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Syllabus - Biology 102 Environmental Biology

01/11/99

An introduction to biological science and the interactions of organisms, particularly humans, with environmental processes. Types of organisms, interactions between organisms, and biological processes, such as photosynthesis and respiration, will be examined in respect to ecological processes. The course will continue Biology 101 by examining new subjects; it will continue Geology 101 by placing environmental concerns in a biological context.

Prerequisites: Sequenced with Geology 101 or Biology 101

Credit: 3 hours (3)

Offered Spring semester

For science sequence credit, Biology 103 must be taken in addition to Biology 102.

Course Structure:

Three hours of lecture per week. Lecture material will utilize topical concerns - global warming, water pollution, toxic wastes, ozone layer destruction, AIDS, biodiversity, etc., as discussion topics to introduce or summarize each subject.

Learning Objectives:

After taking this course, you should:

  1. be familiar with major ecosystem types
  2. understand basic biological processes, such as homeostasis, symbiosis, adaptation, etc.
  3. understand the organization of, and interactions within biological communities
  4. understand how biological and geological processes are interconnected
  5. understand how humans affect such processes
  6. understand photosynthesis and respiration as examples of global, biological processes
  7. be able to recognize the major groups of organisms
  8. understand how biologists investigate natural phenomena

Biology Faculty:

Texts:

  1. Levine, J.S. and K.R. Miller. 1994. Biology: Discovering Life. 2nd ed.; D.C. Heath and Company, Pub., Lexington, Massachusetts. 988 pp. + appendices.
  2. Environmental Biology for Marietta College (143 pp.) from: Cox, G.W. 1993. Conservation Biology.

Assignments, Attendance & Grading

Types of assignments:

Occasional written homework assignments.

Class participation: You are expected to come to class prepared to discuss assigned reading material and reading assigned to that date. You may be called on in class and asked to discuss the material at hand; if you are not prepared, your grade may be lowered.

Attendance: You are expected to attend all class meetings. Absences will likely affect your grade, either directly or indirectly.

Grading Policy: 3 exams (600 pts.); Final exam (200 pts.); Quizzes (100 pts.); Homework (100 pts.). Note: If any of the assignments are not turned in, or are of particularly poor quality, a grade of 'F' may be assigned for the course. Plagiarism is grounds for failing the assignment or the course, at the discretion of the instructor.

Scale:

900-1000 pts. = A 800-899 pts. = B 700-799 pts. = C 600-699 pts. = D 00-599 pts. = F

NOTE: You will be expected to do some outside reading on your own. This can take the form of library research or work on the internet.

Tentative Biology 102L Schedule

Note: This schedule applies to McShaffrey's section.

1. Introduction & Ecosystem Review:
  • Biomes
  • Autotrophs/heterotrophs, trophic levels, carbon cycle
  • Competition, predation, succession, symbiosis
  • Coevolution
  • Chapter 3
  • Chapter 4
  • Chapter 6
  • pp. 168-170
Test #1 February 1 2 3 4 5
2. Human Impacts: Overview and Biomagnification
  • How do humans affect ecosystems?
  • How do environmental toxins move up the food chain?
  • Chapter 7
  • Cox Ch. 22
3. Deforestation
  • What is happening to forests?
  • How do tropical rain forests hold onto nutrients?
  • Cox Ch. 9
  • Ecology 59(3) pp. 434-437
4. Desertification and Survival in a Desert
  • How do deserts spread?
  • What is homeostasis?
  • How do animals survive in a desert?
  • Cox Ch. 8
  • pp. 682-687
  • Chapter 38

Test #2 March 2 3 4 6

5. Plants and Agriculture
  • How do plants work?
  • Plant nutrition and agriculture - what does a plant need to survive?
  • Chapter 30
  • Chapter 32

 

6. Wetlands, Lakes and Streams
  • What is unique about these habitats?
  • Eutrophication: pollution of aquatic habitats
  • Cox Ch. 15, 16
  • Outside reading
7. The Ocean
  • What is it like to live in the water?
  • How do animals get oxygen, even underwater?

