Specialized English Language for Biology Course Code

Course Title: Specialized English Language for Biology

Course Code: (42011220)

Program: Biology

Department: Biology

College: Science and Arts in Qilwa

Institution: Al-Baha University

2

Table of Contents

A. Course Identification .................................................................................................... 3

6. Mode of Instruction (mark all that apply) ............................................................................... 3

B. Course Objectives and Learning Outcomes ............................................................... 4

1. Course Description ................................................................................................................. 4

2. Course Main Objective ............................................................................................................ 4

3. Course Learning Outcomes ..................................................................................................... 4

C. Course Content ............................................................................................................. 5

D. Teaching and Assessment ............................................................................................ 6

1. Alignment of Course Learning Outcomes with Teaching Strategies and Assessment Methods ....................................................................................................................................... 6

2. Assessment Tasks for Students ............................................................................................... 7

E. Student Academic Counseling and Support .............................................................. 7

F. Learning Resources and Facilities ............................................................................... 7

1.Learning Resources .................................................................................................................. 7

2. Facilities Required ................................................................................................................... 8

G. Course Quality Evaluation .......................................................................................... 9

H. Specification Approval Data ....................................................................................... 9

3

A. Course Identification

1.Credit hours: 2 hrs (2 lecture) 2. Course type a. University College Department √ Others b. Required √ Elective 3. Level/year at which this course is offered: Third level, Second year

4. Pre-requisites for this course (if any): None

5. Co-requisites for this course (if any): None

6. Mode of Instruction (mark all that apply)

No Mode of Instruction Contact Hours Percentage 1 Traditional classroom 21 70% 2 Blended 2 7% 3 E-learning 2 7% 4 Correspondence 5 Other (Reading and listing) 5 16%

7. Actual Learning Hours (based on academic semester)

No Activity Learning Hours

Contact Hours 1 Lecture 25 2 Laboratory/Studio 3 Tutorial - 4 Others (assignments presentations) 5 Total 30

Other Learning Hours* 1 Study 0 2 Assignments 5 3 Library 5 4 Projects/Research Essays/Theses 5 Others (reading) 10 Total 20

* The length of time that a learner takes to complete learning activities that lead to achievement of course learning outcomes, such as study time, homework assignments, projects, preparing presentations, library times

4

B. Course Objectives and Learning Outcomes 1. Course Description

Specialized English Language for Biology has been designed for academic oriented students to provide language skills practice needed for effective participation in basic life science course. It covers the key vocabulary, structure and usage which can be come across in academic textbooks, articles and lectures. In this course emphasis is placed on developing technical writing skills. Technical and science reading skills, important vocabulary in biology, and oral presentations on biological topics are also covered. Using English to hypothesize, reading skills, vocabulary building, finding main Ideas and note taking, and writing skills The topics are related to Microbiology, Botany and Zoology. Topics include classification, Binomial Nomenclature, comparing, disciplines of biology, scientific methods, theory, Latin and Greek word parts (Prefixes, Root words, Suffixes), Life science vocabulary terms … etc..

2. Course Main Objective Upon successful completion of the course, the student will be able to improve competency in the following areas:

1. Communicates effectively in oral and written form in situations related to the subjects of the course.

2. Students should be able to identify, analyze, interpret and describe the critical ideas and values that appear in scientific texts and understand the way these ideas and values inform and impact their study.

3. Students should be able to apply critical and theoretical approaches to the reading and analysis of scientific texts especially biological texts.

4. Students should be able to ethically gather, understand, evaluate and synthesize information from a variety of written and electronic sources.

5. Participate actively in writing activities (individually and in collaboration) that model effective scientific and technical communication in the classroom.

6. Practice the unique qualities of professional writing style, including sentence conciseness, readability, clarity, accuracy, honesty, avoiding wordiness or ambiguity, previewing, using direct order organization, objectivity, unbiased analyzing, summarizing, coherence and transitional devices.

3. Course Learning Outcomes

CLOs Aligned

PLOs

On successful completion of this course, students will be able to… (demonstrate/express/design

1 Knowledge: 1.1

-Student will understand the definition of Scientific words

- Student will gain Knowledge about branches of biology K1

1.2 -Student will have knowledge about scientific word structure (word

root – Prefix – suffix ). K2

1.3 Student will identify some scientific vocabulary words K2 2 Skills :

2.1 Student will explain how Latin scientific words can change the

meaning of the words S4

2.2 -Student will be able to compare between different biological topics and explain the definition of the common scientific words

S4

5

CLOs Aligned

PLOs

2.3 Student gained skills to combine knowledge from multiple disciplines S4

2.4 Capable to demonstrate a range of specialized scientific terminology S4

2.5 Be able to assess their own work critically in the field of Scientific English.

S4

3 Competence:

3.1 Student will gain an experience of written and oral presentations. C1

3.2 Be able to work in groups C1

3.3 Reading clearly and writing effectively .

C1

C. Course Content

No List of Topics Contact Hours

1 Introduction: will include the following topics: 1-Introduction to biology and branches or disciplines of biology

2

2

2-Latin and Greek word parts (Prefixes, root words, suffixes) These words parts have specific meaning that when added together can help the student to determine the meaning of the word as a whole. On the other hand, it will improve Reading Skills, Vocabulary building and writing skills of the student

4

3

3-Microbiological Terminology: Latin and Greek List of Common Microbiology Terms and their meanings. Definition of common terminology related to viruses, bacteria, algae and fungi, functioning definition of each term, interpretation of these definitions Using English to show Cause and Effect:, Sentence Patterns, subordination Reading Skills, Vocabulary in context and vocabulary building and writing skills

4

4

4-Botanical Terms: scientific definition and explanation of the commonly used terminology in plant morphology anatomy, physiology ecology etc,. illustration of particular botanical characteristics. Some common symbols used in Botanical works

6

5

5-Terms in Zoology: Basic terms of zoology, definitions, List of Popular Biology: Zoology Vocabulary Words, Zoology Key Terms You can help by adding illustrations that assist an understanding of the terms. illustrated by line drawings terms commonly used in the literature definitions, illustrations, explanations should as far as possible follow current usage Using English to define, reading skills, vocabulary building, scanning, finding main Ideas and note taking, and writing skills

6

6

6-Readings in the topics of life sciences; four general topics should be selected such as bidiversity, pollution, molecular biology, human genome, Carolus Linnaeus classification, immunity, Using English to improve reading skills, vocabulary building, scanning, finding main Ideas and note taking, and writing skills

8

Total 30

6

D. Teaching and Assessment 1. Alignment of Course Learning Outcomes with Teaching Strategies and Assessment Methods

Code Course Learning Outcomes Teaching Strategies Assessment Methods

1.0 Knowledge

1.1

-Student will understand the definition

of Scientific word

- Student will gain Knowledge about branches of biology

*Lectures

* Assignments. * Working in small groups

*Evaluation of

assignments.

