MOREHEAD STATE UNIVERSITY
PROFESSIONAL EDUCATION UNIT
COLLEGE OF SCIENCE AND TECHNOLOGY
DEPARTMENT OF BIOLOGY AND CHEMISTRY
BIOLOGY 215 - GENERAL BOTANY (face to face)
COURSE SYLLABUS – FALL 2013
COURSE: BIOL 215. General Botany (2-4-4) I.
TIME AND PLACE: Lect. 9:10-10:10 M&W in Lappin 302; Lab. 10:20-12:30 M&W in
Lappin 306
LECTURE INSTRUCTOR:
LAB INSTRUCTOR:
OFFICE:
OFFICE PHONE:
RESEARCH LAB:
EMAIL:
OFFICE HOURS:
Allen C. Risk
Allen C. Risk
301 G Lappin Hall
783-2587
303 Lappin Hall (look for me in this location during office
hours or otherwise)
a.risk@moreheadstate.edu
10:20-11:20 and 1:50-2:50 TTH
COURSE DESCRIPTION: Prerequisite: BIOL 171. Structure and physiology of
vegetative and reproductive plant organs; introduction to plant genetics and plant
kingdom in terms of structure, ecology, and evolution.
Required Field Experience Hours: 0
REQUIRED TEXTS:
Evert, R. F. and S. E. Eichhorn. 2013. Biology of Plants.8th Edition. W. H.
Freeman and Company Publishers, New York.
Risk, Allen C. General Botany Laboratory Manual. Version 2010.
Preston, R. 2007. The Wild Trees. Random House, New York.
Watson, J. D. The Double Helix.
Yoon, C. K. 2009. Naming Nature. Norton and Company, New York.
STUDENT EVALUATION: Student evaluation will be accomplished by a variety of
methods including assessment of technical writing and an oral presentation; quizzes;
exams; assignments; and participation. The evaluation is based on a total of 975 points.
EVALUATION:
Lecture
Exam 1
Exam 2
Exam 3 (comprehensive)
participation
=
=
=
=
100 ____
100 ____
150 ____
75 ____
1
Lab
Exam 1
Exam 2
presentation
paper 1
paper 2
paper 3
=
=
=
=
=
=
Quizzes/Assignments
= 100 ____
Total
= 975 ____
GRADING
(90% or better)
(80-89%)
(70-79%)
(60-69%)
(<60%)
100 ____
100 ____
50 ____
25 ____
75 ____
100 ____
-> A
-> B
-> C
-> D
-> E
POLICY IF ASSIGNMENTS ARE TURNED IN LATE: Assignments/papers turned in
late will be penalized 10% of the points possible for the assignment/paper for each day
late.
ELECTRONIC DEVICES: Use of laptop computers, cellular telephones, and other
electronic devices designed for communication and/or entertainment during this class
(lecture and lab) is prohibited (this means no web surfing, using email, texting, instant
messaging and so forth during lecture or lab). (If you normally take notes via use of a
laptop computer in your classes, then in-class use of the computer must be restricted to
note taking.) Any attempt to use such devices during class will be interpreted by me as
non-participation by you. However, I do not mind if you record (audio only) the lectures.
Please have your cellular telephone or other similar device set so that if you receive a call,
message, or alert during class the device will not make any noise. During lecture and lab
your cellular telephone or similar device should be put away (out of your sight and mine)
in a backpack, purse, or some other container. There may be periods during certain
laboratory meetings when use of a laptop computer is appropriate for the course, and you
will be encouraged to use one at these times. Use of a calculator, when necessary in
lecture or laboratory, is certainly appropriate.
ATTENDANCE POLICY: Prompt (in your seat before class starts) and consistent (be
present for every class meeting) attendance of both lecture and laboratory is expected.
Absences for the following reasons are excused and the student will be allowed to make
up any work the instructor deems essential: 1. Illness or health-related problems, 2.
representing the university or participating in an authorized field trip. The instructor will
deal individually with other requests for excused absences.
