Biology 230 Zoology

Syllabus

Page 1

Dr. D. McShaffrey

Fall, 2014

Biology 230

Zoology
Instructor: Dr. Dave McShaffrey
Office: Rickey 242

Phone: 376-4743

Home: 374-8687

Textbooks:

Biology, 9th edition by Raven, Johnson, Losos, Mason and Singer. 2011, McGraw Hill Inc.
A field guide to insects, fish, reptiles or mammals of your choice.

Format: 4 credit hours; 3 hours lecture/3 hours lab per week.

Prerequisites: You must be a sophomore or have permission of the instructor to take this course.

Attendance: You are expected to attend all class and lab meetings. You must notify me in advance of any absence.
There will be one night hike and a morning birdwalk; attendance at one of these is mandatory and you
will get extra credit for the other.

Quizzes: Approximately every week; will cover all previous material and assigned reading for that date. Some
quizzes may be take home (i.e. homework) or on-line. No make-up on quizzes!

Exams: Two mid-term tests and a final; make-up by prior arrangement or legitimate excuse such as your own
death or illness. All quizzes/tests are comprehensive. There will also be a test on identification/scientific
names.

Papers: You will be required to write a very short paper based on primary literature, a short paper comparing two
animals, a web page on one of those animals, 1 lab report, a bibliography and a short paper on animal
care. (This IS a writing intensive [W] course).

Turnitin info: Class ID: 8487765 Password: wallace

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Biology 230 Zoology

Syllabus

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Dr. D. McShaffrey

Fall, 2014

Grading:
Item

Points

Blog

25 pts

Bibliography & Outline

25 pts

Primary Literature paper

25 pts

Paper

100 pts

Drawing

25 pts

Quizzes

100 pts

1st Mid-term

100 pts

2nd Mid-term

100 pts

Final

200 pts

Lab report 1

100 pts

Taxonomy Assignment

50 pts

Life List

50 pts

Practical

50 pts

Animal Care/Curation Paper

50 pts

Total

Due Date

September 18

weekly

1000 pts

Field Experiences: You may complete field experiences for bonus points.
Your final grade will be determined as follows:
A+

97%

B+

87%

C+

77%

D+

67%

93%

83%

73%

63%

A-

90%

B-

80%

C-

70%

D-

60%

F < 60%

This is a writing-intensive course - failure to complete any of these assignments (or plagiarism in completing them)

likely result in a grade of F FOR THE ENTIRE COURSE.

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will

Biology 230 Zoology

Syllabus

Page 3

Dr. D. McShaffrey

Fall, 2014

General Statement

Animals comprise most of the species on the planet. Compared to other groups of organisms, animals
attract our interest because many of them are able to move and perform various behaviors. In addition, as
animals ourselves, we pay attention to other animals because we know that in an ecological setting other animals
can be competitors, prey, predators or parasites.

We will spend time this semester on the mechanisms of evolution, on taxonomy, on physiology and on
such processes as body temperature regulation and development.

With biological knowledge doubling every 4 years, simply managing the information explosion becomes a
critical skill. You will gain experience with this in several ways. First, you will write papers for which you will have
to do significant research. Second, you will use a suite of computer programs to learn evolutionary relationships
and scientific names.
Overall Goals, Methods, and Criteria
(see learning goals document for specific learning goals)
Goal 1.

Each student will be familiar with the taxonomy of the animals.

Methods to achieve this goal:

1. Individual use of digital images for self-study.
2. Use of computerized hypertext programs and name quizzes.
3. Lectures/slide presentations on each group.
4. Reading the textbook.
5. Field experiences.
6. Examination/Curation of preserved specimens.
Evaluation/criteria for success:
A. Each student will receive a passing grade on quizzes and tests.
B. Each student will pass the name/ID test at the end of the semester.

Goal 2.

Each student will learn the basics of reproduction, development, homeostasis, circulation, gas
exchange, evolution, development and ecology as they apply to animals. Each student will learn the
historical development of key ideas such as evolutionary and systematic theories, and will also learn
about the role zoology plays in society. Finally, each student will know the characteristics associated with
major groups.

