“OURBIOLOGICALSELVES”
INTERDISCIPLINARYBIOLOGYII(BIO1201-ID)SYLLABUS
NEWYORKCITYCOLLEGEOF
TECHNOLOGY
TheCityUniversityOfNewYork
SchoolofArtsandSciences
BiologicalSciencesDepartment
CourseInformation
Coursetitle:
BiologyII(LectureandLaboratory)
Coursecode:
BIO1201andBIO1201L
CreditHours:
4credithours
Prerequisite:
BIO1101
Lecture
• “BIOLOGY”byS.Mader&Windelspecht12thEd.,McGrawHillISBN:NYCCT
halfvolume:1259710572orISBN:FulleTextbookfortwosemesters:
1259299813(allavailableaseBooks)
• AlternateFreeOnlineTextbook:https://openstax.org/details/biology
Lab
“GeneralBiologyIILaboratoryManual”(customized)byT.Voza&M.
Montes-Matias,McGrawHillPublishers.
ISBN:9781121957886
eBookavailableathttp://create.mcgraw-hill.com/shop/
Text:
Material
Course
Description:
3hourslectureand3hourslabperweekfor15weeks
Labcoat,disposableglovesanddissectingkit
This is a continuation of the Biology I (BIO1101) course, focusing on the basic
description of living organisms ranging from Prokaryotes to higher Eukaryotes. Topics
coveredalsoincludeanimalorganizationanddescriptionoftheirmainorgansystems,
withaparticularattentiontohowsuchsystemsworkinhumans.
GradingProcedure(seeGradingPoliciesfordetails)
Lecture:60%
Lab:40%
TheLecturecomponentwillincludeatleast4examsplusotherassignments.TheLabcomponentwill
includeatleast5quizzesand2practicums.
CourseCoordinators/Instructors
Dr.TatianaVoza
(718)260-5969
Dr.GeoffZylstra
[email protected]
[email protected]
Page 1 of 13
CourseDescription
BIO1201 is the second half of First Year General Biology for non-science majors at New York City College of
Technology.Thiscoursecomeswithalectureandalabcomponent.Thecourseintroducesthestudenttoavarietyof
biologicaltopicsfundamentaltoalllivingorganisms,withafocusonhumanorgansystems.Inparticular,thecourseis
asurveyoforganismsbelongingtotheDomainsArchaeaandBacteriaand,moreextensively,thegroupsspanningthe
fourkingdomsoftheDomainEukarya.Aspecialfocuswillbededicatedtohigheranimalorganization,rangingfrom
animaltissuestoorgansandorgansystems,andhowthesesystemscompareandcontrastamongothervertebrates
andinvertebrates.Throughoutthecurriculum,interdisciplinarytopics, centeredaround4majorthemes,“History&
Scientific Discoveries”, “Biology & Industry”, “Disease Impact & Public Health Policies”, “Science & Race, Gender &
SocialStatus”,willbediscussed,providingsocial,historicalandeconomicalcontextsandconnectionstobiology.
GradingPolicies
Students’performanceonthiscoursewillbeevaluatedasfollows:
Lecture:60%offinalgrade(basedon4examsandoneIDessay)
Lab:40%offinalgrade,basedon4quizzesandagrouppaper**(50%overall)andfetalpigpractical(50%overall)
ASSIGNMENTS
LectureExam
LabQuizzes
Thereare5
quizzes,whichwill
accountfor75%of
thefinallabgrade.