- Quiz1 & Quiz2.

- Midterm exam.

- Final written exams.

1.2 -Student will have knowledge about

scientific word structure (word root –

Prefix – suffix )

1.3 -Student will identify some scientific

vocabulary words

2.0 Skills

2.1 -Student will understand how Latin

scientific words can change the

meaning of the words

Lectures Final written exams. Assignment

evaluation by rubric

2.2 -Student will gain knowledge of some

biological topics and explain the

definition of comment scientific words

*Lectures

* Assignments. *

Working in small groups

*Reading training in the

classroom individually.

Quiz1 & Quiz2.

Midterm exam.

Final written

theoretical exam.

Assignment evaluation by rubric

2.3

-Student will be able to combine

knowledge from multiple disciplines

2.4

Student will be capable to demonstrate a range of specialized scientific terminology

Assignments Training on scientific drawing, reading slides


2.5 Student will be b able to assess

their own work critically in the field of Scientific English.

Assignments

Observation Card

3.0 Competence

3.1 Student will gain an experience of

written and oral presentations. Assignments


3.2

Be able to work in groups Working in small group. Participate in curricular

and extracurricular activities.


Observation Card Presentations

3.3 Reading clearly and writing

effectively .

Assignments Presentation

evaluation by rubric

7

2. Assessment Tasks for Students

# Assessment task* Week Due Percentage of Total Assessment Score

1 Quiz 1 5 10% 2 Mid-term Exam 9 20% 3 Quiz 2 14 10%

4 Assignments Throughout this semester

10%

5 Final exam 16 60% *Assessment task (i.e., written test, oral test, oral presentation, group project, essay, etc.)

E. Student Academic Counseling and Support Arrangements for availability of faculty and teaching staff for individual student consultations and academic advice :

The presence of faculty members to provide advice, academic advice and academic guidance to the student who is in need during the six hours a week, available to all students.

Arrange extra hours for gifted students or program additional time for students who are weak in academics and scholastic achievements.

F. Learning Resources and Facilities 1.Learning Resources

Required Textbooks English for Science. By: Fran Zimmerman; Prentice Hall Regents. ISBM: 0-13-282179-6

Essential References Materials

1. M. McCarthy, F. O'Dell, „Academic Vocabulary in Use”, Cambridge University Press 2008 2. P. Domański, „English in Science and Technology”, WNT, Warszawa 1996

Electronic Materials

http://public.ornl.gov/hgmis/genetics/default.cfm

المكتبة العلمية الرقمية العالمية B)

http://nsdl.org/resources_for/university_faculty /

http://animaldiversity.ummz.umich.edu/site/index.html

المكتبة الرقمية الوطنية للعلوم:

http://nsdl.org/resources_for/university_faculty/

Other Learning Materials

2. Facilities Required

Item Resources

Accommodation (Classrooms, laboratories, demonstration

rooms/lab etc.)

1) Accommodation (Classrooms, laboratories, Classrooms equipped with smart board and display screen for (20) students

8

Item Resources

Technology Resources (AV, data show, Smart Board, software,

etc.)

1) Computer 2) Smart board 3) Provision of computers for students training to be

used in research on scientific topics that serve the course.

G. Course Quality Evaluation Evaluation

Areas/Issues Evaluators Evaluation Methods

Effectiveness of teaching Students, Faculty and Program Leaders

-In direct: Built-in university website reports on courses and student satisfaction questionnaire-NCAAA course evaluation questionnaire. -Direct: Analysis & interpretations of student marks Indirect:(students)-direct:(Program Leaders

Effectiveness of assessment Members of teaching staff, Peer Reviewer and students

Direct: Department exam committee by using course blueprint- Peer Reviewer-The form for meeting a course test for test standards. Indirect: Students course evaluation questionnaire

Extent of achievement of course learning outcomes

Program-coordinator, Peer Reviewer and Evaluation Committee.

Direct: Exams, standard exams and Evaluation Commissions exams

Quality of learning resources Students and members of teaching staff

Indirect: Students course evaluation questionnaire

Evaluation areas (e.g., Effectiveness of teaching and assessment, Extent of achievement of course learning outcomes, Quality of learning resources, etc.) Evaluators (Students, Faculty, Program Leaders, Peer Reviewer, Others (specify) Assessment Methods (Direct, Indirect)

H. Specification Approval Data

Council / Committee Department Committee

Reference No.

Date

Course Title: Plant morphology

Course Code: 42011211

Program: Biology

Department: Biology


Institution: Albaha University

2

Table of Contents







C. Course Content ............................................................................................................. 4










3


1.Credit hours: 3 hrs (2 lecture + 1 Practical) 2. Course type a. University College Department √ Others b. Required √ Elective 3. Level/year at which this course is offered: Third level, Second year

4. Pre-requisites for this course (if any): General Biology (42011103)



No Mode of Instruction Contact Hours Percentage 1 Traditional classroom 26 57.77% 2 Blended 3 E-learning 4 8.88% 4 Correspondence 5 Other (Practical) 15 33.33%



Contact Hours 1 Lecture 30 2 Laboratory/Studio 30 3 Tutorial - 4 Others (specify) - Total 60

Other Learning Hours* 1 Study 45 2 Assignments 10 3 Library 15 4 Projects/Research Essays/Theses 10 5 Others (specify) 5 Total 85


4

B. Course Objectives and Learning Outcomes 1. Course Description The course includes the study of seeds and germination, as well as the study of the morphology of the plant parts and the identification of the various variations. It contains Introduction to plant morphology and its importance, seed germination, root system (general characteristics - functions - root areas - modifications), shoot system: stem and leaf (characteristics – types - functions - modifications), flower (definition of flower and floral leaves – flower anatomy), inflorescences (Cymose - Racemose), pollination and fertilization and Fruits (Types - classification)

2. Course Main Objective Plant morphology studies the phenotype of the different plant organs (roots, stems, leaves, flowers, and fruits) of monocot and dicot plants with a review of the variations exhibited by various plants to suit the surrounding environmental conditions. This course aims to introduce the student to the details of the shape of the plants to see the morphological changes that occur to the plant in their different stages of development and to recognize the various mutations to suit and adapt to the existing ecosystem. The course aims to provide the student with the ability to accurately describe the different plants as one of the tools of plant taxonomy.