Methods to achieve this goal:

1. Assigned readings from the text.
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Biology 230 Zoology

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Dr. D. McShaffrey

Fall, 2014

2. Occasional assigned readings from other sources.

3. Small group/class discussions.
4. Lectures by the instructor.
5. Field experiences.
Evaluation/criteria for success:
A. Each student will pass objective tests and quizzes on the assigned material.
Goal 3.

Each student will improve his/her ability to write.

Methods to achieve this goal:

1. Structured writing assignments designed to build skills progressively.
Goal 4.

Each student will learn how to gather zoological information from our library, and how to
assemble that information into a well-written report.

Methods to achieve this goal:

1. A short, early paper based on the primary literature to help identify writing problems.
2. Selection of an animal taxon by each student; this will be paired with a taxon selected by the instructor.
3. Location of at least 20 references in our library (or from full-text internet sources); 10 of which are peerreviewed papers in refereed journals.
4. Assembling these references into a bibliography.
5. Completion of a 15-20 page (typed, double-spaced) research paper on the biology of the selected taxa.
6. Revision of the paper after review by the instructor.
7. Production of a web page.
Evaluation/criteria for success:
A. Completion of a satisfactory paper. Details on evaluation are included with the paper assignment.
B. An informative and well-delivered presentation.
Goal 5.

The class will be fun.

Methods to achieve this goal:

1. An atmosphere of academic respect and cooperation.
2. Fun field trips.

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Biology 230 Zoology

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Dr. D. McShaffrey

Fall, 2014

Field Experiences
You cannot learn everything in biology in the classroom. This is particularly true of animals. To
understand them, you must observe them in their natural habitats. In addition to the laboratory, I have tried to
provide some alternates, in the form of field experiences that you can participate in for bonus points. I will give
you up to 20 points for completing them. Students who are physically disabled can make separate arrangements.
Valid field experiences include participating in the Marietta Natural History Society nature walks,
attending MNHS programs, attending weekend hikes led by a member of the biology department, projects at the
field station, or by pre-arranged substitutes. A MNHS program counts 5 points, a morning nature walk is worth 10
points, and an evening walk is worth 5 points. A weekend hike will be worth from 5-20 points depending on
length and other factors.
The Paper

Two consistent themes emerge whenever college teachers and employers mingle. Employers are
consistently looking for students who can write well, and who can work in groups. This assignment is meant to
give you practice at the former, as well as another important skill - acquiring and interpreting information
As a writing intensive course, you will be expected to clearly communicate your ideas in writing. We will
start with a short paper based on the primary literature. This assignment (details given in class) will help me
assess your writing skills. You will further develop those skills with the major paper described here, and with the
lab reports (see the lab section at the end).
The first step in writing the paper is for you to choose a taxon to research. This taxon will be paired with a
taxon identified by the instructor. The paper that you will write as part of this project will compare and contrast
the two taxa overall, and should cover at least three of the following categories:
1.
2.
3.
4.

morphology, anatomy and physiology

behavior
ecology
conservation and relationships with humans

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Biology 230 Zoology

Syllabus

Dr. D. McShaffrey

Page 6
Fall, 2014

You should research the species thoroughly, consulting sources beyond your textbook and small
guidebooks. I expect to see evidence of significant library work, including recent references from the primary
sources (scientific journals). There need to be at least 20 valid scientific references (primary, secondary or tertiary
works produced for a scholarly audience). Ten of the references need to be from primary sources. Pay particular
attention to how you organize and arrange topics and the transitions between topics be sure to have a logical
development of your paper. Your paper should be illustrated with appropriate drawings, photographs, maps,
tables, etc. as you see necessary. I prefer original illustrations to those photocopied or downloaded from your
sources. Of course the paper will be typed, with no grammatical or spelling errors. Keep the text of the paper
between 15-20 pages. Cite all references in the text following the style used in Biology 105.

