CCO
December 10, 2007
Common Course Outline
(revised 11/24/07)
II. Catalog Description:
BIOL 2202 Zoology 4 CR SPR. An introduction to the study of animal biology with a focus on the morphological and physiological characteristics of animals emphasizing adaptation, evolution and ecology. Lecture 3 hours; lab 3hours. Prereq: BIOL 1105 or BIOL 1106 (or equivalents) or permission of instructor. MNTC: Goal 3.
III. Recommended Entry Skills and Knowledge:
Students should have basic understanding of the following topics and concepts as taught in introductory college biology: cell structure and function, molecular and Mendialian genetics, cell division, organismal development, principles of ecology and evolutionary theory. Laboratory skills should include competency with the microscope and the scientific method (including experimental design, data analysis and reporting), and a variety of scientific measuring methods. Prereq: BIOL 1105 or BIOL 1106 (or equivalents) or permission of instructor.
IV. Outline of Major Content Areas:
A. Introduction to Zoology
1. Classification and Phylogeny
2. Animal Architecture and Development
3. History of Zoological Thought
B. Survey of Major Phyla – includes comparative anatomy, behavior, ecological roles
1. Lower Invertebrates
· Porifera
· Cnidaria
· Platyhelminthes
· Nematoda and Rotifera
2. Protostome Coelomates
· Mollusca
· Annelida
· Arthropoda
3. Deuterostome Coelomates
· Echinodermata
· Chordata
C. Phylogeny and Biodiversity
V. Student Learning Outcomes: (goals and competencies in parentheses)
A. Students will describe and contrast the behavior and adaptive features of representative members of each major taxonomic group. (2c, 3a, 3d)
B. Students will explain how animals maintain their internal integrity while responding to external and internal changes. (2a, 3a, 3d)
C. Students will relate animal structure to function. (2c, 3a, 3d)
D. Students will associate the mode of life, adaptations, and life cycles of selected animals to successful exploitation of their environment. (2c, 3a, 3d)
E. Students will critique the concept of evolutionary progression using examples from protozoa to the vertebrates. (2a, 2c, 3a, 3d)
F. Students will do science by carrying out a research project that culminates in either a presentation or the writing of a scientific paper. During this process, students will employ the scientific method, i.e., state problems, pose hypotheses, make predictions, design a(n) experiment(s), collect and analyze data, and interpret results. (2a, 2b, 2c, 3b, 3c, 3d)
VI. Methods for Evaluation of Student Learning:
A variety of evaluation and assessment methods will be used by instructors teaching this course. They may include the following: quizzes, exams (multiple choice, true-false, fill-in, matching, short answer, and critical thinking essay questions); home study assignments or work sheets; writing assignments; term papers; or oral presentations.
Laboratory quizzes and practical exams may be used to assess the laboratory portion of the course.
VII. Other Information:
Laboratory procedures are outlined in the course syllabus.