CLOs Aligned

PLOs


1 Knowledge: 1.1 Define Plant morphology, seed germination, root system, shoot system,

Pollination and Fertilization. K1

1.2 Describe the plant organs and its parts morphologically (seed, root, stem, leaf, flower, inflorescence and fruit).

K2& K3

1.3 Recognize the modifications of various plant parts and their adaptation to surrounding environmental conditions.

K4

2 Skills:

2.1 Compare the different types in germination, seeds, stems, leaves pollination, flowers, inflorescences and fruits with giving examples.

S1

2.2 Differentiate the modifications of various plant parts in some plants with giving examples.

S1

2.3 Use the description of plant parts in classification of plants. S2

2.4 Associate the modifications of plant parts with their functions. S2 2.5 Draw the different plant organs and their parts. S4

3 Competence:

3.1 Apply self-learning for professional development C1

3.2 Take initiative in seeking further information or resources required in carrying out responsibilities and work effectively in team work.

C1

3.3 Use effectively orally and writing communication to collect, interpret and analyze information on the various subjects of the course.

C4

C. Course Content


1 Introduction to plant morphology and its importance 4

5

2 Seed and germination: (Types of seed - seed composition - conditions or factors required for germination - seed dormancy (types & reasons) - Types of germination.

8

3 Root system: (general characteristics - functions - root areas). 4

4 Tap root system and its modifications - Fibrous root system – Adventitious roots, their types, characteristics and modifications.

4

5 Shoot system: Stem (characteristics, types, functions – branches and modifications)

8

6 Shoot system: Leaves (general form of leaf and leaf parts - types of leaves - arrangement and distribution of leaves – leaf venation - modifications).

4

7 Flower: Definition of flower and floral leaves – flower anatomy; floral equation [floral formula], floral diagram.

8

8 Inflorescences: Cymose inflorescence – Racemose inflorescence. 8 9 Pollination and Fertilization 4

10 Fruits: Types, classification and their dispersal types. 8 Total 60

D. Teaching and Assessment 1. Alignment of Course Learning Outcomes with Teaching Strategies and Assessment Methods


1.0 Knowledge

1.1

Define Plant morphology, seed germination, root system, shoot system, Pollination and Fertilization

Lectures Assignments (Co-operative & Individual assignments).

Debate and discussion.

Quiz 1 Midterm exam Final written exams

1.2

Describe the plant organs and its parts morphologically (seed, root, stem, leaf, flower, inflorescence and fruit).

Lectures Scientific movies and animated life cycles. Debate and discussion. Assignments (Co-operative & Individual assignments).

Scientific movies

Quiz 1 Midterm exam Quiz2. Final written exams. Assignment evaluation by rubric

1.3

Recognize the modifications of various plant parts and their adaptation to surrounding environmental conditions.

Lectures PowerPoint presentation

Scientific movies and animated life cycles.

Quiz 1 Midterm exam Quiz2. Final written exams. Presentation evaluation by Rubric Assignment evaluation by rubric

2.0 Skills

2.1

Compare the different types in germination, seeds, stems, leaves pollination, flowers, inflorescences and fruits with giving examples.

Lectures PowerPoint presentation. Debate and discussion. Assignments (Co-operative & Individual assignments). Working in small groups

Final written exams. Assignment evaluation by rubric

6


2.2

Differentiate the modifications of various plant parts in some plants with giving examples.

Lectures PowerPoint presentation Scientific movies

Quiz 1 Midterm exam Quiz2. Final written exams.

2.3

Use the description of plant parts in classification of plants.

Debate and discussion. Assignments (Co-operative & Individual assignments). PowerPoint presentation

Midterm exam Quiz2. Assignment evaluation by rubric

2.4

Associate the modifications of plant parts with their functions.

Lectures Practical labs

Final written exams. Assignment evaluation by rubric Practical exams

2.5 Draw the different plant organs and their parts.

Practical labs

Practical exams Observation Card

3.0 Competence

3.1 Apply self-learning for professional development

Assignments


3.2

Take initiative in seeking further information or resources required in carrying out responsibilities and work effectively in team work.

Working in small group. Participate in curricular and extracurricular activities.

Assignment evaluation by rubric Observation Card

3.3

Use effectively orally and writing communication to collect, interpret and analyze information on the various subjects of the course.

Power point presentation Lab Reports

Presentation evaluation by rubric Lab reports evaluation by Rubric



1 Quiz 1 5 5 2 Midterm Written Theoretical Exam 9 10 3 Quiz2 13 5

4 Assignments, Activities & Presentations During Semester

10

5 Final Practical Exam 16 10 6 Lab Reports 16 10

7 Final Written Theoretical Exam 17 50

*Assessment task (i.e., written test, oral test, oral presentation, group project, essay, etc.)



Arrange extra hours for gifted students or program additional time for students who are weak in academics and scholastic achievements.

7


Required Textbooks

General plant biology 2016, Hassan Saeed Al-Zahrani and others, Khawarizm Academic Publishers & libraries.

Plant morphology and anatomy 2018, Latifa Abdel-Qader Al-Hassyan / Naglaa Abdul Rahman Al-Shaya, Al-Rushd library publishers.


Wanas, A. L. 2018, General Plant "Part One", Plant morphology and anatomy, Noor Publishing, 268 pp.

Bill, A. and Bryan, A. 2008. Plant Form: An Illustrated Guide to Flowering Plant Morphology, Timber Press; New edition, pp 432

ا و@رشحي النباتBبة املعارف2011 مورفولوجL338احلدیثة، ، مك .


