Biology 203

Plant Biology

 

Instructor:          _______________________                                                             Office ______

Office Hours:     _______________________                                                             Phone ______

Introduction

This class covers the phylogenetic relationships of flowering plants with each other and other kingdoms, photosynthesis, plant structure and function, water and mineral nutrition, control of growth and development, animal and plant ecology. Topics are presented using a problem solving approach to plant biology through observation and discussion.  Independent laboratory work is stressed.  Successful students will be able to apply their understanding of the principles taught to new situations.  Satisfies math/science or lab science distribution requirement for AA degree.

This is a one quarter Plant Biology course intended for science students. I assume you have taken Biology 201 or its equivalent. This course covers a large amount of material, in some depth including current up-to-date advances, examples relevant to our lives today as well as fundamentals of plant biology.

This course requires in-class course work consisting of 4-5 hours of lecture/discussion and 2-3 hours of laboratory work per week. Besides in-class time there is an expectation for personal study outside of class equivalent to two hours for every in-class hour. In general this class will cover the phylogenetic relationships of flowering plants with each other and other kingdoms, photosynthesis, plant structure and function, water and mineral nutrition, control of growth and development, animal and plant ecology.

 

 

Content Specific Learning Outcomes:  (Student Achievement during the course wil consist of but not limited by the following skills.)

1.      Student identifies phylogentic relationships of Kingdom Plantae and connections to other Kingdoms.

2.      Student identifies plants to the level of species.

3.      Student identifies plant cell types and their function.

4.      Student identifies and evaluates water and mineral nutrition of plants in relation to structure, function.

5.      Student demonstrates knowledge of physiological and morphological processes associated with growth and development.

6.      Student collects, summarizes, analyzes, and correctly interprets data from field and laboratory studies.

7.      Student applies class knowledge to basic ecological and environmental situations

8.      Student applies their understanding of principles taught to new situations.

9.      Student synthesizes new approaches to solving problems in plant biology.

 

These outcomes  will be demonstrated by a combination of the following types of assessment strategies but not limited to these alone:  1) active participation in lecture/discussion, 2) active participation in laboratory and field work, 3) short and long writing assignments, 4) case study analysis, 5) problem solving, 6) meaningful data analysis, 7) short oral presentations, 8)quizzes and exams

Learning Experiences

The class will provide time for small group discussion of assigned readings and problems, general class discussions, lecture, short and long writing assignments, and brief student presentations. These learning experiences will be assessed using some or all of the indicated assessment strategies listed below.

Responsibility

1.  Student demonstrates knowledge of and a willingness to accept stated/agreed upon expectations, policies, behavior, and procedures.

2. Student demonstrates preparedness for class discussion of assigned readings.

3.  Student demonstrates an ability to understand and respond respectfully to perspectives offered by other students.

4.  Student shares knowledge and opinions with others in general class discussions.

These outcomes are demonstrated by:  1) pre-class clearance documents, 2) active and meaningful participation in lecture/discussions, 3) handing in assignments in a timely fashion, 4) attitudes and behaviors in the class which will be reflected in the overall class grade.

Written Communications

1.  Student demonstrates involvement with the material by expressing a clear sense of purpose, unity and focus in his/her writing.

2.  Student demonstrates clear organization of his/her thoughts in written form.

3.  Student demonstrates well-organized and logical writing with correct grammar and spelling.

4.  Student’s writing illustrates the connections between concepts developed in the course and topic specific applications.

5.  References are reported in standard format.

These outcomes are demonstrated by: 1) portfolio, 2) short and long writing assignments.

Quantitative Reasoning

1.  Student demonstrates problem-solving abilities in individual assignments and in assignments which involve working in groups of variable size.

2.  Student translates real-world data into symbolic representations, extracting and interpreting data from symbolic representations of real-world data.

These outcomes are demonstrated by: 1) data acquisition, summarization, and analysis, 2) case study analysis, 3) lecture/discussion, 4) seminars.

