Botany Course

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Course Syllabus BIOL 1411 - General Botany Catalog Description: A general survey of the plant kingdom. Emphasis upon important aspects of cytology, morphology,taxonomy, natural history, life cycles, and ecology. Laboratory work with representatives of the principle plant groups principle plant groups.(Lab fee)(2603015103)Lecture hours = 3, Lab hours = 1 Prerequisites: None Semester Credit Hours: 4 Lecture Hours per Week: 3 Lab Hours per Week: 3 Contact Hours per Semester: 96 State Approval Code:
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    Course SyllabusBIOL 1411 - General Botany Catalog Description: A general survey of the plant kingdom. Emphasis upon importantaspects of cytology, morphology,taxonomy, natural history, life cycles, and ecology. Laboratorywork with representatives of the principle plant groups principle plant groups.(Labfee)(2603015103) Lecture hours = 3, Lab hours = 1 Prerequisites: None Semester Credit Hours: 4 Lecture Hours per Week: 3 Lab Hours per Week: 3 Contact Hours per Semester: 96 State Approval Code: 2603015103   Course Subject/Catalog Number: BIOL 1411 Course Title: General Botany Course Curriculum: State Criteria (those marked with an X reflect the state-mandated competenciestaught in this course) (double-click on the box and choose ‘checked’ or ‘not-checked’) Basic Intellectual Competencies in the Core Curriculum  ReadingWritingSpeakingListeningCritical thinkingComputer literacy Perspectives in the Core Curriculum  Establish broad and multiple perspectives on the individual in relationship to the larger society andworld in which he/she lives, and to understand the responsibilities of living in a culturally andethnically diversified world.Stimulate a capacity to discuss and reflect upon individual, political, economic, and social aspects oflife in order to understand ways in which to be a responsible member of society.Recognize the importance of maintaining health and wellness.Develop a capacity to use knowledge of how technology and science affect their lives.Develop personal values for ethical behavior.Develop the ability to make aesthetic judgments.Use logical reasoning in problem solving.Integrate knowledge and understand the interrelationships of the scholarly disciplines. Mathematics     2 The objective of the mathematics component of the core curriculum is to develop a quantitatively literatecollege graduate. Every college graduate should be able to apply basic mathematical tools in the solutionof real-world problems.To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modelingand solving real-world situations.To represent and evaluate basic mathematical information verbally, numerically, graphically, andsymbolically.To expand mathematical reasoning skills and formal logic to develop convincing mathematicalarguments.To use appropriate technology to enhance mathematical thinking and understanding and to solvemathematical problems and judge the reasonableness of the results.To interpret mathematical models such as formulas, graphs, tables and schematics, and drawinferences from them.To recognize the limitations of mathematical and statistical models.To develop the view that mathematics is an evolving discipline, interrelated with human culture, andunderstand its connections to other disciplines. Natural Sciences The objective of the study of a natural sciences component of a core curriculum is to enable the studentto understand, construct, and evaluate relationships in the natural sciences, and to enable the student tounderstand the bases for building and testing theories.To understand and apply method and appropriate technology to the study of natural sciences.To recognize scientific and quantitative methods and the differences between these approaches andother methods of inquiry and to communicate findings, analyses, and interpretation both orally andin writing.To identify and recognize the differences among competing scientific theories.To demonstrate knowledge of the major issues and problems facing modern science, includingissues that touch upon ethics, values, and public policies.To demonstrate knowledge of the interdependence of science and technology and their influenceon, and contribution to, modern culture. Instructional Goals and Purposes: To provide instruction in an atmosphere of mutual respect wherestudents may develop their intellect and skills. To contribute to the development of students asresponsible and informed members of society. To provide courses for students wishing to completecertificate programs, associate degree programs or wishing to transfer to a baccalaureate program General Course Objectives: 1. To help prepare students who wish to pursue upper division coursework in biology or biology-related fields.2. To help students develop an appreciation for the history and development of science.3. To help students become better informed citizens by providing opportunities to learn thedifferences between science as a way of knowing and other disciplines such as art, philosophyand religion4. To provide students an opportunity to understand and appreciate the complexity and relationshipsof living systems.5. To help students become better informed regarding the role of plants in the environment and theuse of plants by humns.6. To make students aware of changing technologies in science and the responsibilities and ethicaldecisions that come with the use of various technologies.7. To help students become better informed regarding environmental issues.   