Biology 102 Summer



COURSE Syllabus

BIOLOGY 202 - BOTANY

Department of Biology

SCHOOL OF NATURAL SCIENCE AND MATHEMATICS

cLAFLIN University

spring 2016

Mihail Kantor 218 5664 mkantor@claflin.edu

Instructor Office Phone E-mail

OFFICE HOURS

| | |Tues | | | |

|Day |Mon | |Wed |Thurs |Fri |

| | | | | | |

|Hours |11.00 a. m.-1.00 p.m. |By appointment only |11.00 a. m.-1.00 p.m. |By appointment only |11.00 a. m.-1.00 p.m. |

| |2.00 p.m.-3.00 p.m. | |2.00 p.m.-3.00 p.m. | | |

TextBOOK:

Stern, KR., Bidlack, JE., and Jansky, SH., 2011. Introductory Plant Biology .12th ed. McGraw-Hill, Companies Inc., New York, NY.

I. COURSE DESCRIPTION

Biol. 202. Botany

Prerequisite: Biology 121 and 122 (3 credit hours). A plant biology course for biology majors. The biology of plants as autotrophic organisms is studied in the context of their primary role in the ecosystem. Lecture and laboratory activities in morphology, anatomy and physiology of plant organs are explored. Taxonomic classification of plants are also explored as introduction to plant nomenclature. Special emphasis is placed on plant growth and development from germination, vegetative growth, and flowering to seed formation and maturation. Greenhouse experiences to demonstrate practical application of lecture and laboratory concepts are emphasized. Three lectures per week. 3 hours.

II. RATIONALE

In accordance with the philosophy of Claflin University and the Department of Biology, students enrolled in this course will be encouraged to master the fundamental concepts of plant sciences, including agronomic and horticultural crops of the major agricultural areas of the world. In an effort to reinforce the overall goals and purpose of Claflin University and to fulfill the goals of the General Education Program and the Department of Biology, this course will strive to provide students with the skill and knowledge base that will enable them to become liberally educated individuals capable of functioning in a democratic society. The purpose of this course is to enable the student to gain an appreciation and working knowledge of the basic principles of plant science from an applied/production perspective. This course develops critical thinking skills through instruction that emphasizes the understanding of chemical, physical, and biological concepts as they relate to the applied plant sciences.

This course is also intended to augment “The Claflin University Imperative: Preparing Students for Leadership and Service in a Multicultural, Global and Technological Society” by (a) equip students with educational experiences (including leadership and service) which will enable them to make significant contributions to the development of their communities (b) provide students with quality educational experiences with a science foundation and an outlook which will enable them to acquire a broad range of knowledge, understanding, and appreciation for plants in general;(c) show that science, technology, and society are intimately linked and that knowledge of this interrelatedness will enable individuals to better participate in the various issues affecting society; (d) produce students who have the ability to locate, gather, read, and critically evaluate, store, and retrieve pertinent scientific literature and participate in conducting basic research; (e) prepare students for graduate studies and satisfying careers; (f) illustrate the structural and functional complexity and similarity of organisms, both unicellular and multicellular; (g) provide students with educational experiences which will motivate and qualify them to enter into careers in education and/or other areas and become responsible leaders and/or participants in a global, multicultural, and technological society in the 21st century; (h) help students realize that the various fields of plant (and animal) science are not separate areas but that most of the fundamental advances in our knowledge have been attained by correlation and synthesis of the contributions of several fields; (i) assist students to develop "inquiring minds", safety practices, and experimental techniques through practical laboratory experiences grounded in scientific approach; (j) assist students to gain knowledge of and insight into some of the bioethical consideration resulting from technological advances; (k) instill within students respect for and appreciation of nature and organisms; (l) show that science is never static; that some topics are in a state of flux; and that future data may cause revisions, modifications or rejection of many of our present concepts; (m) promote critical thinking skills and independent judgments;

III. COURSE OVERVIEW

The following is a preview of the nature of the course.