Critical Thinking

1.  Student recognizes and uses essential components of effective reasoning to evaluate information and to improve the quality of his/her own thinking.

2.  Student provides reasons for the conclusions they reach and assess the relevance and adequacy of those reasons.

3.  Student demonstrates active listening and close reading skills.

4.  Student connects past learning with current topics.

These outcomes are demonstrated by: 1) active and meaningful participation in seminars, 2) portfolio, 3) case study analysis, 4) class and group discussions, 5) short and long writing assignment.

Aesthetic awareness

1. Student demonstrates the ability to use the physical senses to heighten experiences.

2. Student demonstrates the ability to find order, wholeness, and unity of parts.

3. Student demonstrates the ability to produce work that is neat in appearance.

These outcomes are demonstrated by: journals, written assignments, and discussions.

Verbal Communications

1. Student presents ideas concisely.

2. Ideas are well organized.

3. Student speaks clearly, projects voice well, and makes eye contact with members of the class.

Demonstrated by short presentations based on assigned readings, case studies, lectures/discussion, seminars, and laboratory/field study results.

Prerequisites: Biology 201 or equivalent and 2 hours of available study time outside of class for every hour in class

Course materials

            Course lecture text:       Biology                                Campbell 6th ed.                  required

            Lab Manual                  Investigating Biology            Morgan & Carter                 required

                                                Study guide                          Campbell                             optional

                                                Flora of the PNW                Hitchcok and Cronquist        required

                                                Plant Identification Terminology                                        required

            Note/assignment/laboratory/article pack                                                               required

            Paper 3-ring binder                                                                                              required

            Dividers for 3-ring binder                                                                                     required

            8.5x11 file folder                                                                                                  required

            colored pencils, graph paper,

Grading

Exams (2)                        200 points

Labs (3@20, 1@ 40)      100 points

Quizzes (9@5 , 5@20 )  145 points

Participation                    100 points

Portfolio                          170 points

Herbarium Project           100 points

Adopt a Plant                  200 points

Grading scale  

                                                94%-100                                 A         4.0

                                                90-93                                       A-        3.7

                                                87-89                                       B+       3.3

                                                83-86                                       B          3.0

                                                80-82                                       B-        2.7

                                                77-79                                       C+       2.3

                                                73-76                                       C         2.0

                                                70-72                                       C-        1.7

                                                67-69                                       D+       1.3

                                                63-66                                       D         1.0

                                                60-62                                       D-        0.7

Classroom Policies

1)      While I don't grade on attendance per ce it is an important factor for your success in this class.  I don't process excuses for missing class or turning in or stamping assignments late.  While I am sure there are lots of good excuses for not being in class, not getting the assignment, or not getting an assignment done, the fact remains that you weren't in class and the concepts and ideas discussed in class are an important aspect of this class that require your presence for understanding. 

2)      This class requires a substantial amount of writing.  All written assignments except ALEs and non-formal lab reports will be computer generated for my ease in reading them and for your ease in editing them to improve your answer and hopefully your grade.  (excluding graphs or pictures you may be required to draw) Indicate edited additions to your responses by using a different but readable typeface (font or color) than you used originally.  Indicate edited deletions by using the strike through option.

3)      Pass/No credit option ¾Students may elect to be evaluated on a "Pass" or "Non-Credit" basis rather than by decimal grades.  To declare an intention to be graded pass/no credit, the student must file a petition with the registrar no later than the end of the fifth week of the quarter.  For students who qualify, the registrar will convert the decimal grade submitted by the instructor either to credit (P) or to no credit (NC).  Any student who does not inform the registrar by the deadline may not choose the P/NC option.

4)      Safety

a)      Notify the instructor immediate when injury occurs.

b)      Immediately discuss with the instructor any situation which you feel may be dangerous or cause you discomfort.

c)      Use proper, safe techniques regarding personal safety.

d)      Use equipment for its intended purpose only, as instructed by the instructor.

e)      While enthusiastic participation is encouraged, the class will remain an academic environment in which learning can take place.

