURE CITED SECTION. When you are using material or ideas in your
introduction, discussion, or other sections of your paper that came from sources such as
books or journals, it is necessary to give them credit. In English or history papers this is
usually done with footnotes. These are inappropriate in most scientific papers. At the end of
your paper list your sources in alphabetical order by the author’s last name. All your sources
should be included in one list of references. Do not make separate lists of journals or
periodicals, textbooks, or reference books, etc. Include only those references cited in the
text. Check all parts of each reference against the original. The interested reader may use
your sources to find further information about the topic of your paper.
How To Cite Literature:
There are several systems of giving credit in scientific papers. For this paper you will be
using the “name and year” system of literature citation in the text (see handout from the
Lab). The citation will appear in the text where the source is used. Depending upon the
construction of the sentence, the citation may appear as in the following hypothetical
example:
Wilson (1930) categorized the display as hostile, but his view was later modified
(Wilson and Arnett, 1939). Later research by Arn and Blackwell (1933) indicated a different
motivation, although their views were severely criticized (Wilson, et al., 1933). A return to
the original view was supported by the detailed research of Wilson, et. al. (1933), and later
by Radkow, et al. (1963). An independent line of research has given additional support
(Remington, 1964).
When there are three or more authors cite their work in this form: “Andresen, et. al.
(1987)”.
General Format for Literature Cited Section:
(see Handout from lab)
Andresen, W. F., D. C. Ashley, R. A. Boutwell, R. E. Crumley, T. E. Rachow, D. J. Robbins,
and J. W. Rushin. 1987. Laboratory inquiries into concepts of biology. 6th edition, Kendall
Hunt Publishing Co., Dubuque, Iowa.
Brown, L., and E. Eckholm. 1975. Man, Food, and Environment. pp. 293-345. In W. W.
Murdock (ed.) Environment. Sinauer Associates, Inc., Sunderland, Mass.
Robbins, D. J. and G. G. Clark. 1978. Filariasis in Missouri white-tailed deer. Journal of
Parasitology 64: 567-568.
Citations from the Primary Literature:
Demonstrations and lectures in lab have focused on definitions and aspects of primary
literature. It is typical that a scientist has seen (and read) the entire primary journal article
before she or he cites that article in their manuscript. However, although it is fairly easy to
find bibliographic information on relevant publications, it is often hard for MWSU students
to read and understand scientific articles. For this BIO105 MANUSCRIPT it IS acceptable
to cite articles if you have only seen the abstract. I would anticipate that students would cite
at least ten sources, of which five are primary journal articles.
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BIO105 Organismal Biology, Spring 2016
Miscellaneous (But still important) Instructions:
Use plain white paper and print on one side only. Double space throughout the body of the
paper and single space your entries in the literature cited section and the abstract. Center
each subheading (e.g., Introduction, Materials and Methods, etc.) on the page, and number
each page after the first one. Your title page should contain the following information: the
title of your paper (be descriptive but brief, and center on the page), your name, the date on
which you submit your paper, the course for which the paper is written, and your instructor’s
name.
Please do not use a binder or folder for your manuscript. Simply staple together (top left
corner) the pages of your manuscript.
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