A. Major Concepts

1) What is Plant Biology

2) The Cell

3) Cell division

4) Roots and Soils

5) Stems

6) Leaves

7) Flowers, Fruits and Seeds

8) Plant Metabolism

9) Plant Growth and Development

10) Cell division

11) Genetics and Molecular Biology

12) Plant Breeding

13) Plant Propagation

14) Evolution

15) Plant Names and Classification

16) Angiosperms

17) Gymnosperms

B. Special Vocabulary

Students should be able to interpret and or define the following Key Terms and/or concepts that are listed in bold at the end of each chapter of the text.

C. Organization Patterns of Required Reading Materials

Students should pay particular attention to the following features of the selected course text:

a) Chapter outlines

b) Issues

c) Botany concepts

d) Thought questions

e) Connections to other chapters

D. Skills Needed

1) Effective reading and study skills

2) Note-taking skills

3) Ability to assimilate life-science vocabulary

E. Provisions for Academic Support to Develop Pre-Requisite Skills

1) Students may get assistance in writing, as well as access to computers, in the Writing Center in GTK (second floor)

2) Students access topical tutorials in the Claflin University Curriculum Laboratory

3) Students may attend free tutorial sessions provided by Freshman College

4) Students are encouraged to fully utilize the H.V. Manning Library

5) Student’s may schedule time on the department’s multi-media instruction station

6) Students must attend all scheduled class meetings. Scheduled lecture and laboratory meetings are not to be sacrificed to acquire remediation

F. Special Resources to be Used

1) People

a) Tutors

b) Biology Department Faculty

c) GTK Writing Center

2) Places

a) Claflin University Curriculum Lab

b) Claflin University JST Science Center

c) Claflin University Library

d) Claflin University Computer Labs (JST and GTK)

e) South Carolina State University Library

f) Your Instructor’s Office!!

IV. COMPETENCIES

A. Generic Competencies

1) Students will develop the ability to communicate (both verbally and in a written context) in a manner appropriate to scientific discussion.

2) Students will develop an ability to think critically and make independent judgments

B. South Carolina State Department of Education

None

C. South Carolina System for Assisting, Developing and Evaluating Professional Teachers (ADEPT)

None

D. NTE - Specific

1) Demonstrate knowledge of the historical foundations of biology, biochemistry.

2) Demonstrate an understanding of the interrelatedness of biology, chemistry and physics as applied to the study of living organisms

E. Global/International Perspective

Students should gain a perspective on the ways in which scientific endeavors in the field of plant biology can impact world peace, international law, and universal human health.

F. Multi-Cultural

Students will gain an appreciation of the contributions to the field of Botany which have been made by scientists of diverse cultures, ethnicity, gender and race.

G. Course Specific

1) Students will develop an ability to communicate a basic understanding of Botany

2) Students will develop an ability to communicate understanding of the concepts listed in III A above

H. Measurable Learning Objectives and Assessments

See page 4

I. Technological Competencies

Students are expected to complete assigned Internet activities in a timely fashion as evidenced by submitted printouts from accessed websites. Given the temporal fluctuations of Internet links and addresses, the instructor reserves the right to assign such exercises by supplementation of syllabus content during the course of a given semester.

J. Leadership and Service

Students will develop and utilize critical thinking skills in order to prepare them to serve as leaders within their chosen disciplines.

V. EXPECTED MEASURABLE OUTCOMES OR TERMINAL PERFORMANCE OBJECTIVES (TPOs)

The student will demonstrate acquisition of the competencies listed in Section IV by:

A. This competency will be measured by instructor evaluation of assigned reports and homework. In addition, all students are expected to participate in classroom discussions.

B. N/A

B. N/A

D. Acquisition of competency in this area will be assessed by

1) Classroom examinations

2) Instructor evaluation of assigned in-class presentation

E. As with E. above, student acquisition of this competency will be judged by instructor evaluation of student response to essay assignments.

