BIO 231 Syllabus F18€¦ · BIO 231 BOTANY at USM FALL 2018 I. COURSE OBJECTIVES ... The remaining 5 species can be garden plants, market fruits or vegetables, houseplants, or wild

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BIO 231 BOTANY at USM FALL 2018

I. COURSE OBJECTIVESStudents completing this course will develop the following knowledge and skills:

1. a deep understanding of the evolutionary history and classification of plants;

2. an appreciation of the diverse ways that plants interact with other organisms in nature, and howthese interactions have shaped and been shaped by evolution;

3. a detailed knowledge of plant structure (anatomy & morphology) and how the diversity of plantstructure results from evolutionary diversification;

4. the ability to identify unknown plants to the taxonomic rank of ‘family’ and common Mainespecies to the level of ‘species’; and

5. an in-depth knowledge of the evolution and defense chemistry of one angiosperm clade (order)as well as the ability to demonstrate and transfer that knowledge coherently to others.

II. COURSE INFORMATION

Lecture Tuesdays and Thursdays, 11:45-1:00 Payson Smith 207

Lab Fridays 11:45AM-2:35PM Science 160

Professor Dr. Terry Theodose Phone: (207) 780-4074 Email: theodose@ maine.edu Office: Science 476d (C-Wing)

Office hours Mondays and Wednesdays 3:00-4:00 PM Tuesdays and Thursdays 2:00-3:00 PM or by appointment

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Copyright 2018 Dr. Terry Theodose

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Required Texts Botany: An Introduction to Plant Biology, James D. Mauseth (5th or 6th ed.) Forest Trees of Maine: Special Centennial Edition, Maine Forest Service III. LABORATORY This is a combined lecture-lab course. The lab is designed to demonstrate complement the lecture but to also make you familiar with the trees, shrubs, seedless vascular plants, and fall-reproducing herbs of southern Maine. During the first half of the semester, lab meetings will take place outside and on foot. Be prepared to do some hiking. During second half of the semester, most labs will be held indoors in the ecology lab (Science 160, B-wing). Your lab performance will be assessed with intermittent exercises, four lab quizzes, and a plant collection. More information on the lab portion of the course will be provided the first day of lab. IV. METHODS OF ASSESSMENT A. Tests Three tests will be given during the course of the semester. These will be traditional tests that cover approximately four to five weeks of material. The format will be a mixture of multiple choice, short answer, and short essay questions. Each test will cover readings assigned from the Maseuth text, all information covered in lecture, and information covered in student-led lessons. The final exam (Test 3) will not be cumulative. B. Plant collection Each student will be responsible for one plant collection that contains Maine members of one angiosperm clade. This clade might correspond to one family, a group of related families, or a sub-order of angiosperms. This collection will be composed of 25 species, 20 of which must be wild (native or naturalized in Maine). The remaining 5 species can be garden plants, market fruits or vegetables, houseplants, or wild plants collected from other regions. Detailed information on how to collect, preserve, mount, and document plant specimens will be provided. C. Student-led lessons Over the course of the semester each student pair will deliver two short lessons (10-15 minutes) on their assigned angiosperm clade. The first lesson will cover the evolutionary history of the clade, unique phenotypic characters (adaptations), common Maine species and/or other recognizable species, and some ecological relationships with pollinators or seed dispersers The second lesson will cover some of the unique defense compounds found in your clade, along with their natural functions (such as herbivore or microbial defense), and some practical uses of these compounds throughout human history. Presentations will be graded on your group’s ability to:

• display a deep understanding of the topic • effectively teach the material to your peers (positively impact their learning) • provide a one-page fact sheet highlighting the most important points that your classmates

can use as a study guide. How you decide to research, pitch, and present the material is up to you. You can cover the topic narrowly (one family or plant chemical covered in depth) or more broadly. Past lesson formats have included engaging activities such as contests, hands-on demonstrations, and worksheets, but a simple PowerPoint presentation is fine too. Feel free to be as creative as you want! D. Lab quizzes There will be four lab quizzes throughout the semester. The first two quizzes will take place in the field and will cover general identification terminology, some plant species we covered in lab, and any other