Primary Sources and Citing References

I make a big deal out of insisting on proper reference citation and the use of primary sources. Since
scientific writing differs from the experiences you may have had in English classes; let me clarify these two points.
Every idea you get from another source must acknowledge that source in the text where the idea is
stated. This is known as citation, and failure to do so is plagiarism. The general rule is that any information that is
not general knowledge (that is, anything you found in an article, book etc.) must have the reference cited. For
instance, the fact that a mayfly is an insect is general knowledge, the fact that the mayfly Stenacron
interpunctatum prefers slow currents is not, and must be cited. If you do original experiments or make original
observations, you do not need to cite these, but you must also include a methods section so that others may try
to reproduce your results. Note that original conclusions that you draw based on information presented need not
be cited. For instance, if Jones reported in 1985 that a species of ant is dependent on a certain plant, and Smith
reported in 1986 that the plant is going extinct, then you could conclude that the ant is also going extinct but
even here you would have to cite Jones and Smith as evidence for your conclusion. Similarly, if Thompson says
that there are 315 species of bees in Borneo, and you write, there are over 300 species of bees in Borneo , or
theres bunches of bees in Borneo, you must acknowledge Thompson, even though you didnt quote her
exactly. If you hadnt gotten the idea from her, you wouldnt have had a clue as to how many bees there were
(short of counting them, then your paper would be a primary source). If in doubt cite the source!

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Biology 230 Zoology

Syllabus

Dr. D. McShaffrey

Page 7
Fall, 2014

Consider the following paragraph from a paper I wrote:

Little ecological information on E. needhami has been published. Ecological studies
concerning the diet of organisms may give clues to the function of their mouthparts.
According to Cummins et al. (1984) the Ephemerella belong to the collector- gatherer
and scraper functional feeding groups (FFGs). Hawkins (1985) described a western
species, E. infrequens, as a diatom scraper, detritus shredder, and collector-gatherer.
Sweeney & Vannote (1981) studied 6 species of ephemerellids, 2 of which belong to the
genus Ephemerella; all of the ephemerellids in their study fed on diatoms and detritus.
Other Ephemeridae have usually been considered to be collector-gatherers (Cummins et
al., 1984).
The first sentence has no citations; it is a fact derived from my study of the literature. The next sentence
is transitional and introduces no new information, just an obvious truism. The remaining sentences summarize
the results of other workers studies, and I gave them each credit for what they discovered. Note that each
citation is accomplished by stating the author(s) name(s) and the date of the paper in such a way that it is clearly
associated with the idea being discussed. Often, the name is part of the sentence, and only the date is enclosed in
parentheses; however, it is also proper simply to put both the name and the date in parentheses, as is done in the
last sentence. The abbreviation et al. is used when more than two authors wrote a paper.
This form of citation is very common (but not universal), and I want you to use it. Read through several
scientific articles to get a feel for the general style of scientific writing, as well as how to handle references. We

PLEASE INCLUDE THE PAGE NUMBER(s)

WHERE YOU FOUND THE INFORMATION YOU ARE CITING.
will make one small modification of that system:

The next most common mistake I encounter (after failing to cite a reference at all) is what I call lumping.
This occurs when all of the information you use in a paragraph comes from the same source, and you try to
reference that source simply by putting it at the end of the paragraph. That is not acceptable. You must
acknowledge a source within the sentence (or clause) in which you use it. If that means that each sentence in
your paragraph ends with (Brown, 1986, p. 54), so be it. If that monotony bothers you (and it should), you can
avoid it by finding more sources to cite, or citing the one source in different ways: Brown (1986 pp. 54-58),
according to Brown (1986 p. 1017), Brown (1986 p. 56, 59, 314) also found, and so on. The reason for this is
simple in a scientific paper, any information that is not cited directly is assumed to have been generated by the
author(s). A single citation at the end of a paragraph makes it unclear as to which ideas came from the author,
and which were taken from another source.
A note on quotes: In the humanities, frequently the exact wording of the ideas of the author under
consideration is critical to the readers understanding of the points being made in the paper. In this context, it is
necessary to use exact quotes (with citations!). In the sciences, we are supposed to be objective. This means
writing methods sections in the passive voice to avoid the use of the pronoun I, which distracts the reader from
the work that was done and focuses attention on the scientist who performed it. Quotes also take emphasis away
from the results and put emphasis on personalities. Unless the exact wording of the author you are citing is
critical to the concept you are reviewing, paraphrase the author(s) and cite appropriately. Note that changing
one or two words is not enough to paraphrase correctly it must be a substantial revision, or again, you will be
guilty of plagiarism. One way to avoid inadvertently quoting an author exactly is to paraphrase as you make
notes, and then paraphrase your notes as you write your paper.
At the end of the paper, you must have a section listing all the papers you have cited. Again, follow the
format used in Biology 105. Do yourself a favor, and find an article now (preferably one dealing with your topic)
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Biology 230 Zoology