F. The course specific competencies will be assessed by

1) Instructor evaluation of assigned problem sets

2) Classroom examinations will be used to evaluate student mastery of course concepts

3) Mastery of key terms and vocabulary will be objectively assessed by in class examinations and encouraged through critical review of submitted reports and assignments

G. The Technological competencies will be assessed by:

1) Instructor evaluation of Internet assignments

H. These competencies will be assessed by instructor evaluation of essay/presentation assignments on current ethical societal impact issues in biology

VI. ENABLING LEARNING ACTIVITIES

The following learning activities are designed to help the student achieve the terminal performance objectives

A. Critical review and grading of assignments will be used to assist students in developing skills in science writing

B. Lectures

1) Lecture classes will be utilized to familiarize students with the central concepts of the fields of human biology and ecology

2) Instructors are free to allow students to participate in cooperative learning activities

3) Classroom discussion of ethical and public policy topics related to science, human biology and environmental issues

C. Presentation topics

1) Domain (Kingdom) Bacteria, Domain (Kingdom) Archaea, and Viruses

2) Kingdom Protista

3) Kingdom Fungi

4) Introduction to the Plant Kingdom: Bryophytes

5) The Seedless Vascular Plants: Ferns and Their Relatives

6) Introduction to Seed Plants: Gymnosperms

7) Seed Plants: Angiosperm

8) Flowering Plants and Civilization

VII. COURSE OUTLINE AND SCHEDULE

| |Topic to be Covered |Text |

|Week 1 | |Chapter 1 |

|(1/11-15) |Syllabus | |

| |What Is Plant Biology? | |

|Week 2 | |Chapters 2,3 |

|(1/18-22) | | |

| |MLK DAY (Monday) | |

| | | |

| |The Nature of Life | |

| |Cells | |

|Week 3 |Tissues |Chapter 4 |

|(1/25-29) | | |

|Week 4 |Roots and Soils |Chapter 5 |

|(2/1-5) | | |

|Week 5 |Stems |Chapter 6 |

|(2/8-12) | | |

|Week 6 |Leaves |Chapters 7,8 |

|(2/15-19) |Flowers, Fruits, and Seeds | |

|Week 7 |Water in Plants |Chapters 9, 10 |

|(2/22-26) |Plant Metabolism | |

|Week 8 | |Chapter 11 |

|(2/29-3/4) | | |

| |MIDTERM | |

| | | |

| |Growth and Development | |

|Week 9 |SPRING BREAK | |

|(3/7-11) | | |

| | | |

|Week 10 | | |

|(3/14-18) |Overview of CU InTeGrated! Project | |

| |Link to pre-module survey available in Moodle. Due date for submission: end of week 1. | |

| |Pre-Module Quiz. | |

| |What does the field of Geosciences involve? | |

| |Career paths in Geosciences. | |

| |Unit 1: Hazards, vulnerability and risk Lecture and Discussion | |

| |Documentary “The Storm” (Frontline investigation). | |

| |Combined Lecture on Introduction to Risk and Vulnerability for Geoscience Courses and | |

| |Introduction to Risk and Vulnerability for Social Science Courses. Lead group discussions on | |

| |“think, pair, share” on vulnerability, hazard and risk. | |

| |Combined Links to US Hazard Maps ppt. with Credible data Interpretation ppt. Class project | |

| |announced. Students will receive materials and links needed to complete the mapping project | |

| |(maps will be presented in color print). If class time permits, disseminate survey results to | |

| |class. | |

| | | |

|Week 11 |Unit 2: Perception of hazards, vulnerability and risk Lecture | |

|(3/21-25) |Survey data disseminated to class (E-Surveys Pro charts and graphs for analysis). The mapping | |

| |project incorporates Part B, students using survey results and hazard maps to analyze research | |

| |questions. | |

| | | |

| |GOOD FRIDAY | |

| | | |

| | | |

| | | |

|Week 12 |Project presentations (oral and written) and Post-Module Quiz (Moodle) | |

|(3/28-4/1) |Meiosis and Alternation of Generations | |

| |Genetics and Molecular Biology |Chapters 12, 13 |

|Week 13 |Plant Breeding, Propagation, and Biotechnology |Chapter 14 |

|(4/4-8) | | |

|Week 14 |Evolution |Chapters 15, 16 |

|(4/11-15) |Plant Names and Classification | |

|Week 15 |Ecology |Chapters 25, 26 |

|(4/18-22) |Biomes | |

|Week 16 |FINAL EXAM WEEK | |

|(4/25-30) | | |

VIII. REQUIRED READING/VIEWING

A. Textbook

Stern, KR., Bidlack, JE., and Jansky, SH., 2011. Introductory Plant Biology .12th ed. McGraw-Hill, Companies Inc., New York, NY.

B. Computer Viewing

Your textbook package form the publisher includes a computer program on CD-ROM to aid your study. Each student is expected to utilize this resource to its fullest.

