PRINCIPLES OF ANIMAL BIOLOGY BIO 103

Transcription

1 PRINCIPLES OF ANIMAL BIOLOGY BIO 103 **This instructor reserves the right to modify this document with verbal or written notification to the class. Instructor: Contact: Class meets: Office Hours: TEXT: Animal Diversity by Hickman, Cleveland P., et al. McGraw-Hill, 2013, 6 th edition A Photographic Atlas for the Zoology Laboratory by Van De Graaff and Crawley. Morton Publishing Company, th edition COURSE DESCRIPTION: This course introduces the student to the study of animals from the cellular level to the interactions of the organism within its environment, and their ecological contributions. This course includes principles of evolution, animal ecology, animal architecture, taxonomy, and phylogeny. It also includes the study of animal diversity, emphasizing the characteristics and classifications of animal phyla and major classes. PREREQUISITES: None COURSE OBJECTIVES: This course will give the student the opportunity to: 1. analyze the process of scientific thought and inquiry in selected reading 2. utilize the principles of evolution to compare major phyla of the animal kingdom. 3. demonstrate understanding of the hierarchical organization of animals. 4. identify common characteristics of living organisms. 5. identify characteristics of the protozoan group. 6. compare characteristics of the major phyla of the animal kingdom. 7. identify representative animal of each major phyla. 8. describe the dynamics of population growth. 9. assess the ecological impact and economic contribution of organisms of the animal kingdom. This course provides students the opportunity to: 1. develop foundational knowledge including terminology, concepts of taxonomy and phylogeny, and basic principles of evolution and ecology to prepare students for further inquiry and critical analysis of scientific information encountered in the media. 2. develop an understanding of the essential criteria of scientific inquiry through the recognition of components of the scientific method, emphasizing the generation of a hypothesis and an empirical test, analysis of observations through statistical means, and generation of a conclusion.

2 3. develop the ability to recognize science as a process by observing how the hierarchical organization of animal complexity has changed due to experimentation, changes in theory, and new understandings. 4. develop the skills necessary to use values gathered in quantitative study of ecological relationships to understand the process of change within a population, among members of a community, and throughout an ecosystem. 5. develop an understanding of interconnections and economic importance of organisms of the protozoan group and the animal kingdom and how it relates to other areas of science including medicine, food and the environment. 6. develop the ability to distinguish among scientific, nonscientific and pseudoscientific presentations, arguments and conclusions by analyzing the selected readings and videos. EXPTECTED OUTCOMES: Student will be able to: 1. demonstrate the ability to apply technology to solve problems or compile information. 2. describe major components of Darwin s Theory of Evolution. 3. apply the concept of the Hardy-Weinberg equilibrium. 4. identify the different hierarchical levels of organization making up an ecosystem. 5. describe how the relationships between organisms and their environment affect the distribution and abundance of life on earth. 6. explain carrying capacity and limiting resources, and calculate growth rates. 7. interpret graphical information. 8. describe energy flow and nutrient cycling through the trophic levels of an ecosystem. 9. recognize the biodiversity of living organisms. 10. describe the development and characteristics of animal body plans. 11. compare and contrast traditional evolutionary taxonomy and phylogenetic systematics. 12. describe the form and life-sustaining functions of the different phyla of the protozoan group. 13. describe the ecological contributions and adaptive diversification of each phyla and the major classes of the animal kingdom. 14. classify animals of each phyla and major class by form, function, and characteristic features. 15. describe the five chordate hallmarks: notochord, dorsal hollow nerve cord, pharyngeal slits or pouches, endostyle and a postanal tail. 16. create a timeline of the history of human evolution.

3 In accordance with the assessment criteria of NJC and the Community College System and to assure that NJC students are gaining skills to meet their academic and professional goals, the following competencies will be emphasized throughout this course: 1. Students will demonstrate and develop critical thinking. Students will evaluate a scientific experiment and identify components of the scientific method (variables, control, etc.). interpret graphical information and draw conclusions on various topics: types of selection and evolutionary response, survivorship trends, population growth trends, and energy flow. learn the concepts and theories of evolution and then connect those ideas to morphological changes seen in living organisms throughout geologic time. They will evaluate how the physical changes in phyla allow the organisms to successfully adapt to their environment, and how those adaptations have fostered evolution. evaluate physical characteristics of organisms and determine the animal phylum and class it belongs, and recognize other organisms that would be closely related. interpret information, apply concepts, and analyze data in order to reach logical conclusions that can be used in discussions of current ecological issues. Students will discuss pros and cons of human activity, and its future implications on the biodiversity of Earth s organisms. 2. Students will communicate effectively in written form. Students will convey their written responses to quiz and test questions, and assignments by utilizing correct grammar, correct punctuation, and logical organization. 3. Students will demonstrate and develop reading competency. Students will read material from the text and supplemental items. Students must be able to comprehend, relate, and process the information on exams and in assignments. 4. Students will demonstrate proficient technology use. Students utilize the computer for word processing and graphing scientific data. Students utilize online and library research tools to gather information on organisms or ecological issues. Students practice the safe and proper use of equipment (compound light microscopes, stereomicroscopes, etc.) during observations of specimens.