ACADEMIC HONESTY: Cheating, fabrication, plagiarism or helping others to commit
these acts will not be tolerated. Academic dishonesty will result in severe disciplinary
action including, but not limited to, failure of the student assessment item or course,
and/or dismissal from MSU. If you are not sure what constitutes academic dishonesty,
2
read The Eagle Student Handbook or ask your instructor. The policy is located at
http://www2.moreheadstate.edu/files/units/dsl/eaglehandbook/201213%20Handbook.pdf?n=9951
POLICY FOR ACCOMMODATING STUDENTS WITH DISABILITIES: Professional
staff from MSU’s Disability Services Office coordinates efforts to address accessibility
needs and class accommodations with instructors of students who have learning or
physical disabilities. Faculty will cooperate with the Disability Services Office staff to
accommodate the needs of students taking departmental courses. The contact person is
Evangeline Day (783-5188), 204-E ADUC.
CAMPUS SAFETY STATEMENT: Emergency response information will be discussed
in class. Students should familiarize themselves with the nearest exit routes in the event
evacuation becomes necessary. You should notify your instructor at the beginning of the
semester if you have special needs or will require assistance during an emergency
evacuation. Students should familiarize themselves with emergency response protocols
at: http://www.moreheadstate.edu/emergency.
Conceptual Framework for Educator Preparation Program:
“Community Engagement: A Light to and from the Mountains.” The Professional
Education Unit at Morehead State University delivers rigorous, high quality programs
that prepare professionals informed by best national and international scholarship, plus
research, literature, and experiences specific to Appalachia- preparing professionals to
improve the schools, quality of life, and the communities in which they live and serve.
This statement is not only the strategic mission for the Unit, but it also incorporates the
conceptual framework that guides all our activities.
Conceptual Framework Outcomes (CFO’s):
The Unit and the faculty within individual programs assess the degree to which its
graduates:
1) Master the content knowledge, professional and the twenty – first century skills
need to make an optimal contribution to “whole” student learning in education
settings.
2) Are competent in the collection and use of data to inform decision – making and
to demonstrate accountability for student learning.
3) Demonstrate professional dispositions.
4) Are culturally competent and understand the regions from which they have come
utilizing knowledge and experiences to effectively “bridge the gaps” (economic,
achievement, and geographic) ensuring optimal learning for all students.
5) Engage in authentic field experiences in collaboration with committed school –
based partners and are empowered to improve the quality of education throughout
this region and beyond.
STUDENT LEARNING OUTCOMES (SLO’s): This course is intended to develop the
following fundamental scientific skills and perspectives in students:
1. develop as an independent learner
2. improve oral communication skills
3
3. improve ability to communicate and interpret quantitative and scientific data via
technical writing
4. develop a highly organized, interconnected, hierarchical understanding of botanical
principles
5. see science as a process where hypotheses/theories are tested, and then rejected or not
rejected on the basis of evidence
6. understand the relationship between structure and function at the cellular, organ, and
organismal levels in plants
7. realize how “biodiverse” the earth is and visualization of how evolutionary processes
have resulted in such a biodiverse planet
8. ecological literacy through hands-on field experience and student appreciation of the
value of native ecosystems for research
(These SLO’s are consistent with standards listed by the Kentucky Teacher Standards
(KTS), National Science Teachers Association (NSTA), the Kentucky Department of
Education Program of Studies (KYPOS), and the Next Generation Science Standards
(NGSS).)
NCATE/ EPSB Accreditation Alignment of CFO’s and SLO’s:
Programs for which this course is required: Biology, Secondary Teaching
Kentucky
Teacher
Standards
(KTS)
Next Generation
Science Standards
(NGSS)
Lecture Exam 1 (100
pts.)
CFO:1
SLO: 1 , 4-7
1
HS-LS4-1, HS-LS4-2,
HS-LS4-3, HS-LS4-4,
HS-LS4-5
Literacy
St1-A1, St1- A2,
St1-B2, St2-C,
St3
1
Lecture Exam 2 (100
pts.)
CFO:1
SLO: 4-6
1
HS-LS4-2, HS-LS4-3,
HS-LS4-4, HS-LS4-5
Literacy
St1-A1, St1- A2,
St1-B2, St2-C,
St3
1
Lecture Exam 3 (150
pts.)
CFO:1
SLO: 4-7
1
HS-LS1-1, HS-LS1-2,
HS-LS1-5, HS-LS1-6,
HS-LS4-1, HS-LS4-2,
HS-LS4-3, HS-LS4-4,
HS-LS4-5
Literacy
St1-A1, St1- A2,
St1-B2, St2-C,
St3
1
Lecture participation
(75 pts.)
