UNIVERSITY OF THE OZARKS
DIVISION OF SCIENCE AND MATHEMATICS
I. Program
Affiliation: Biology
Course
Number and Title: BIO 2014, Zoology
Prerequisite: BIO 1214
P.O.B. 1 or Bio 1104 Bio. Con. or Permission
Professor: Office: Phone: Office
Hrs:
Dr.
Frank Knight S-104 ext.
1362 MF 11-12;TR 9:30-10:30 fknight@ozarks.edu
Description:
This is a basic
course built around a systematic study of vertebrate and invertebrate
animals. The student is guided through
an integrated study of taxonomy, ecology, morphology, physiology and phylogeny
of representatives of the phyla of animals.
There is one 3-hour lab per week.
II. Required
Materials:
Biology by Campbell and Reece 6th ed.
A
one-inch, 3-ring notebook/binder with tabbed dividers.
III. Intended
Student Outcomes of the Biology Program:
i.
Clearly in standard English
ii.
Precisely: concisely providing specific and sufficient
details
iii.
Accurately: providing correct information cited to experiments
or reliable literature
iv.
Logically: meaningfully organized
v.
Honestly: giving credit to those who deserve it
i.
Journal style report
ii.
Oral report
iii.
Poster reports
IV. Class
Responsibilities:
Students are responsible for
learning, helping each other learn and behaving in a respectful, scholarly and
professional manner including in their interactions with or actions towards
classmates and animal subjects (living or not).
The professor is responsible
for behaving in a respectful, scholarly and professional manner including in
his interactions with or actions towards students and animal subjects (living
or not); identifying topics, information and skills important for students to
learn; creating and maintaining environments and opportunities in which
students can learn, challenging students to improve their knowledge and skills,
evaluating students fairly with diverse methods that allow students to use
their various abilities to demonstrate their acquired knowledge and skills.
V. Attendance:
I
expect you to attend every class and lab meeting. I will be less accessible to students who are chronically absent.
VI. Academic
Honesty
The
minimum penalty for cheating or flagrant plagiarism will be a zero score for
the test or assignment. The class will
establish ground rules for group member academic honesty and report violations
to the prof. See your student handbook
for details of other optional penalties and procedures.
VII. ADA
Statement
If any member of the class has a documented disability and needs special accommodations, the instructor will work with the student and the office of Student Support Services or the Jones Learning Center to provide reasonable accommodation to ensure the student a fair opportunity to perform in this class. In order to plan for optimum success, please advise the instructor of the disability and the desired accommodations as soon as possible. Students are strongly encouraged to notify the instructor during the first week of classes. Without ample planning / preparation time, we cannot assure the availability of needed accommodations in a timely manner.
VIII. Course Specific
ISOs
Read carefully with
comprehension assigned textbook chapters
Read carefully with
comprehension a book about animals.
Talk with classmates about
animals.
Write intelligently about
animals (see “Standards” below).
Collaborate with classmates
to learn and help others learn required information and skills.
Find and read federal and
state regulations for animal care and use in research. Find and read professional guidelines, recommendations
and ethical standards for animal care and use in research. Find and read authoritative literature on
Animal Right from its advocates and opponents.
Reflect on and write about
personal standards for animal care and use in research and education in the
context of laws, professional standards and considering a contrary perspective
of others.
Apply new vocabulary.
Memorize major animal phyla,
classes and orders, and examples and diagnostic characteristics of each.
Classify live or preserved animals
by their presented anatomical features using dichotomous keys and field guides.
Recognize and identify
mechanisms that create and maintain the diversity of species and relevant
concepts.
Recognize features of a
cladistic, phylogenetic hypothesis (cladogram).
Interpret ancestral
relationships of animals from cladograms.
Create clear, precise and
logical cladograms (phylogenetic hypotheses) for simple, imaginary animals.
Recognize, identify and apply
some concepts, principles, methods, formulae of ecology.
Carefully observe live
animals in their habitats and through a microscope, and describe observations
to others. Photograph animals in their
habitats and through a microscope.
Safely and confidently
capture and handle a variety of wild and domestic animals.
Use a variety of tools and
techniques to capture wild animals.
Collaborate with classmates
to generate hypotheses and predictions to be tested with a natural, field
experiment; and, then, to conscientiously conduct the experiment.
Use drift fence
mark-and-recapture methods to collect data on animal populations.
Follow instructions in the
owner’s manuals to safely and effectively operate a weather station and GPS.
Summarize data in tables and
graphs. Use a statistical procedure to
analyze data. Estimate a population’s
size and individuals home range.
Interpret and draw conclusions from statistical results. Discuss research findings in a larger, more
general context of scientific relevance.
Create a professional
scientific poster presentation of research.
IX. Learning Methods:
Observing animals first hand and in images
Using the hypothetico-deductive method and a natural experiment
Using field and laboratory animal research tools (incl. software, field guides and keys)
Reading
Talking and listening to other students
Collaborating to understand, remember, solve, answer, interpret, and produce
Practicing and Applying acquired knowledge and skills
Writing
Talking and listening to the professor
X. Learning Resources:
Live Animals
Students’ photos and data of animals
Books: Biology by Campbell*
Last Chance to See by Adams* *Students are required to have these books
Field Guides and Keys
Classmates
Videos
Web Sites
Journal Articles
Instrument Manuals
Software Manuals
Handouts
Professor
XI. Demonstrating
Learning and ISO Acheivement
A.