Quiz1
Quiz2
Quiz3
Quiz4
Group
Paper**
POINTS
5%
5%
5%
5%
5%
NOTE
Lettergradeswillbedeterminedusingastandard
percentagepointevaluationasoutlinedbelow:
A:
93-100
A-:
90-92.9
B+:
87-89.9
B:
83-86.9
B-:
80-82.9
C+:
77-79.9
C:
70-76.9
D:
60-69.9
F:
Below60
The2practicalexamswillbe50%
ofthefinallabgrade
20%
Exam1
Exam2
Exam3
Exam4
12%
12%
12%
12%
PercentageCategory:
Exams/FinalPaper
Quizzes/GroupPaper
Practical
60%
20%
20%
FinalprojectIDEssay*
12%
Total
100%
Total
100%
ALLGRADESARECOUNTED;NONEAREDROPPEDNORARETHEYCURVED.NOMAKE-UPSAREGIVENEXCEPTATTHE
DISCRETIONOFTHEINSTRUCTORPENDINGSUBMISSIONOFWRITTENPROOFOFREASONFORABSENCE
Page 2 of 13
AttendanceandLateness
You must attend both lecture and lab.ABSENCESINEXCESSOF 10%OFTHETOTALLECTUREORLABHOURSWILLRESULTINYOUR
BEINGDROPPEDFROMTHECOURSEWITHAFAILINGGRADE.Thismeansthatnomorethan3lectureor2lababsenceswillbe
tolerated.Itisexpectedthatyouwillbeinyourseatandreadytoworkatthestartofeachperiod.Any2latenesses
willbeconsideredtobeequalto1absence.
AcademicIntegrityPolicy
“Academicdishonestyincludesanyactthatisdesignedtoobtainfraudulently,eitherforoneselforforsomeoneelse,
academic credit, grades, or any other form of recognition that was not properly earned. Academic dishonesty
encompassesthefollowing:
Cheating:Definedasintentionallygiving,receiving,usingorattemptingtouseunauthorizedmaterials,information,
notes, study aids, including any form of unauthorized communication, in any academic exercise. It is the student’s
responsibilitytoconsultwithinstructorstodeterminewhetherornotastudyaidordevicemaybeused.
Plagiarism:Plagiarismisintentionallyandknowinglypresentingtheideasorworksofanotherasone’sownoriginal
idea or works in any academic exercise without proper acknowledgement of the source. The purchase and
submission of a term paper, essay, or other written assignment to fulfill the requirements of a course, and violates
section213-boftheStateEducationLaw.Thisalsoappliestothesubmissionofallorsubstantialportionsofthesame
academicworkpreviouslysubmittedbythestudentoranyotherindividualforcreditatanotherinstitution,orinmore
thanonecourse.
BiologyII(BIO1201)LearningOutcomes
Uponsatisfactorycompletionofthiscourse,thestudentwillbeableto:
I.
Discuss the contribution of disciplines such as Systematics and Taxonomy to the organization of living
organisms. Provide criteria for classification and naming. Explain how organisms are evolutionarily related.
Understandtheconceptofhomology.
II.
Identify Prokaryotic organisms and distinguish them from Eukaryotes depending on their cellular
characteristics. Provide examples of organisms belonging to the domain Bacteria and the domain Archaea.
Elaborateoverthecontributionofbacterialinfectionstothedevelopmentofdiseasesinthemodernsociety.
ExplainthedifferencesbetweenProkaryotesandVirusesandwhyvirusesarenotconsideredalive.
III.
List and explain the characteristics of the kingdom Protista and of the variety of organisms belonging to it.
Provide examples of various kinds of protists and how they differ from each other in cell composition,
organization and general behavior. Compare the relationships of protists with other organisms, including
examplesofparasiticand,generally,disease-causingorganisms.
IV.
List and explain the characteristics of the Kingdom Fungi and of the organisms belonging to it. Distinguish
betweenzygospore,ascosporeandbasidiosporefungi.Provideexamplesofthedifferentkindsoffungi,their
habitatsandtheirsurvivalskills.
V.
List and explain the characteristics of the kingdom Plantae and of the organisms belonging to it. Explain the
concept of alternation of generations and the main differences between gametophyte and sporophyte
individuals. Provide classification criteria to distinguish between different kinds of plants. Describe the
differencesbetweenvariousplanttissuesandtheirpurposewithintheplant.Analyzethemainkindsofplant
organs (roots, stems and leaves) and their contribution to the life cycle of plants. Describe the main steps in
plants’ reproduction, and the importance of the flower as the main reproductive organ in angiosperms.