5)      Student Conduct¾In appropriate conduct will be addressed verbally as a first warning.  The second offense will be addressed in writing to the student and the Dean.  The third offense may result in permanent removal from class.  WAC 132J-125-210

6)      Academic Honesty¾Students are expected to produce original work.  The use of another person's ideas, data, graphics, or text may be used with permission from the original sources and the original source given credit.  Any unauthorized use of another person's intellectual work is cheating (copying on exams, copying work/assignments, falsification of data or calculations, etc.).  Cheating will not be tolerated and can result in failure of this course and a letter sent to the Dean.  WAC 132J-125-200

7)      Differently-abled clause¾If you need course adaptations or special accommodations because of a disability, or if you have emergency medical information I should know about, or if you special needs I should know about, please notify me during the first week of class. You can reach me by phone at 833-9111, ____. Or, you can schedule an office appointment to meet me in the ST Office Building, office number ____ during my office hours or at an alternative mutually agreeable time.  If this location is not convenient for you, we will schedule an alternative place for the meeting.  If you use an alternative medium for communicating, please let me know well in advance of the meeting (at least one-week) so that appropriate accommodations can be arranged.

8)      Assignments turned in late will be deducted at the rate of 10‰ per day (weekends included). Late is defined as not turned in at the beginning of the class period. That means after we start working on the day’s work, the assignment is late.

9)      The instructor reserves the right to change any policies, provisions, and considerations outlined in this syllabus.


Instructional philosophy

You probably expect me to come to class each day. You probably expect me to come to class each day on time and stay the whole class period. You probably expect me to come to class each day enthusiastic about the prospects of learning. You probably expect me to be prepared for class each day and willing to answer questions and share ideas. You probably expect me to be able to critically evaluate ideas as they come up in discussion.

This class is a community for learning. Each one of us in the class has the responsibility to meet each other’s expectations for learning and courtesy. If the above list is your expectations for me what should my expectations for you be? Should they be different, should they be the same. Should you be allowed to think that attending class once in awhile, arriving late when you do show up, and leaving early are an appropriate meeting of my expectations, or for that matter your own expectations of receiving a good grade.

This class is a mixture of traditional lecture, group work, group discussions, and individual presentations. I try to slowly stretch your boundaries and slowly increase your comfort levels to increase your willingness to openly participate in classroom discussions. Expect to spend up to 2 quality study hours per credit hour, outside the classroom to satisfactorily complete this course.

Vague Thinking

This is a biology class. Biology is a science. Therefore it is impossible to understand. NOT!!   Science scares you. Chemistry scares you even more. But science is much like other fields of endeavor. It is an accumulation of information but what is more important, it is a process. Part of the process is actually doing an experiment but that is just part of the process. The impetus for doing the experiment is really to provide a clear, precise, definite, specific, concrete, distinct and ever more exact descriptions of the world around us. It is thinking about the “doing” of the experiment and the results of the experiment in a critical fashion that is really important. The mortal sin of this class is thinking that is vague, obscure, nebulous, blurred, confused, intangible, indefinite, imprecise, fuzzy, foggy, or indeterminate.


Grade Profiles: Plant Biology

The Grade of F

F-level work fails to display an understanding of the basic nature of biological thinking, and in any case does not display the biological thinking skills and abilities that are at the heart of this course. The work at the end of the course is as vague, imprecise, and unreasoned as it was in the beginning. There is little evidence that the student is genuinely engaged in the task of taking charge of his or her biological thinking. Many assignments appear to have been done pro forma, the student simply going through the motions without really putting any significant effort into thinking his or her way through them. Consequently, the student is not analyzing biological issues clearly, not formulating biological information accurately, not distinguishing relevant from irrelevant information, not identifying key questionable biological assumptions, not clarifying key biological concepts, not identifying relevant biological competing points of view, not reasoning carefully from clearly stated premises, or tracing biological implications and consequences. The students work does not display discernible biological reasoning and problem-solving skills.