IX. METHOD OF EVALUATION

|COMPONENT |% OF GRADE |

|Unit exams and Mid-term |40% |

|Quizzes |15% |

|Final Exam |10% |

|Integrate assignments |20% |

|Class Participation(presentations) and Attendance |15% |

| Total | 100% |

X. GRADING SCALE

|Letter Assignment |% of Available Points Earned |

|A |90 to 100 |

|B+ |85 to 89 |

|B |80 to 84 |

|C+ |75 to 79 |

|C |70 to 74 |

|D+ |65 to 69 |

|D |60 to 64 |

|F | 0 to 59 |

XI. REFERENCES

Current articles and assigned readings in journals such as: American Journal of Botany, Journal of Botany, Botanical Journal of the Linnean Society etc.

A. A list of suggested supplemental readings con be found at the end of each chapter in the text

B. Students may consult their instructor or any additional reference materials needed

C. Internet







XII. SPECIAL COURSE REQUIREMENTS

A. Students must be simultaneously enrolled in a Biol. 202 Laboratory Section unless given permission by Department of Biology Chairperson to enroll at another time.

B. Attendance Policy In concordance with Claflin University policy students will be allowed as many unexcused absences as the course meets weekly (i.e., 3 for lecture and 1 for lab). Make-up exams will NOT be given without written approval of EXCUSED absence by the Vice President for Student Development or other designated official.

D. Additional Requirements

1) Purchase textbook, lab manual, workbook and related materials

2) Complete all background reading prior to scheduled classroom coverage of material

3) Participate in classroom discussions and exercises

4) Complete assigned work, take quizzes, tests and major examinations when they are scheduled

5) Be punctual when reporting to class

6) Have a #2 lead pencil and a pen with blue or black ink at each class meeting

XII. A Note of University Policy Regarding Plagarism.

Please note that the Department of Biology will adhere strictly to the University’s Policy regarding Academic Dishonesty

Academic Dishonesty, as defined by the university, “shall encompass misconduct during testing periods (unauthorized use of eyes, voice, textbook, paper, or any other aid created for use in cheating on an examination, test or classroom exercise) and inadequate acknowledgment of source material used in term papers, research papers, reports and other academic projects” (1999 revised Claflin College Student Handbook, page23 to 24).

“Plagiarism is a serious academic offense. In general, plagiarism is defined as not doing one’s own work, and/or representing the work of another, published or unpublished, as one’s own” (1999 revised Claflin College Student Handbook, page23 - 24).

In accordance with the University policy, work which is proven to be plagiarized will receive no credit and the assignment cannot be made up until the charge is decided upon by the Student Code of Conduct Judicial Board.

Please be aware that the policy requires that an instructor who suspects plagiarism or academic dishonesty must report the violation to the Vice President for Academic Affairs, Vice President for Student Development and Services and to the student. The written report must “include a recommendation for one of the following penalties:

1) failing grade on the work relating to the dishonest act;

2) permanent dismissal from the class in which the dishonest act took place;

3) suspension from Claflin College” (1999 revised Claflin College Student Handbook, page23 to 24).

Measurable Learning Outcomes and Assessments

(Botany-Biol 202)

General: Students will be able to accurately define bold faced terms in all branches of plant sciences with concentration in morphology, taxonomy, anatomy, and physiology, and evolution of higher plants. Students will also able to explain major concepts and plainly describe plant science related biochemical processes. Students will be able to develop critical thinking skills through individual/group activities and class discussions. Furthermore, they will learn to do literature searches from available data bases in the library, learn to read, comprehend, and analyze/interpret data from current journal articles in plant science. Minimum expectation is a “C” grade.

Expected Measurable Outcomes:

• Competency in reading and analyzing research articles in plant science

• Understanding of the distinction between the different disciplines in plant science ( anatomy, physiology, morphology, taxonomy, genetics, evolution, ecology, and cell)

• Prepare/ present abstracts from individual/group research projects, and other assigned journal articles to the class

• Perform at 70% or above in quizzes, multiple choice and essay exams

By analyzing results, organizing ideas, and sharing work, students will be able to experience the inclusive part of science rather than just the text book method. Students learning skills and outcomes will be measured/evaluated in the class through classroom discussions, pop quizzes, home works, assignments and tests.

