Required text and Other Materials:
Mauseth, James D. 2003. Botany, 4th Ed.; Saunders College Publ.

Learning Outcomes:
Students will read selected chapters from the text and complete four exam over the material read.

Students successfully completing this course should have an introductory to intermediate level of knowledge of eukaryotic plant cell biology. This includes knowing what each major cellular component is and what its function is. Students should have a basic understanding of how the processes of photosynthesis (light reactions and C3 cycle) and respiration (glycolysis, citric acid cycle, mitochondrial electron transport) operate at the cellular level. They also should understand how eukaryotic cells divide, both mitotically and meiotically.

Course Requirements:
Students will read and be tested over the content of the following chapters in the text: 1, 2, 3, 4, 10, 11, 13, 14.

Students will complete four exams. Each exam will cover material from two chapters. Exams will be primarily multiple-choice in format, with some essays. No course materials, text Internet sites, or other materials may be accessed during completion of the exams. Each exam must be completed within two hours. Exams must be supervised by an approved proctor.

The course schedule will allow for approximately one week per chapter of study, with one exam every two weeks throughout the course. Exams will be available through Blackboard for a limited duration of time, to insure that students remain on a schedule of study that will help insure successful completion of the course in one term. Students must complete each exam within the designated time unless they receive specific permission from the instructor in advance of a test deadline for postponement. Failure to complete an exam on time will result in a grade of zero for that assignment.

Grading Policies:

Grades will be assigned based on percentage of the total points earns: 90-100% = A; 80-89% = B; 70-79
% = C; 60-69% = D; below 60% = F.

Means of Assessment:

Students will complete four written exams as described above.

Brief Outline of Course:
The following list contains a description of material that should be studied in each text book chapter. Students should use this as a guideline to help them prepare for the exams.

Chapter 1:
This chapter is introductory and not too content laden. Students should pay particular attention to the sections on scientific method, and plant origin and evolution.

Chapter 2:
This chapter contains an introduction to the chemistry of living organisms. It can be a long and difficult chapter for students with little science background. Understanding of this material is critical, however, before students continue on with succeeding chapters. I suggest that students strive for mastery of the first half of the chapter, including chemical bonds, water, and carbon compounds. The section on mechanisms of chemical reactions can be skipped. The remainder of the chapter covers a variety of organic molecules and polymeric construction of large molecules. Students should learn the general molecular forms and functions of these molecules, but should not attempt to memorize every molecule in the book. This includes functional groups, carbohydrates, amino acids and proteins, nucleic acids, lipids, cofactors and carriers, and enzymes.

There are a few additional resources that students may find helpful for studying this material. There is a video that can be checked out from Pierce Library called Basic Chemistry for Biology Students, EVH 1180. There is some tutorial information available via the Internet that can be accessed through the Eastern Oregon University Chemistry Program homepage.

Chapter 3:
This chapter contains an overview of plant cell structures, including membranes, protoplasm, cellular organelles, and cell walls. All of this information is important and should be covered in detail.

Chapter 4:
This chapter addresses the processes of cell division, including both mitosis and meiosis. Students should strive for a clear understanding of how each of these processes operate and of the similarities and differences between them.

Chapter 10:
This chapter explains the process of photosynthesis in detail. It is not necessary for students to master every detail at this point. It is important, however, for students to understand the basics of how photosynthesis operates. The entire chapter should be read, but students should pay particular attention to the sections on the light-dependent reactions and the stroma reactions and should be prepared to explain how these processes operate on the second exam.

Chapter 11:
This chapter discusses how plants take sugars produced by photosynthesis and break them down into individual molecules of carbon dioxide, releasing energy from utilization by cells in the process. This necessarily involves a significant amount of chemistry. In studying this chapter, students should focus on holistic understanding of the three main processes of aerobic respiration: Glycolysis, the Citric Acid Cycle, and the mitochondrial electron transport chain. Students should understand what takes place in these three series of reactions, and where the reactions take place. The sections on the Pentose Phosphate Pathway, and respiration of lipids can be omitted.

Chapter 13:
Students should read the entire chapter on soils and mineral nutrition. They should learn what each of the macronutrients are and why plants need them, and should study the concluding sections on nitrogen metabolism.

Chapter 14:
Chapter 14 covers a variety of topics related to plant growth and development. Students should read about the variety of ways in which plants can sense and respond to environmental stimuli and the roles that plant hormones such as auxin, cytokinin and gibberellin play in plant growth.

General Education Category and Outcomes:
Natural, Mathematical and Information Sciences (SMI):
SMI courses focus on the physical and biological world, as well as the body of knowledge centered on concepts such as quantity, structure, space, and change using an empirical methodology. SMI courses work on the assumption that there is a rational and understandable order to the universe. Some of these disciplines introduce and work with models for understanding physical phonomena; while other are typically involved in describing and predicting physical behaviors. A central focus of SMI is on the phenomena exhibited by natural objects, organic or inorganic, and their substances; numerical analysis and statistics; and mathematical and information structures and patterns. Upon completion of course work in SMI, students should be able to employ scientific methods in the laboratory or in fieldwork as defined by the specific discipline(s) or sub-discipline(s) the student has studied, analyze and evaluate data based on discipline-defined criteria, observe accurately, integrate knowldedge and data with the fundamental concepts of the specific discipline(s) or sub-discipline(s) the student has studied, and report results effectively both orally and in writing.

Bot 201, Plant Biology fits the criteria for the SMI category of general education because of the focus on the biological world. Study will include models for understanding the physical phonomena of plant cell division, and physiological processes such as photosynthesis and respiration. Students will demonstrate increased vocabulary, content and conceptual knowledge of plant cellular biology. They will demonstrate their ability to integrate and synthesize knowledge of the subject and communicate this understanding in writing.

Program outcomes that will be met by Bot 201 are Category #1, Content Knowledge and Category #2, Inquiry. The Breadth outcome that will be met by this course is #6, Problem Solving and Analytical Thinking (SMI).

Specific assignments that will be used to assess these outcomes include:

The two exams for the course each include four written essays in which the students are asked to design experiments, think creatively about plant-like qualities of different types of organisms, and demonstrate basic understanding of the roles of complex cellular processes such as photosynthesis and respiration in plant cell biology. Students employ approaches to inquiry from different disciplines, including chemistry, physics and history of science in composing their essay responses.

Statement on Academic Misconduct:
Eastern Oregon University places a high value upon the integrity of its student scholars. Any student found guilty of an act of academic misconduct (including, but not limited to, cheating, plagiarism, or theft of an examination or supplies, may be subject to having his or her grade reduced in the course in question, being placed on probation or suspended from the University, or being expelled from the University - or a combination of these. Please see Student Handbook at: http://www.eou.edu/saffairs/handbook/honest.html

Statement on American with Disabilities:
If you have a documented disability or suspect that you have a learning problem and need accommodations, please contact the Disability Services Program in Loso Hall 234. Telephone: 541-962-3081.

Schedule of Assignments, Tests, Projects:
A complete schedule of tests and assignments is available in the Blackboard shell for the course.

Special Instructions:
Exams should be proctored by a qualified representative for EOU. Students may have two hours for completion of each exam. No course notes or books are allowed during the exam.

Computer Technology Required:
Students must use a computer with testing security software for completing their exams.

Information about Supplementary Resources:

Syllabus Prepared by: Dr. Karen Antell, 3 August 2009