Glossary of plant morphology: https://sites.google.com/site/botanicalsite/glossary-of-plant-morphology

ScienceDirect (Journals & Books) Plant morphology:

https://www.sciencedirect.com/toptop/agricultural-and-biological-

sciences/plant-morphology

Flora Journal (Morphology, Distribution, Functional Ecology of Plants): https://www.journals.elsevier.com/flora

https://www.slideshare.net/prof_aarif/morphology-of-flowering-plants-i-root-stem-leaf

https://study.com/academy/topic/plant-morphology.html

:كما يوجد مواقع يوتيوب يمكن االطالع عليها ومنها

https://www.youtube.com/watch?v=cBIGu60gJN0&list=PLKlDmF-iIyAnem1SOTmMKXyUy5TDoTVor

https://www.youtube.com/watch?v=n44qkF6bdC4

Other Learning Materials Fresh plant samples


Item Resources


rooms/labs, etc.)

1. Accommodation (Classrooms, laboratories, demonstration rooms/labs, etc.) 2-Classrooms equipped with smart board and display screen for (40) students 3-Practical labs provided with microscope and different equipment for (20-25) students.


etc.)

1-Computer 2-Smart board 3-Data show 4- Augmented Reality

8

Item Resources

Other Resources (Specify, e.g. if specific laboratory

equipment is required, list requirements or attach a list)

1- Field trip 2- Green house 3- Digital Camera




Indirect:(students)-direct:(Program Leaders

Effectiveness of assessment Members of teaching staff, Peer Reviewer and the students



Program-coordinator, Peer Reviewer and Evaluation Commissions



Indirect



Council / Committee Department Committee

Reference No.

Date

Course Title: Invertebrates


Program: Biology

Department: Biology


Institution: ALBAHA UNIVERSITY

2

Table of Contents







C. Course Content ............................................................................................................. 5







2. Facilities Required ................................................................................................................. 10

G. Course Quality Evaluation ........................................................................................ 11

H. Specification Approval Data ..................................................................................... 13

3


1. Credit hours: 3 hours (2 theorical +1 Practical) 2. Course type a. University College Department Others b. Required Elective 3. Level/year at which this course is offered: 3th level- 2nd Year

4. Pre-requisites for this course (if any): NONE

5. Co-requisites for this course (if any): NONE


No Mode of Instruction Contact Hours Percentage 1 Traditional classroom √ 60% 2 Blended √ 5% 3 E-learning √ 5% 4 Correspondence 5 Other √ 30%



Contact Hours 1 Lecture 30 2 Laboratory/Studio 30 3 Tutorial 4 Others (specify) Total 60

Other Learning Hours* 1 Study 15 2 Assignments 15 3 Library 4 Projects/Research Essays/Theses 5 Others (specify) Total 30


4

B. Course Objectives and Learning Outcomes 1. Course Description Lectures: This course is designed to present a broad overview of invertebrates, with respect to their biology ( for instance; classification , morphology , anatomy , nourishment, reproduction , and their ecology ) . Labs: The labs will provide the students with an opportunity to identify and study commonly occurring invertebrates . However the emphasis will be given to the taxonomy, morphology, ecology of the invertebrates. The laboratory will be furnished with the prepared specimens of different invertebrates. Each week the students will be given handouts, which will provide students with the general information specially about the invertebrate animals that is required for this study. Also laboratory work will include scientific trips/tours to study invertebrates animals in their native environment.

2. Course Main Objective 1. What is the main purpose for this course? The aim of this course is to enable students to understand the invertebrates, basics of public science and invertebrate's taxonomic foundations, its phyla and its classes. Moreover, to learn the methods of reproduction and life cycles of more important invertebrate animals that possess economic and medical importance. To develop the ability among students for the identification and description of invertebrate organisms in their field. Additionally the successful completion of this course is essential which will enable the students to take the decisison about the specialization study in future. 2. Briefly describe any plans for the development and improvement of the course that are being implemented. (e.g. increased use of IT or web based reference material, changes in content by adding new new research in the field) • Update learning resources on a regular basis through sites available on the electronic network. • New teaching methods and the use of presentations • Adoption of the students themselves growing in the study • The use of library resources • Periodic review of the decision made by the Committee on Course Description • update the content on regular basis to keep pace with the modern developments • Review of the course by professors in different universities • To promote self-learning and self-study concept among the students • The accessibility of faculty members through email to make work more easy.


CLOs Aligned

PLOs

1 Knowledge: 1.1 Describe common and distinctive features of invertebrate phyla,

including poriferans, cnidarians, platyhelminthes, nematodes, molluscs, annelids, arthropods, and echinoderms.

K1

1.2 Discuss distinctive features of taxonomic classes within the phyla covered.

K2

1.3 Describe important concepts in invertebrate body structure and organization, including body symmetry, cephalization, body cavity, gut formation, segmentation.

K2

1.4 Describe important biological processes in invertebrates, including locomotion, body support, reproduction, development,

K3

5

CLOs Aligned

PLOs

feeding, digestion, excretion, osmoregulation, circulation, respiration, sensory perception, behavior.

2 Skills : 2.1 Discuss the ecological and economic importance of invertebrates. S1 2.2 Understanding important concepts in invertebrate body structure

and organization, including body symmetry, cephalization, body cavity, gut formation, segmentation.

S1

2.3 Differentiate between the various invertebrate phyla and classes based on: a. morphology b. physiology c. reproduction and development d. behavior e. habitat

S1

2.4 Comprehend the influence of abiotic conditions and community interactions on the success of invertebrate species.

S4

2.5 Communicates effectively in oral and written form in educational situations related to the subjects of the course.

S4

3 3.1 Contribute to the team work and interaction with others. C1 3.2 Panel discussion C3 3.3 Use of language skills in writing research or assignment or answers to

exam questions C4

3...

C. Course Content


1

• An introduction to invertebrates including : *Definition of invertebrates *General characteristics • An introduction to the history of the evolution of invertebrate taxonomy.

2

2 •SubKingdom Protozoa – General characters – classification -studying examples of the classes of the subkingdom protozoa

4

3 Phylum: Proifera: studying deferent biological activities and reproduction. 2

4

Phylum: Cnidaria *general characters- classification *studying examples of this phylum ( Hydra , Obelia , Ourelia , Alcyoniun

and stony corals.