The Grade of D

D-level work shows only a minimal level understanding of what biological thinking is, along with the development of some, but very little, biological thinking skills or abilities. D work at the end of the course, on the whole, shows only occasional biological thinking skills, but frequent uncritical biological thinking. Most assignments are poorly done. There is little evidence that the student is "reasoning" through the assignment. Often the student seems to be merely going through the motions of the assignment, carrying out the form without getting into the spirit of it. D work rarely shows any effort to take charge of ideas, assumptions, inferences, and intellectual processes. In general, D-level thinking lacks discipline and clarity. In D-level work, the student rarely analyzes biological issues clearly and precisely, almost never formulates biological information accurately, rarely distinguishes the relevant from the irrelevant, rarely recognizes key questionable assumptions, almost never clarifies key biological concepts effectively, frequently fails to use biological language in keeping with established professional usage, only rarely identifies relevant competing biological points of view, and almost never reasons carefully from clearly  stated premises, or recognizes important implications and consequences. D-level work does not show good biological reasoning and problem-solving skills and frequently displays poor reasoning and problem-solving skills.

The Grade of C

C-level work illustrates some but inconsistent achievement in grasping what biological thinking is, along with the development of modest biological thinking skills or abilities. C-level work at the end of the course, it is true, shows some emerging biological thinking skills, but also pronounced weaknesses as well. Though some assignments are reasonably well done, others are poorly done; or at best are mediocre. There are more than occasional lapses in reasoning. Though biological thinking terms and distinctions are sometimes used effectively, sometimes they are used quite ineffectively. Only on occasion does C-level work display a mind taking charge of its own ideas, assumptions, inferences, and intellectual processes. Only occasionally does C-level work display intellectual discipline and clarity. The C-level student only occasionally analyzes biological issues clearly and precisely, formulates biological information accurately, distinguishes the relevant from the irrelevant, recognizes key questionable assumptions, clarifies key biological concepts effectively, uses biological language in keeping with established professional usage, identifies relevant biological competing points of view, and reasons carefully from clearly stated premises, or recognizes important biological implications and consequences. Sometimes the C-level student seems to be simply going through the motions of the assignment, carrying out the form without getting into the spirit of it. On the whole, C-level work shows only modest and inconsistent biological reasoning and problem-solving skills and sometimes displays weak reasoning and problem-solving skills.

The Grade of B

B-level work represents demonstrable achievement in grasping what biological thinking is, along with the clear demonstration of a range of specific biological thinking skills or abilities. B-level work at the end of the course is, on the whole, clear, precise, and well-reasoned, though with occasional lapses into weak reasoning. On the whole, biological terms and distinctions are used effectively. The work demonstrates a mind beginning to take charge of its own ideas, assumptions, inferences, and intellectual processes. The student often analyzes biological issues clearly and precisely, often formulates biological information accurately, usually distinguishes the relevant from the irrelevant, often recognizes key questionable assumptions, usually clarifies key biological concepts effectively, typically uses biological language in keeping with established professional usage, frequently identifies relevant biological competing points of view, and shows a general tendency to reason carefully from clearly stated premises, as well as noticeable sensitivity to important implications and consequences. B-level work displays good biological reasoning and problem-solving skills.

The Grade of A

A-level work demonstrates real achievement in grasping what biological thinking is, along with the clear development of a range of specific biological thinking skills or abilities. The work at the end of the course is, on the whole, clear, precise, and well-reasoned, though with occasional lapses into weak reasoning. In A-level work, biological terms and distinctions are used effectively. The work demonstrates a mind beginning to take charge of its own ideas, assumptions, inferences, and intellectual processes. The A-level student often analyzes biological issues clearly and precisely, often formulates biological information accurately, usually distinguishes the relevant from the irrelevant, often recognizes key questionable assumptions, usually clarifies key biological concepts effectively, typically uses biological language in keeping with established professional usage, frequently identifies relevant competing biological points of view, and shows a general tendency to reason carefully from clearly stated premises, as well as noticeable sensitivity to important implications and  consequences. A-level work displays excellent biological reasoning and problem-solving skills. The A student's work is consistently at a high level of intellectual excellence.