Syllabus

Dr. D. McShaffrey

Page 8
Fall, 2014

that uses a similar style, and photocopy it, so that you can use it as a guide to solving different style problems.
Note that journal articles are handled differently than books in the Literature Cited section. Pay attention to
where the periods and commas go, but dont get too paranoid about these be consistent.
O.K. I know what youre thinking where do I find these references in our library? First of all, our
library is an excellent source, and nothing to be ashamed of. What it lacks in size it makes up for in ease of use.
The following tips will help you get started:
Wikipedia can be a good start, but only use it as an overview. You cant cite Wikipedia, but it may lead you to
some good, scientific sources.
In general, get into the scientific literature databases (Biosis) ASAP.
Do a search:
Through Biological Abstracts and Biosis Previews or Google Scholar
By computer ProQuest Direct, Alta Vista, Yahoo, etc. Dont ignore the references the Biology
department has put online for you (see our home page: http://www.marietta.edu/~biol/index.html and go to the
information resources link http://www.marietta.edu/~biol/library/info.html).

Go to the online catalog, and look up your subject.

Go to the stacks find the book.
Look at the books around it (theyre organized by subject)
Examine your textbook. Note the selected references at the end of each chapter.
Examine books in the lab.
Examine their bibliographies.
From the sources above, note which journal names keep popping up.
Find those journals in the library or online.
Examine recent issues for articles of interest.
Examine their bibliographies.
In this class, I do not require that you use interlibrary loans, although you are free to do so if you wish. On this
project, I will not accept the excuse Im waiting for an interlibrary loan. Concentrate on finding the references
in our library or from online versions of journals. If you cant find enough, perhaps you need to choose a different
topic.
Finally, what is a primary source, and whats all the fuss about? A primary source is one written by the
person who has uncovered new knowledge who has made a new observation or conducted an experiment (and
thus didnt have to cite it when writing it up). As you can see from the diagram below, a primary journal contains
the most recent, up-to- date written information. The stuff in books and textbooks may be up to ten years old,
and may have been superseded by subsequent studies. Also, the material in most primary journals is subject to
peer review that is, review by other scientists for scientific (as opposed to editorial) accuracy.

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Dr. D. McShaffrey

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Fall, 2014

The problem with primary sources is that they are written by specialists, for specialists, and appear in
many different journals, some of which are hard to come by. Secondary journals help with this problem by
consolidating information on a given topic. Such articles are usually written by experts in a field, but often are
written for non-specialists or even lay people; most all are carefully referenced. The price is timeliness. Books
consolidate matters even further. Many conform to strict citation of sources, but some do not, making it difficult
to backtrack to original papers. Textbooks are in the same boat. While you may find useful information in nontechnical sources (Time magazine, U.S.A. Today, etc.), these rarely cite their sources and are thus scientific
hearsay inadmissible in court, so to speak. The same for encyclopedias, comic books, the little books that come
with insecticides, and so on yes, even your trusty invertebrate or vertebrate zoology class notes.
If its not clear already, let me be specific. You must have at least 20 sources, and these 20 sources may
not include any non-scientific sources. You may cite these, but you must have at least 20 other valid references.
At least 10 references must be from the primary literature. To help keep you on track, a bibliography will be due
before the paper is due. While the bibliography will not be graded, if it does not have 20 relevant references
(including 10 primary sources) then your papers grade will be reduced by 10%.
What about the Internet?
The Internet is a great way to find information, but as a general rule you cannot use it as a source for your paper
(see exceptions below). There are two main problems with using the internet. One is the reliability of
information, the other is the transitory nature of websites.
Information on the internet ranges from very reliable to plain junk. It is often impossible to tell exactly who is
placing the information there, and therefore what their motives and biases may be. In contrast, peer-reviewed
scientific journals (primary and secondary sources) have at least some credibility as the authors, reviewers and
editors are all placing their scientific credibility on the line. Also, a public journal is printed and put in libraries in
such a way that it can always be looked up in the future. By contrast, a web site may be removed, or the URL
changed, a day after you get the information. Your reader would not then be able to refer to your source.
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Dr. D. McShaffrey