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relevant ecological information learned in previous field trips. You are encouraged to take (and share) extensive field notes during the lab periods. E. In-class activities During class periods I will spend some time lecturing, clarifying the reading, and answering questions. However, a bit of time every week will be devoted to in-class activities. These activities will give you opportunities to grapple with difficult material in an informal situation, which should enhance your learning. I will periodically collect completed activities and grade them, and the mean of graded activities will figure into your final grade. V. GRADES A. Calculation of final grade Assessment points Lecture activities & homework (mean) 100 points Three tests (100 points each) 300 points Student-led lessons (50 points each) 100 points Plant collection 100 points Lab quizzes & exercises (mean) 100 points Class participation & professionalism 100 points Course total 800 points Your final grade will be calculated as a percentage of total points possible. For example, if you received a total of 700 points, your grade will be calculated as 700/800 = 0.875 or 87.5 %. You would therefore receive a B+ in the course B. Grading Time commitment The rule of thumb for study time necessary to do well in a college science course is three hours outside of class for every one hour in class. This means you should be spending about 7½ hours a week outside of class reading and studying the material (This is why 12 credit hours is considered a full time load!). Most students who do poorly underestimate the necessary time commitment it takes to master the vocabulary and concepts. Unfortunately, USM students commonly overschedule themselves so that they truly do not have enough time in the week to study. If this applies to you, I strongly suggest you consider reducing your credit load if you want to maintain your sanity and do well this semester. Criteria used for grading A You have mastered the information and understand it at a deep, interconnected level. You can express that understanding eloquently, apply your knowledge to new situations, and synthesize the material seamlessly with other ideas to arrive at your own conclusions. You can competently evaluate alternative representations of the concepts and back up your analyses and evaluations with evidence and logic. You can identify and correct misconceptions. B You have a thorough knowledge of the material and can relay this information in a clear way. Your ability to extrapolate or apply this knowledge to new situations is adequate. You are aware of some of the common misconceptions and can avoid them.

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C Your knowledge and/or presentation of that knowledge is at a basic level or is in parts incomplete. You may have trouble elaborating on your knowledge or applying it in a new context, suggesting you learned the material in a perfunctory way (i.e., memorization, last minute studying). You fall prey to common misconceptions, but it appears that you could easily improve if you took more time to study effectively. D Your knowledge is rudimentary and/or your performance is barely acceptable for college- level work. However, there are hints that you understand certain concepts or parts of concepts well. Although poorly executed, your work shows potential. It appears that you could do a better job if you put in more time or improved your study techniques. F Below college-level expectations. You did not answer questions or the number of correct answers is no better than chance. You need to drop the class or change your approach if you wish to pass the course. IV. COURSE POLICIES A. Contacting me Due to the extremely high volume of email I receive, I ask that you please refrain from emailing me unless there is no other way to obtain the information you seek. I am available to talk in person after class, during lab or after lab, and during my office hours. If there is an emergency, or none of these times works for you, then you can email me to set up an individual office appointment. Please type the word “appointment” in the subject heading. B. Attendance Attendance is expected and in such a small class I notice when you are absent! Although I do not formally take attendance in the lecture, the in-class activities will serve as a record of your presence or absence. If you show a consistent pattern of absence, I will dock five percentage points off of your final grade in addition to the grades of zero you received on activities. Lab attendance is required. If you miss a lab without a written excuse, points will be deducted from your participation grade. If you miss more than two lab periods, even with a valid excuse for all absences, you need to drop the course. C. In class professionalism Preparation Please conduct yourselves like the adults that you are. I expect you to arrive prepared and ready to work. Preparation means completing the assigned readings before coming to class. This practice will enhance your learning and allow you to make positive contributions to activities and class discussions. Electronic devices Please refrain from conducting personal business (texting, shopping, homework from other courses, etc.) on your personal devices while in class. This behavior is unprofessional, extremely rude, and distracting to others, especially to me. The use of personal electronic devices will be permitted for course related work only (e.g., certain group activities, taking photos of plants, etc.).

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D. Test days Please arrive on time for tests. If the room permits, sit so that an empty chair separates you from the nearest student. During test periods, all electronic devices must be turned off and removed from your person. E. Late work The equivalent of one letter grade (10%) will be docked for each day that an assignment is late. F. Make-up Policy Makeup tests will be allowed only for students who have a previously scheduled event (e.g., student athletic event) or to those who have a written medical excuse. Permission for last minute absences due to non-medical emergencies will only be granted for truly unavoidable circumstances. G. Student Integrity and Academic Honesty USM’s Academic Integrity Policy is very clear. Any student found violating this policy will receive an “F” on the assignment and may be reported to USM’s Office of Community Standards. If found guilty, you will be penalized and possibly suspended. Here is a summary from the online catalog:

“All academic work should be performed in a manner that will provide an honest reflection of the knowledge and abilities of each student.”