 

 

Class at a Glance

 

 

   Week                      Topic                  Reading                               Laboratory Exercise†

1

 

Classification

Ch 25, 26, 27, 28, 29, 30, 31, & 35

Lab#1: Key and Draw Plants

2

 

Plant diversity

Ch 29, 30, & 35

Lab#2: Plant Diversity

3

 

Plant Structure

Ch 35

Key and Draw, Laboratory Projects

4

 

Transport

Ch 8 & 36

Lab#3: Plant Anatomy

5

Midterm start

 

Photosynthesis & Plant nutrition

Ch 9 & 37

Laboratory Projects

6

Midterm due

Plant nutrition & Growth.

Ch 37 & 38

Lab #4: Samara experiment*

7

 

Control of growth

Ch 38 & 39

Laboratory Projects

8

 

Control of growth

Ch 39

Laboratory Projects

9

 

Ecology

Ch 50, 52, 53, & 54

Lab#5 Field Walk (notes and observations)

10

Portfolio Due

 

 

Adopt A Plant * Presentations

11

Final

Study Day 6/11

Final 6/13 @8am

Herbaria turned in on 6/10

†Labs are always due 1 week after the day we do the lab at the beginning of the laboratory period. Lab is always on Wednesday.

*Formal Lab Write-up!!!!

 

The last day to turn anything in for credit is June 10, 2003.

 

 

 

 

 

Course Assessment Strategies

Exams

 

This course is divided into 2 units with a test on the last day of each unit (see the Tentative Lecture Schedule for approximate date). These tests are based on assigned readings, the material covered during lectures, discussions, ticket assignments, labs, seminars, ect.

The final is not optional. Everyone will take the final if they plan to pass this course. The final is comprehensive. The final will cover everything discussed in class, all readings, and student presentations. The tests may have objective-type questions, short answer, and essay questions.  All tests are comprehensive.

Quizzes

 

The quizzes offered in this course for your evaluation pleasure are preparative quizzes and summative quizzes. Preparative quizzes. Quizzes of this type are designed to insure that you have prepared for the current week’s studies. They are short, worth five point, and usually consist of objective questions. These quizzes are given during the first 5 minutes of each Tuesday class beginning in week 2 and continuing through week 9. Summative Quizzes: Quizzes of this type are given on the last day of the week. Not every week but many weeks. Summative quizzes usually consist of short answer questions and are worth 20 points.  Quizzes can not be taken late!!  Summative quizzes are given in the testing center.

Laboratory

 

Your laboratory experience will consist of 2 long-term projects a labs and some shorter in class labs from your class information packet or handouts. One of the long-term projects you complete primarily through individual effort, Adopt A Plant.  For the other the long-term project, the Herbarium Project, I encourage collaboration.  Prelabs are required are required for the shorter in class labs. Prelabs are worth 5 points. The rest of the lab is worth 15 points. Formal lab write-ups are worth 40 points. The Herbarium Project is worth 100 points and Adopt A Plant is worth 200 points (see evaluation form to see how the points are distributed the Adopt A Plant project)

Herbarium Project

 

The project will be worked upon individually. The project is to collect and prepare a personal herbarium of pressed, dried native species. (30+ species) with “Key” and “ID labels”.  Twenty of the specimens are mounted on herbarium paper. Plants not mounted on herbarium paper will be placed inside of individual newspaper sheets.  This project also requires the submission of drawings of 5 species (of the 30+) illustrating the whole plant and enlarged portions critical in their identification all drawn to scale. (See Lab 1 Drawing: The making of a plate) The key is a dichotomous key that you create that can be used to identify the 30+ species you identified.  In essence you will be creating a Flora of (insert student's name)'s world, just like Hitchcok and Cronquist is the Flora of the Pacific Northwest.  Your key will be easier to construct because you only have 30 plants to separate in your world.  Your key will be unique to your population of plants.