Table 1 Biology department Learning Objectives and how they Map to School & University Learning objectives

|Biology Department General Learning Objectives |School (S) or University (U) Objective|

|1. can demonstrate a general knowledge and understanding of the spectrum and information in the biological sciences |(U7, U4, S1, S6) |

|and related disciplines, including both historical roots of the various biological disciplines and modern theories | |

|and technologies | |

|2. can speak and write coherently and think critically and logically, using higher-level thinking skills to analyze |(U1, U5,S3) |

|data, design experimental methodologies, and solve problems in all areas of life | |

|3. display a knowledge and understanding of major issues and temporary problems related to our biosphere and the life|(U2, U3, U5, S2) |

|it supports | |

|4. apply the principals and techniques inherent in the various biological disciplines to the problems of contemporary|(U7, U6, S4) |

|multi-cultural society in an effort to improve the quality of the lives of those in their local and global | |

|communities | |

|5. are prepared for leadership and service and to pursue study in biology or related areas at the graduate or |(U7, U9, S5) |

|professional level and/or seek gainful employment in academia, industry, government or private related agencies | |

|Biology (Specific Learning Objectives) | |

|6. to be able to discuss the organization of life on earth, beginning at the sub-atomic level and progressing through| |

|the biosphere | |

|7. to have developed skills of accuracy and precision in thinking communication and experimental manipulation and | |

|observation | |

|8. to be able to employ the scientific method to analyze chemical and biological problems rationally and | |

|quantitatively | |

|9. to understand the intersection of principles of physics, chemistry and biology in life processes | |

|10. to reconcile scientific information with moral doctrines (U6) | |

Table 2: Course specific Measurable Learning Outcomes and Assessments

|Biology Department |Specific Outcomes (Biol 102) |Assessment(s) |

|Learning Objectives |Students will be able to demonstrate the following in each chapter: | |

|1,7,8, 9 |The Development of Plant Study: Explain briefly what the scientific method is and what |Test #1, Midterm and |

| |hypotheses are. Name or identify a contribution to the development of botany as a |Final Exam |

| |science made by each of the following: Tfheophrastus, Leeuwenhoek, Malpighi, Grew, Van | |

| |Belmont, and Linnaeaus. Describe the major botanical disciplines and indicate briefly | |

| |the particular aspect of botany with which each is concerned. | |

|1,4,6,9 |Nature of Life: Recognize the attributes of living organisms. Define matter, describe |Test #1, Midterm and |

| |its basic state. Distinguish compounds from molecules and describe acids, bases and |Final Exam |

| |salts. Know the various forms of energy. Learn the elements found in protoplasm. | |

| |Understand the nature of carbohydrates, lipids, and proteins. Discuss protein synthesis | |

| |and the nature of DNA. | |

|1,4,6,10 |Cells: List five historical figures associated with the development of the cell theory |Test #1, Midterm and |

| |and their contributions. Identify/recognize the following cell structures and organelles|Final Exam |

| |and indicate the function of each: plasma membrane. Mitochondria, endoplasmic reticulum,| |

| |ribosomes, golgi bodies, plastids, and vacuoles. Describe the component of a nucleus and| |

| |understand the function of each component, Describe the cell cycle and the events that | |

| |take place in each phase of mitosis. | |

|1,2,3,6,10 |Tissues: Identify the meristems present in plants, and where they are found. Compare and|Test #1, Midterm and |

| |contrast the conducting tissues of plant and the function of each cell component. |Final Exam |

| |Recognize tissues of plants that are neither meristematic nor function in conduction at | |

| |maturity. | |

|1,4,6,7,10 |Roots: Describe the primary function and forms of roots. Identify the root regions |Test #1, Midterm and |

| |including the root cap, region of cell division and region of elongation. Discuss the |Final Exam |

| |specific functions of the endodermis and the periccycle. Recognize he differences among | |

| |the various types of specialized roots. Outline at least ten practical uses of roots. | |

|1,4,6,10 |Stems: Identify the tissues that develop from shoot apices and the meristems from which |Test #2, Midterm and |

| |each tissue is derived. Distinguish between primary tissues and secondary issues. |Final Exam |