CFO:1
SLO: 1, 2, 4-7
1
HS-LS1-5, HS-LS1-6,
HS-LS2-5, HS-LS4-2
Literacy
St1-A1, St1- A2,
St1-B2, St2-C,
St3
1
Lab Exam 1 (100 pts.)
CFO:1
SLO: 4-8
1
HS-LS4-1
Literacy
St1-A1, St1- A2,
St1-B2, St2-C,
St3
1
Aligned with
Assessment
(point values)
Education National Science NCATE
Professional
Teachers
Standards
Association
Board
(NSTA)
(EPSB)
4
Lab Exam 2 (100 pts.)
CFO:1
SLO: 4-6
1
Literacy
St1-A1, St1- A2,
St1-B2, St2-C,
St3
1
Lab presentation (50
pts.)
CFO:1
SLO: 1, 2, 4, 5
1
Literacy
St1-A1, St1- A2,
St1-B2, St2-C,
St3
1
Paper 1 (25 pts.)
CFO:1
SLO: 1, 3, 4, 5
1
Literacy
St1-A1, St1- A2,
St1-B2, St2-C,
St3
1
Paper 2 (75 pts.)
CFO:1, 2
SLO: 1, 3, 4, 5, 8
1
Literacy
St1-A1, St1- A2,
St1-B2, St2-C,
St3
1
Paper 3 (100 pts.)
CFO:1, 2
SLO: 1, 3, 4, 5, 8
1
Literacy
St1-A1, St1- A2,
St1-B2, St2-C,
St3
1
Quizzes/Assignments
(100 pts.)
CFO:1
SLO: 1, 3-8
1
Literacy
St1-A1, St1-A2,
St1-B2, St2-C,
St3
1
HS-LS1-2
HS-LS1-2, HS-LS1-5,
HS-LS1-6, HS-LS2-5,
HS-LS4-1, HS-LS4-2,
HS-LS4-3, HS-LS4-4,
HS-LS4-5, HS-LS4-6
Assignment Descriptions:
Programs for which this course is required: Biology, Secondary Teaching
Assessment (point value)
Description
Lecture Exams (200)
Lecture exams will assess content knowledge and conceptual understanding of the
course material. Each lecture exam will assess a single unit of instruction.
Exams will be taken during scheduled class time.
Final Exam (150)
The final exam is comprehensive. It will assess content knowledge and
understanding from throughout the course. It will be administered during Finals
Week at the time scheduled for this course.
Quizzes will be given weekly to motivate students to continually keep up with the
Quizzes and Assignments course material and concepts. Assignments will be designed to deepen student
understanding of course material and to aid the student in making connections
(100)
between BIOL 215 material and other areas of scientific and intellectual inquiry.
Papers (200)
Students will write three scientific papers based on studies conducted in the
laboratory portion of the course. The first paper will include only a methods
section; the second paper will include methods, results, discussion, and literature
cited sections; the third paper will be a complete scientific paper from abstract
through to literature cited. Instructor experience has shown this “progressive”
approach to be an effective way to teach scientific writing.
5
Participation (75)
Education can be defined as the construction of shared meanings. Responding to
impromptu questions from the instructor, questions prepared ahead of time by the
instructor, questions and comments posed by other students, and participating in
discussion of assigned readings will foster deeper understanding of course
material and help students feel personally connected to course activities.
Presentation (50)
The students will be paired to give presentations based on one of the class
research projects. This will aid in the development of oral communication skills.
Lab Exams (200)
These exams will assess laboratory course content in plant biodiversity, cell
biology, leaf anatomy, and plant growth.
COURSE CONTENT
Readings, at the instructor’s discretion, may also include other articles/chapters available
electronically online or otherwise made available to the student. Adjustments in the
schedule and topic coverage will be made as needed.