3 Specific Course Objectives: Unit 1: Importance of Plant Study, the Nature of Life The History, Development and Importance of Plant Study1.   list ways in which plants are important to the fabric of life .2.   list the ways in which plants currently impact everyday life and how they might doso in the future.3.   briefly explain what the scientific method is and what hypotheses are.4.   name and or identify a contribution to the development of botany as a science madeby each of the following: Theophrastus, Hooke, Janssen, Faber of Bamburg,Leeuwenhoek, Malpighi, Grew, van Helmont, Linnaeus, Schleidan, Shen Nung andAristotle the Stagirite are and what there contribution to plant study involved.5.   identify the authors of and explain the significance of the Pun-tsao ,  History of Plants, Causes of Plants ,  Historia Naturalis, Materia Medica, Doctrine of Signatures, herbals, Species Plantarum, Origin of Species, Flora Antarctica, and Silent Spring. 6.   list the major botanical disciplines and briefly indicate the particular aspect of botanywith which each is concerned.The Nature of Life   1.   discuss the difficulty in defining life2.   identify and briefly explain and/or define the characteristics of life3.   define matter and describe its basic state; describe the characteristics of matter4.   identify some basic bonds between atoms5.   explain the significance of valence6.   define various types of ions7.   distinguish molecules, compounds, mixtures8.   describe acids, bases, and salts and briefly explain the meaning of the pH scale9.   identify the various forms of energy10.   identify the elements and the proportions in which they are found in cytoplasm11.   identify the essential elements used as building blocks in plants. (P. 166 - 167)12.   differentiate between micronutrients and macronutrients for plants ( p. 166 - 167)13.   identify and describe by form and function the 4 major groups of macromolecules(organic compounds)found in living systems Unit 2: Water in Plants; Metabolism  Water in Plants1.   in simple terms, explain diffusion, osmosis, turgor, imbibition, and active transport2.   discus the pressure-flow hypothesis and the cohesion-tension theory3.   know the pathway, movement, and utilization of water in plants4.   explain the regulation of transpiration5.   explain how a stoma opens and closes6.   list some adaptive modifications of leaves and their surfaces relative to the regulationof transpirationMetabolism in Plants1.   contrast the generalized equations of photosynthesis and respiration2.   describe the significance in photosynthesis of various parts of the visible lightspectrum3.   describe the significance of the various types of chlorophyll and the types of lightthey absorb and reflect   44.   describe the significance of the carotenoids and phycobilins5.   explain the events, locations and principal products in the lights and dark reactions of photosynthesis6.   explain the events, locations and principal products in glycolysis, pyruvic acidconversion, the Krebs cycle, and the electron transport chain of respiration7.   distinguish between aerobic respiration and fermentation8.   identify the events photosynthesis, aerobic respiration and anaerobic respiration inwhich ATP is created and/or used.9.   compare assimilation and digestion Unit 3: Growth, Meiosis and Alternation of Generations Growth1.   distinguish between growth, differentiation, development2.   distinguish between enzymes, hormones, and vitamins in form, function, srcin3.   identify the types of plant hormones, and describe the major functions of each4.   discuss the commercial applications for the various types of plant hormones5.   compare and contrast the various types of plant movements6.   explain the forces behind the various types of plant movements7.   explain photoperiodism and distinguish between short-day, long-day, intermediate-day, and day-neutral plants8.   explain what phytochrome is and how it functions9.   describe the importance of flsrcen10.   discuss the role of temperature in plant growth11.   explain dormancy and stratification giving examples of eachMeiosis and Alternation of Generations1.   distinguish between sexual and asexual reproduction2.   name the phases of meiosis and describe the important events in each3.   compare and contrast meiosis and mitosis4.   explain the significance of crossing-over5.   indicate the points in the alternation of generations where the following occurs: achange from n to 2n ; a change from 2n to n ; initiation of the gametophyte generation6.   relate meiosis and alternation of generations to the process of DNA replication Unit 4: Genetic, Plant Breeding and Propagation  Genetics1.   explain Mendel's selection of peas for genetic experiments2.   explain the significance of Mendel's experiments with peas3.   define allele, dominance, phenotype, genotype, homozygous, heterozygous,monohybrid cross, dihybrid cross, backcross, linkage, chromosomal mapping, andthe Hardy-Weinberg law4.   differentiate between genotype and phenotype5.   list the genotypes of possible gametes produced by parents of a particular genotype6.   give the phenotypic and genotypic ratios of the first two generations in monohybridcross and a dihybrid cross
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