SC-255 General Zoology with Lab

Course title: SC 255– General Zoology

Campus: National

Initiator: Peltin Olter-Pelep

Date: 11/21/2021

Course description

This course is an introduction to various vertebrate and invertebrate animals, their evolutionary relationships, and biology including anatomy and physiology, behavior, and ecology. The course covers the complex and diverse world of animals. Though this is a very broad subject, students will be able to complete a thorough representation and sampling of various taxonomic groups and related biological topics. Humans are used in some examples, such as for anatomy and physiology, however, the focus of the course is on other animals and zoology in general.

Hours per Week

No. of Weeks

Total Hours

Semester Credits

Lecture

3

x

16

x

48

=

3

Laboratory

3

x

16

x

48

=

1

Lecture / Lab

x

x

=

Workshop

x

x

=

Total Semester

Credits

4

PSLO#

Program

[ ]

1. Effective oral communication: capacity to deliver prepared, purposeful presentations designed to increase knowledge, to foster understanding, or to promote change in the listeners’ attitudes, values, beliefs, or behaviors.

[X]

2. Effective written communication: development and expression of ideas in writing through work in many genres and styles, utilizing different writing technologies, and mixing texts, data, and images through iterative experiences across the curriculum.

[X]

3. Critical thinking: a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.

[X]

4. Problem solving: capacity to design, evaluate, and implement a strategy to answer an open-ended question or achieve a desired goal.

[ ]

5. Intercultural knowledge and competence: a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.

[X]

6. Information literacy: the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand.

[X]

7. Foundations and skills for life-long learning : purposeful learning activity, undertaken on an ongoing basis with the aim of improving knowledge, skills, and competence.

[X]

8. Quantitative Reasoning: ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations; comprehends and can create sophisticated arguments supported by quantitative evidence and can clearly communicate those arguments in a variety of formats.

CSLO (General) 1: Demonstrate an understanding of the scientific method and its applications.

Student Learning Outcome (specific)

ISLO

PSLO

Assessment Strategies

1.1 List and describe the general steps in the scientific method.

2,3,6,7

3.4

Homework, quiz or test where the student lists and describes the steps for the scientific method. An answer key will be used.

1.2 Demonstrate knowledge of the scientific method through the regular completion of lab assignments and/or lab reports

3.5

Short scientific experimentation will be carried out where the student demonstrates knowledge of the scientific method.

CSLO (General) 2: Describe the parts of the cell and their various functions.

Student Learning Outcomes (specific)

ISLO

PSLO

Assessment Strategies

2.1 Differentiate between prokaryotic cells, eukaryotic cells, and viruses.

2,3,6,7

3.4

Homework, quiz or test where the student differentiates between prokaryotic cells, eukaryotic cells, and viruses. An answer key will be used.

2.2 Describe the function of a cell membrane.

2,3,6,7

3.4

Homework, quiz, or test where a student describes the function of a cell membrane. An answer key will be used.

2.3 Name and explain the functions of structures in both eukaryotic and prokaryotic cells.

2,3,6,7

3.4

Homework, quiz, or test where the student names and explains the functions of structures in both eukaryotic and prokaryotic cells. An answer key will be used.

CSLO (General) 3: Demonstrate an understanding of the breadth of animal diversity through in-depth study of animal taxonomy and systematics.

Student Learning Outcomes (specific)

ISLO

PSLO

Assessment Strategies

3.1 Differentiate between taxonomy, systematics, and phylogeny.

2,3,6,7

3.4

Homework, quiz, or test where the student differentiates between taxonomic, systematics and phylogeny. An answer key will be used.

3.2 Identify the major groups of invertebrates and vertebrates to their designated phyla, classes, and other designated levels.

2,3,6,7*

3.4

Lab activity where the student identifies the major invertebrates and vertebrates to their designated phyla, classes, and other designated levels.

3.3 Identify major structures and discerning features of organisms as they relate to their classification.

2,3,6,7

3.4

Homework, quiz or test where the student identifies major structures and discerning features of organisms as they relate to their classification. An answer key will be used.

CSLO (General) 4: Explain the significance of the relationship between structure and function, evolution, genetics, ecology in the organization, survival, and diversity of animals.

Student Learning Outcomes (specific)

ISLO

PSLO

Assessment Strategies

4.1 Recognize the various types of body symmetry.

2,3,6,7

3.4

Homework, quiz or test where the student recognizes the various types of body symmetry. An answer key will be used.

4.2 Differentiate between phenotype, genotype, dominant, recessive, homozygous and heterozygous.

2,3,6,7*

3.4

Homework, quiz or test where the student differentiates between phenotype, genotype, dominant, recessive, homozygous and heterozygous. An answer key will be used.

4.3 Define genes, chromosomes, alleles and ecology.

2,3,6,7

3.4

Homework, quiz or test where the student defines genes, chromosomes, alleles and ecology. An answer key will be used.

4.4 Construct a monohybrid cross using a Punnett Square and information regarding their parental generation.

2,3,4,6,7,8

3.4

Homework, quiz or test where the student constructs a monohybrid cross using a Punnett Square and information regarding their parental generation. An answer key will be used.

4.5 Describe different trophic levels and provide examples of each.

2,3,6,7*

3.4

Homework, quiz or test where the student describes different trophic levels and provides examples of each trophic level. An answer key will be used.

4.6 Explain the concepts of life cycle and larval stages.

2,3,6,7

3.4

Homework, quiz or test where the student explains the concepts of life cycle and larval stages. An answer key will be used.

4.7 Differentiate between asexual and sexual reproduction and list the advantages/disadvantages of each.

2,3,6,7*

3.4

Homework quiz or test where differentiates between asexual and sexual reproduction and lists the advantages/disadvantages of each. An answer key will be used.

4.8 Describe Darwin’s theory of evolution by natural selection and other forms of evolutionary selection processes.

2,3,6,7

3.4

Homework, quiz or test where student describes Darwin’s theory of evolution by natural selection and other forms of evolutionary selection processes. An answer key will be used.

CSLO (General) 5: Identify basic, selected external and internal structures and associated biology/function for different kinds of animals.

Student Learning Outcomes (specific)

ISLO

PSLO

Assessment Strategies

5.1 Identify key internal/external structures associated with the various phyla.

2,3,6,7

3.4

Homework, quiz, test or lab activity where the student identifies key internal/external structures associated with the various phyla. An answer key will be used.

CSLO (General) 6: Recognize the ecological, scientific, economic, cultural, and social importance of the interrelationships between animals, humans, and the environment.

Student Learning Outcomes (specific)

ISLO

PSLO

Assessment Strategies

6.1 Describe the significance of global biodiversity to the needs of ecosystems, the biosphere, and mankind.

2,3,6,7,8

3.4

Homework, quiz or test where the student describes the significance of global biodiversity to the needs of ecosystems, the biosphere, and mankind. An answer key will be used.

6.2 Examine and report examples of culturally, economically, and socially important species and describe their value to man.

2,3,6,7,8

3.4

The student examines and reports on examples of culturally, economically, and socially important species and describes their value to man.
A scoring rubric will be used.

SC 255– General Zoology