biology 102 summer · web viewintroductory plant biology .12th ed. mcgraw-hill, companies inc., new...

Biology 202 Spring 2016

COURSE SYLLABUSBIOLOGY 202 - BOTANY

DEPARTMENT OF BIOLOGYSCHOOL OF NATURAL SCIENCE AND MATHEMATICS

CLAFLIN UNIVERSITY SPRING 2016

Mihail Kantor 218 5664 [email protected] Instructor Office Phone E-mail

OFFICE HOURS

Day Mon Tues Wed Thurs Fri

Hours 11.00 a. m.-1.00 p.m.

2.00 p.m.-3.00 p.m.

By appointment

only

11.00 a. m.-1.00 p.m.

2.00 p.m.-3.00 p.m.

By appointment

only

11.00 a. m.-1.00 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. RATIONALEIn 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

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

A. Major Concepts1) What is Plant Biology2) The Cell3) Cell division4) Roots and Soils5) Stems6) Leaves7) Flowers, Fruits and Seeds8) Plant Metabolism9) Plant Growth and Development10) Cell division11) Genetics and Molecular Biology12) Plant Breeding13) Plant Propagation

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14) Evolution15) Plant Names and Classification16) Angiosperms17) Gymnosperms

B. Special VocabularyStudents 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.

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C. Organization Patterns of Required Reading MaterialsStudents should pay particular attention to the following features of the selected course text:

a) Chapter outlines b) Issuesc) Botany conceptsd) Thought questionse) Connections to other chaptersD. Skills Needed

1) Effective reading and study skills2) Note-taking skills3) Ability to assimilate life-science vocabulary

E. Provisions for Academic Support to Develop Pre-Requisite Skills1) 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 Laboratory3) Students may attend free tutorial sessions provided by Freshman College4) Students are encouraged to fully utilize the H.V. Manning Library5) Student’s may schedule time on the department’s multi-media instruction station6) Students must attend all scheduled class meetings. Scheduled lecture and laboratory

meetings are not to be sacrificed to acquire remediationF. Special Resources to be Used1) Peoplea) Tutorsb) Biology Department Facultyc) GTK Writing Center2) Placesa) Claflin University Curriculum Labb) Claflin University JST Science Center

c) Claflin University Libraryd) Claflin University Computer Labs (JST and GTK)e) South Carolina State University Libraryf) Your Instructor’s Office!!

IV. COMPETENCIESA. 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 judgmentsB. South Carolina State Department of Education

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

NoneD. 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 PerspectiveStudents 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-CulturalStudents 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 Specific1) Students will develop an ability to communicate a basic understanding of Botany2) Students will develop an ability to communicate understanding of the concepts listed in III

A aboveH. Measurable Learning Objectives and Assessments

See page 4I. 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 ServiceStudents 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 examinations2) 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 by1) Instructor evaluation of assigned problem sets2) Classroom examinations will be used to evaluate student mastery of course concepts3) Mastery of key terms and vocabulary will be objectively assessed by in class examinations

and encouraged through critical review of submitted reports and assignmentsG. The Technological competencies will be assessed by:

1) Instructor evaluation of Internet assignmentsH. 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. Lectures1) Lecture classes will be utilized to familiarize students with the central concepts of the fields

of human biology and ecology2) Instructors are free to allow students to participate in cooperative learning activities3) Classroom discussion of ethical and public policy topics related to science, human biology

and environmental issuesC. Presentation topics

1) Domain (Kingdom) Bacteria, Domain (Kingdom) Archaea, and Viruses2) Kingdom Protista3) Kingdom Fungi4) Introduction to the Plant Kingdom: Bryophytes5) The Seedless Vascular Plants: Ferns and Their Relatives6) Introduction to Seed Plants: Gymnosperms7) Seed Plants: Angiosperm8) Flowering Plants and Civilization

VII. COURSE OUTLINE AND SCHEDULETopic to be Covered Text

Week 1(1/11-15) Syllabus

What Is Plant Biology?

Chapter 1

Week 2(1/18-22)

The Nature of LifeCells

Chapters 2,3

Week 3(1/25-29)

Tissues Chapter 4

Week 4(2/1-5)

Roots and Soils Chapter 5

Week 5(2/8-12)

Stems Chapter 6

Week 6(2/15-19)

Leaves Flowers, Fruits, and Seeds

Chapters 7,8

Week 7(2/22-26)

Water in Plants Plant Metabolism

Chapters 9, 10

MLK DAY (Monday)

Week 8(2/29-3/4)

Growth and Development

Chapter 11

Week 9(3/7-11)

Week 10(3/14-18) 1. Overview of CU InTeGrated! Project

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

3. Pre-Module Quiz. 4. What does the field of Geosciences involve? 5. Career paths in Geosciences.6. Unit 1: Hazards, vulnerability and risk Lecture and

Discussion 7. Documentary “The Storm” (Frontline investigation).8. 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.

9. 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(3/21-25)

1. Unit 2: Perception of hazards, vulnerability and risk Lecture

2. 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.