| |Describe the function of each of the following: vascular cambium, stomata, and | |

| |lenticels. Compare and contrast the composition of wood and its annual rings, sapwood, | |

| |heartwood, and bark. Distinguish among rhizomes, stolons, tubers, bulbs, corms, | |

| |cladophylls and tendrils. Learn at least ten human uses of wood and stems in general. | |

|1,4,6,10 |Leaves: Recognize the external forms and parts of leaves- Describe the functions of a |Test #2, Midterm and |

| |typical leaf, and the specific tissues and cells that contribute to those functions. |Final Exam |

| |Explain the differences among pinnate, palmate, and dichotomous venation, and also the | |

| |differences between simple and compound leaves. Contrast tendrils, spines storage | |

| |leaves, flower pot leaves, window leaves, reproductive leaves, floral leaves and | |

| |different types of insect-trapping leaves. Explain why deciduous leaves turn various | |

| |colors in the fall and how such leaves are shed. List at least fifteen uses of leaves by| |

| |humans. | |

|1,4,6,10 |Flowers, Fruits and Seeds: Identify the parts of a typical flower and the function of |Test #2, Midterm and |

| |each part. Describe the features that distinguish monocots from dicots. Explain the |Final Exam |

| |distinction between a fruit and vegetable. Recognize the regions of mature fruits. | |

| |Identify live types of fleshy and dry fruits and explain how simple, aggregate and | |

| |multiple fruits are derived from the flower. Describe the adaptations of fruits and | |

| |seeds to the agents by which they are dispersed. Diagram and label a mature dicot seed | |

| |(e.g. bean) and a monocot seed (e.g. com) in section to show the parts and regions. | |

| |Describe the changes that occur when a seed germinates and note the environmental | |

| |conditions essential to germination. Describe the types of factors that control | |

| |dormancy; explain how dormancy may be broken both naturally and artificially. | |

|1,3,4,6,10 |Water in Plants and Soils: In simple terms, explain diffusion, osmosis, turgor, |Test #2, Midterm, and |

| |imbibition, and active transport. Discuss the pressure flow hypothesis and the cohesion |Final Exam |

| |theory. Illustrate the pathway, movement, and utilization of water in plants. Explain | |

| |how a stoma opens and closes. Distinguish between macro and micro nutrients, and | |

| |deficiency symptoms of each. | |

|1,4,6,10 |Metabolism in Plants: Contrast the generalized equations of photosynthesis and |Test #2, Midterm and |

| |respiration. Explain what occurs in the light and dark reactions of photosynthesis and |Final Exam |

| |identify the principal products of the reactions. Explain what occurs in glycolysis, the| |

| |Krebs cycle, and the electron transport chain of respiration. Distinguish between cell | |

| |aerobic respiration and fermentation. Compare digestion and assimilation. | |

|1,4,6,10 |Growth: Contrast growth, differentiation, and development, and distinguish among |Test #3, Midterm, and |

| |nutrients, vitamins, and plant hormones. Describe major functions of each, discuss |Final Exam |

| |commercial application for each. Distinguish among various types of plant hormones, and | |

| |identify the forces behind them. Define photoperiodism, distinguish between short-day, | |

| |long-day, intermediate-day, and day neutral plants. Explain what phytochrome is and how | |

| |it functions. Outline the role of temperature in plant growth. Describe dormancy and | |

| |stratification and give examples. | |

|1,3,4,6,10 |Meiosis and Alternation of Generations: Recognize the phases of meiosis and describe |Test #3, Midterm and |

| |what occurs in each of them, describe clearly what features meiosis and mitosis have m |Final Exam |

| |common and how they differ. Explain the significance of crossing over to offspring. In | |

| |alternation of generations, indicate at what point each of the following occurs: I) a | |

| |change from N to 2N; 2) a change from 2N to N; 3) initiation of the gametophyte | |

| |generation. Relate meiosis and alternation of generations to the process of DNA | |

| |replication discussed in Chapter 2. | |

|1,2,3,10 |Genetics: Describe the significance of Mendel's experiments with peas. Define dominancy;|Test #3, Midterm and |

| |phenotype, genotype, homozvgous heterozygous. monohybrid cross, dihybrid cross, |Final Exam |