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Fall, 2014

There are exceptions to the rule that you cant site internet sources. First, as mentioned above, you may cite
internet sources for non-scientific info, just as you can use tertiary sources in moderation to refer to social or
other information. Secondly, there are a number of places on the internet, such as the Electronic Journal Center
that have electronic copies of articles that also appear in print. These are OK because they are peer-reviewed
(reliable) and printed (permanent). You should cite them as if you were looking at the printed journal. There are
also purely electronic journals. These are peer-reviewed (reliable) and the publisher has made arrangements
satisfactory to the scientific community to ensure that they will always be available (we hope).
At each stage, your paper will be graded. When you submit the final draft, you must also turn in the marked copy
of your earlier draft so that I can check to be sure that you have made corrections. Failure to do so will result in a
grade penalty. Illustrations from one draft can be "recycled" in the final draft; they need not be redone. The
standards will increase with the final draft. Only the final grade will be recorded.

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Biology 230 Zoology

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The following table may help you understand the criteria I use in grading:
A

Length

as assigned

as assigned

as assigned

somewhat short or long

too short or long

Spelling
References
Organization
Grammar
Coverage of topics

few mistakes
as assigned
excellent
few, minor errors
excellent

attrocshus
few
non-existent
many major errors
whole sections skipped

neat, crisp

some misteaks
as assigned
adequate
few major errors
adequate - all items
covered
neat

maney misteakes
deficient
poor
several major errors
obvious weak areas

Appearance

some mistakes
as assigned
good
minor errors
good - some items not
covered in depth
neat

scraggly, unstapled

Readability
Reference citation
Paraphrasing
source

Flows
diligent
Well paraphrased

reads well
some missed
Not too far from the original
quote

choppy in spots
some missed
Quotes (with
quotation marks)

hard to follow
many missing or lumped
Misquotes (with quotation
marks)

dog-eared, torn,
unstapled
places unreadable in
plagiarism
Quotes (withOUT
quotation marks)

In grading a paper, I take all of the above into account, although I weigh some more than others. For instance, I will not give a paper an A if it
contains major grammatical errors or doesnt meet assigned standards such as number of references or page length.

Also, failure to include the page numbers in your citations will result in a significant grade reduction.

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Biology 230 Zoology

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Dr. D. McShaffrey

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Fall, 2014

Plagiarism: Plagiarism is the misrepresentation of work done by others as your own. This can come in a variety of forms,
including:
1.

Copying another students work.

2.

Copying from a source without quotes or attribution.

3.

Paraphrasing from a source without attribution.

4.

Including photos or other images made by someone else without attribution.

5.

Insufficiently paraphrasing the work of another whether or not it is attributed.

Plagiarism is one of many forms of academic dishonesty Academic dishonesty is not allowed at Marietta College and will
be dealt with appropriately. Sanctions may include a lowered grade (including a 0) for an assignment, failing the course, or
even expulsion from the college.
I have noticed that most cases of plagiarism result from panic at a looming deadline, and an inability to get started on a
project. If you find yourself in the wee hours of the morning with a looming deadline and realize you will not be able to
complete the project (or are tempted to do some cut-and-paste to make the deadline) send me an email outlining the
problem and contact me ASAP in the morning. We will try to work out something. There will be a penalty, but it will not be
as severe as what will happen if you plagiarize. If you plagiarize I will flunk you for the course.

"Dishonesty within the academic community is a very serious matter, because dishonesty destroys the basic trust necessary for a healthy
educational environment. Academic dishonesty is any treatment or representation of work as if one were fully responsible for it, when it is in fact
the work of another person. Academic dishonesty includes cheating, plagiarism, theft, or improper manipulation of laboratory or research data or
theft of services. A substantiated case of academic dishonesty may result in disciplinary action, including a failing grade on the project, a failing
grade in the course, or expulsion from the College. (Marietta College Undergraduate Programs, 2014-2015 Catalog, p.130.)

TurnItIn.Com
Please note that by enrolling in this class you are agreeing to submit your papers online to a plagiarismprevention program called TurnItIn.com. You should note that TurnItIn.com always without your name and
any personal information will retain your paper as part of their database so that students who plagiarize from it
can be detected.