4 5. Students will demonstrate and develop mathematics competency. Students will use mathematics to solve problems and answer questions covering the following concepts: Allelic frequency of a gene in a population o Uses basic arithmetic, calculation of percentages, and evaluation of the part and whole of a percentage equation The frequencies of genotypes in a population using the Hardy-Weinberg formulas o p 2 + 2pq + q 2 = 1 and p + q = 1 o Uses basic algebra applying a formula and solving for a variable Exponential growth, logistic growth, and population growth using various formulas o instantaneous growth rate = dn/dt o growth rate of a population as a whole: dn/dt = rn o sigmoid population growth curve: dn/dt = rn((k-n)/k) o Uses basic algebra applying a formula and solving for a variable o Interpretation of graphical information An animal s energy budget using the laws of thermodynamics o P n = P g R o Analyze the rate of energy flow through the trophic levels by interpreting quantities of biomass o Evaluation of the part and whole relationship 6. Students will demonstrate an understanding of themselves as individuals and an awareness of ethical issues. Students will discuss pros and cons of human activity, and its future implications on the biodiversity of Earth s organisms. 7. Students will recognize and understand diversity in our global society. Students will be asked to respect the values and backgrounds determining the position their classmates may take regarding animal and ecological issues. Furthermore, they will be asked to appreciate and be tolerant of the different views expressed by their classmates, and the actions that could be taken regarding various issues.

5 TOPICAL OUTLINE: I. The Process of Science and Evolution a. The Scientific Method b. The Theory of Evolution c. Microevolution and Macroevolution II. Animal Ecology a. Environment and Niche b. Populations and Growth c. Community Ecology d. Ecosystems III. e. Biodiversity and Extinction Animal Architecture a. Hierarchical Organization b. Animal Body Plans IV. Taxonomy and Phylogeny of Animals a. Taxonomic Characters and Theories b. Construction of Animal Phylogenies c. Major Divisions of Life d. Major Divisions of the Animal Kingdom V. Protozoan Group a. Form and Function b. Protozoa Taxa VI. Diversity of the Animal Kingdom a. Survey of Each Major Phyla i. Form and Function ii. Ecological Relationships iii. Economic Contributions iv. Phylogeny and Adaptive Diversification b. Human Evolution i. Descendants of Man ii. Hominids iii. Homo sapiens METHODOLOGY: Lectures are a mix of traditional lecture style and small group discussion and activities. The emphasis is on introducing and illustrating new concepts through various media outlets; including power point presentations, videos, and visual animations. The supplemental book, A Photographic Atlas for the Zoology Laboratory, will be used to illustrate body plans, tissues, organ structures and taxonomic characteristics. While dissection will not occur in this class, students will still be expected to view preserved and illustrated specimens. DISABILITIES: It is the policy of Northeastern Junior College to provide appropriate accommodations to any student with a documented disability. If you have a need for accommodation in this course, please make an appointment to see me.

6 ATTENDANCE: Daily attendance and class participation is expected. It is very difficult to do well in college if class time is missed. This course moves very quickly. It is your responsibility to record your attendance each day. Please be punctual. This class will begin promptly at the assigned time. Tardiness will be disruptive to both the students and the instructor. Students absent from lecture will be responsible for the material covered. It is the student s responsibility to determine what was missed and obtain the notes and handouts. ASSIGNMENTS: Assignments will be given throughout the semester. They will be collected at the beginning of class on the assigned due date. Late assignments will NOT be accepted for any reason! *If absences are due to approved college activities, arrangements to complete and submit assignments must be made PRIOR to the absence. EVALUATION: Six to eight tests will be given throughout the semester. Quizzes will also be given. Tests and quizzes will be multiple choice, true/false, matching, short answer, diagrams, and essay. Missed quizzes and exams cannot be made up. *An exam or quiz missed because of approved college activities must be rescheduled PRIOR to the absence. Your final grade will be based on test scores, quizzes, and assignments. There is no extra credit that you can request to raise your grade, but extra credit opportunities may exist. **Cheating will not be tolerated and will result in a zero or may result in expulsion from the course. LETTER GRADES: A % of total points B 80-89% of total points C 70-79% of total points D 60-69% of total points F 59% and below of total points IMPORTANT DATES: Last date to add a class is Monday, August 29. Last date to drop is Wednesday, September 7. Last date to withdraw is Thursday, November 17. STUDENT RIGHTS AND RESPONSIBILITIES: See the student handbook and the section on faculty authority for the classroom. The Comprehensive Learning Center offers free tutoring. Take advantage of the free help!! Hours of Operation: BEHAVIOR AND DISCIPLINE 1. No food or candy is allowed in the classroom. 2. Drink containers must have lids. No open pop cans. 3. Clean up after yourself. 4. Turn cell phones off and put them away. They are not to be seen during class. 5. Talking during lecture or disrespecting your peers will not be tolerated. Refrain from profanity.

7 HOW IS THIS COURSE DIFFERENT FROM OTHERS YOU MAY TAKE? BIO 103 is a three credit, lecture only class. There is no laboratory experience. This course will meet the requirements of the GT-SC2 criteria for non-majors, and can be utilized by others in the science areas as an elective. This course is different from BIO 150 Animal Biology, which is offered only at PPCC, in that BIO 103 does not include dissection of animals, nor is there an emphasis on Colorado mammals. In addition, ecological principles are covered more extensively in BIO 103. Students interested in the PPCC Zoo Keeper program should take BIO 150 Animal Biology with lab and BIO 222 General College Ecology with lab. This course is different from BIO 112 in that BIO 112 has BIO 111 as a prerequisite and is a majors course that covers all five kingdoms, viruses, evolution and ecology. BIO 103 has no prerequisite, no laboratory/dissection, and only covers the animal kingdom and protozoa (animal-like protists). BIO 103 does not cover plants, the rest of the protists, fungus, bacteria, or viruses. More in-depth coverage of evolution and ecology principles occurs in BIO 112. In addition, in-depth systems level knowledge of animals is required in BIO 112 because it is a majors course. BIO 103 covers the basic principles of animal biology, and is designed for non-majors interested in learning about animals and the environment in which they live.