Course Syllabus
Course: BIOL 1620
Division: Natural Science and Math
Department: Biology
Title: Biology II
Semester Approved: Fall 2022
Five-Year Review Semester: Summer 2027
End Semester: Summer 2028
Catalog Description: This course introduces major phyla and classes of algae, plants, and animals through the study of structure/function relationships, reproductive mechanisms, adaptations, and evolutionary development, physiology, ecology, and human importance. This is the second semester course of a year-long sequence that is required for most biology majors, many preprofessional majors, Natural Resource majors, and some Agriculture majors.
Semesters Offered: Spring
Credit/Time Requirement: Credit: 4; Lecture: 4; Lab: 0
Prerequisites: BIOL 1610 and 1615, or instructor approval
Corequisites: BIOL 1625
Justification: The Biology II lecture course (BIOL 1620) and Biology II laboratory (BIOL 1625) have been designed as the second semester courses in a year-long exposure to biology as recommended by the State Biology Group. Biology I lecture (BIOL 1610) and Biology I laboratory (BIOL 1615) constitute the first semester courses for the majors' biology sequence. This year-long sequence of biology is required for most biology majors, many preprofessional majors, natural resource majors, and some agriculture majors. For the natural sciences, science is the systematic inquiry into natural phenomena organizing and condensing those observations into testable models and hypotheses, theories or laws. The success and credibility of science is anchored in the willingness of scientists to: 1) expose their ideas and results to independent testing and replication by other scientists which requires the complete and open exchange of data, procedures, and materials; 2) abandon or modify accepted conclusions when confronted with more complete or reliable experimental evidence. Adherence to these principles provides a mechanism for self-correction that is the foundation of the credibility of science. (Adapted from a statement by the Panel on Public Affairs of the American Physical Society which was endorsed by the Executive Board of the American Association of Physics Teachers in 1999.) While properties of matter and energy in the physical sciences are common to life science, the emergent properties resulting from the complexities of life require additional study to amplify and clarify the scientific mechanisms of nature.
Student Learning Outcomes:
Students will develop a strong understanding of animal biology---specifically, how biological principles of cell structure and function, metabolism, meiosis (life cycles), and biological information in DNA, RNA and protein are integral to our understanding of evolution, systematics and taxonomy, diversity and ecology of animals. Short answer and essay questions, and problem-solving exercises especially dichotomous keys and other testing strategies in the first half of the class will offer students opportunities to display concept mastery. They will also be tested on this material in the final exam.
Students will develop a strong understanding of plant and algal biology---specifically, how biological principles such as cell structure and function, metabolism, meiosis (life cycles), and biological information in DNA, RNA and protein are integral to our understanding of evolution, systematics and taxonomy, diversity and ecology of algae, and plants. Short answer and essay questions, and problem-solving exercises especially dichotomous keys and other testing strategies in the second half of the class will offer students opportunities to display concept mastery. They will also be tested on this material in the final exam.
Students will understand how our scientific understanding of organismal biology is applied to improve human quality of life and help society deal with current issues. This will be achieved through discussion of instructor-chosen topics including genetic engineering and bioprospecting for food, fiber, medicines, fuel, how representative taxa influence environmental quality and pollution, and the potential impacts of climate change on ecosystems. Students will understand these issues in the context of how scientific principles are applied to develop technologies and deal with environmental problems and issues. Students will be evaluated on their understanding of these issues in short answer questions on exams.
Content:
Course content will be covered by reading assignments in the textbooks, handouts, lecture and class discussion, and independent study. This course will introduce students to: the evolution of multicellularity and complex body plans; cell specializations including their organization into tissues, organs and their physiology; representative reproductive strategies and cycles; chloroplast endosymbiosis and possible evolutionary paths in development of land plants from green algae; and the diversity of life in algae, plants and animals. Scientists from diverse backgrounds will be highlighted as a part of course discussions.
Key Performance Indicators:
section exams 60 to 80%
final exam 20 to 40%
Representative Text and/or Supplies:
Evert and Eichhorn, Raven Biology of Plants, current edition
W.H. Freeman and Company; Miller and Harley, Zoology, current edition, McGraw-Hill Companies, Inc.
Pedagogy Statement:
Instructors will use lecture, demonstrations, discussions, group work, and allow time for engagement and to encourage learning. Instructors will work to become aware of the unique experiences of all students from diverse backgrounds by creating a positive classroom environment through attitude, expectations, behavior, and learning students' names/backgrounds/identities.
Instructional Mediums:
Lecture
Maximum Class Size: 48
Optimum Class Size: 24