 

  • Cox Ch. 17
  • Chapter 36

Test # 3 April 5 6 7 8 9

8. Acid Rain
  • What is acid rain? How does it affect ecosystems?
  • Cox Ch. 23
9. Ozone Depletion and Global Warming
  • What causes these global problems?
  • What effects will they have on ecosystems?
  • How might they be solved?
  • Cox Ch. 23
10. The Human Effect
  • How do human populations grow?
  • What effect will this have on the ecosystem?
  • How might population growth be "solved"
  • Chapter 5

LINKAGE IN THE Biology SEQUENCES

These sequences do not assume that all students intend to be biology majors. The courses are designed to meet the needs of both biology majors and non-majors, and do not presuppose that students have a strong background in biology. We believe that a basic understanding of biology and science in general is appropriate and indispensable in a society so overwhelmingly shaped by their influence. Many of the problems that you will need to deal with during your life will directly involve the science of biology. Acid rain and environmental toxins, tropical deforestation and the greenhouse effect, genetic engineering and human gene therapy; from AIDS to global warming you will be called upon to make decisions about issues for which the scientific "authorities" cannot provide absolute right and wrong answers. We hope that when you complete this sequence you will be prepared to deal with such issues, and that you will have developed the intellectual skills necessary to handle new issues that we have not yet envisioned.

The linkage between the courses exist at a number of levels, and are outlined below.

SKILLS OBJECTIVES

At Marietta College, we believe that "understanding" science is essential to a person's ability to succeed in today's society. By "understanding" we mean more than just possessing knowledge about the physical and natural world. "Understanding" also implies comprehending how science is practiced, and how scientists employ certain intellectual skills in their pursuit of knowledge. Below are listed some of the skills that we think you will need to truly understand science, and that we will be endeavoring to teach to you during this sequence. Many of the skills listed below were introduced during GEOL 101L or BIOL 101L and will be enhanced through application to environmental problems in BIOL 102L

1. To learn how scientists think about things. The practice of science requires curiosity, intellectual honesty, skepticism, tolerance of ambiguity, and openness to new ideas.

2. To understand the limits of scientific knowledge. Scientific knowledge is limited by the sensitivity of analytical instruments we use to study nature --such as the maximum magnification of a microscope. It is also limited by attitudes, beliefs and social constraints of scientists themselves. It is these beliefs that determine what scientists choose to study, and how they interpret their observations.

3. To use the scientific method as a tool by which observations can be reliably interpreted to yield an understanding of nature, and as a tool that can be used to solve problems in various spheres of human activity. Of particular importance will be learning how to develop a testable hypothesis, make predictions based upon sound experimental technique, and draw valid conclusions from experimental results.

4. To critically examine lecture notes and reading assignments, and from these to learn fundamental scientific concepts. These concepts should be structured into a mental framework into which supporting information and examples can be incorporated. Thus, that energy and nutrients in an ecosystem move through a food chain of predator-prey relationships is a primary concept, whereas the interactions occurring between specific organisms in a pond represent examples that illustrate predator-prey relationships.

5. To recognize how the fundamental biological concepts allow us to understand the effects of human activities upon nature. Thus, the concept of a food-chain is necessary to explain the effect of DDT in the environment.

6. To learn the importance of the precise vocabulary and terminology of science. Because scientists need to communicate information precisely and unambiguously, they often use "technical" terms, or attach specialized meanings to everyday words. The goal of this sequence is not that you memorize the jargon used in technical scientific writing, but that you can understand scientific information communicated in textbooks, popular scientific magazines, and the media.

7. To develop written communication skills. Part of learning the "language" of science includes being able to communicate ideas in a concise and accurate written form. We have this objective specifically in mind when making writing assignments during the semester.

8. To understand how mathematics contributes to the understanding of the natural world. Mathematics is an essential component of scientific learning. Scientists use mathematics to manage and interpret data, to express formal relationships between ideas, and to devise mathematical models of natural systems.

There are also certain abstractions that transcend all of science and mold a modern understanding of the universe and humanity's place within it. Awareness of these concepts will allow you to recognize affinities that extend across disciplinary boundaries and will facilitate learning of new ideas. Some of these unifying concepts are given below:

WHERE DO YOU GO FOR HELP?