2014 Turnitin info: Class ID: 8487765 Password: wallace

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Restrictions applying to Students on Probation

The following restrictions apply
1. A student on academic probation may enroll in no more than 14 credit hours each semester.
2. The following co-curricular restrictions will apply to a student on academic probation
a. They are ineligible to participate in any college athletic team or club sport.
b. They may not hold office in any campus organization or social fraternity or sorority.
c. They may not travel off campus to a meeting or trip with any college organization or club unless required to do so for an academic program.
d. They may not represent the college in any on campus or off campus public events or other co-curricular activities (e.g., plays, musical
performances, student newspaper) unless required to do so for an academic course.
e. They may not register for courses that require co-curricular participation, unless required by their major. "
(Marietta College Undergraduate Programs, 2012-2013 Catalog, p. 136).

Services for Students with Disabilities

Andrews Hall - Third Floor; (740) 376-4700

All services for students with disabilities are coordinated through the Academic Resource Center (ARC). Recent documentation of a students disability from a licensed psychologist, psychiatrist, or physician must be provided to the ARCs Disabilities Specialist who is
responsible for reviewing documentation, interviewing the student for the current functional impact and determining reasonable
accommodations or adjustments for coursework at the College. The request process continues with each faculty member at the outset of
each academic course to discuss individual class-specific needs and to facilitate arrangements for specific classroom accommodations.
On-going individualized guidance is available from the Disabilities Specialist to include referrals to outside agencies for testing and
assessment as necessary. Additionally, adaptive/assistive technology (such as the Kurzweil 3000 Scan/Read System, and Dragon
Naturally Speaking Dictation Software) and other personalized services are available based upon documented needs. Other services
available include tutoring, study skills assistance, access to adaptive and assistive technology and personalized services based upon
documented needs.
Students needing assistance with disability-related issues should contact the ARC (Andrews Hall, 376-4700, [email protected]) for more
information. In addition, students must discuss individual class-specific needs with each faculty member at the outset of each academic
course.
Marietta College complies with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act regarding nondiscrimination against persons with disabilities. The College seeks to offer support to all students and strives to make reasonable
accommodations for individuals with documented disabilities.

Health and Wellness: A recent American College Health Survey found stress, sleep problems, anxiety,
depression, interpersonal concerns, death of a significant other and alcohol use among the top ten health
impediments to academic performance. Students experiencing personal problems or situational crises during the
semester are encouraged to contact the Dr. J. Michael Harding Center for Health and Wellness (740-376-4477)
for assistance, support and advocacy. This service is free and confidential.

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Paper Assignments
Taxon

Taxon

Student

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17

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Tentative Schedule
Date

Day

Topic

Reading

Lab

1
1

Aug. 26
Aug. 28

T
TH

Introduction
Evolution - the basics

Handout
Chapter 20

Introduction/Collection Tech
.

2
2

Sept. 2
Sept. 4

T
TH

Evolution - history
Evolution of Species

Chapter 21
Chapter 22

Aquatics Collecting

3
3

Sept. 9
Sept. 11

T
TH

Primary Paper Due!

Diversity/Body Plans

Chapter 32

4
4

Sept. 16
Sept. 18

T
TH

Systematics

Chapter 23

5
5

Sept. 23
Sept. 25

T
TH

6
6

Sept. 30
Oct. 2

T
TH

7
7

Oct. 7
Oct. 9

T
TH

Fall Break

Oct. 14

Coelomate Invertebrates

Chapter 34

ID/Data Analysis

Oct. 16

TH

9
9

Oct. 21
Oct. 23

T
TH

Arthropods
Vertebrates

Chapter 34.5
Chapter 35

Bones - Lab Report 1 Due

10 Oct. 28
10 Oct. 30

T
TH

Fish
Papers Due!!

Chapter 35

ID

11 Nov. 4
11 Nov. 11

T
TH

Exam 2
Amphibians

Chapters 33-34
Chapter 35

ID
Drawings Due

12 Nov. 18

Reptiles

Chapter 35

ID/ Data Analysis

12 Nov. 20

TH

13 Nov. 25

Birds

Chapter 35

ID/ Data Analysis

ID /Tax. Assignment Due

13 Nov. 27
14 Dec. 2
14 Dec. 4

TH
T
TH

SYLLA230_14.docx

Field Station

Exam 1 Chapters 20, 21, 22, 32, 23

Insects
Chapter 34.5

Noncoelomate Invertebrates

Chapter 33

Field Station

Field Station
Bibliography Due

Field Experiment

Draft Paper Due

Mammals

Thanksgiving
Chapter 35

Tree of Life Web Page Due

Animal Care Due
August 26, 2014

Biology 230 Zoology

Dr. D. McShaffrey

Final:

Syllabus

Page 16
Fall, 2014

Monday, Dec. 8, 3:00 to 5:30 PM

Lab Practical:

Tuesday, Dec. 9; 3:00 to 5:30 PM

Note: Lab practical may be held earlier, weather permitting.