The above represents the physical demonstration for the project. Turn you herbariums in, in small boxes (apple boxes or boxes that printing paper comes in works well).  Please see examples of mounted plant specimens for use as a model for your mounting of herbarium plates. Herbarium paper, drawing paper, and glue are available in bookstore. Plant presses can be checked out from Kathleen.

Rules do not collect specimens on the GRCC campus near buildings. In the woods surrounding the campus (outside the parking areas) collection is permissible as long as you are not on private property. It would be most advisable not to destroy or decimate a population. Remember we are stewards of the land. The plants need to be native. Native for this class is defined as being in the the text “Flora of the Pacific Northwest.” Finally...... my advice: don’t wait to the last minute!!!!

Adopt a Plant

Adopt a plant is an introduction to our floral environment. Outside observe native wildflowers, weeds, and trees. Observe similarities in plants.  Each student selects one native plant species to research experimentally, illustrate, and report upon.  Adopt a Plant is evaluated based on a written demonstration of achievement (frequent journal entries, formal lab write-up), an oral presentation of the results of your research, and a self-evaluation. Don’t forget data analysis!!!

Most students will be required to use native plants in their project.  I do have a limited supply of Wisconsin Fast Plants that can be used for experimentation purposes.  But I must stress the word limited. 

The following are ideas for your investigations but by no means is an exhaustive list:

1. What are the chief characteristics of your plant? 

a)What is the growth pattern, conformation, and leaf structure?

b)How is this plant recognized?

2. What is the name of this plant?

a)How many common names does the plant have?

b)What is the story behind the scientific name?

3. Is the plant really native?

a)How was this alien plant introduced into this environment?

b)With what native plant did this alien plant compete?

4. What is the range of this plant?

a)What is its habitat?

b)What plants grow near this plant?

5. How does this plant interact with humans and other animals?

a)Is it edible, medicinal, or aesthetic?

b)Is it a weed, harmful, or poisonous?

c)Is it carnivorous

d)Is used in reclamation projects

e)Is it endangered

6. Almost any other observation and research you would like to conduct on this species

a)daily observations of this plant in 2 different environments

b)collection of ontological data on development over time

c)greenhouse experiments

d)effects hard rock versus classical music

e)comparison of floral structures between populations and/or species

f)comparison of leaf and stem structures between several populations and/or species

f)talk to me about your idea.

 

Finally      my advice: don’t wait to the last minute!!!!

 

Laboratory Write–ups

Due Dates et cetra

1.      Formal labs write-ups are due as assigned at the beginning of class.

2.      Informal lab write-ups are due at the beginning the following lab meeting.

3.      Please put these items on all lab reports: Name, Week #, Lab title, Group members if appropriate.

4.      Clip off those perforated edges.

5.      See handout on writing scientific papers

6.      Prelabs are worth 5 pts and can be prepared in the margins of the lab handout.

7.      Informal lab write-ups are worth 15 pts.

8.      Formal lab write-ups are worth 40 pts.

9.      catchall commandments

 

Informal Lab Write-ups

Labs that use the lab manual or handouts can be turned in using the pages of the lab manual or handouts. Any additional pages are on standard or college rule notebook paper.

 

Formal Lab Write-ups

See information provided in class information packet!!!!

 

Evaluation

 

Since I require collaboration on most of the lab work, I usually don’t grade each individual’s lab-write-up. I expect that everyone in each work group to contribute. For evaluation purposes I may randomly select a lab write-up for evaluation and scoring for each work group or I may ask the group to produce collectively a document for me to evaluate. And there is always “What’s A Five?”

Participation

This class requires active participation on your part. Responses of the following types are not acceptable

I don’t know.

I am not prepared.

What he/she said.

Don’t be a parrot!!!

Or other equally avoiding responses.

Everybody, yes everybody, has something to add to our understanding of the various topics discussed in this class. Of course you have to be present to participate. I monitor participation using the 3x5 cards.

