SEMESTER AT SEA COURSE SYLLABUS Colorado State

SEMESTER AT SEA COURSE SYLLABUSColorado State University, Academic PartnerVoyage:Discipline:Course Number and Title:Division:Faculty Name:Semester Credit Hours:Fall 2021Botany/ZoologyBZ 110 Principles of Animal BiologyLowerCynthia Church3Prerequisites: NoneCOURSE DESCRIPTIONThis course is an opportunity for students to witness the astonishing diversity of animal life:from the familiar to the exotic, from the slowest to the swiftest, from the smallest to thelargest. Building on the platform of ecology and evolutionary biology, we will survey themajor invertebrate phyla and vertebrate classes, and because our journey will take us tovarious locations with high species richness, students will get firsthand exposure to many ofthese animals. We will study their basic biology—life histories, classification, physiology,reproduction, behavior, and development—and witness the fascinating adaptations thatallow them to occupy so many ecological niches. Students will gain comprehensive insightinto global animal diversity patterns and the challenge of balancing conservation and humanneeds. Throughout the voyage we will compare different nations on our itinerary, theirapproaches to wildlife conservation, and actions that they are taking to manage theseresources.LEARNING OBJECTIVES Upon successful completion of this course, students will be able to: distinguish prokaryotic and eukaryotic cells recognize and describe structures of a eukaryotic cell model genetic mechanisms and cell division interpret evolutionary mechanisms that lead to speciation illustrate ecological processes at work in animal populations consider threats to global biodiversity classify animals using taxonomic criteria differentiate types of tissues found in animals analyze animal form and function survey major animal phyla APPRECIATE BIODIVERSITY!

REQUIRED TEXTBOOKS AND SUPPLIESAUTHOR: Cleveland Hickman and Susan Keen and Allan Larson and David EisenhourTITLE: Animal DiversityPUBLISHER: McGraw HillISBN: 9781260240887DATE/EDITION: 2021/9thWaterproof Notebook/Journal Recommended: Rite in the RainPencils (wooden or mechanical) not pensClosed toe waterproof shoes (no flip flops), swimming gear, and rash guard or light weightlong sleeve t-shirtBinoculars. Small portable pair is recommendedTOPICAL OUTLINE OF COURSEEmbarkation Day — September 91: Introduction to ZoologySpecial topic: A Moroccan Trilobite e-sojourn2: Animal Evolution – ch1Special topics: Animal mal-evolution/035500Why Nothing in Biology Makes Sense except in the Light of n-the-Lightb3: Cells/Tissues/Organs – ch34: Animal Ecology -- ch25: Animal Taxonomy and Phylogeny – ch46: Unicellular Eukaryotes – ch5Video: The Secret Life of Plankton https://www.youtube.com/watch?v kF2pOQPv95c/7: Unicellular Eukarotes (cont)Special topic: Pfiesteria, ‘‘The Cell from Hell,’’ and Other Toxic Algal Nightmares8: Porifera – ch6exam 1

9: Cnidaria and Ctenophora – ch7Special topics: Carybdea branchi, the South African box jellyfish, jackass penguins,whales and dolphins of S. ins-of-south-africa/10: Playhelminthes – ch8Video: Flatworm penis fencinghttps://www.bing.com/videos/search?q leslie newman video of penis fencing flatworms&&view detail&mid 5B16080B647942C5BB325B16080B647942C5BB32&&FORM VRDGAR11: Cycliophora, Ectoprocta, Ectoprocta, Brachiopoda, Phoronida, and Nemertea—ch 912: Mollusca – ch 1013: Annelida – ch11Video: The Ring of Firehttps://www.youtube.com/watch?v DrwYtGf40hA14: Nematodes — ch12Special Topic: Itamae San, Sashimi Ni Mushi, Ga Imasu! (Waiter, there’s a worm in mysashimi!)15: Arthropods – ch1316: Echinodermata and Hemichordates – ch14Exam 217: Vertebrate Beginnings: The Chordates – ch15Video: The Evolution of Vertebrateshttps://www.youtube.com/watch?v nqoqxA8p AM18: Fishes – ch1619: Amphibians – ch1720: Reptiles – ch1821: Birds – ch19Special topic: Japanese coastal species rode tsunami debris to the ossing-180971564/22: Mammals – ch2023: Review