4

5

Phylum: Platyhelminthes general characters- classification *studying examples of this phylum (Planaria. , Fasciola hepatica , Taenia

sp)

4

6

Phylum: Nematoda * general characters and classification *studying examples of this phylum ( Ascaris lumbricoides, Ancylostoma

duodenale (hookworm)

2

7 Phylum: Annelida * general characters and classification *studying examples of this phylum ( earth worm , Hirudo medicinalis

2

6

8

Phylum: Arthropoda *general characters and classification * studying examples of this phylum (Scorpion , ticks - wolf spider - crustaceans , shrimp - insects , locusts )

4

9

Phylum: Mollusca *general characteristics and classification * studying examples of this phylum (Anadonta or Conch Desert , chiton , Anodonata rubens . Sepia)

4

10 Phylum: Echinodermata *general characteristics and classification * studying examples of this phylum (Sea Stars , Ophiocoma , Tripneustes )

2

11 12 13 14

Total 30 D. Teaching and Assessment 1. Alignment of Course Learning Outcomes with Teaching Strategies and Assessment Methods


1.0 Knowledge

1.1

Describe common and distinctive features of invertebrate phyla, including poriferans, cnidarians, platyhelminthes, nematodes, molluscs, annelids, arthropods, and echinoderms.

-Lectures -open discussion -problem solving using multimedia, learning videos and graphics -teaching electronically for 50% of course

During the lecture, some questions/problems are given to determine what have the students learnt or got. Quiz, Homework, Midterm exams, and final exam.

1.2 Discuss distinctive features of taxonomic classes within the phyla covered.

Lectures, lessons and assignments as well as laboratory training to establish understanding. Collaborative learning through research, laboratory training and group assignments

During the lecture, some questions/problems are given to determine what have the students learnt or got.

7


Quiz, Homework, Midterm exams, and final exam.

1.3

Describe important concepts in invertebrate body structure and organization, including body symmetry, cephalization, body cavity, gut formation, segmentation.


During the lecture, some questions/problems are given to determine what have the students learnt or got. Quiz, Homework, Midterm exams, and final exam

1.4

Describe important biological processes in invertebrates, including locomotion, body support, reproduction, development, feeding, digestion, excretion, osmoregulation, circulation, respiration, sensory perception, behavior.


During the lecture, some questions/problems are given to determine what have the students learnt or got. Quiz, Homework, Midterm exams, and final exam

2.0 Skills

2.1 Discuss the ecological and economic importance of invertebrates.

Lectures using multimedia, learning videos and graphics Using computer programs.

Quiz practical and

midterm exams Discuss students

through lectures assignments and

participate in the forums through e-learning site

Write reports on field visits

Final written exam

2.2

Understanding important concepts in invertebrate body structure and organization, including body symmetry, cephalization, body cavity, gut formation, segmentation.

Lectures using multimedia, learning videos and graphics Using computer programs.

Discuss students through lectures

assignments and participate in the forums through e-learning site


Final written exam Practical tests

2.3 Differentiate between the various invertebrate phyla and classes based on: a. morphology b. physiology c.

Lectures Discuss students through lectures

8


reproduction and development d. behavior e. habitat

using multimedia, learning videos and graphics Using computer programs.

assignments and participate in the forums through e-learning site Write reports on field visits Final written exam Practical tests

2.4

Comprehend the influence of abiotic conditions and community interactions on the success of invertebrate species.

Justifying student homework’s and discussing their reports and the role of each student.




2.5 Communicates effectively in oral and written form in educational situations related to the subjects of the course.

Lectures Using computer programs. using multimedia, learning videos and graphics labs




Final written exam Practical tests

3.0 Competence

3.1 Contribute to the team work and interaction with others.

Discussion collectively and then individually for the development of thinking skills with the group and constructive cooperation to solve problems

Evaluate the information that has been assembled by the students individually and collectively. 3.2

Panel discussion

3.1

Use of language skills in writing research or assignment or answers to exam questions

. Stimulating dialogue and discussions within the classroom Assigning the student several tasks as individual assignments or preparing samples Divide students into homogeneous groups to do some common tasks such as laboratory experiments or short research

Note the student team while working in projects Discuss projects Assess the student's response to the tasks assigned to him Measuring the extent of student learning Evaluation of achievements made by students

9


Determine the role of the student in the group that does the joint work The use of monetary values in the criticism of the work done by the student

Evaluate the role of each student within the group Determine a percentage of total scores and be 5% to evaluate these skills



1 Quiz 1 5 5 2 Midterm Written Theoretical Exam 9 10 3 Mid-term test is practical 9 10 4 Quiz 2 14 5 5 Assignments and participations Throughout the semester 10 6 Final practical test 15 10 7 Final Written Theoretical Exam 17 50 8



- The presence of faculty members to provide advice, academic advice and academic guidance to the student in need within the six hours a week available to all students.

- Arrange extra hours gifted students or Program for students who default in scholastic achievement.


Required Textbooks

, تأليف محمد إسماعيل وآخرون ، دار الفكر العربي 2007أساسيات علم الحيوان. • .للطباعة والنشرمحمود أحمد البنهاوى وآخرون ، دار المعارفعلم الحيوان ، تأليف د. • . .الالفقاريات ، تأليف د. عبدالعزيز محمود وآخرون , مكتبة االنجلو المصرية •الحيوان • علم تدريس هيئة أعضاء تأليف ، الحيوان علم في العملية الدراسة .بالجامعات المصرية ، دار المعارف بمصرPractical: عملية تأليف د. أحمد حماد الحســــيني ود. اميل شــــنوده دميان بيولوجية الحيوان ال • .الجزء الثاني والثالث, دار المعارف المصرية


Lecture: أساسيات علم الحيوان, تأليف محمد إسماعيل وآخرون ، دار الفكر العربي للطباعة

والنشر. الجزء الثاني الالفقاريات تأليف كليفالند,ب هيكمان -االساسيات المتكاملة لعلم الحيوان

وآخرون , الدار العربية للنشر والتوزيع

10

Practical: الدراسة العملية في علم الحيوان، تأليف أعضاء هيئة تدريس علم الحيوان بالجامعات -

المصرية ، دار المعارف بمصرــنوده دميان الجزء بيولوجية الحيوان ــيني ود. اميل شــ العملية تأليف د. أحمد حماد الحســ

.الثاني والثالث, دار المعارف المصرية


يوجد العديد من المواقع على االنترنت التي يمكن ان تساهم في االثراء المعرفي للطالب ومنها: المكتبة الرقمية الوطنية للعلوم:

http://nsdl.org/resources_for/university_faculty/ http://www.deepseanews.com/2009/02/the-10-greatest-web-

videos-of-marine-invertebrates/ https://www.gbri.org.au/ http://eamcetzoology.blogspot.com/2009/09/invertebrates-

animations.html http://www.biology.ualberta.ca/courses.hp/zool250/animation

s/AnimationList.htm https://www.youtube.com/watch?v=WFpBRfLtbIo https://www.youtube.com/watch?v=4XlzCe5gDu0 https://www.youtube.com/watch?v=mh7KOtQTXrw

https://www.youtube.com/watch?v=FcCvhYmjaXE


CD-ROM containing the animated life cycles. Movies for life cycles.