| |backcross linkage chromosomal mapping, the hardy Weinberg law. Give the ratios of the | |

| |offspring in the first two generations from a monohybrid and dihybrid cross, Describe | |

| |the genotypes involved. Understand how introgressive hybridization may lead to the | |

| |development of new species. Define ecotype- secondary succession that begins with bare | |

| |rocks. Learn the major biornes of North America and describe the principal living | |

| |members of each. | |

|1,3,10 |Plant Breeding and Propagation: Explain the shift from hunter-gatherer societies to |Test #3, Midterm and |

| |agricultural ones. Describe phenotypic changes that occurred in plant populations as a |Final Exam |

| |result of human selection, breeding methods used for self pollinating crops, breeding | |

| |methods used for cross pollinating crops. Explain significance of germplasm banks to | |

| |crop improvement programs. Describe the method used to produce protoplast fusion | |

| |hybrids. Outline the major steps involved in creating transgenic plant. | |

|1,4,10 |Evolution: Summarize the early development of evolutionary concepts. Know contributions |Test #4, and Final Exam |

| |of Charles Darwin to the theory of organic evolution and the principles of natural | |

| |selection. Know the various lines of evidence for evolution. Explain the significance of| |

| |natural selection, mutation, migration, and genetic drift to evolution. | |

|1,6,10 |Plant Names and Classification: Discuss the problems involved in the use of common names|Test #4, and Final Exam |

| |for plants, as illustrated by a survey of such names for two related species of American| |

| |spring-flowering perennials. Give a brief historical account of the events that led to | |

| |the development and acceptance of Linnaeus' Binomial System of Nomenclature. | |

|1,4,6,10 |Domain (Kingdom) Bacteria, Domain (Kingdom) Archaea, and Viruses: Introduce Kingdom |Test #4, and Final Exam |

| |Bacteria with an overview of its features, and describes the luminescent bacteria | |

| |associated with flashlight fish as an introduction to bacteria. Discuss antibiotic | |

| |resistant strains of tuberculosis and several strains of E. coli that have been involved| |

| |in human illness. Overview the nature, reproduction, and human relevance of viruses. | |

|1,4,6,10 |Kingdom Protista: Introduce the features of members of the Kingdom Protoctista, and |Test #4, and Final Exam |

| |discuss the divisions of algae. Overview the Euglenophyta (euglenoids), the Phaeophyta | |

| |(brown algae) and Rhodophyta (red algae) and discuss the life cycle of a representative | |

| |of each division. Discuss the human and ecological relevance of some major algal phyla, | |

| |slime molds and water molds. | |

|1,4,6,10 |Kingdom Fungi: Outline major distinctions between Kingdoms Protoctista and Fungi are |Test #4, and Final Exam |

| |discussed. Summarize the features of Kingdom Fungi and a review of how the kingdom came | |

| |to be recognized are given. Selected members of each subkingdom and division are | |

| |presented along with representative life cycles and discussions of their economic | |

| |importance. Among the topics examined are slime molds, nematode-trapping fungi, | |

| |Pilobolus, truffles, morels, ergot, yeasts, stinkhorns, puffballs, bracket fungi, | |

| |bird's-nest fungi, smuts, rusts, poisonous and hallucinogenic fungi, Black Forest | |

| |mushrooms, mushroom culture, antibiotics, industrial products obtained from fungi, fungi| |

| |in nature and fungi in pollution control. | |

|1,4,6,10 |Introduction to the Plant Kingdom: Bryophytes: Discuss the features of the Plant Kingdom|Test #5, and Final Exam |

| |and its members, and then introduce bryophytes by noting their past use as bandages. | |

| |Following a discussion of the habitats and general life history of bryophytes, | |

| |liverworts are examined, with an emphasis on Marchantia. | |

|1,4,6,10 |The Seedless Vascular Plants: Ferns and Their Relatives: Review of the features that |Test #5, and Final Exam |

| |distinguish the major groups of vascular plants without seeds from one another and from | |

| |the bryophytes and then discuss representatives of each Phylum [whisk ferns (Psilotum), | |

| |club mosses (Lycopodium, Selaginella), quillworts (Isoetes), horsetails (Equisetum), and| |