Distinguishbetweenmicro-andmacronutrientsandtheirimportancewithinthelifeofanyplant.
VI.
List and explain the characteristics of the kingdom Animalia and of the organisms belonging to it. List the
variouscriteriaforanimalclassification,rangingfromthetypeofsymmetrytothepresenceorabsenceofan
internalbodycavity.Distinguishbetweeninvertebratesandchordates.
VII. Describethefourmainkindsofanimaltissuesalongwithexamplesofwheretheycanbefoundinhumansand
of the purpose they may serve. Explain the purpose of having tissues organized into organs and organs into
Page 3 of 13
VIII.
IX.
organsystemswithinthehumanbody.Presenttheconceptofhomeostasis,alongwithexamplesofhowitmay
functioninhumans.
Describe vital processes including hemolymph/blood circulation, immunity, gas exchange, food digestion and
nutrient absorption, body fluid regulation, control of nervous impulses and reproduction and be able to
compareandcontrastfeaturesininvertebratesversusvertebrates(includinghumans).
Dissectandidentifythemainorgansinafetalpigmodel.Listthecomponentsofeachmainorgansysteminthe
provided animal model, and compare them with their counterparts in humans. Dissect and identify the main
componentsofasheep’sbrain,andcomparethemwiththecorrespondingstructuresinahumanbrainmodel.
CityTechGeneralEducationCommonCoreLearningOutcomes
Uponsatisfactorycompletionofthiscourse,thestudentwillbeableto:
1. UseBiologyasaforumforthestudyofvalues,ethicalprinciples,andthephysicalworld.
2. Showcuriosityandthedesiretolearn.
3. Engageinanin-depth,focused,andsustainedprogramofstudy.
4. Employscientificreasoningandlogicalthinking.
5. Derivemeaningfromexperience,aswellasgatherinformationfromobservation.
6. Understand and employ both quantitative and qualitative analysis to describe and solve problems, both
independentlyandcooperatively.
7. Understandandnavigatesystems.
8. Communicate in diverse settings and groups, using written (both reading and writing), oral (both speaking
andlistening),andvisualmeans.
9. Valueknowledgeandlearning.
10. Demonstrateintellectualhonestyandpersonalresponsibility.
CUNYPathwaysCommonCoreLearningOutcomes
Uponsatisfactorycompletionofthiscourse,thestudentwillbeableto:
1. Identifyandapplythefundamentalconceptsandmethodsofalifescience.
2. Apply thescientificmethodtoexplorenaturalphenomena,includinghypothesisdevelopment,observation
anddatapresentation.
3. Usethetoolsofascientificdisciplinetocarryoutcollaborativelaboratoryinvestigations.
4. Gather,analyze,andinterpretdataandpresentitinaneffectivewrittenlaboratoryorfieldworkreport.
5. Identifyandapplyresearchethicsandunbiasedassessmentingatheringandreportingscientificdata.
CityTechInterdisciplinaryCourseGeneralLearningOutcomes
Uponsatisfactorycompletionofthiscourse,thestudentwillbeableto:
1. Purposefullyconnectandintegrateacross-disciplineknowledgeandskillstosolveproblems
Throughoutthiscurriculum,studentswillhavetounderstandandapplythescientificmethod,reasoningand
logic while also considering limitations related to technology, beliefs and social environment. Students will
havetoidentifyissuesinherenttodifferentfieldswhenconductingscientificresearch.Aspathsandobstacles
leadingtobiologicaldiscoveries,knowledgeandapplications,willbediscussed,studentswillalsobeableto
reflect on the importance of troubleshooting, failures and negative results in problem solving and
breakthroughadvances.
2. Synthesizeandtransferknowledgeacrossdisciplinaryboundaries
Students will learn how society, religious beliefs, economics and politics can impact biology and scientific
discoveriesandhowinturnbiologicaladvancesandknowledgeaffectoursocialexperience.Discussionsand
documentswillhighlightinteractionsbetweenScience(andinparticularBiology)andotherdisciplines/fields,
Page 4 of 13
3.