Microscopic slides for different stages of parasites. 2. Facilities Required

Item Resources


rooms/labs, etc.)

- Appropriate classrooms - Comfortable seats - Projectors - TV sets and educational videos. Educational facilities

(classrooms and laboratories) - Lecture hall with seating and desks for all students - Fully equipped biology laboratories - Computer with internet access


etc.)

- Provision of computers for students training to be used in research on scientific topics that serve the course.

- Smart boards Other Resources

(Specify, e.g. if specific laboratory equipment is required, list requirements or

attach a list)

Laboratory devices (PCR-HPLC-Sequencer) - Computer connected to the Internet.

11



1. Strategies for Obtaining Student Feedback on Effectiveness of Teaching

Built-in university website reports on courses and student satisfaction questionnaire-NCAAA course evaluation questionnaire.

- Distribute a student assessment questionnaire to students at the end of each semester to obtain the course calendar.

- Use panel discussions with a limited number of students.

- Analyzing and interpreting students' grades in the tests.

- The number of students' participation during an explanation is an indicator of the effectiveness of teaching

2- Presenting the results of a sample of students to an external reviewer.

Instructor or the Department

• Periodic review of the course description form. • The use of colleagues and independent evaluation of the skills achieved by students. • Independent recommendations on assignments and assessment of assignments. • Random sampling and re-evaluation. • Meeting a number of students studying the course and expressing their opinions about the evaluation of the teaching process.

3- Processes for Improvement of Teaching


• Using the Blackboard program to implement the integrated learning course. • Assign students to assignments and tests on the Blackboard program. • Attendance of faculty members for training courses in teaching methods and strategies. • Organizing workshops to exchange experiences and opinions among faculty members. • Conduct regular meetings at the beginning of each semester to discuss the

12

Evaluation Areas/Issues

Evaluators Evaluation Methods

problems of teaching in the previous chapter and propose solutions. • Encouraging faculty members to attend conferences aimed at developing performance.

4- Processes for Verifying Standards of Student Achievement (e.g. check marking by an independent member teaching staff of a sample of student work, periodic exchange and remarking of tests or a sample of assignments with staff at another institution)


• Review the papers corrected by the professor and another member of the department and an external member to review the sample of the answer sheets. • Correcting a sample of meal sheets from another member of the department.

5- Describe the planning arrangements for periodically reviewing course effectiveness and planning for improvement.


• Holding a panel discussion between the teachers who prepared the report of the course and the specialists and those who taught the course to learn their views and suggestions for its development. • Periodic meetings with privileged students to learn the strengths and weaknesses of the course. • A comparison between this course and the same course in other universities. • Hosting visiting professors to evaluate the course. • Hold semi-annual meetings to discuss development. • Benefit from the corresponding university systems in development. • Discussion of the faculty members' home to learn about their respective methods of teaching difficulties. • Continuous access to the websites of the course. • Developing study plans in the light of contemporary

13



directives and community needs. • Evaluation of the course. • Prepare the report of the Rapporteur periodically. • Review study plans.



Council / Committee

Reference No.

Date

Course Title: Bacteriology


Program: Biology

Department: Biology



2

Table of Contents







C. Course Content ............................................................................................................. 5









H. Specification Approval Data ..................................................................................... 10

3


1. Credit hours: 3 hrs (2 lecture + 1 Practical) 2. Course type a. University College Department √ Others b. Required √ Elective 3. Level/year at which this course is offered: 3rd level , 2nd Year


5. Co-requisites for this course (if any):

None 6. Mode of Instruction (mark all that apply)

No Mode of Instruction Contact Hours Percentage 1 Traditional classroom 60 60 2 Blended 5 5 3 E-learning 5 5 4 Correspondence 0 0 5 Other 30 30



Contact Hours 1 Lecture 30 2 Laboratory/Studio 30 3 Tutorial 0 4 Others (specify) E-Learning 10 Total 70

Other Learning Hours* 1 Study 10 2 Assignments 20 3 Library 10 4 Projects/Research Essays/Theses 10 5 Others (specify) Total 50


4

B. Course Objectives and Learning Outcomes 1. Course Description This course is designed to study the importance of bacteriology in our life, phenotypic properties and internal structure of bacteria - cell wall structure - bacterial movement – endospores of bacteria - growth and reproduction of bacteria - identification of bacteria - bases of classification of bacteria

2. Course Main Objective 1. What is the main purpose for this course? The main objectives of this course are to: explain the prokaryotes diversity and its position among living organisms; describe the organelle and molecular structure of prokaryotes; classify of bacteria according to its structure and physiology; Emphasize the impact of bacteria in medical and industrial fields as well as the role of prokaryotes in the environment.


CLOs Aligned

PLOs

1 Knowledge: 1.1 Explain The basic characteristics of bacteria, their cellular composition,

ways of living, nutrition and reproduction. K1

1.2 Recognize, identify and differentiate the internal and external structures of prokaryotic and eukaryotic microbial cells

K2

1.3 Retrieving the most important scientific terms prescribed in the course K3 1.4 Enumerate factors important for virulence of each microbial pathogen if

known K4

2 Skills : 2.1 Practice the possible laboratory experiments with bacteria and gaining

experience on it S1

2.2 Acquire the skill of identifying the types of bacteria, whether microscopic or macroscopic, and their biochemical characteristics.