Violations of academic integrity include but are not limited to: plagiarism, fabrication of data, giving or receiving unauthorized help during examinations, and using the same work for an assignment in another class (i.e., a paper). If you are unfamiliar with policy, please access it here: http://www.usm.maine.edu/ocs/policy.html H. Discrimination USM’s discrimination policy applies to all of your interpersonal interactions, including those in this course. If you feel you have been discriminated against by an instructor, tutor or another student, please contact Betsy Stivers (Director, Equal Opportunity Center of Excellence) at 780-4709 or [email protected]. From the online catalog:

“The University of Southern Maine shall not discriminate on the grounds of race, color, religion, sex, sexual orientation, national origin or citizenship status, age, disability or veteran's status in education, employment, and all other areas of the University.”

V. ACCOMMODATIONS AND OTHER HELP AVAILABLE A. Accommodations If you have a disability that requires accommodation, please contact the Office of Academic Support for Students with Disabilities (237 Luther Bonney, 780-4706). Please contact the office as soon as possible, since only students who are registered with this office are eligible for accommodations. If you need ELL accommodations (such as longer test time, access to a dictionary while testing, etc.), you can also contact the Office of Academic Support for Students with Disabilities (237 Luther-Bonny, 780-4706). This office currently has very limited services for ELL students, since by law their priority is students with disabilities. If they are unable to provide accommodations for you, please let me know of

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your needs as soon as possible. We can work together to make sure you have a good experience. Only ELL students are eligible for this accommodation. B. Help with time management and academics If you are overwhelmed with juggling work, school, and family; need computer access or technology advice; or just need someone to proofread your writing, please contact the Learning Commons. Their excellent services include tutors, academic coaching, computer access, and technology advice. They have offices in Gorham and Portland and can be contacted at http://www.usm.maine.edu/learningcommons. C. Help with health issues If you experience any personal difficulties or health problems that impact your performance in this class, please contact University Health and Counseling Services at www.usm.maine.edu/uhcs. Their mission is to support and promote the health and well-being of all people in the USM community. They can provide counseling, coaching, basic health services, and referrals to specialists.

Please note: All material in this syllabus is subject to change, without warning, at the discretion of the instructor

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COURSE SCHEDULE (TENTATIVE!) Week and topic Day Chapter in Matheus text (sections based on 5th edition) Lab Topic on Friday

Week 1 Introduction to the course Classification & systematics

Tues 9/4 Thurs 9/6

Chapter 1 Introduction to Plants & Botany -Plants -Using concepts to understand plants -Origin & evolution of plants -Diversity of plant adaptations Box 5.1 Familiar plants & confusing ‘look-alikes’ Chapter 18 Classification & Systematics -Concepts -Levels of taxonomic categories -Cladistics -Box 18-1 Development concepts evolution & classification -

9/7 Introduction to lab Collecting & preserving plant specimens Some vegetative characters

Week 2 Flowers & reproduction

Tues 9/11 Thurs 9/13

Chapter 18, contd. -Taxonomic studies -The major lines of evolution -Box 18-2: Cacti as examples of evolutionary diversification -Box 18-3 Genealogy versus clade Chapter 9 Flowers & Reproduction -Concepts -Asexual reproduction -Sexual reproduction (Only read ‘Flower structure’) -Flower structure & cross pollination -Inflorescences & pollination

9/14 Field botany Some reproductive characters of angiosperms

Week 3 Fruits & reproduction Evolution of angiosperms


Chapter 9, contd. -Sexual reproduction (Only read ‘Fruit development’) -Fruit types & seed dispersal -Box 9.1 Flowers, fruits, seeds, & civilization Box 7.1 Having a weight problem Chapter 23 Angiosperms -Concepts -Changing concepts about early angiosperms

9/21 Field botany Lab quiz 1 Mostly angiosperms

Week 4 Diversification of angiosperms


Chapter 23, contd. -Classification of flowering plants -Box 23-1 Maintaining genetic diversity -Basal angiosperms Short student-led lessons

9/28 Field botany Mostly angiosperms

Week 5 Angiosperm clades


Chapter 23, contd. -Monocots Short student-led lessons Chapter 23, contd -Eudicots Short student-led lessons

10/5 Field botany Mostly angiosperms

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Week 6 Test week!


Fall break no class! Test 1

10/12 Field botany

Week 7 Algae & lichens


Box 10-2 Photosynthesis in bacteria Chapter 19 Algae -Concepts -Origin of eukaryotic cells -Characteristics of various groups of algae -Green algae Chapter 19, contd. -Red algae -Brown algae Chapter 24 -Associations of fungi with other organisms

10/18 Field Botany Lab Quiz 2 Seaweeds & lichens

Week 8 Evolution of nonvascular plants


Chapter 20 Nonvascular plants -Concepts -Characters of nonvascular plants -Classification of nonvascular plants Box 5-4 Simple plants Chapter 20, contd. -Division Bryophyta: mosses -Division Hepatophyta: liverworts -Division Anthocerotophyta: hornworts Box 16-3 Genetics of haploid plants