4.
5.
6.
providingcontextandanalysisofdifferentcasestudiesandapplications.
Comprehendfactorsinherentincomplexproblems
This course will allow students to understand that scientific discoveries and knowledge are not obtained
linearly.Differentlevelsofcomplexityandlimitationswillbestudiedthroughdiscussionsontopicssuchas
thehistoryofdiscoveries,theeffectofreligionandpoliticsonscientists,andbiasesinbiomedicalresearch.
Applyintegrativethinkingtoproblemsolvinginethicallyandsociallyresponsibleways
Beingabletoseehowdifferentaspectsoflifeintersectisimportanttoproblemsolvingandsocialdecision-making.
Biologyintersectswithmanypartsofoursociallivesandthiscoursewilltrainstudentshowtorecognizethese
intersectionsandhowtosimultaneouslythinkaboutbiologyandsocietywhenmakingdecisions.Discussionsabout
publicpolicyasitrelatestoinfectiousdisease,thecorporateownershipofgeneticinformationandthewayssocial
categorieslikeraceandgenderrelatetosciencewillenablestudentstouseintegrativethinkingtomakesocially
responsibledecisions
Recognizevariedperspectives
Whilemostpeoplehavetheperceptionthatscientistsfocusonfindingthetruthortheonebestsolutiontoa
problem,twenty-firstcenturyscientistsneedtothinkinflexiblewaysandfocusoncreatingmultiplesolutions
to a problem. By introducing students to philosophers of science like Thomas Kuhn that focus on
epistemology (paradigm change in the creation of scientific knowledge) students will see that scientific
knowledge is variable and contended. Building on this, students will study the specific experiences of
scientistsfromdifferentsocialgroupsandseehowsocialexpectationsplayaroleinthelivesofscientistsand
therecognitionoftheirwork
Thinkcritically,communicateeffectively,andworkcollaboratively
Twoessayassignments,uniqueinabiologyclass,willaskstudentstoworkaloneandingroupstoassessboth
howtimeandplacerelatetoscientificexperimentationandhowbiologyintersectswiththerestofsociety.
These essays force students to think about biology and society in new ways and to communicate their
thoughtsinwriting.
Page 5 of 13
* Description of the end of semester Interdisciplinary Essay (individual project)
Write a 2-page essay describing how biology intersects with social aspects of human life. You can think about this paper in terms of gender, race,
public policy, and business or corporate influence.
Select two of the following issues and tie them together with biology in your papers.
• Public Policy
• Race
• Gender
• Business or corporate influence
The best papers will seamlessly integrate the issues you choose with biology in cohesive paper. In other words, you are relating these different
issues to each other in a seamless manner. Your paper should not read like two or three separate papers addressing each issue.
Style and Format
2 pages
Typed double spaced
12 pt Times New Roman font or equivalent
1 inch margins
Your paper must have a title (the wittier the better)
Name and section # at the top of page 1 or on the title page
Use either footnotes or parenthetical citations to cite your sources
What is an Essay?
An essay is an argumentative paper that expresses the author’s point of view on a specific topic. Essays are usually both analytical as the author is
judging or critiquing something, and also descriptive as the author needs to use facts to prove the accuracy of their opinion.
Structure
Introduction – A good introduction will contain (1) a catch, (2) a thesis statement, and (3) will give an indication of how the rest of the paper will
be structured.
Body – This is the portion of the paper where the author makes their argument. Here the author presents information that proves the thesis of the
paper. The paragraphs in the body should flow into each other.
Conclusion – The conclusion of an essay should explain how the author proved their point. In this way the conclusion is not simply a restatement
of the thesis, but a blending the thesis and the body. Tell the reader how the details you discussed in the body proved the thesis in your
introduction.
** History & Scientific Discoveries Descriptive Paper (group project)
Write a 1-page paper describing historical experiments and complications that biological researchers faced as they developed new biological
knowledge. If possible consider how the concept of paradigm change discussed earlier in the semester connect with the biological research you
will discuss.