Portfolios

Portfolios are collections of preclass clearance assignments (PC). These assignments vary in their nature and ease of completion. They are all designed to make you think. All of the preclass clearance assignments for the quarter are given elsewhere in this syllabus or in your class information packet. 

I will collect and evaluate your portfolios once during the quarter (see TV guide). All types of portfolio assignments need to be stamped.  I stamp the assignments in class on the day they are due and only on that day. 

Preclass clearance assignments can simply be questions that the student answers in a predetermined format. Other times the assignments will be peer teaching assignments that involve some group work on pre–assigned topics from your text, ALEs, typed analyses of articles using the elements of thoughts and intellectual standards that I hand out, typed assessments of the ALEs or anything I can come-up with to stimulate and engage you in learning.

 

1. The assignment needs to be completely finished in the appropriate format and,

2. You and the assignment must be present during the entire discussion of the assignment. Entire means from the time the first word is uttered till the last with respect to the assignment.

 

Remember These items concerning your portfolios.

·        Each assignment has your name, Assignment #  Assignment title.

·        Organization of assignments is a must. Consider paper clips, staples, ect. in order to place your assignments IN THE CORRECT ORDER.

·        Assignments must be stamped if they are to be evaluated (no this is not "Brazil"). 

·        Place assignments in a plain 8.5x11 file folder, other types of folders will be ignored.

·        Clip off perforated edges.

·        To get an assignment stamped it needs to be complete.

·        To get an assignment stamped it needs to be in the correct format.

·        To get an assignment stamped you need to be present and participate in the discussion of the assignment.

As you look at the portfolio assignments, stamping dates, and dates that the portfolio is actually turned in for assessment given later in the syllabus or in the TV guide please note that ample time is given between the stamping dates for individual assignments and when they are actually turned in for you to make revisions, additions, etc. as you see fit. That’s right folks you can improve your answer through group collaboration. And that effort will be rewarded if the assignment was stamped to begin with and randomly selected.

When you turn in your portfolio in the plain 8.5x11 file folder it will include:

·        Porfolio Inventory Sheet,

·        Self Evaluation of Participation,

·        All ALE’s (stamped or unstamped),

·        All typed article analyses (stamped or unstamped), and

·        Other assignments as determined.

The Literature

 

Keeping current with the literature is a never ending and daunting task no matter what field you plan to enter. Over the course of the quarter I would encourage you to plan on searching the literature for information that pertains to this class. I would also encourage you think about the variety of things you are doing in the class. Many things can be complementary. For instance articles you need to reference for lab write-ups may serve to satisfy the weekly article evaluation exercise. I can even envision you being able to use articles for your laboratory project. The concept is called “working smart.” However, don’t be lulled into believing that working smart means that plagiarizing is okay, or that individual work on isn’t valued. If two people turn in exactly the same document, that means when they selected print they asked for 2 copies, I am always suspect.

 

The Article Evaluation Assignment

About 5 times over the quarter you will be asked to evaluate an article of your choosing (See TV Guide for exact dates). These article evaluations will be typed! The articles can come from virtually any source, book, journal, web journal, web sites, various databases. I have a handout entitled “Searching the Literature” that can help you get started if you are at a loss.

Of course the best articles come from what is called refereed-journals. Articles from these types of journals have been peer-reviewed by experts in the field and have the greatest potential for reflecting the current truth on a topic.

The articles need to be relevant to plant biology and it would be really neat if they were relevant to the topic of the week. I want you to evaluate your selected articles using four elements of thought, 1) Purpose, 2) Information, 3) Conclusion, 4) Consequences and Implications. If the article is web based I want you to evaluate its value using the “Evaluation of Web” procedure handout before you evaluate it as instructed using the four elements of thought. 

 

 

 

Seminaring

Introduction

Seminar is the heart of this class, it is one of the things that sets this class apart from other classes you will take. So what is a seminar? What is your role as a student in a seminar? Good questions. The key to the correct answer is participation.