10/26 Field Botany Mosses & liverworts

Week 9 Evolution of early vascular plants


Chapter 21 Vascular plants without seeds -Concepts -Early vascular plants -The microphyll line of evolution: lycophytes Chapter 21, contd. -The megaphyll line of evolution: euphyllophytes -The term “vascular cryptograms” -Box 21-1 Molecular studies of the evolution of early land plants

11/2 Field Botany Lycophytes, ferns, & fern allies

Week 10 Evolution of seed plants & diversification of gymnosperms


Chapter 22 Gymnosperms -Concepts -Division Progymnospermophyta: progymnosperms -Division Pteridospermophyta: seed ferns Chapter 22, contd. -Division Coniferophyta: conifers -Division Cycadophyta: cycads -Division Ginkgophyta: maidenhair tree -Division Gnetophyta

11/7 Lab Quiz 3 Gymnosperms of Maine

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Week 11 The primary plant body


Test 2 Chapter 5 Tissues and stems -Concepts -Basic cell types & tissues -Internal organization of stems -Box 5-2 Parenchyma, Sclerenchyma, & Food -Box 5-3 Organs: replace them or reuse them? -Box 5-5 Plants & people grow differently

11/16 Anatomy of the primary plant body Mounting & labeling your plant specimens

Week 12 The primary plant body


Chapter 6 Leaves -Concepts -External structure of foliage leaves -Morphology & anatomy of other leaf types -Box 6-3 Photosynthesis without leaves Chapter 7 Roots -Concepts -External structure of roots -Other types of roots & root modifications -Box 7-1 Plants & people having weight problems Thanksgiving break (Homework: Eating plant organs) No class!

11/23 Thanksgiving break No lab!

Week 13 The secondary plant body


Chapter 8 Structure of woody plants -Concepts -Vascular cambium -Secondary xylem Chapter 8, contd. -Secondary phloem -Outer bark

11/30 Anatomy of the secondary plant body Mounting & labeling your plant specimens

Week 14 Plant defense compounds


Box 2-3 Toxic compounds Introduction to defense compounds (handout) Short student-led lessons Defense compounds, contd. Short student-led lessons

12/7 Exploring plant defense compounds Mounting & labeling your plant specimens

Week 15 Plant defense compounds


Defense compounds, contd. Short student lessons Defense compounds, contd. Short student-led lessons

12/14 Lab Quiz 4 Exploring plant defense compounds

Exam week Thurs 12/20

Test 3 10:45-12:45

12/21 Plant collections due

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Botany lab syllabus 2018 Attendance I expect you to attend every lab. If you must miss a lab due to an emergency or previously scheduled unavoidable event, you need to inform me prior to the lab itself. This is especially important because if you are simply running a few minutes late, we do not want to take off for the field site and leave you behind! Any student that misses more than two lab periods will fail the course. Safety What to wear on field trips

-Hiking boots or shoes - Long pants (for bushwhacking) -Appropriate outerwear for that day’s weather -Orange vest once hunting season starts (USM will provide) -Hat with brim

What to bring to field trips-Hand lens or other magnifier -At least one field guide from the lab -Cell phone or camera -Field book for taking notes -Mechanical pencils -Water -Snack -Sunscreen -Bug spray DRAFT


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Specimen care All of the plant specimens we collect must be pressed, mounted on herbarium sheets, and labeled. You will be tested using these specimens during the lab practical exams. Each week one pair of students will be assigned to press the plants that were collected during that week’s field trip. In pressing, try to artistically arrange the plant and display the taxonomic characters that are important for identification (leaf shape, type of inflorescence, number of petals, etc.). With two people, this task usually takes about one hour. I expect each student to take part in pressing the plants at least once during the course of the semester. During the laboratory period prior to the lab practical, the entire class will take part in the mounting and labeling of specimens. Students typically enjoy this exercise because it is fun and serves as a first step for studying the species. We will mount each specimen on acid free paper and label it with a formal herbarium label. These mounted specimens will then be added to USM’s herbarium collection. Collections You will be responsible for the taxonomic placement of each species in the collection (Family, Genus, Species), its common name, habitat, location (GPS coordinates, town in Maine) and date. cover in the field labs (e.g., characters for field recognition, habitat requirements, species interactions, etc.). Use your field book to take these notes while in the field. ASSESSMENTs Completed lab exercises (conducted in pairs) Lab quizzes (taken independently; some will be in the field) Plant collection DRAFT


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BIO 231 Syllabus F18€¦ · BIO 231 BOTANY at USM FALL 2018 I. COURSE OBJECTIVES ... The remaining 5 species can be garden plants, market fruits or vegetables, houseplants, or wild