Style and Format
1 page
Typed double spaced
12 pt Times New Roman font or equivalent
1 inch margins
Your paper must have a title (the wittier the better)
Name and section # at the top of page 1 or on the title page
Use either footnotes or parenthetical citations to cite your sources
What is a descriptive paper?
A descriptive paper is a paper that paints a picture of a certain object, event, situation, or issue. These types of papers leave the reader with a clear
impression of something they did not know about before. A high quality descriptive paper does not only present facts, but also ties those facts to a
larger theme. Better papers will connect the facts of the biological research you describe to a theme present in the relationship between biology
and society.
Structure
Introduction – A good introduction will contain (1) a catch, (2) a brief description of the topic, and (3) will connect that topic to a larger theme.
Body – This is the portion of the paper where the author presents descriptive information that paints the picture you are trying to create. The
paragraphs in the body should flow into each other.
Conclusion – The conclusion of a descriptive paper should briefly capture the most important part of the description and link it to the theme of the
paper. In this way the conclusion is not simply a summary, but a blending the information and the theme. Tell the reader how the details you
discussed in the body highlight the theme of the paper. Leave the reader with a clear impression of why the topic is important
Page 6 of 13
LectureSchedule
th
Chaptersareindicatedforthe12 Editionof“BIOLOGY”byS.MaderMcGrawHillPublishers
Topics
Textbook
Pages
IDComponent
Chap.19
337-351
History&
Scientific
Discoveries:
Evolutionvs
Politicsor
Religion
Chap.20
362-382
Chap.21
373-394
Biology&
Industry:
Protistology
andFood
Week1
ClassificationofLivingOrganisms
•
•
•
Taxonomy:classificationandnamingofliving
organisms
Systematicandevolutionaryrelationshipbetween
organisms
Classificationsystems:DomainsandKingdoms
IDMaterial
• 20mindiscussiononLinnaeus&
Kuhnandparadigmaticshifts
• ExcerptfromTheStructureof
ScientificRevolutionsbyT.Kuhn
excerpt
• BBCdocumentaryonDarwin’slife
andstruggles(http://dai.ly/xsxubk)
ID
Assessment
6MCQ
Exam1
Week2
Viruses,BacteriaandArchaea
§
§
§
TheViruses:viralstructure,viralreproduction,viral
infections
TheDomainBacteria:structure,reproduction,
nutrition
TheDomainArchaea:structureandfunction,typesof
archaea
Week3
TheProtists
§
§
§
§
§
Ecologicalimportance
TheAlgae:green,red,brown,diatoms
Euglenoids
TheProtozoa(Zooflagellates,AmoebasandCiliates)
Slime&WaterMolds
• 20minpresentationofcommercial
usesforprotistsinfood
• Inclassfoodlabelsanalysis
6MCQ
Exam1
Week4
EXAM1(Classification,Viruses,Bacteria&ArchaeaandProtists)
TheFungi
§
§
§
§
CharacteristicsandstructureofFungi
ReproductionofFungi
ClassificationofFungi:Chytridiomycota,Zygomycota,
Ascomycota,Basidiomycota
SymbioticRelationshipsofFungi:lichens,mycorrhizae
Chap.22
395-409
Page 7 of 13
Week5
EvolutionandDiversityofPlants
§
§
§
§
§
§
Vascularandnon-vascularplants
Plantswithandwithoutseeds
GymnospermsandAngiosperms
Plantorgans:roots,stems,leaves
Monocotandeudicotplants
Planttissues:epidermaltissue,groundtissue,vascular
tissue
Chap.
23&24
411-455
Week6
§
§
§
§
Essentialinorganicnutrients(macro-andmicronutrients)
Soil:soilformation,nutritionalfunctionofsoil,soil
particlesandsoilerosion
Waterandmineraluptake
Plantreproductivestrategies
Seeddevelopment
6MCQ
Exam2
http://www.theguardian.com/environmen
t/2003/sep/08/wto.fairtrade3
NutritionandTransport&Reproductioninplants
§
• 20mindiscussiononPatentsand
NeemOil
•
Textbookinsertonp435onNeem
Biology&
plants
Industry:
Ethnobotany& • “GrantingCommunityTheft.”ByJ.
