|INTRODUCTORY BIOLOGY III||Ms. Janet Stein Carter, Instructor of Biology|
|Course #34BIOL103 (047-103)-001||Office: room S-272K; phone 732-5313|
|Spring 1999, MWF 1:00 - 1:50 pm||office hours MWF 12:00 to 1:00. TTh 12:15-1:00|
|(If I’m not in my office, then check the Lab, S-278)||e-mail: email@example.com|
Successful completion of Introductory Biology II (34BIOL102) is a prerequisite for this course. This science majors’ course was designed to build on, not replace that foundation. If you never had that course or did not successfully complete it, then you should do so before attempting this course. If you did poorly in that course, did not really learn the material in that course, or if it was so long ago that your memory is fuzzy, you may have trouble being successful in this course. If any of those cases apply to you, then in order to improve your chances of mastering the material presented in this course, as reflected by your grade, it is strongly recommended that you seek the tutoring services offered through the Learning Center.
If you are underprepared, obtaining the necessary prerequisites could add to the time needed to get your degree. You cannot expect to simultaneously get your degree quickly and do well in a course for which you are underprepared, and will need to choose which of the two is more important to you, and which will better prepare you for the courses you will face at the next level of your college career. Typically, students who try to rush through their coursework without the proper prerequisites do poorly in those courses, thus being underprepared for the next level of courses. Students who do take time to gain the proper prerequisites for a course thereby get much more out of that course, which in turn, better prepares them for subsequent courses.
Also, your textbook was written at a college level, and includes a fair amount of scientific terminology. If you are not able to read at a college level, you will not be able to comprehend the text, and thus will have great difficulty with this course. If that is the case, you should take courses to improve your reading and writing skills before attempting to take this course.
3 undergraduate credits. This science majors’ course focuses on the major processes, concepts, and theories of biology. Topics include the study of the principles of plant and animal phylogeny; the structure of animal tissues; and the anatomy and functioning of organ systems as exemplified in the human. Prerequisite: 34BIOL102
Aims of the 101-102-103 Sequence:
Biology 103 is the third quarter in a three-quarter sequence of classes. At the completion of this sequence of science majors’ courses, you should have mastered the knowledge and skills that will serve as a broad foundation for the more specialized biology courses you will be taking later on. You should also understand and appreciate the relationship between biological knowledge and your everyday life, including a better understanding and appreciation of your body’s functions and a greater enjoyment of leisure time activities.
It is important to note that the “purpose” of these courses is not to give you an “A” so you can get into Pharmacy or Medical School, etc., but rather to provide you with the foundation knowledge and skills you will need to survive and do well if you make it that far.
Course Objectives for Introductory Biology 103:
This course will explore the basic processes, concepts, and theories of plant and animal phylogeny; structure of animal tissues; and anatomy and functioning of organ systems as exemplified in the human, utilizing examples from everyday life. The objectives will be:
Methods of Reaching These Objectives:
Grades will be determined based on the total points from your three test scores (100 pt. each), three newsnotes (5 pt. each), study group participation (5 pt. each), EcoPoster (50 pt.), and final exam (200 pt.) plus any points from newsnote comments and/or other smaller assignments. Ten percent per class period will be deducted for any work, INCLUDING TESTS, which is turned in late, and no late newsnotes will be accepted for a grade. A histogram (curve) of total scores will be constructed and analyzed using statistical methods. In general, the class mean will serve as the dividing line between “B” and “C” scores, and only those students whose scores are above the mean plus one standard deviation unit, thereby demonstrating superior mastery of the material covered, will receive an “A”. An “F” will be given when an individual repeatedly scores at the bottom of the class and shows blatant disregard for good study habits and class attendance. Any student who stops attending class and does not go through the official withdrawal process will be given the grade of “UW”--unofficial withdrawal--the equivalent of an “F”. Grades will be awarded based on a straight A-B-C-D-F grading scale.
I realize that there are some medical conditions which, legitimately, can preclude a student from having an equal chance to learn in this course. A very obvious example would be a student who had trouble hearing me speak, thus was at a great disadvantage because (s)he would miss what I was saying in lecture. However, other, more subtle, conditions such as ADD and dyslexia can also adversely affect an equally-intelligent student’s opportunity to obtain information and/or communicate to me that (s)he has learned the needed material. It is not “unfair” to anyone to make arrangements to compensate for such medical conditions, but rather, this can help insure that such people have an equal chance at doing well in this course. Obviously, however, such students would still have to demonstrate that, given reasonable accommodations, they are capable of mastering the required material. Thus, students who need some type of accommodations in order to “level the playing field” and put them on a par with the rest of the class should speak with me now, not after grades have suffered.
