Biological Diversity
Syllabus for Biology 102
Lecture and Lab
Instructor: William Perkis
Office phone: 932-4231 ex 334
Office: B017
Office hours: Tuesday 12-4
Thursday 12-1
E-mail: Bill.Perkis@gogebic.edu
Textbook: Campbell and Reece. Biology 8 or 9th ed. Pearson Benjamin Cummings, 1301
Sansome St., San Francisco CA
Lab manual: and Carter Investigating Biology 6th ed.
Each set of lab partners will be given a manual for the semester, but must turn it in at the end of
the semester with no new marks. Please write your name discreetly inside the front cover.
Class Room B-012 MWF at 1:00 to 2:00
Lab Room A101 Thursday at 2:00 to 5:00
Overview: This course will discuss and investigate the theory of evolution. The focus will be on
the basic classification of organisms. The relationship to current ecological, climatological, and
other human issues will also be investigated. In this class students will learn about the different
characteristics of the major groups of organisms including sections on bacteria, archaea, protists,
fungi, plants, and animals.
This course is designed for the student to achieve the following Objectives.
1. Gain an understanding of the theory of evolution and the basic classification of
organisms. The characteristics of the major groups of organisms including sections on
bacteria, archaea, protists, fungi, plants, and animals.
Correlates with GCC’s General Learning Outcomes 2. Information Literacy, 3. Quantitative
Reasoning and 4. Reading Comprehension
2. Communicate an understanding of scientific concepts using appropriate vocabulary in
both written and oral forms.
Correlates with GCC’s General Learning Outcomes 1. Communication, 2. Information Literacy,
and 3. Quantitative Reasoning
3. Develop competence and confidence in using critical thinking skills using a scientific
approach.
Correlates with GCC’s General Learning Outcomes 3. Quantitative Reasoning and 4. Reading
Comprehension, and 5. Ethics/Citizenship
4. Design, carry out and report investigations based on the scientific method using accepted
practices
Correlates with GCC’s General Learning Outcomes 1. Communication, 2. Information Literacy,
and 3. Quantitative Reasoning, 4. Reading Comprehension, and 5. Ethics/Citizenship
5. Develop an appreciation for the past, present, and future impact of science on a local and
global scale.
Correlates with GCC’s General Learning Outcome 6. Multicultural Awareness
6. Become more effective team collaborators.
Correlates with GCC’s General Learning Outcomes 1. Communication, 5. Ethics/Citizenship; 6.
Multicultural Awareness
Teaching Philosophy: This course is designed to develop critical thinking in the field of
Biology. Lectures will be devoted to introducing ideas. Labs are very important in this class and
will reinforce the ideas covered in lecture. Students will examine the basic characteristics of each
group of organism by examining slides using a microscope, videos, and both live and preserved
specimens. Students will do multiple dissections during the animal section. You have the
primary responsibility for learning.
Class and Grading Philosophy: It is expected that everyone attends regularly to participate,
and to ask questions. Group work in Lab will be required for this class. Everyone will be
expected to do their fair share of the work within the groups.
DISHONESTY, CHEATING
Dishonesty of any kind, including cheating on examinations or any assigned work, may be
dealt with in any manner deemed suitable by the instructor, including the recording of a
failing grade for the course. Cheating on examinations may also result in the student
appearing before the Student Personnel Committee and possible suspension from school if
circumstances warrant.
Exams and Projects: There will be chapter quizzes, a midterm, and final exam. The final and
midterm are based primarily on the chapter quiz content. An Essay ‘The evolutionary benefit
of________’ will be due at the end of the course. There will be Lab reports and occasional lab
quizzes.
DO NOT MISS LABS! In order to make up a lab or lab quiz you must 1) tell me ahead of
time that you will be absent and 2) have a good reason.
