Course Syllabus
Course: BIOL 1625
Division: Natural Science and Math
Department: Biology
Title: Biology II Laboratory
Semester Approved: Fall 2022
Five-Year Review Semester: Summer 2027
End Semester: Summer 2028
Catalog Description: The Biology II laboratory component allows for student application of the principles learned in the Biology II lecture course with an emphasis on investigative learning and collaboration. (Lab fee required)
Semesters Offered: Spring
Credit/Time Requirement: Credit: 1; Lecture: 0; Lab: 3
Prerequisites: BIOL 1610 and 1615, or instructor approval
Corequisites: BIOL 1620
Justification: The Biology II laboratory (BIOL 1625) and Biology II lecture course (BIOL 1620) 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) will constitute the first semester courses for the majors biology sequence. 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 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. Students will be exposed to these concepts in a hands on fashion in lab by reading, working through and completing laboratory exercises. Students will gain direct experience dissecting and identifying organisms and complete synthetic products such as dichotomous keys, as well as demonstrate their understanding in laboratory quizzes.
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. Students will be exposed to these concepts in a hands on fashion in lab by reading, working through and completing laboratory exercises. Students will gain direct experience dissecting and identifying organisms and complete synthetic products such as dichotomous keys, as well as demonstrate their understanding in laboratory quizzes.
Develop proficiency in laboratory techniques such as light microscopy and organism identification. Laboratory specimens (living and preserved) as well as one or two field trips provide opportunities to make careful observations, analyze data, and draw conclusions relevant to key biological structure/function relationships. Students are given opportunity to demonstrate both their experience in and mastery of laboratory skills as these illustrate biological principles in lab reports and/or quizzes, the production of dichotomous keys and/or other projects, and from instructor observations and comments.
Content:
Laboratory topics include the following laboratory exercises (labs). Content will be covered by reading these labs in context with pertinent lecture course content, making critical observations, dissections, comparative analyses and answering questions in the labs and on quizzes. Attendance at least one field trip is required. Laboratory topics: Chromista and red algae; Green algae and bryophyte phyla; Lycopod group and Sphenophyta, Psilophyta and ferns; Gymnosperm phyla; Angiosperms -- flowers. Contrast monocots and dicots; also fruits, seeds, embryo development; Cells, tissues, meristems; stems, leaves, and roots; Woody tissues of conifers and dicots; Porifera, Cnidaria, Platyhelminthes; Nematoda and other pseudocoelomates; Mollusca and Annelida; Arthropoda and Echinodermata; Early Chordates and Fishes; Amphibia and Reptilia; Aves and Mammalia; ecology field trip; sage grouse lek field trip (at appropriate date). Consistent with the lecture course, the lab will also highlight the contributions of scientists from diverse backgrounds.
Key Performance Indicators:
There are lab reports and/or quizzes, several key projects where some may
require library research, and one required field trip requiring a report.
Ranges for key performance indicators are as follows:
40 to 60% lab quizzes and/or lab reports, field trip report; 60 to 40%
40 to 60% lab dichotomous keys and/or projects; 40 to 60%
Representative Text and/or Supplies:
Stevens & Papenfuss. Biology 1625 Laboratory Manual, current edition
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:
Lab
Maximum Class Size: 24
Optimum Class Size: 16