Week 12(3/28-4/1)

Project presentations (oral and written) and Post-Module Quiz (Moodle)Meiosis and Alternation of GenerationsGenetics and Molecular Biology

Chapters 12, 13

Week 13(4/4-8)

Plant Breeding, Propagation, and Biotechnology Chapter 14

MIDTERM

SPRING BREAK

GOOD FRIDAY

Week 14(4/11-15)

EvolutionPlant Names and Classification

Chapters 15, 16

Week 15(4/18-22)

Ecology Biomes

Chapters 25, 26

Week 16(4/25-30)

FINAL EXAM WEEK

VIII. REQUIRED READING/VIEWINGA. Textbook

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

B. Computer ViewingYour 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 EVALUATIONCOMPONENT % OF GRADEUnit exams and Mid-term 40%Quizzes 15%Final ExamIntegrate assignmentsClass Participation(presentations) and Attendance

10%20%15%

Total 100%X. GRADING SCALE

LETTER ASSIGNMENT % OF AVAILABLE POINTS EARNEDA 90 to 100B+ 85 to 89B 80 to 84

C+ 75 to 79C 70 to 74

D+ 65 to 69D 60 to 64F 0 to 59

XI. REFERENCESCurrent 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 textB. Students may consult their instructor or any additional reference materials neededC. Internet

http://www.nrcresearchpress.com/loi/cjb https://www.youtube.com/watch?v=yxyHUv4zFgo

http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1095-8339

http://www.m-w.com/dictionary

XII. SPECIAL COURSE REQUIREMENTSA. 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 materials2) Complete all background reading prior to scheduled classroom coverage of material3) Participate in classroom discussions and exercises4) Complete assigned work, take quizzes, tests and major examinations when they are

scheduled5) Be punctual when reporting to class6) 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).

http://www.m-w.com/dictionary

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 j ournal 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 objectivesBiology 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 and related disciplines, including both historical roots of the various biological disciplines and modern theories and technologies

(U7, U4, S1, S6)

2. can speak and write coherently and think critically and logically, using higher-level thinking skills to analyze data, design experimental methodologies, and solve problems in all areas of life

(U1, U5,S3)

3. display a knowledge and understanding of major issues and temporary problems related to our biosphere and the life it supports

(U2, U3, U5, S2)

4. apply the principals and techniques inherent in the various biological disciplines to the problems of contemporary multi-cultural society in an effort to improve the quality of the lives of those in their local and global communities

(U7, U6, S4)

5. are prepared for leadership and service and to pursue study in biology or related areas at the graduate or professional level and/or seek gainful

(U7, U9, S5)

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 biosphere7. to have developed skills of accuracy and precision in thinking communication and experimental manipulation and observation8. 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 processes10. to reconcile scientific information with moral doctrines (U6)

Table 2: Course specific Measurable Learning Outcomes and Assessments Biology Department Learning Objectives

Specific Outcomes (Biol 102)Students will be able to demonstrate the following in each chapter:

Assessment(s)

1,7,8, 9 The Development of Plant Study: Explain briefly what the scientific method is and what hypotheses are. Name or identify a contribution to the development of botany as a 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.

Test #1, Midterm and Final Exam

1,4,6,9 Nature of Life: Recognize the attributes of living organisms. Define matter, describe its basic state. Distinguish compounds from molecules and describe acids, bases and 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 and their contributions. Identify/recognize the following cell structures and organelles 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 contrast the conducting tissues of plant and the function of each cell component. 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 including the root cap, region of cell division and region of elongation. Discuss the 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 each tissue is derived. Distinguish between primary tissues and secondary issues. 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 typical leaf, and the specific tissues and cells that contribute to those functions. 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 each part. Describe the features that distinguish monocots from dicots. Explain the 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, imbibition, and active transport. Discuss the pressure flow hypothesis and the cohesion 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.

Test #2, Midterm, and Final Exam

1,4,6,10 Metabolism in Plants: Contrast the generalized equations of photosynthesis and respiration. Explain what occurs in the light and dark reactions of photosynthesis and 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 nutrients, vitamins, and plant hormones. Describe major functions of each, discuss 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.

Test #3, Midterm, and Final Exam

1,3,4,6,10 Meiosis and Alternation of Generations: Recognize the phases of meiosis and describe what occurs in each of them, describe clearly what features meiosis and mitosis have m 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; phenotype, genotype, homozvgous heterozygous. monohybrid cross, dihybrid cross, 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 agricultural ones. Describe phenotypic changes that occurred in plant populations as a 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 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.

Test #4, and Final Exam

1,6,10 Plant Names and Classification: Discuss the problems involved in the use of common names 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 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 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 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 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 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 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, 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 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 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 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 [email protected]) 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 StatementThe 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.

mailto:Center%E2%80%94535-5285%20or%[email protected]

mailto:Center%E2%80%94535-5285%20or%[email protected]

biology 102 summer · web viewintroductory plant biology .12th ed. mcgraw-hill, companies inc., new...

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