S2

2.3 Illustrate the cellular composition of bacteria and different bacterial structure.

S4

2.4 Distinguish between cell envelope structures (e.g., membranes and cell wall, etc.) in Gram positive and Gram-negative bacteria.

S4

3 Competence: 3.1 Use of basic computer skills to provide the ability of self-learning

conflict resolution, ethical conduct and Explanation skills. C1

3.2 Present the information clearly in both written and verbal form C2 3.3 Analyze and understand information, the ability to work in cooperation,

practice leadership, own responsibility in personal and professional relationships.

C2

5

C. Course Content


1 Introduction to Microbiology - Definition of Bacteriology 3 2 The different shapes of bacterial cells and colonies 3 3 The structure of bacterial cell 3

4 Fixation of bacterial cell wall - Gram stain and its role in the classification of bacteria

6

5 Bacterial movement - bacterial endospores 3 6 Bacterial chromosome - plasmids and their importance - genetic changes 3 7 Reproduction in bacteria 3 8 Growth profile of bacteria and estimation of growth Curve 3 9 Nutrition in bacteria (nutritional needs for growth- types of nutrition) 3

10 Physical and chemical factors affecting bacterial growth 6 11 Metabolism in bacteria and bacterial enzymes 6 12 Basics of classification of bacteria 3 13 Medical and economic importance of bacteria 3

Total D. Teaching and Assessment 1. Alignment of Course Learning Outcomes with Teaching Strategies and Assessment Methods


1.0 Knowledge

1.1

Explain The basic characteristics of bacteria, their cellular composition, ways of living, nutrition and reproduction.

Lectures Debate and discussion Laboratory training Assignments (Co-operative &Individual assignments). Working in small groups

Continuous evaluation through interaction, and presentation of research projects. presentation of summaries and reports during lectures. Evaluation of assignments. Quiz1 & Quiz2. Midterm exam. Final written exam

1.2

Recognize, identify and differentiate the internal and external structures of prokaryotic and eukaryotic microbial cells

Lectures • Debate and discussion Laboratory training • Assignments (Co-operative &Individual assignments). • Working in small groups

Evaluation of assignments. • Quiz1 & Quiz2. • Midterm exam. • Final written exam

1.3

Retrieving the most important scientific terms prescribed in the course

Lectures • Debate and discussion Laboratory training • Assignments (Co-operative &Individual


6


assignments). • Working in small groups

1.4

Enumerate factors important for virulence of each microbial pathogen if known

Lectures • Debate and discussion Laboratory training • Assignments (Co-operative &Individual assignments). • Working in small groups


2.0 Skills

2.1

Practice the possible laboratory experiments with bacteria and gaining experience on it


Continuous evaluation through interaction, and presentation of research projects. presentation of summaries and reports during lectures. Evaluation of assignments. Quiz1 & Quiz2. Midterm exam. Final written exams.

2.2

Acquire the skill of identifying the types of bacteria, whether microscopic or macroscopic, and their biochemical characteristics.


Participation in the classroom Quiz1 & Quiz2, Midterm. And Final written exam. Evaluation of assignments Listening

2.3

Illustrate the cellular composition of bacteria and different bacterial structure.


Evaluation of assignments. And laboratory test.

2.4

Distinguish between cell envelope structures (e.g., membranes and cell wall, etc.) in Gram positive and Gram-negative bacteria.

Lectures Debate and discussion. Research preparation Instructing students to collect and identify living specimens infected with bacteri

Evaluation of assignments. And laboratory test.

3.0 Competence

3.1

Use of basic computer skills to provide the ability of self-learning conflict resolution, ethical conduct and Explanation skills.

• Team work • Home works and duties • Group research and other activities

Observation Card Evaluation of individual & group works.

7


through the Internet • small groups and the distribution of roles. • Writing reports of experiments

3.2

Present the information clearly in both written and verbal form

small groups and the distribution of roles. PowerPoint presentation. Writing reports

Practical home work Evaluation Oral discussion Report evaluation

3.3

Analyze and understand information, the ability to work in cooperation, practice leadership, own responsibility in personal and professional relationships.

The teacher/ instructor must establish standard rules and instruct the students to work in pairs in order to solve a particular problem in the classroom.

Oral discussion Report evaluation Observation cards




4 Assignments, Activities & Attendance During semester

10

5 Final Practical Exam 16 16 10 6 Lab Reports 16 16 10 7 Final Written Theoretical Exam 17 50 8


E. Student Academic Counseling and Support Arrangements for availability of faculty and teaching staff for individual student consultations and academic advice : The presence of faculty members to provide advice, academic advice and academic guidance to the student who is in need during the six hours a week, available to all students. Arrange extra hours for gifted students or Program additional time for students who are weak in academics and scholastic achievements

8


Required Textbooks

Singelton , P. (1999 ). Bacteria in Biology, Biotecnology and Medicine,- Black J.G Microbiology Principles and Explorations (2002) 5th edition. Lim D. Microbiology (2000) 3rd Edition. 1997 , Bacteria as multicellular Organisms , Oxford University Press , USA. Cooper, S. (1991). Bacterial Growth and Division. Academic Press دارالمعارف -مصطفىكمال وآخرون. الطبعةالثانية البكتيريا) الجزءاألول(, أبوالدهب -

البكتيريا) الجزءالثانى(, أبوالدهب -مصـر 1997اإلـسكندرية م- .مصـطفىكمال وآخرون2مصر 0892اإلسكندرية م-دارالمعارف -الطبعةالثانية .


Principles of Microbiology Ronald M. Atlas Microbiology Lansing, John Bergeys Manual of Systematic Bacteriology: Volum1 (1984), vol. 2ed (1986), vol.3ed (4112), vol. 4th (1989 ). Williams & Wilkins1997 , Bacteria as multicellular Organisms , Oxford University Press , USA. Microbiology-Essential And Applications Larry Mc Kane and Judykandel Black J.G Microbiology Principles and Explorations (2002) 5th edition. Principles of Microbiology Ronald M. Atlas Microbiology Lansing, John and Donald, Edition of, John Wiley and Sons. Experimental protocols in virology and immunology- Magdy Montaser- Kuwait (1999).


http://virology-online.com/ www.cdc.gov, get a free electronic MMWR subscription www.wadsworth.org www.specialty.com http://www.bacteriology.html The National Digital Science Library: http://nsdl.org/resources_for/university_faculty/



Item Resources


rooms/labs, etc.)