You are asked to make many adjustments in your transition to life at college, and the adjustment to the educational and social environment of college can be very stressful. You may, sometime during this sequence, or in other courses, feel overwhelmed or distraught. It is of great importance that you learn to recognize and use the support system that is available at Marietta College. Foremost is remembering that you are not alone in your anxiety; many of your classmates also are feeling the same way. The secret is not to merely commiserate about the situation, but rather to seek out those resources that can help you. I believe that you will find all of the following resources helpful.

1. Your professor for BIOL 102L. We are always willing to devote time to helping students having difficulties with the course material.

2. Help sessions. Many courses, including BIOL 102L, offer help sessions during the semester. These are excellent opportunities to obtain a new explanation, or just to review material covered previously during the semester.

3. Your advisor. Advisors are provided to assist you, and are excellent resources for solving all sorts of problems.

4. The student counseling and career center is in Thomas room 210 ext. 4645. The college counselor has experience in helping students that are feeling overwhelmed with their course load or other activities.

5. The Writing Center. This facility (Thomas room 311 ext. 4658) specializes in helping students with writing difficulties. On some occasions a professor may request that you seek help there.

6. A student tutor. Many departments, including Biology, can arrange for an upper-class major to help students having difficulty with a particular course.

ASSORTED KEYS TO SUCCESS

1) Read the textbook assignments. Do the practice questions at the end of each chapter (in Mader).

2) Outline, rewrite or otherwise reorganize your lecture notes.

3) Ask lots of questions -- "stupid" questions are rarely encountered in classes. If you have a question, most likely many other students in the class are wondering about the very same thing.

4) Study with a classmate; quiz yourself and each other. "Self-examination" is one of the most effective learning skills.

5) Because of its breadth, a general biology course may be one of the most difficult you ever take. Be prepared for this, and spend adequate time studying. You cannot cram for tests in a course such as this. You must understand the material, and this understanding only comes with time and effort. Remember, as a general rule, for a 3-hour class you should be spending at least 12 hours per week studying for this class — maybe even more before a test. If you find the tests too difficult, ask yourself if you are really putting in the effort you need to.

6) The real key to success in anything is to enjoy what you are doing. You are embarking on the study of the most amazing miracle - life. Enjoy it. Quest for knowledge. Remember that the study of biology is at the heart of everything in your life, and mastering the subject will enrich you in ways you can not foresee at the outset.

Notes: Dr. Hogan's Sections:

Come in and see me in MY OFFICE, ROOM 105, BARTLETT BIOLOGY BUILDING, EXT. 4745.

hoganp@mcnet.marietta.edu

I maintain an "open door" policy toward consultations. Feel free to see me after class or just drop by my office; I can almost always spare some time, but if not, we will find a time when we can meet. Note: I will not, as a general rule, return phone calls. Feel free to leave a message so I know you called, but call me back at another time. If it's really important, call me at home, xxx-xxxx.

Notes: Dr. McShaffrey's Sections:

Come in and see me in MY OFFICE, ROOM 306, BARTLETT BIOLOGY BUILDING, EXT. 4743.

mcshaffd@mcnet.marietta.edu

I maintain an "open door" policy toward consultations. Feel free to see me after class or just drop by my office; I can almost always spare some time, but if not, we will find a time when we can meet. If I am not there, a schedule near the door will help you find a good time to catch me in my office. Note: I will not, as a general rule, return phone calls. Feel free to leave a message so I know you called, but call me back at another time. If it's really important, call me at home, xxx-xxxx.

Notes: Tanya Troutner-Jarrell's Sections:

Come in and see me in MY OFFICE, ROOM 107, BARTLETT BIOLOGY BUILDING, EXT. 4746.

troutnet@mcnet.marietta.edu

I maintain an "open door" policy toward consultations. Feel free to see me after class or just drop by my office; I can almost always spare some time, but if not, we will find a time when we can meet. Note: I will not, as a general rule, return phone calls. Feel free to leave a message so I know you called, but call me back at another time. If it's really important, call me at home, xxx-xxxx.

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About Ecosystems