VidalinTheGuardian9/8/2003
Pharmaceutics
Chap.25
456-475
Chap.27
495-511
Week7
EXAM2(TheFungiandPlants:Evolution,Diversity,Nutrition,TransportandReproduction)
KingdomAnimalia:Invertebrates&Vertebrate
Chordates
§
§
§
Introductiontoinvertebrates:leveloforganization,
typeofsymmetry,typeofcoelom,segmentationand
embryology
Protostomes:Molluscs,Annelids,andArthropods
Deuterostomes:EchinodermsandChordates
Chap.
28&29
513-563
Week9
Week8
AnimalOrganizationandHomeostasis
§
§
§
Typesoftissue:epithelial,connective,muscular,and
nervous
Organsandorgansystems
Homeostasis:negativeandpositivefeedback
Chap.31
580-599
• 15mindiscussionontheHeLacells
history
Science&Race, • ExcerptsfromTheImmortallifeof
Gender,Social
HenriettaLacksbyR.Skloots
Status
• Podcast:HowHeLaCellsWork
§
Circulationininvertebrates
Circulationinvertebrates
Bloodasatransportmedium
6MCQ
Exam3
(http://www.stuffyoushouldknow.com/podcast
s/hela-cells-work/)
Circulation
§
§
Chap.32
600-620
Page 8 of 13
Week10
LymphTransportandImmunity
§
§
§
Thelymphaticsystem
Theimmunesystem:specificandnon-specific
defenses
Antibodiesandtypesofimmunity
Chap.33
621-640
• 15mindiscussioncenteredon
articlesonEbolaandEmergency
Diseases
PublicHealthPolicies
Impact&Public
•
CDCwebsitevisit
HealthPolicies
• OnlinearticlefromTheFreeman
SpogliInstitute(FSI)
(https://shar.es/1vbKu5)
6MCQ
Exam3
Week14
Week13
Week12
Week11
EXAM3(KingdomAnimaliaandAnimalOrganization&Homeostasis,Circulation,LymphaticSystem)
DigestionandNutrition
§
§
§
Digestivetracts:incompleteandcomplete;continuous
anddiscontinuous
Adaptationtodiet
Humandigestivetract
Chap.34
641-658
Respiration
§
§
§
Gasexchange
Waterandlandenvironments
Humanrespiratorysystem
§
AquaticanimalsandTerrestrialanimals
Wasteproducts:urea,uricacid
Organsofexcretion
Humanurinarysystem
Invertebratenervousorganization
Vertebratenervousorganization
Humannervoussystem:centralandperipheral
Week15
Asexualreproduction
Sexualreproduction
Maleandfemalereproductivesystem
Hormonesofreproductivesystem
Chap.37
691-713
Reproduction
§
§
§
§
Chap.36
677-690
NervousSystemandSenseOrgans
§
§
§
6MCQ
Exam4
Chap.35
659-676
BodyFluidRegulationandExcretion
§
§
§
• 20mindiscussiononBloombergand
sodas
Diseases
• PublicHealthLawCenterpdfdoc:
Impact&Public
TaxingSugarDrinks:AToolfor
HealthPolicies
ObesityPrevention,CostSavingand
HealthImprovement
(http://publichealthlawcenter.org)
Chap.41
770-792
• 20mindiscussionTuskegeeSyphilis
Science&Race,
Experiments
Gender,Social
• Website:U.S.PublicHealthService
Status
SyphilisStudyatTuskegee
6MCQ
Exam4
EXAM4-FINAL(Digestion-Nutrition,Respiration,Excretion,NervousSystem&Reproduction)
SubmissiondeadlinefortheInterdisciplinaryThemeEssay*
Page 9 of 13
LaboratorySchedule
Pageareindicatedfor“GeneralBiologyIILaboratoryManual”byT.Voza,&M.Montes-Matias,McGrawHillPublishers
Topics
Pages
Week1
Taxonomy:ClassificationandNamingofLivingOrganisms
§
§
§
§
Listthetaxonomiclevelsfromthebroadesttothemostspecific.