I know it is inconvenient to have the practical on this day. DO NOT PURCHASE AN AIRLINE TICKET TO FLY ON THIS
DAY Likewise, tell potential rides that you will NOT be able to leave until after the practical. Because of the nature
of the practical, it is NOT possible to take it earlier in the week.

What about the origins and chemistry of life? Cells? Cellular metabolism? Genetics? Nervous Coordination? Immunity? Animal Behavior? Animal Ecology?
Development? Well, we cant cover all of these in a single semester. You will find that these topics are covered in detail in semester long courses of their own.

SYLLA230_14.docx

August 26, 2014

Biology 230 Zoology

Dr. D. McShaffrey

Syllabus

Page 17
Fall, 2014

Taxa To Be Covered
Phylum Porifera
Class Calcarea

Phylum Annelida

Class Hexactinellida

Class Polychaeta

Class Demospongiae

Class Oligochaeta

Phylum Placozoa
Phylum Cnidaria

Class Hirudinea
Phylum Bryozoa (Ectoprocta)

Class Hydrozoa

Phylum Sipuncula

Class Scyphozoa

Phylum Kinorhyncha

Class Cubozoa

Phylum Priapulida

Class Anthozoa

Phylum Loricifera

Phylum Ctenophora

Phylum Tardigrada

Phylum Acoela

Phylum Onychophora

Phylum Platyhelminthes

Phylum Brachiopoda

Class Turbellaria

Phylum Gnathostomulida

Class Trematoda

Phylum Acanthocephala

Class Monogenea

Phylum Gastrotricha

Class Cestoda

Phylum Entoprocta

Phylum Mesozoa

Phylum Arthropoda

Phylum Nemertea

Subphylum Trilobita

Phylum Cycliophora

Subphylum Chelicerata

Phylum Nematoda

Class Arachnida

Phylum Nematomorpha

Order Aranae

Phylum Rotifera

Order Acari

Phylum Mollusca

Order Scorpiones

Class Polyplacophora

Subphylum Myriapoda

Class Gastropoda

Class Chilopoda

Class Bivalvia

Class Diplopoda

Class Cephalopoda

Y:\DMC\1CLASSF\Zoology\2014\SYLLA230_14.docx

August 26, 2014

Biology 230 Zoology

Dr. D. McShaffrey

Syllabus

Page 18
Fall, 2014

Subphylum Crustacea

Order Coleoptera

Class Branchiopoda

Order Lepidoptera

Class Ostracoda

Order Diptera

Class Maxillopoda

Order Trichoptera

Class Malacostraca

Order Siphonaptera

Order Decapoda

Order Hymenoptera

Order Isopoda

Phylum Chaetognatha

Order Amphipoda

Phylum Echinodermata

Subphylum Hexapoda
Class Insecta

Class Crinoidea
Class Asteroidea

Order Ephemeroptera

Class Ophiuroidea

Order Odonata

Class Echinoidea

Order Orthoptera

Class Holothuroidea

Order Dermaptera

Phylum Hemichordata

Order Plecoptera
Order Isoptera

Phylum Chordata

Order Mallophaga
Order Anoplura

Subphylum Urochordata

Order Hemiptera

Subphylum Cephalochordata

Order Homoptera
Order Neuroptera
Subphylum Vertebrata
Superclass Agnatha
Class Myxini
Class Cephalaspidomorphi
Class Ostracodermii
Superclass Gnathostomata
Class Placodermii
Class Chondrichthyes
Class Actinopterygii

Y:\DMC\1CLASSF\Zoology\2014\SYLLA230_14.docx

August 26, 2014

Biology 230 Zoology

Dr. D. McShaffrey

Syllabus

Page 19
Fall, 2014

Class Sarcopterygii
Class Amphibia
Order Apoda
Order Caudata (Urodela)
Order Anura