Seminars bring together interested learners to share and develop understandings, after having read, studied, and thought about a book, reading an article, watching a film et cetra. Individual preparations is essential. This preparation should include note taking from interesting passages, reviewing important sections, and organizing one’s thoughts.

In the seminar the group is responsible for exploring the text and the ideas people have brought from reading and thinking about it. This is the time to work it over as a group, to think outloud about it, to test some ideas against the group. Seminar is a special time for a unique intellectual activity. It is focused but still free–flowing, searching, questioning, going deeper to understand ideas from a text, from others, and within yourself.

Seminar behavior

1. Be prepared and willing to discuss ideas and raise questions by completing the required reading and writing beforehand.

2. Be on time. If you must be late, do not join in the discussion until you are certain that you know exactly what is being discussed.

3. Listen attentively to what is said by others and take notes on the general discussion. Participants must learn to listen actively to each other and speak openly, not just to the leader. The group must learn to be sensitive to the needs of all.

4. Everyone should speak during each seminar. Speak in turn and allow others to finish their thoughts; do not interrupt another person. Silent periods are natural. Silence gives time to process thoughts, try to become comfortable with it. Address an idea or argument by connecting it to what someone else has said. Summarize the point you are responding to, then provide your idea.

5. Don’t break down into one–on–one conversations or be distracted with whispering side conversations. Keep the whole group focused on the one central point.

6. The discussion must be focused on the topic or question at hand by POINTING TO THE TEXT (page and paragraph). Then go on to EXPLAIN THE TEXT (what I think this is saying is… ). Then go on and ARGUE WITH THE TEXT or compare it to another or each other.

7. Take notes on the discussion. One use of such notes is to remind you, an hour after you wrote something down, that it might fit in the discussion now. Whereas it did not fit when you first thought of it and jotted it down.

Implementation

I use seminar and seminar techniques in this class, in lecture and in lab to stimulate thought, learning, and especially student student interactions. If I ask a question and no one responds I bring out the infamous 3x5 cards, which show no bias, are completely impartial in deciding who will answer. They have your name on them and marks indicating how many times you have answered, attempted to answer, said I don’t know, or just weren’t there.

Frequently during the quarter we will have seminars on sets of questions you have been assigned. Sometimes you will have time in small groups to assess the value of your answer within the group before it is presented to the class. Small groups are an opportunity to work together to find answers to the question your group will be responsible for answering but also other questions on the assignment. If I notice that instead the groups are talking about the latest release by “Nine Inch Nails” or the microbial fauna now occupying the swill in the lunchroom out will come the 3x5 cards. I © the 3x5 cards.

 

Student Understandings

 

1.      I understand the standards in this course and that I am responsible for monitoring my own learning.

 

2.      I understand that when we are working in small groups I am responsible to take an active part in advancing the assigned work of the group.

 

3.      I understand that I will be held responsible for assessing my own work using criteria and standards discussed in class.

 

4.      I understand that if at any time in the semester I feel unsure about my “grade”, I may request an assessment from the instructor.

 

5.      I understand that nearly every class period will have something due, preclass clearance assignments, quiz, seminar/journal questions, labs etc.

 

6.      I understand that the preclass clearance assignments and seminar/journal assignments will be prepared using the format discussed.

 

7.      I understand that the preclass clearance assignments and seminar/journal assignments must be completed before coming to class if they are to be stamped.

 

8.      I understand that preclass clearance assignments and seminar/journal assignments will be stamped if and only if I am available to participate.

 

9.      I understand that only about one-half of the preclass clearance assignments.

 

10.  Journal assignments will be evaluated using the criterial and rubric given in the syllabus.

 

11.  I understand that I am responsible for my own learning.

 

12.  I understand the use of the quizzes employed in this class is to prepare for the coming week.

 

13.  I understand that some projects will be worked on in pairs or larger groups.

 

14.  I understand that the work of the course requires consistent classroom attendance and active participation.

 

15.  I understand that the choice is mine not the instructors.

 

            Date                                         Print Name                                           Signature