Grading Policy: The grades will be assigned based on homework, quizzes, exams, labs and the
essay. The standard 10 point scale will be used. Grade breakdown is as follows:
Chapter Quiz’s:
Essay:
Lab:
20%
15%
25%
Midterm:
Final:
15%
15%
Date
January 11
13
14
15
18
20
21
22
25
27
28
29
February 1
3
4
5
8
10
11
12
15
17
18
19
22
24
25
26
29
March 2
3
4
7
9
10
11
14-18
Biological Diversity
Schedule of Lectures and Labs
Lecture topic
Lab
Study of life
Descent with Modification
Lab 1 Lab reports
Endless Forms Most Beautiful
Processes of Evolution
Hardy-Weinberg
Natural Selection
Lab 2: Population genetics
Natural Selection
Species Concept
Speciation
Lab 3: Lab Techniques
History of life on earth
Phylogeny
Viruses (19), Prokaryotes
Lab 4: Bacteria
Bacteria and Archaea
Eukaryotes Protists
Eukaryotes (algae)
Lab 5: Protists
Eukaryotes Unikonts
Plants on Land
Plant Diversity, non-vascular
Lab 6: Seedless plants
Plant Diversity, vascular, seedless
Seeds and Pollen
Plant Diversity, Gymnosperms
Lab 7. Seeded Plants
Plant Diversity, Angiosperms
Plant Structure and Growth
Soils
Lab 9: Fungi
Plant Nutrition
Fungi
Fungal diversity and roles
Mid Term
Borneo Slide Show
Midterm break
No School
Chapter
1
22.1,2,3
Video
23.1, 2
23.3
23.4
24.1,2
24.3,4
25.1,3,4
26.1,2,6
27.1,2,3
27.4,5,6
28.1,2,4
28.3,5
28.6,7
29.1
29.2
29.3
30.1
30.2
30.3,4
35.1,2
37
37
31.1,2,3
31.4,5
22-31,
35,37
Date Lecture topic
21 Animal Diversity, Sponges,
23 Cnidarians and Flatworms,
24
25 Easter Break – No School
28 Easter Break – No School
30 Rotifers, Lophorates and Molluscs
31
April 1 Annelids and Roundworms
4 Arthropods and Insects
6 Crustaceans
7
8 Echinoderms
11 Chordates
13 Crainiates
14
15 Jawed Fish
18 Amphibians
20 Reptiles
21
22
25
27
28
29
Lab
Chapter
32,33.1
33.2,3
Lab 10: : Animal Diversity I
Porifera, Cnidaria,
Platyhelminthes
33.4
Lab11 Animal Diversity I
Annelida, Mollusca:
33.4
33.4
33.4
Lab 12: Arthropods,
grasshopper /crayfish
33.5
34.1
34.2,3
Lab 13: Animal Diversity II
Echinodermata Chordates
34.4
34.5
34.6
Lab 14: Animal Diversity II
Chordate
Birds
Mammals
Primates and Humans
34.6
34.7
34.8
Lab Final
Ardi
May 2-6 Finals Week
Final Exam
32-34
ADA Accommodation Statement for Students with Disabilities
If you believe that you need academic accommodations for a disability that qualifies under the
Americans with Disabilities Act and Section 504 of the Rehabilitation Act, please contact the
Office of Disability Services, located in office T105E of the ACES Center, call 906.932.4231 x
271, or e-mail daylej@gogebic.edu to discuss your needs and the process for requesting
accommodations. This office is responsible for coordinating disability-related academic
accommodations and will issue students with verification letters as appropriate. Since
accommodations may require early planning and generally are not provided retroactively, please
contact the office as soon as possible.
Information for BIO 102 Essay
The Challenges to being a living organism
• water acquisition
• water conservation
• respiration
• nutritional needs
• temperature extremes: heat, cold
• predation
• disease
• competition
• reproduction
• waste removal
Essay is to address how organisms meet these challenges.
Be specific rather than generic! Use specific organisms as examples in describing
how a particular challenge can be met.
Introduction
Make it personal. Explain your interest in biology and why you found the
examples you will present interesting.
Preview the topics you will be covering - in order.
Body - with topic subheadings
Use the topic order you gave in the introduction.
Try writing on each topic as a separate essay, using the introduction and
conclusion of each mini-essay to transition between topics.
Conclusion
Summarize the topics you presented in the body, keeping the same order as
the body and
introduction.
Refer back to the personal angle you gave in the introduction.
References
• CSE (CBE) format. Author-year for in text citations.
• Minimum of four references.
• At least one reference must be from the primary literature.
• Secondary sources (review articles, popular periodicals like Natural History,
National Geographic) are OK, but no more than two textbooks may be cited.
• No more than two web sites. Web sites must be credible. Excluded from the two
site limit: online journals (PLoS), digital archives for periodicals and newspapers
(JSTOR), and books in digital format (Project Gutenberg, Darwin Online).
Illustrations
The web site number restriction does not apply to illustrations.
You must include at least three illustrations with your essay. Do not integrate the
illustrations into the text. Each illustration gets its own page, with tables numbered
in one series and figures in another. Each illustration needs a legend (caption); see
the illustrations in your textbook for examples of legends. List the credits for the
illustrations in an Illustration Credits list after the References Cited list. If you
modify an illustration, indicate that you have done so in the credit list.
Scoring the essay
mechanics
references
illustrations 0.05
Introduction and
Conclusion
Body of the Essay
depth
use of specific
examples
accuracy
weight
0.10
0.05
raw score (0-4)
0.10
0.70
Total
weighted score
Information on Plagiarism
From V. E. McMillan, Writing Papers in the Biological Sciences, 3rd ed.
Plagiarism: the theft of someone else’s words, works, or ideas
• turning in someone else’s paper as your own
• using another person’s data or ideas without acknowledgment
• copying an author’s exact words without quotation marks and acknowledgment of
original author
• using wording that is very similar to that of the original source, but passing it off
as yours even while acknowledging the source
Original Passage:
A very virulent isolate of Alternaria mali, the incitant of apple blotch, was
found to produce two major host-specific toxins (HSTs) and five minor ones in liquid
culture. The minor toxins were less active than the major ones, but were still
specifically toxic to the plants which are susceptible to the pathogen (Kohmoto et al.
1976).
Plagiarized Version:
Kohmoto et al. (1976) found that a very virulent isolate of Alternaria mali,
the incitant of apple blotch disease, produced two major host-specific toxins, as well
as five minor ones in liquid culture. Although the minor toxins were less active than
the major ones, they were still specifically toxic to the susceptible plants.
Acceptable Version:
Alternaria mali causes apple blotch disease. Kohmoto et al. (1976) found a
form of A. mali that produced seven toxins in liquid culture. All seven toxins were
specific for susceptible plants, but two of the toxins were more harmful than the
other five.