Lecture:
19 Aug - Syllabus, introduction, how plants changed the world. Ch. 1
Plant Diversity
21 Aug - Plants and people; ethnobotany, who was Richard Schultes? Ch. 21; NN 1-2.
26 Aug- Classification. Ch. 12; NN 3-4.
28 Aug - What organisms are the ancestors of plants? Ch. 15, pp. 345-358; NN 5-6.
4 Sept - More on plant origins; origin of the plant life cycle. Ch. 12, pp. 248-254: NN 7-8.
9 Sept - Bryophytes. Ch. 16; NN 9-10.
11 Sept - Ferns. Ch. 17; NN 11-12.
16 Sept - Lecture Exam 1
18 Sept - Speciation in plants. Ch. 11.
23 Sept - What is a seed? Gymnosperms. Ch. 18.
25 Sept - Angiosperms evolution and coevolution. Chs. 19 and 20.
30 Sept - Angiosperms; carnivorous plants; plant dispersal. Ch. 20.
Plant Ecology (note: two ecology chapters are available online at
www.whfreeman.com/raven8e
2 Oct - Living together. Ch. 12, pp. 247-250; TWT 1-67.
7 Oct - Mutualisms. Ch. 31 (online); TWT 68-133.
9 Oct - Plant-plant; plant-insect; plant-insect-parasitoid. Ch. 31 (online); TWT 135-200.
14 Oct - Dendrochronology. Article(s) posted on Blackboard; TWT 201-241.
16 Oct - Canopy biology. Article(s) posted on Blackboard; TWT 242-284.
21 Oct - Biomes. Ch. 32 (online)
23 Oct - Biomes. Ch. 32 (online)
28 Oct - Lecture Exam 2
30 Oct - cell theory, the plant cell – endomembrane system and cell wall formation. Ch. 3
pp. 38-45, 51-56, 62-71; TDH Chs. 1-10.
4 Nov - The Plant Cell – vacuole; more on cell wall. Ch. 3 pp. 50-51, 56-62; TDH Chs.
11-20.
6
6 Nov - The Plant Cell – continue with Ch. 3 as needed; membranes, water potential. Ch.
4; TDH Chs. 21-29.
11 Nov – Photosynthesis, pigments, photosystems, and energy transduction reactions. Ch.
7, pp. 122-135.
13 Nov – Photosynthesis, Calvin cycle. Ch. 7, pp. 135-138.
18 Nov – Photosynthesis, C4, CAM. Ch. 7, pp. 138-147.
20 Nov - Plant hormones and plant behavior. Chs. 27, 28.
25 Nov - Plant hormones and plant behavior. Chs. 27, 28.
2 Dec – Conduction. Ch. 30.
4 Dec – Conduction, Ch. 30. Catch up and synthesis
Final Exam on 13 Dec (FR) from 8:00-10:00.
Lab (page numbers refer to the lab manual):
Plant Diversity
19 Aug –vascular plant morphology (pp. 3-14)
21 Aug - Exploring the diversity of photosynthetic organisms: green algae (pp. 14-20)
26 Aug - Exploring the diversity of photosynthetic organisms: bryophytes (pp. 21-25)
28 Aug - Exploring the diversity of photosynthetic organisms: ferns (pp. 26-29); c-fern
spore sowing – paper due (M)
4 Sept - Exploring the diversity of photosynthetic organisms: trip to Eagle Lake to learn
more about bryophytes and ferns
9 Sept - Exploring the diversity of photosynthetic organisms: gymnosperms (pp. 30-35)
11 Sept - DNA barcoding
16 Sept - Exploring the diversity of photosynthetic organisms: angiosperm flower form
and function (pp. 36-43)
18 Sept - Exploring the diversity of photosynthetic organisms: angiosperms continued
23 Sept - field trip
25 Sept - Lab Exam 1
Plant Ecology: Class Research Project 1
Is it true that moss grows best on the north sides of trees?
30 Sept - Factors Affecting the Reliability of Scientific Data: A Comparison of
Vegetation Assessment Methods
2 Oct - protocol (proposed methodology) due; groups present plans
7 Oct - Field work
9 Oct - data analysis; paper due (M, R, D, LC)
Class Research Project 2: dendrochronology/dendroecology
14 Oct – field work
16 Oct – field work
21 Oct – process and cross date samples
23 Oct – process and cross date samples
28 Oct – measuring
30 Oct – measuring
4 Nov – data analysis
6 Nov – presentations
11 Nov – presentations; paper due (A, I, M, R, D, LC)
7
Plant Cell, photosynthesis and leaf anatomy, and mechanisms of growth
13 Nov – pH and enzyme activity
18 Nov – pH and enzyme activity
20 Nov – pH and enzyme activity
25 Nov - The microscopic structure of leaves: examples of adaptation and insight into
relationships between structure and function (pp. 85-91)
2 Dec - Mechanisms of plant growth (pp. 99-106)
4 Dec - Lab Exam 2
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