General Biology Ii

Topics: Digestion, Metabolism, Blood Pages: 41 (8816 words) Published: March 31, 2013
General Biology II (BIOL 2061) – Spring 2013- Hartley
Unit 5 – Animal Form & Function, Metabolism and Digestion

I. Learning Goals – Note that there are both content and competency goals in this course.

II. Reading Assignment with Comprehension Questions
I suggest you complete the comprehension questions as you read each chapter or directly after. Read the chapters before coming to class.

III. Lecture Note Template
You can use this template to fill in your lecture notes during class. I’m giving you a lecture note template rather than the ppt slides because the template takes less paper to print, includes tables that synthesize information from multiple slides, and includes blanks for you to fill in during in-class activities.

IV. Practice Exam Questions
These are questions similar to ones I will likely ask on the exam. Some of the questions are from past exams.

V. Homework Assignment – This assignment covers the latter half of ecology and the first chapter of this unit.

I. Learning Goals
Overarching Content Goals:
Students should be able to trace matter and energy across scales (cellular to organismal to ecosystem) and to use the laws of conservation of matter and energy in their reasoning. * trace molecules as they enter an organism as food or the building blocks of food (i.e. CO2 in plants) and follow those molecules as atoms are rearranged into the molecules used and stored in the body, and as they exit an organism and enter other organisms or the environment. * trace energy as it enters an organism as food or light (photoautotrophs) and should be able to follow the energy as it is converted to different forms (e.g. chemical potential energy, heat) and trace energy as it exits an organism and enters another organism or the environment. * Explain body systems as mechanisms for transporting, transforming and conserving matter and energy (Ex. Discuss why temperature regulation is so important in plants and animals, and the costs and benefits of ectothermy and endothermy.) Students should be able to explain how basic structural units together comprise functionally complex organisms and explain how variations in structure affect function. * Explain and give examples of how variation among organs in a body and variation in organ structures among taxa leads to variation in function. * Create diagrams/models of homeostasis and feedback mechanisms in a body in terms of the functions of interacting parts. * Explain how an organism’s physical structure influences how it interacts with other organisms and its environment (e.g. how do salt glands in iguanas facilitate living in seawater?) * Explain how shapes of cells and complex structures(e.g., intestinal villi) reflect function. * Recognize major components & functions of organ systems in vertebrates. Students should be able to explain how living systems are interconnected and interacting. * Draw a model to show how organ systems are connected in terms of movement of matter and energy in a body. * Give an example how a human body is a dynamic system with emergent properties that cannot be predicted on the basis of its component parts

Overarching Competency Goals:
Ability to use modeling and simulation: biology focuses on the study of complex systems * Articulate model as abstraction of reality
* Explain the relationship between the variables in a model * Draw a model to describe a system
Ability to tap into the interdisciplinary nature of science: Biology is an interdisciplinary science. * Apply laws of thermodynamics to biological principles
Ability to communicate and collaborate: Biology is a collaborative scientific discipline * Effectively collaborate with your peers (take advantage of multiple perspectives and skills) Ability to understand the relationship between science and society: Biology is conducted in a societal context. * Demonstrate...
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