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THE BIOLOGY OF ORGANISMS
BIOL 130L
Spring 2011
Instructor:
Dr. Jackie Schnurr
Office: 315 Stratton Phone: 364-3274 e-mail: jschnurr@wells.edu
Office Hours: MWF 11:30 – 12:30, or when I’m in my office!
Lectures: MWF 9:30-10:20 a.m.; Stratton 209
Labs: Stratton 312; MWF 1:30-4:20 p.m.
Textbook (Required): Campbell, N., and J. Reece. 2008. Biology, 8th Ed. Benjamin Cummings,
Menlo Park, CA.
Grade Weighting
Laboratory assignments/presentations 30%
Examinations (4 @ 10% ea.) 40%
Final Examination 15%
Lecture questions 10%
Participation 5%
Written assignments must be submitted at the beginning of the class period or lab session in
which they are due. Assignments submitted late -- even if submitted later in the class period of
the same day -- will be assessed a late penalty of 10% (approximately 1 letter grade) per day.
The penalty will be assessed regardless of the reason for lateness and regardless of whether or not
the student is in class on the due date. Late penalties accrue at 10% per day. Exception may be
made only in the case of severe personal or family emergency.
Attendance is required at all labs and lectures and is a component of class participation.
Course Objectives
After taking this class, students will be able to:
1. Understand science as a process and how it applies to the study of biology.
2. Understand the importance of evolution to explain the diversity of organisms.
3. Understand the basics of phylogeny and its importance in understanding relationships among
organisms.
4. Understand taxonomic relationships among organisms (Bacteria, Archaea, “Protists”, Plants,
Fungi, and Animals), as well as the development of anatomical and physiological structures
and their functions.
5. Understand the interconnections among sub-disciplines within biology, including evolution,
anatomy, physiology, botany, zoology, ecology, and conservation biology.
Biol 130 2 Dr. Schnurr
Biology of Organisms Spring 2011
Tentative Lecture and Lab Schedule
Date Topic Ch. Lab Due?
31 Jan Course Introduction – What is science? 1
2 Feb Science, cont. 1
4 Feb Parts of the Cell 6
IN LAB What is Science???
Nanobacteria
7Feb Parts of the Cell 6
9 Feb Respiration 9
11 Feb Respiration 9
IN LAB Observation: The first necessity of Science
14 Feb Respiration 9
16 Feb Photosynthesis 10
18 Feb Photosynthesis 10
IN LAB Observation: The first necessity of Science Presentations
Rapid Radish Project - introduction
21 Feb Photosynthesis 10
23 Feb EXAM 1 EXAM 1
25 Feb Abiotic creation of life 25
IN LAB Rapid Radish Project Science paper
due
28 Feb Phylogeny and Systematics 26
2 March Phylogeny and Systematics 26
4 March Prokaryotes 27
IN LAB Building Phylogenies Presentations
7 March Prokaryotes 27
9 March Prokaryotes 27
11 March Origins of Eukaryotic Diversity 28
IN LAB Observing “protists” Drawings due
14 March Origins of Eukaryotic Diversity 28
16 March Origins of Eukaryotic Diversity 28
18 March EXAM 2 EXAM 2
IN LAB Plant anatomy and diversity
SPRING BREAK
28 March Plant Diversity I 29
Biol 130 3 Dr. Schnurr
Biology of Organisms Spring 2011
30 March Plant Diversity I 29
1 April Plant Diversity II 30
IN LAB Thermal Biology: Intro and brainstorm Rapid Radish
Report Due
4 April Plant Diversity II 30
6 April Plant Structure and Growth 35
8 April Plant Structure and Growth 35
IN LAB Thermal Biology: experiment
11 April Transport in plants 36
13 April Transport in plants 36
15 April EXAM 3 EXAM 3
IN LAB Thermal Biology: presentations
18 April Fungi 31
20 April Fungi 31
22 April Intro. to Animal Evolution 32
IN LAB Bread mold lab
25 April Intro. to Animal Evolution 32
27 April Invertebrates 33
29 April Invertebrates 33
IN LAB Animal diversity
2 May Invertebrates 33
4 May EXAM 4 EXAM 4
6 May Vertebrate Evolution and Diversity 34
IN LAB Sampling Spring Wildflowers Bread mold
write-up
9 May Vertebrate Evolution and Diversity 34
11 May Vertebrate Evolution and Diversity 34
13 May Vertebrate Evolution and Diversity 34
IN LAB Wildflower presentations
The final exam is cumulative and will be held on FRIDAY, May 20, 2-5 pm.
Biol 130 4 Dr. Schnurr
Biology of Organisms Spring 2011
Lecture Questions
One way to make sure that you keep up with the readings and have an idea of the types of
answers I’m looking for on exams is to have you do a practice question based on each chapter.
The idea behind these is that once we finish a chapter in lecture, I’ll give you time to discuss the
answer with your neighbors and then we will discuss it as a class. The catch is that you will need
to work on the question before coming to class because I would like a TYPED answer (as long
as you think it needs to be) on the day we discuss it. You can add to your answer based on what
we talk about in class, but I’d like to at least see that you made an effort on your own.
Due dates will vary – I’ll warn you the lecture before that they will be due next time. Try to keep
up with them on your own though!
Chapter 1:
Which of the themes or concepts discussed in this chapter are you most excited to learn
about and why?
Chapter 6:
Using one of the cell structures discussed, describe how structure is important to function
and vice versa.
Chapter 9:
Account for the 36 ATP formed from one mole of glucose.
Chapter 10:
Describe how the light and carbon-fixation reactions are inter-related.
Chapter 26:
What is systematics? What is phylogeny? Explain the types of evidence that are used to
understand the relationships among organisms.
Chapter 27:
What would happen if all Bacteria and Achaea on Earth went extinct? Explain.
Chapter 28:
If you were an evolutionary biologist, how would you classify the various “protist” groups
and why?
Chapter 29:
How are the life cycles of Bryophytes and Pterophytes similar? Different?
Chapter 30:
“Gymnosperms and Angiosperms are the most important groups of organisms on Earth.”
Agree or disagree with this statement, explaining your reasoning.
Chapter 35:
Biol 130 5 Dr. Schnurr
Biology of Organisms Spring 2011
Explain how primary and secondary growth occurs in plants. If a plant loses a limb, how is it
able to replace it?
Chapter 36:
Explain why osmosis is probably the most important process for plant survival.
Chapter 31:
Historically fungi have been classified as being more plant-like despite their lack of
photosynthetic ability. Although we now know that fungi are more closely related to animals
than plants, what characteristics would have initially led scientists to place them closer to
plants?
Chapter 32:
Draw a diagram of the relationships of the major groups of animals, indicating their
evolutionary relationships and the characteristics that arose to separate them. Why might you
need to use 2 diagrams?
Chapter 33:
A marine biologist has dredged up an unknown animal from the seafloor. Describe some of
the characteristics she should look at to determine the animal phylum to which the creature
should be assigned.
Chapter 34:
Draw a diagram of the relationships of the major groups of vertebrates, indicating their
evolutionary relationships and the characteristics that arose to separate them.