"Class" Reptilia
Subclass Anapsida
Order Chelonia
Subclass Diapsida
Order Squamata
Suborder Sauria
Suborder Amphisbaenia
Suborder Serpentes
Order Rhynchocephalia
Order Icthyosauria
Order Plesiosauria
Order Crocodilia
Order Pterosauria
Order Saurischia
Suborder Sauropodomorpha
Suborder Theropoda
Birds
Order Ornithischia

Subclass Synapsida
Order Pelycosauria
Order Therapsida
Mammals

Class Aves

Y:\DMC\1CLASSF\Zoology\2014\SYLLA230_14.docx

August 26, 2014

Biology 230 Zoology

Dr. D. McShaffrey

Syllabus

Page 20
Fall, 2014

Class Mammalia
Subclass Prototheria
Infraclass Ornithodelphia
Order Monotremata
Subclass Theria
Infraclass Metatheria
Various Marsupial orders
Infraclass Eutheria

Order Insectivora

Order Carnivora

Order Chiroptera

Order Proboscidea

Order Primates

Order Sirenia

Order Edentata

Order Perissodactyla

Order Lagomorpha

Order Artiodactyla

Order Rodentia

Order Cetacea

Y:\DMC\1CLASSF\Zoology\2014\SYLLA230_14.docx

August 26, 2014

Biology 230 Zoology

Dr. D. McShaffrey

Syllabus

Page 21
Fall, 2014

Biology 230
Zoology
Lab Syllabus

Textbooks:

Same as for Class.

In addition, you must obtain a field guide (to insects, fish, mammals, or reptiles and amphibians)

Lab Fee: A lab fee of $20 may be charged to offset costs of field trips and supplies.

Attendance:
You are expected to attend all lab meetings. You must notify me in advance of any absence.
Unexcused absences will cost you 10 pts; excused absences will cost you 5 points and may be made up
by field experiences at a 0.5 to 1 point ratio.

Exams: One practical (final); make-up by prior arrangement or legitimate excuse such as your own death or
illness.

Field Experiences: You may complete field experiences for up to 10 bonus points. A single field experience
cannot count for both lab and class, and if you have an excused absence from lab, any field experiences will
only count 1/2 until the deficit is made up.

Y:\DMC\1CLASSF\Zoology\2014\SYLLA230_14.docx

August 26, 2014

Biology 230 Zoology

Dr. D. McShaffrey

Syllabus

Page 22
Fall, 2014

Grading:
Scale:
Lab reports, 1 @100

100 pts

Taxonomy Assignment

50 pts

Life List

50 pts

Practical

50 pts

Animal Care/Curation Paper

50 pts
________
300 pts

These points incorporated into class grade.

Lab reports are to follow formatting and instructions as used in Biology 105/106. See me if you need a
copy of these instructions; they are also located on the website.

Y:\DMC\1CLASSF\Zoology\2014\SYLLA230_14.docx

August 26, 2014

Biology 230 Zoology

Dr. D. McShaffrey

Syllabus

Page 23
Fall, 2014

Taxonomy assignment: Each student will serve as an expert identifying organisms within an invertebrate
group of the students choosing. The class as a whole will have to find 75 species of invertebrates; 1 point will
be deducted for each species short of the goal.

Student

Taxon

# of Species

10

11

Y:\DMC\1CLASSF\Zoology\2014\SYLLA230_14.docx

August 26, 2014

Biology 230 Zoology

Dr. D. McShaffrey

Syllabus

Page 24
Fall, 2014

Life List: The class will identify at least 25 vertebrates in the field. Bonus points for more.
Animal care/curation: You will be assigned a group of animals to care for and a series of specimens to curate;
the grade will be awarded on the basis of that care and a 5 page paper summarizing what you learned.

Animal Care List

Area

Team Responsible
August 25- Sept 25

Sept 25 Oct. 30

Oct. 30 Dec. 12

Display Tank

Intro Lab

Zoology Lab

Greenhouse

Y:\DMC\1CLASSF\Zoology\2014\SYLLA230_14.docx

August 26, 2014

Biology 230 Zoology

Dr. D. McShaffrey

Syllabus

Page 25
Fall, 2014

Team 1

Team 2

Team 3

Team 4

Y:\DMC\1CLASSF\Zoology\2014\SYLLA230_14.docx

August 26, 2014