24: Final Exam25: PresentationsDisembarkation Day — December 22FIELD WORKSemester at Sea field experiences allow for an unparalleled opportunity to compare,contrast, and synthesize the different cultures and countries encountered over the course ofthe voyage. In addition to the one field class, students will complete a ComparativeExperiential Project that span multiple countries.Field Class & AssignmentSTUDENTS: Field Class proposals listed below are not finalized. Confirmed ports, dates, andtimes will be posted to the Fall 2021 Courses and Field Class page when available.Field Class attendance is mandatory for all students enrolled in this course. Do not bookindividual travel plans or a Semester at Sea sponsored trip on the day of your field class.Field Classes constitute 20% of the contact hours for each course.Title: Sea Kayaking the mangrove forests of Île d'AmbreCountry: MauritiusOutcomes:Mangroves are an assortment of salt-tolerant trees and shrubs found along shelteredtropical coastlines in shallow lagoons and river estuaries. As transition ecosystems betweenthe sea and land, mangroves help stabilize shorelines and act as a natural barrier to largewaves and storm surges. These forests are particularly important to low-lying islandnations—such as Cabo Verde and Mauritius—because of the high risk of storms andtsunamis. It is widely believed that the devastation by the 2004 tsunami in SE Asia wouldhave been less severe if these areas had not been stripped of their mangrove forests.Mangroves are some of the most productive and biologically diverse ecosystems in theworld. Living in, on, or around the mangrove trees is a community of organisms that dependon them for survival-—nursery grounds for young fish, shelter for insects, nesting sites forbirds, and firm substrates for oysters and barnacles to settle. This field class will give thestudents an opportunity to explore an ecosystem that is a natural habitat for many of theanimal species they will survey throughout the course.If managed properly, local economies derive many benefits from mangroves, but mangroveforests are in decline throughout their ranges. Students will observe how some countries,such as Mauritius and Malaysia, are working to reverse that trend by implementingsustainable utilization policies along with restoration efforts.Students will:

learn the importance of mangrove forests as “bio-shields” and “climatesuperheroes of the arboreal world” discuss the adaptations that enable mangroves to live in salty, oxygen-poor soil. develop an appreciation for how these forests filter saltwater and promotebiodiversity. observe the snorkel-like aerial roots of the mangroves and the young fish andinvertebrates that live in their protected habitat. gain an appreciation for the importance of this fragile ecosystem and understandthe preservation efforts that are underway.Types of Activities:The best way to see the mangroves and the forest inhabitants up-close is a kayak tour,preferably with the option to snorkel among the submerged roots.Field Class Assessment:Students will keep a log of their activities during the field class and the mangrove foreststhey encounter throughout the voyage. The field journal/log will be due at the end of thevoyage.COMPARATIVE EXPERIENTIAL PROJECTThe CEP is the required comparative assignment that span multiple countries.Observe and photograph an aquatic, marine, or terrestrial animal (or groups of animals fromone species), and then complete the following:1) Identify it/them as closely as possible, using taxonomic keys2) Photograph and/or video your “critter” in its natural habitat3) Keep notes on the environmental conditions your animal needs to survive:a) habitat, which includes both biotic (living) and abiotic (nonliving) characteristics ofthe environmentb) water (including humidity)c) food and feedingd) spacee) shelterf) light and temperatureg) parasites and predatorsh) reproduction4) Research the distribution patterns of your animal at the global scalea) observe and photograph members of your species wherever encountered on theitinerary (is it native to your home country?)b) compare the variability in habitats that may exist from one place to the nextc) do a literature search of the global distribution patterns of your speciesd) is this a native or non-native species? Is it invasive?5) Present your results to class in 10-15 minutes; for your talk you can use PowerPointor give a "chalk talk". (If you want to use my computer, please email your pptx file orbring me a USB drive to test functionality before class.)Here are some recommendations:

a) Provide a brief introduction to your animal, including taxonomy and any otherrelevant background information.b) Describe where and how you encountered your critter.c) Explain the life cycle of your animal and what part(s) you observed.d) Detail the behaviors you observed.e) Is this species endangered? Has it been affected by human activity such aspoaching?f) Research the global distribution patterns of your animal, and if applicable, itsconservation priorities from country to country.e) Is your critter’s habitat intact or has it been altered?e) Describe how this project has contributed (or not) to your understanding ofzoology and global animal distribution patterns.Grades will be based on completeness, difficulty, success of project, and quality ofpresentation to class.METHODS OF EVALUATIONClass participation (including discussion) 10%Field class 20%Comparative Experiential Project (critter project) 20%Midterms (10% each) 20%Final exam 30%GRADING SCALEThe following Grading Scale is utilized for student evaluation. Pass/Fail is not an option forSemester at Sea coursework. Note that C-, D and D- grades are also not assigned onSemester at Sea in accordance with the grading system at Colorado State University (theacademic partner institution).Pluses and minuses are awarded as follows on a 100% scale:Excellent97-100%: A 93-96%: A90-92%: A-Good87-89%: B 83-86%: B80-82%: B-Satisfactory/Poor77-79%: C 70-76%: C60-69%: DFailingLess than 60%: FATTENDANCE/ENGAGEMENT IN THE ACADEMIC PROGRAMAttendance in all Semester at Sea classes, including the Field Class, is mandatory.Students must inform their instructors prior to any unanticipated absence and take theinitiative to make up missed work in a timely fashion. Instructors must make reasonableefforts to enable students to make up work which must be accomplished under theinstructor’s supervision (e.g., examinations, laboratories). In the event of a conflict in regardto this policy, individuals may appeal using established CSU procedures.