BIOLOGY II (Biology 140) 2007
Dr. Carolyn Jaslow Office: FJ 144W
e-mail: cjaslow Hours: Mon & Wed: 9:30-10:30
Phone: x3563; or 272-7148 (before 9 pm) Wed. 1:00-2:00 or by appt.
DATE TOPIC assigned reading (chapters or sections)[1]
W Jan 10 Introduction; Evolution Ch. 22 (read before class), Ch. 23
F Jan 12 Evolution -continued Ch. 23
M Jan 15 MLK Day – no class
W Jan 17 Evolution - continued Ch. 24
F Jan 19 Evolution - continued Ch. 24, review pp. 448-451, Ch. 16.2
M Jan 22 QUIZ 1; Diversity of Life; Prokaryotes Ch 25.0-25.2, 25.5, 26.6; pp. 98-99, Ch.27
W Jan 24 Diversity of Life - Eukaryotes – Protists Ch. 26.4, 28.0, 28.1
F Jan 26 Diversity of Life – Plants and Fungi Ch. 29.0, 29.1, 29.2; Ch. 31
M Jan 29 Diversity of Life – Animals Ch.32 (skim 32.2 & Fig 33.3), 34.0, 34.1
W Jan 31 Plant A&P Ch. 35.0-35.5
F Feb 2 Plant Transport Ch. 36
M Feb 5 EXAM I
W Feb 7 Plant Transport - continued
F Feb 9 The Rise of Land Plants Ch. 29, Ch. 30 (skip pp. 596-597)
M Feb 12 Angiosperms Ch. 38
W Feb 14 Plant Hormones Ch. 39.0-39.2
F Feb 16 QUIZ 2; Plant Hormones cont.
M Feb 19 Animal Homeostasis and Tissues Ch. 40.0, 40.1,40.2
W Feb 21 Tissues cont.; Muscle Ch. 49.6
F Feb 23 Nutrition & Digestive Systems Ch. 41, Ch. 33.1
M Feb 26 EXAM II
W Feb 28 Digestive Systems cont.
F Mar 2 Digestive Systems cont.
Mar 12, 14, 16 Spring Break
M Mar 19 Gas Exchange Ch. 42.5-42.7
W Mar 21 Gas Exchange cont.
F Mar 23 Osmoregulation Ch. 44
M Mar. 26 Excretory Systems Ch. 44
W Mar. 28 Excretory Systems cont., Neurons Ch. 48.1-48.4
F Mar. 30 Neurons and Nervous Systems Ch. 48.5
M Apr 2 Introduction to Hormones Ch. 45
W Apr 4 EXAM III
F Apr 6 Easter Recess
M Apr 9 Hormones cont. Ch. 45
W Apr 11 Reproductive Diversity Ch. 46.0 – 46.2
F Apr 13 Mammalian Reproduction Ch. 46.3, 46.4, pp. 982-984
M Apr 16 Mammalian Reprod. cont.
W Apr 18 Mammalian Reprod. cont.; Behavior Ch. 51
F Apr 20 QUIZ 4; Behavior cont
M Apr 23 Ecology Ch. 50, 52, 54
W Apr 25 Ecology cont.
F Apr 27 URCAS – no class
April 30 (Monday) 1:00 PM EXAM IV and CUMULATIVE EXAM
GRADING
Your grade will be determined as a percentage of the points you earn from the following:
1) Two best of three 85-pt exams (Exams I, II, and III)
2) 100 pt Exam IV taken during the final exam period
3) the cumulative part of the final (40 pts)
4) 4 quizzes (15 pts each)
5) attendance at and summary/critique of 2 seminars (20 pts)
Exams and quizzes will be based on material presented in class plus figures, tables, and terms in the text that are mentioned during lecture. You are expected to attend all lectures. No make-up exams will be given except at my discretion in rare instances of medical problems or emergencies. If a problem arises, notify me immediately, before the exam, if possible.
There will be several seminars offered by the department this semester. To earn the points stated above you must attend two of them, and submit a typed, one-page summary and critique of the seminar due by the start of the next class. Unless announced otherwise, Biology Department seminars are scheduled on Mondays in FJ–B at 4:15 PM. This spring's seminars will be announced later.
Your course work will also include homework assignments given via e-mail. These assignments should be done alone, and they will be graded on a scale of √, √+, etc. Homework scores will not be add points directly to your grade, but may be used to shift borderline grades at the end of the semester. Homework assignments must be turned in before the start of class. Late papers will not be accepted.