Campbell, Neil A. 1996. Biology, 4th ed. Benjamin/Cummings Publ. Co., Inc. Menlo Park, CA.
In order to increase your comprehension, allow in-class discussions to move from a rehashing of background material to more-interesting examples and applications of those topics, and allow you to enjoy and benefit maximally from this rigorous science majors’ course, assigned readings from your text should be done prior to the class time for which they are listed. As additional background material to aid your understanding, you are also encouraged to read the online “lecture notes” I have available for my General Biology students. Extra readings (“literature research”) on your own is encouraged. If you find a good reference on a topic to be covered, please share it with the rest of the class. Page numbers are listed in the schedule.
There will be three (3) tests worth 100 points each. These will include short-answer questions, several short essay-type questions such as definitions or diagrams, and meanings of Latin and Greek words used in forming biological terminology. The final exam will be 200 points and will be comprehensive with emphasis on the material covered after the third test. (Note: A number of students have found it useful to make “flash cards” from which to study word stems and definitions.)
Students who miss a test should make arrangements with the instructor to make it up BEFORE the next class period. Requests to make up tests after the tests have been returned and discussed may either be denied or, optionally, a more difficult make-up test may be written (but graded on the same curve as everyone else). Only one test may be made up late, and then only with a valid excuse. If more than one test is missed, subsequent tests will receive a “zero.” This means that if you skip one test because you “don’t feel like it,” then miss a second test due to illness, you have used up your one chance and will receive a “zero” on the second test. It has been my experience that students who don’t take a test on time because they think they need more time to study end up doing no better (if not worse) when they do finally take the test. There will be a 10% per class period penalty for a late test.
Although test and newsnote due dates will be as listed unless an announcement is made to the contrary, the actual lecture topics covered may take slightly more or less time than listed, and thus may vary slightly from the schedule. Genetics problems are due when listed, but if we get behind schedule on lecture topics, those due dates may be adjusted accordingly via verbal announcement. Pages marked “MM” are in the Merck Manual, and are included for those who wish to read further on a topic.
Suggestions on Study Habits
Various Academic Policies
EARTH DAY POSTER PROJECT
Biology 103, 1:00 Lecture Section
DUE: FRIDAY 16 APRIL 1999
On 22 April 1970, Earth Day was set aside to focus on various environmental problems and solutions. In the last twenty-five years since the first Earth Day, we have solved some environmental problems, but have created or intensified others. So that we may focus the attention of everyone here at Clermont College on the problems that still need to be solved, you are asked to do the following project, for which you will receive a maximum of 50 points. These posters will be displayed in the hallway outside the biology lab so that all who pass by during the week of Earth Day may read them. They will be returned after several weeks of display. The assignment is to 1) pick a topic of ecological concern (for example, things like styrofoam/ozone hole, disposable diapers, pesticides and/or other chemicals, sewage treatment/water quality, solid waste disposal, recycling, and/or composting, endangered species/backyard wildlife sanctuaries, packaging at grocery stores, etc., etc.), 2) do library research on your chosen topic (In addition to various newspaper articles, various environmental groups publish newsletters. See also publications like Zoo News, Garbage magazine, books by Rodale Press, Diet for a Small Planet, some of the newly-published books on things you can do to save the planet, etc., etc.), and 3) prepare an attractive poster which includes the title of your poster, your name (visible on the front), an attached one page, typed description of the problem you researched, an attached one page, typed proposal for a solution to the problem (It is strongly urged that this solution be some practical thing that you, your readers, and I can do to solve the problem, not something for someone-out-there.), supporting data, tables, and/or graphs, and an attached, typed list of at least four references you used. Note further requirements listed on the sample gradesheet. 10% per day will be deducted for a late poster.
|ECOLOGY POSTER GRADE SHEET|
|1 ( 5). ||Title & Author--on poster?|
Large, informative title?
Author’s name beneath?
|2 (10). ||Statement of Problem,|
one page typed--on poster?
Referenced to bibliography?
|3 (10). ||Supporting Data, Graphs,|
Illustrations, etc.--on poster?
Evidence of problem? Referenced?
|4 (10). ||Suggestion(s) for Solution,|
local?, typed--on poster?
|5 ( 5). ||Bibliography (at least four|
references)--on poster? typed?
|6 ( 5). ||Effort, Appearance|
|7 ( 5). ||Proper Grammar?|
Copyright © 1999 by J. Stein Carter. All rights reserved.