Explainthedegreeofsimilarityanddifferencebetweenorganisms
classifiedinataxonomictable.
Identifyanimalsandplantsthroughtheuseofadichotomouskey.
SimBioVirtualLab:“Flowers&Trees”
IDComponent
IDMaterial
ID
Assessment
History&
Scientific
Discoveries:
Beliefs&Proofs
• 15mindiscussiononthe
MiasmaandGermTheoryof
Disease
5MCQ
Quiz1
Biology&
Industry:
Mycologyand
Pharmaceuticals
• 15mindiscussionondrugs
anddiseaseslinkedtofungi
• Casesstudies(articles)
• Discoveryhistoryofstatins,
antibiotics(articles)
5MCQ
Quiz2
Science&Race,
Gender,Social
Status
• 15mindiscussionon
WomeninScience:
• FemaleBiologists
Biographies:
-BarbaraMcClintlock.
GeneticsandChromosomes
ofplants.Theorieswerenot
5MCQ
Quiz2
2-14
DomainBacteriaandDomainArchaea,KingdomProtista
Week2
§
§
§
§
DescribethedistinguishingfeaturesofmembersoftheDomain
Bacteria.
Describedifferencesbetweenbacteriaandcyanobacteria.
Discussthedistinctivefeaturesofeachgroupofalgaeand
protozoans.
Listexamples,habitats,reproductivemethods,anduniquefeatures
ofrepresentativemembersoftheKingdomProtista.
15-32
Week3
Quiz1(Taxonomy,Bacteria,ArchaeaandProtists)
KingdomFungi
§
§
§
DescribethecharacteristicfeaturesofKingdomFungi.
Explainthedivisionnames:Chytridiomycota,Zygomycota,
Ascomycota,BasidiomycotaandAMFungi.
Discussvariationsinstructureandthesequenceofeventsforsexual
reproductionforthemajordivisionsoftheKingdomFungi.
33-46
Week4
KingdomPlantaeI–Bryophytes,Ferns&Gymnosperms
§
§
§
§
§
Describetheprocessofalternationofgenerations.
Explainthecriteriaforplantsclassification:conductingtissue,seeds
andflowersanddistinctiveevolutionaryfeatures
Discusssimilaritiesanddifferencesbetweenfernsandbryophytes.
Describethelifecyclesoffernsandtheirallies.
Describethelifecycleofapinetree(gymnosperm)
47-57
Page 10 of 13
accepteduntillater
developmentsprovedher
correct.
Week5
KingdomPlantaeII–Angiosperms:PlantForm&Function
§
§
§
§
Describethelifecycleoffloweringplants(angiosperms)
Listandgivethefunctionsoftheprincipalpartsofaflower.
Describethestructureandfunctionofroots,stems,andleaves.
Observeandexplaincharacteristicsoffreshmonocotsandeudicots
sprouts
54-79
-RosalindFranklin.DNA
structure.InfluencedCrick
andWatson.
Quiz2(Fungi&Plants)
KingdomAnimaliaI-LowerInvertebrates
Week6
§
§
§
Explainanddiscussanimalclassification(levelsoforganization,body
symmetry,coelom,protostomes,deuterostomes)
Describethedistinguishingfeaturesofmembersofthephylum
PoriferaandthephylumCnidaria.Describethebodyformsof
cnidarians.Comparethefeedingmethodsofspongesandjellyfish.
Observethefeedingbehavioroflivehydracapturinglivewaterfleas
(daphnia;crustaceans).
Describethegeneralmorphologyofflatworms(phylum
Platyhelminthes).Observethemorphologyandbehavioroflive
Planaria
Week7
§
Describethegeneralmorphology,majorclassesandadvanced
characteristicsofroundworms(phylumNematoda)androtifers
(phylumRotifera).Observethebehaviorofliverotifers.