Grading Scale:
|
|
87% < B+ < 90% |
77% < C+ < 80% |
67% < D+ < 70% |
F < 60% |
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93% < A |
83% < B < 87% |
73% < C < 77% |
63% < D < 67% |
|
|
90% < A- < 93% |
80% < B- < 83% |
70% < C- < 73% |
60% < D- < 63% |
|
COURSE OBJECTIVES
My goal in this course is to provide you with the best possible introduction to the biology of living organisms. Throughout the semester, you will be learning the current knowledge and fundamental principles of the following general topics:
1) The process of evolution and the diversity of life.
2) Plant biology (comparative anatomy and physiology)
3) Animal biology (comparative anatomy and physiology)
4) Animal behavior
5) Ecology
After successfully completing this course you will have gained a very thorough background in organismal level biology. For those going on in Biology, this background (along with Bio. 130) will prepare you for taking our upper-level courses. But whether or not you take any more biology courses, the critical thinking skills and knowledge you will have gained here are important for you to understand your position as a single, but highly influential, animal in the network of organisms inhabiting earth.
ASSUMPTIONS AND EXPECTATIONS
Although this is an introductory class, it is a very demanding one, and the second in the series that makes up our Biology core. Bio. 130 was the first, and it is a prerequisite for taking this class. If you have not had Bio. 130, you should not be in this class, and you should speak to me as soon as possible about dropping.
Whether you struggled last semester in Bio. 130, or made terrific grades, you now have a pretty good idea of what is asked of you in a college biology course. Hopefully, one thing that you learned is that you must take an active role in the class to do well. One thing this means is that you should study your lecture notes frequently, not just a day or two before an exam. You will be exposed to a multitude of ideas and terms that you cannot hope to understand and learn if you study them all at once just before a test. As you study, make sure that you understand the concepts, then learn the details and terminology to explain them as fully as possible. Sometimes, people do poorly on exams even though they have studied very hard. This can happen because they have spent hours memorizing all the facts, but they really don’t understand the fundamental concepts. As a result, they don’t know which details are the important ones to use when answering the question. Trying to state the details without understanding the concept is like trying to list the scrambled letters in a word - it takes a lot more effort to memorize and remember the letters “nradduenst,” than it does to know the letters in the word “understand.” It also means that students waste time on exams writing down every fact they know, instead of focusing on the details needed for that question. Finally, once you think you have mastered the concepts and details, practice explaining them using the appropriate terminology. It is best to practice explaining to other people, who can point out if you’ve missed something or if your explanation of something’s significance is off the mark. Remember, if you don't know the details, then the big picture you construct will be faulty. If you don't master the terminology, your discussion of concepts will be superficial.
To do your best you should read (but don't memorize) the assigned pages before lecture and do all the homework assignments. Look up unfamiliar words. Take careful and extensive notes in class (use a tape recorder if you can't write and listen at the same time). Be sure to ask questions if you don't understand something. Then, as soon as possible after class, you should go over your notes and write out explanations and fill in any details from the book, PowerPoint, and from your memory of the lecture. Again, look up any unfamiliar words used in lecture. Make note of questions so that you can ask me next time in class or during office hours. Then learn your notes backwards and forwards, making sure that you can explain each concept completely, including all of the details and using correct terminology. If you read the handout “Suggestions for Studying” today, it will give you many hints that should help you to do well. Above all, keep in mind that I am here to help you. I hope that you will feel free to come to me whenever you have a question, whether it is about a specific bit of material from lecture or a broader question about biology in general.
The list below summarizes some of the main points of this section. Please also read the more detailed handout, “Suggestions for Studying Biology.
§ Read assigned pages/chapters before class, but don’t try to memorize the content.
§ Always print out the lecture outlines and bring them to class. Print and bring PPTs if they are provided ahead of time.
§ If you print out PPTs, do so with multiple slides/ page so you don’t waste paper.
§ Be sure to come to class! Copying someone else’s notes is NEVER as good as being there and taking your own notes.
§ Take notes of all that is said and discussed. Don’t just have copies of PPTs.
§ Redo your notes daily to fill in holes and write out explanations using your book, the PPTs and your memory. Write down questions to ask in the next class or during office hours.
§ Meet with other class members to work on notes and answer questions about notes.
§ Know all vocabulary, processes, and content within 24-48 hours of lecture.
§ Study beyond filling in holes and reading so that you fully understand the material and can explain it to others in your own words (not just memorized)
§ Meet with other class members to formulate possible exam questions and practice answering them. Try writing out your answers.
§ Do all the homework.
§ Be involved with the material.
§ Find connections between different sections in this course, other courses, and your life
§ Recognize the process that you are using to learn and to try new techniques.