CCO
Common Course Outline
(revised 11/24/07)
II. Catalog Description:
BIOL 2203 Botany 4 CR FALL. Introduction to the biology of plants and plant-like organisms. Course takes an evolutionary perspective emphasizing morphology, anatomy, adaptations, physiology, reproduction, ecology and economic importance of plants. Lecture 3 hours; lab 3 hours. Prereq: BIOL 1105 and BIOL 1106 (or equivalents) or permission of instructor. MNTC: Goal 3.
III. Recommended Entry Level 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 and BIOL 1106 (or equivalents) or permission of instructor.
IV. Outline of Major Content Areas:
A. Early History and Development of Plant Study
B. Survey of Plant Diversity
C. Eukaryotic vs. Prokaryotic Cells
D. Meristematic Tissues
E. Root Structure
F. Herbaceous and Woody Stems
G. Tissue patterns in Stems
H. Leaf Structure and Function
I. Photosynthesis
J. Transpiration
K. Respiration
L. Economic importance of Plants
M. Ecologic importance of Plants
N. Monocots and Dicots
O. Floral Structure and Function
P. Plant Growth Regulators
Q. Plant Genetics and Hybridization
R. Plant Biotechnology and Propagation
S. Plant diversity – a treatment of the major plant phyla
T. Representative life cycles
A. Survey of cyanobacteria, algae, slime molds, true fungi, mosses, liverworts, lower vascular plants (ferns, horsetails, club mosses, whisk-ferns), gymnosperms, and angiosperms. Weekly labs include representative organisms and their characteristic macroscopic and microscopic features.
B. Long-term experiments may include: tissue culture, embryo rescue of Zea, plant genetics, allelopathy, angiosperm germination, plant propagation and early development of Woodwardia virginica.
V. Student Learning Outcomes: (goals and competencies in parentheses)
A. Students will be able to associate major plant groups in a reasonable evolutionary sequence and explain their rationale of relationships by discussing or writing about each group’s evolutionary contributions. (2a, 2b, 2c, 3a, 3c)
B. Students will relate the mode of life of major representative taxonomic groups, both present and past, to the plant's environment. (2a, 2c, 3a, 3b, 3c)
C. Students will make observations on the anatomy and morphology of representative taxonomic groups and relate their observations to functions. (3a, 3b, 3c)
D. Students will observe representative plant life cycles and determine how the life cycle relates to outcomes A, B, and C. (2a, 2c, 3a, 3b, 3c)
E. Students will study the role that plants play in such areas as agriculture, ecology, industry and medicine. (2a, 2c, 3a, 3c, 3d)
VI. Methods for Evaluation of Student Learning:
A variety of evaluation and assessment methods will be used.
A. Lecture. Tests during the semester of variable format, weekly quizzes over laboratory material.
B. Laboratory. Weekly quizzes in lecture. Field Test at UM Arboretum or Eloise Butler Wildflower Garden. Laboratory test.
C. Final Exam. Includes a lecture and laboratory component.
D. Laboratory Reports on long-term Experiments.
VII. Other Information:
A. Students are required to purchase 1 box each of microscope slides and cover glasses.
B. Laboratory procedures are outlined in the course syllabus.