Standards: (definitions attached)
Clarity Precision Accuracy Logic Relevance
Significance Depth Breadth Integrity Professionalism
B. Opportunities:
Individual (1 person): Two Essays: Ethics, Endangered Spp. (15 pts ea)
One Matching Test (30 pts)
Two Multiple True-False Tests (30 pts ea)
Discussion Group: Four End of Chapt Question sets: answers & explanations (10 p.e.)
(5-6 people) Four Crossword Puzzles (10 pts ea)
One Cladogram (10 pts)
Lab Team (2-3): One Illustrated “About Last Night” natural history essay (10 pts)
Two Lab Practical Tests (animal ID and field equip/tools) (15p.e.)
One Research Participation and Poster Presentation (50 pts)
300 total points: >60%=D-, >64%=D, >67%=D+, >70=C-, >75%=C, >78%=C+, >82%=B-, >86=B, >88%=B+, >92%=A-, >95%=A
XII. Schedule
Tues/Thurs Discussion Topic/Activity Wed. Lab Activity
26 August Course Introduction, Ethics: Ethics
28 The animal researcher’s responsibilities to others, community, planet
2 September Animal Rights and Animal Welfare Animal capture, handling,
4 Essay First Draft due, peer review measuring and marking
9 Ch. 33&34, Drift Fence Study: concept,
11 Moronic Memory Device equipment, proc, data, plan
16 No Class on Tuesday (Assessment Day) Build Drift Fence
18 Massive Matching Test
23 Ch. 24 Equipment Lab Practical Test 25 Ch. 24 Crossword Pzl (DFS Begins)
30 Ch. 24 E.C.Q.: A&E Arthropod Diagnostics
2 October Insect Video
7 Ch. 25 Vertebrate Diagnostics
9 Ch. 25 Crossword Pzl (DFS pauses)
14 Ch. 25 and Cladogram ID Lab Practical Test
16 Ch. 25 E.C.Q.:A&E
21 Ch. 24&25 Multi T-F Test (& Cladogram) No Lab
23-24 Fall Break
27 Ch. 32 Drift Fence Study resumes
29 Ch. 32 Crossword Pzl
4 November Ch. 32 E.C.Q.:A&E Poster Instructions
6 Mammal Video (DFS continues)
11 Ch. 50 Take Down Drift Fence
13 Ch. 50
17 Ch. 50 Crossword Pzl Data analysis
19 Ch. 50 E.C.Q.:A&E
25 Ch. 32&50 Multiple T-F Test No Lab
26-28 Thanksgiving Holidays
2 December Ocean Life Video Poster preparation
4 Dino Video
9 Loose ends Posters Due
11 Wrap up
16 Final Exam Week Present Posters
Professional
and Intellectual Standards for Reports
Professional Presentation Does the report physically appear suitable to submit for publication or public presentation to professional scientists?
Does the report follow formal, technical scientific form, and conventions? (Section headings, form of citations and literature cited entries, Latin words with proper font.)
Is it structured and organized appropriately for professional science? (the right content in the right section)
Clarity Are sentences complete, grammatical, correctly punctuated, words correctly spelled? Are modifiers correctly placed?
Have you left something out?
Could you elaborate a little more?
Do your peers understand what you are saying without further explanation?
Can you give one brief example or illustration to make your point more obvious?
What is the purpose of this sentence, paragraph, report?
Are tables and figures easy to read and appropriate for the data? Are symbols, abbreviations, and axes accurately, obviously and unambiguously labeled and defined?
Precision Could you be more specific? or more exact?
Could you give more details, facts and real information?
Is this exactly what you want to say? (and no more)
Is there a shorter way of saying the same thing?
Can you get to the point more directly with fewer words?
Logic Does this make sense together?
Is this a paragraph that makes a point, actually explains something, or is it just several sentences vaguely related?
Are there transitions between paragraphs?
Does the second paragraph make sense following the first and so on?
Does your last paragraph remind you of your first?
Do your conclusions follow consistently from the purpose or thesis of the report? from the evidence you present in the body of the report?
continued on next page
Accuracy Is the information correct?
Is your source reliable?
What have you done or considered to assure that the information is correct and reliable (do you provide evidence that you are reliable and competent)?
Are your sources documented in the report?
If the accuracy of the information is questionable, what should be done as a follow up to this report? What else needs to be known?
Relevance & Significance Do your data, details, examples, information, opinions and elaboration relate to the problem or question?
Do they help us understand the problem or question?
Is this the main point?
Is this too much explanation on a peripheral idea, or trivial problem?
What is/are the most important data, information, and opinions needed to address the problem?
What is/are the most important ideas, information, conclusions, interpretations indicated by the data and information?
Depth & Breadth What factors make this a difficult problem?
What are some of the complexities of this question?
How does this question, problem, data, information relate to other questions, problems, data and information?
What are the implications of your findings to other situations, questions, and ideas?
Fairness & Integrity Do you give credit to others where credit is due?
Do you acknowledge and cite your sources for ideas and inspiration as well as information?
Do you have a vested interest in the outcome of the issue?
Have you examined your thinking for bias and prejudice?
Have you used objective methods to avoid biasing the outcomes and conclusions?
Are there relevant alternative interpretations that you should consider and address?
What are the shortcomings of your study?
What are your most likely mistakes and how, in the worst case, would such mistakes affect your results and conclusions?