DescribethegeneralmorphologyoforganismsofphylumAnnelida
andphylumMollusca.Dissectpreservedearthwormsandbivalves
(clams)
81-89
KingdomAnimaliaII-LowerInvertebrates(continued)
§
90112
KingdomAnimaliaIII–ArthropodsandChordates
Week8
§
§
We
ek9
§
Describethegeneralmorphology,characteristicsandmajorclasses
ofphylumArthropoda.Describemodificationsoftheexoskeleton
andpairedappendagesofarthropods.Observepreservedinsect
specimens(grasshoppers)
Describethemorphology,characteristicsofthephylum
Echinodermata.Dissectpreservedseastars(ifavailable).
Describethemorphology,characteristicsofthephylumChordata.
Dissectpreservedfrogs
113142
Science&Race,
Gender,Social
Status
• 15mindiscussionon
ExperimentalDesignsand
TranslationalMedicine
• Selectionofarticlesonsex
biasintranslational
medicine
5MCQ
Quiz3
UNIFORMMIDTERMPRACTICAL
Page 11 of 13
VertebrateOrganization–TissuesandOrgans
§
§
Week11
Week10
§
Describethegeneralpropertiesoftissuesversussinglecells
Describethecharacteristicsofepithelial,connective,muscularand
nervoustissues
Describetheorganizationoftheskinasanorganmadeofseveral
tissuesworkingtogether
143158
History&
Scientific
Discoveries:
Failuresand
Misapps
• 5minutediscussionon
BloodGroups
• Podcast:What’sthedeal
withBloodTypes(1hr2min)
https://itunes.apple.com/us/podca
st/whats-deal-bloodtypes/id278981407?i=339613425&
mt=2
VertebrateAnatomyI–Real&VirtualFetalPigDissection
§
§
§
Understandtheclassificationofthepigasamammal;namethe
uniquemammaliancharacteristicsrepresentedbythefetalpig.
Definealltheanatomicalterminology,planesandstructures
Dissectandidentifythecomponentsofthedigestiveandrespiratory
systemsofthefetalpig
VertebrateAnatomyII–Real&VirtualFetalPigUrogenitalSystem
§
§
Dissectandidentifytheheartofthefetalpigalongwiththemain
bloodvessels(aorta,venacava)
Define,identify,anddescribecomponentsofthefemaleandmale
urogenitalsystemofthefetalpig.
159170
170174
214217
Onepage
paper
(Group
project)**
Week12
Quiz3(VertebrateAnatomy:Tissues,OrgansandOrganSystems)
VertebrateAnatomyIII–OrgansofHomeostasis
§
§
§
§
Definehomeostasisandwhyitisanimportantcharacteristicof
everylifeform
Describethestructureandfunctionofthehumanlungs,liverand
kidneysandtheirroleinthemaintenanceofhomeostasis
Describetheprocessofurineformationinthehumankidney
Explainanddiscussnegativeandpositivefeedbackmechanisms.
175192
TheNervousSystem-SheepBrain-SensoryOrgans
Week13
§
§
§
Wee
k14
§
Defineanddescribethecomponentsofthecentralandperipheral
nervoussystems
Identifythecomponentsandbasicfunctionofthesheepbrainand
theirhumancounterpartsonthemodelsavailable
Describethestructureofthespinalcordandthemechanism
underlyingreflexes
SimBioVirtualLab:“ActionPotentialsExplored”
193212
Quiz4(Physiology:Homeostasis,OrganFunctionsandNervousSystem)
Submissiondeadlineforonepagedescriptionpaper*on“History&ScientificDiscoveries”
Page 12 of 13
EmbryologicalDevelopment
§
Week15
§
Describethemainstepsintheembryologicaldevelopmentof
vertebrates
Identifythevariousstagesinthedevelopmentalmodelsprovided
213228
ReviewforFinalPracticum
Final:FetalPig/BrainPracticum
Page 13 of 13