Biology 212

Course Competencies for Plant Biology
Bio 212 - (C. Ott-Hopkins)

Assumed pre-requisites:

Previous coursework: Successful completion of Biology 211 or instructor's permission (Chemistry 221,222,223 may be taken concurrently with this major's Biology sequence; Math 95 or equivalent is a prerequisite for the chemistry). Although not required for success, this section of majors
biology is facilitated by a basic chemistry understanding, especially in
the study of photosynthesis. Reading and Writing - ability to read and understand English language as presented in college-level texts and delivered by instructor; ability to write in complete sentences using correct grammar.

Successful completion of this course will be shown by demonstrated
competency in a) effective/cooperative teamwork in laboratory
investigations and b) performance of a score of 70% or better on course
examinations, homework, and laboratory exercises in the following topics:

Describe the probable origin of and characteristic structure/function
of viruses. Explain their specificity and modes of infection and the
typical patterns of viral replication.

Recognize distinguishing characteristics of a bacterial cell, and of
the groups of Prokaryotae, including patterns of metabolic diversity
among autotrophic and heterotrophic bacteria, and mechanisms which lead
to genetic recombination (transformation, conjugation, and transduction)
in bacteria.

Prepare a Gram stain of bacteria and recognize the usefulness of this
distinguishing preparation.

Highlight the two major hypotheses of the origin of eukaryotic cells.

Recognize the distinguishing characteristics, nutrition modes,
reproductive features, classification, ecological significance, and
representatives of the kingdom Fungi and Protista.

Discuss major challenges encountered by plants on land as they were
specifically met by the major plant groups: mosses and liverworts, ferns
and fern allies, gymnosperms, and angiosperms.

Compare and recognize features of the alternation of generations life
cycle of those major plant groups outlined above. Relate the changes in
the gametophyte and sporophyte generations as the major groups of plants
successfully colonized land habitats.

Recognize major distinguishing features between gymnosperms and
angiosperms with respect to external, internal structure, life span,
reproduction.

Describe and recognize the parts of a typical flower, relating
structure and function of each.

Discuss the evolutionary significance of the development of the seed.

Define co-evolution with regard to the successes of animals and plants
on land (specifically with regard to pollination and seed dispersal
mechanisms of plants.) Recognize fruit and seed features as adaptations
to aide dispersal.

Distinguish between monocot and dicot plants.

Recognize the structural differences and functions of the basic plant
tissue types and how these are arranged in the various plant organs
(flower, stem, leaf, root) and in monocots and dicots.

Relate the structure of a typical plant leaf and plant leaf cell to the
light dependent and light independent processes of photosynthesis, the
role of the chloroplast pigments, limiting factors, and research of
people like Melvin Calvin to understand this mechanism. Recognize the
importance and different aspects of carbon fixation of C3, C4 and CAM
plants.

Discuss the properties of water; where and how water and dissolved
minerals move into and through a plant by the
Transpiration-Adhesion-Cohesion Theory.

Discuss the Pressure Flow Mechanism of movement of plant products of
photosynthesis in the "source" to the "sink" areas of a plant..

Discern the scientific method in published reports and be able to
interpret and evaluate written material as an extension of the course of
study through library-researched projects.

Interpret and carry out a set of written experimental instructions, and
then convey the experimental results in summative answers or lab report.