| |ferns]. Discuss the importance of ferns as a source of fossil fuels. | |

|1,4,6,10 |Introduction to Seed Plants: Gymnosperms: Explore the differences between ferns and seed|Test #5, and Final Exam |

| |plants. Discuss the geological history of gymnosperms. Outline the characteristics of | |

| |the four phyla of gymnosperms. The leaves, roots, and stems of pine trees are discussed,| |

| |and pines are also used to portray the life cycle of a typical gymnosperm. Additional | |

| |conifers, such as yews, podocarps, junipers, and redwoods are given brief mention, and a| |

| |short discussion of other gymnosperms such as cycads, Ginkgo, Ephedra, Gnetum, and | |

| |Welwitschia follow. Describe the human and ecological relevance of gymnosperms, with | |

| |particular emphasis on the conifers. | |

| | | |

|1,4,6,10 |Seed Plants: Angiosperm Describe the differences between angiosperms and gymnosperms, |Test #5, and Final Exam |

| |and then discuss the theoretical origin of flowering plants. The formation of endosperm | |

| |is discussed as a major development in angiosperms, and the importance of the endosperm | |

| |in both plant and human nutrition is noted. Discuss the trends of evolutionary | |

| |specialization and classification in flowering plants. Flower preservation, including | |

| |simple herbarium techniques and practice, is next. | |

|1,4,6,10 |Flowering Plants and Civilization: Outline the problems involved in distinguishing |Test #5, and Final Exam |

| |between fact and fancy in reported past uses of plants. Discuss Vavilov's eight centers | |

| |of origin of cultivated plants, and the now more widely accepted six regions of origin | |

| |based on genetic studies. | |

|1,4,6,10 |Ecology: Explore some of the ecological topics not already discussed elsewhere in the |Test #5, and Final Exam |

| |text. An introduction to populations, communities, and ecosystems is followed by a | |

| |brief look at producers, primary and secondary consumers, decomposers, and food chains | |

| |or webs. Then energy flow through an ecosystem is considered, and the nitrogen, carbon, | |

| |and water cycles are explored. Discuss the human impacts on human, animal and plant | |

| |communities at global and regional levels, and how the science of restoration ecology | |

| |can mitigate these damages to restore ecosystem health, integrity, and sustainability. | |

|1,4,6,10 |Biomes: Describe the major biomes of the world, their location, climatic |Test #5, and Final Exam |

| |characteristics, their flora and fauna. Particular attention is given to the tropical | |

| |rain forest and its threatened condition. | |

CODE OF HONOR POLICY STATEMENT *

Claflin University prohibits all forms of academic or scholarly dishonesty, including written or oral examinations, term and research papers or theses, modes of creative expression, and computer-based work.

Scholarly dishonesty includes lying, cheating, plagiarism, collusion, and the falsification or misrepresentation of experimental data. (For social behavior, see Claflin University Student Handbook: Code of Conduct and Code of Ethics).

CODE OF HONOR PLEDGE **

In my enrollment at Claflin University, I do hereby solemnly pledge that

I ____________________________________ will adhere to the Code of Honor.

As a Claflin University Student, I do solemnly pledge to uphold the integrity of Claflin University. I will not participate in nor tolerate dishonesty in any academic endeavor

ASSURANCE STATEMENT: Claflin University adheres to all applicable federal, state, and local laws, regulations, and guidelines with respect to providing reasonable accommodations for individuals with disabilities. Individuals with disabilities should register with Disability Services and contact their instructor(s) in a timely manner to arrange for appropriate accommodations. “If you need accommodations in this class related to a disability, please make an appointment as soon as possible”.

In addition, classroom and testing accommodations should be discussed very early in the semester. Faculty should contact disability services--(Mrs. Jarvis Campus Center—535-5285 or sjarvis@claflin.edu) regarding appropriate classroom accommodations.

* This “Code of Honor” document (in its entirety) to include Introduction; Rationale; Council for the Code of Honor; Code of Honor Definitions of Violations; Procedures for Reporting Code of Honor Violations; Student Rights and Due Process and Sanctions is available in my office and on the Claflin University web.

Early Alert Statement

The Claflin University Early Alert Program is designed to assist you with your academic success. Should your instructor determine that you need additional help, you will be referred to the Academic Success Center. The Academic Success Center will assist you in successfully completing the course.

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