1 . Accommodation (Classrooms, laboratories, demonstration rooms/labs, etc.) Classrooms equipped with smart board and display screen for (40) students Practical labs provided with microscope and different equipment for (20-25) students.


etc.)

Provision of computers for students training to be used in research on scientific topics that serve the course.



Optical microscopes - microscopic slides for parasite samples Microscope equipped with a digital camera to photograph samples Centrifuges. Glass tubes. Incubators. A sensitive balance Chemicals & stains for parasite diagnosis and preparations. ELISA and a refrigerator to store the sample.

9



Effectiveness of Teaching students

To design a university website for the reports on courses and feedback on student satisfaction level based on questionnaire-NCAAA course evaluation questionnaire. Student discussions and dialogues To consider the student’s suggestion for the improvement through academic advices and consultation meeting Analysis & interpretations of student marks

Evaluation of Teaching Department staff evaluation committee and external reviewer

Presenting a sample copy of the results of students to an external reviewer for revision Analyzing the results of students. Follow-up of graduates after graduation. Workshops within the department. To check the marking of a sample copy of student’s work by an independent member of teaching staff. periodic exchange and remarking of tests or a sample of assignments by a staff member at another institution)

Verifying Standards of Student Achievement

independent member of teaching staff. And staff member at another institution

check marking by an independent member teaching staff of a sample of student work, periodic exchange and remarking of tests or a sample of assignments with staff at another institution) To check the marking of a sample of student work

reviewing course effectiveness and planning for improvement.

Department staff and coordinator

Discussion among the concerned faculty members' to learn about their difficulties in respective methods of teaching Semi-annual meetings to discuss development of the course. Holding a panel discussion among the teachers who prepared thecourse report and between the specialists and among those who taught the course to learn their views and suggestions for its improvement.

10





Council / Committee

Reference No.

Date

Course Title: Cytology

Course Code: (42011217)

Program: Biology

Department: Biology



2

Table of Contents







C. Course Content ............................................................................................................. 5










3


1.Credit hours: 3 hrs (2 lecture + 1 Practical) 2. Course type a. University College Department √ Others b. Required √ Elective 3. Level/year at which this course is offered: Third level, Second year




No Mode of Instruction Contact Hours Percentage 1 Traditional classroom 26 70% 2 Blended 5% 3 E-learning 4 5% 4 Correspondence 5 Other (Practical) 15 20%



Contact Hours 1 Lecture 30 2 Laboratory/Studio 30 3 Tutorial - 4 Others (specify) - Total 60

Other Learning Hours* 1 Study 45 2 Assignments 7 3 Library 15 4 Projects/Research Essays/Theses 8 5 Others (specify) 10 Total 85


4

B. Course Objectives and Learning Outcomes 1. Course Description General description of the course: After studying this course, the student must:

- Knowledge of the applied aspects of the cell science - Know the basic structure and function of various cellular organelles and identify the types of

division. - Identification of chromosomal structure and chromosomal behavior during the cell cycle. - Understanding the molecular basis of different cellular structures.

2. Course Main Objective Cell biology (cytology or cell biology) deals with the study of the cellular and non-living components of the plant cell. It includes the function and structure of the cytoplasm and the cytoplasmic membrane, as well as the various cellular organelles, cellular cytoskeletal and cytoskeleton. Cell division (mitosis and meiosis divisions), as well as understanding the nature of the chromosomes and the molecular basis of the cellular processes. It also includes studying the composition and function of the components of the different animal cell and comparing them with the plant cell. This course also aims to ...

- 1. Definition of the unit of composition and function in living organisms - 2. Differentiating between different structures of cells and comparing them to functions. - 3. Emphasize the importance of living cell and it is the basis in modern applied fields.


CLOs Aligned

PLOs


1 Knowledge: 1.1 Knowledge of the development of cell biology and the history of

discovering cellular components, knowledge of the development of cell biology and the history of discovering cellular components, establishment of the old and new cell theories, define the cell and the importance of studying cell, define the difference between cytology and cell biology, and knowledge of the branches of cell biology and its relation with other biological sciences.

K1

1.2 Understanding that cells can breathe, move, communicate, excrete and reproduce, gain knowledge of the living components and structure of cells, define the differences between cellular organelles in term of location, shape, and size, student acquires knowledge about animal and plant cellular organelles and their functions (mitochondria, cellular respiration and energy production).

K3

1.3 Knowledge of the eukaryotic cell cycle, cell cycle control system, cell division, cellular differentiation and cell death.

K4

2 Skills : 2.1 Comparison between mitotic and meiotic cell division.

Understanding of the different changes occurs in the phases of both mitotic and meiotic divisions.

S1

2.2 Comparison between the biological functions, structures and chemical components of cellular organelles, and comparison between the different pathways involved in cellular respiration.

S1

2.3 Comparison between cellular and acellular organisms. S3

5

CLOs Aligned

PLOs

Comparison between the prokaryotes and eukaryotes, and comparison between animal cells and plants cells and their compositions.

2.4 Identify and distinguish between different cellular organelles in terms of structure and function.

S4

2.5 Draw cellular organelles, plant cell, animal cell and phases of cell division, and conduct

S4

3 Competence: 3.1 Take responsibility for self-learning and professional development C1 3.2 Work effectively in groups C2 3.3 Communicate effectively both in verbal and written form during

educational discussions/ meetings on the various subjects of the course. C4

C. Course Content


1

Introduction to the history of the development of cell science Cell theory and identification of cell and cellular study methods Cell cycle, as well as cell types Relationship of cytology with other biological science. Comparisons between prokaryotic cells and eukaryotic cells

8

2

Stages of cell wall formation of the plant cell and the chemical compositions of each stage Identify the living components (protoplasm) of cells Molecular theory of plasma membrane structure and functions Cytoplasm and the nature of its compositions

8

3 Type and structure of endoplasmic reticulum Ribosomes and their role in protein synthesis

4

4 Golgi apparatus and cellular secretion processes 4 5 Mitochondria, breathing and energy production 8 6 Lysosomes and their importance 4 7 Chloroplastids (composition and functions) 4 8 Nucleus in terms of structure and function 4

9 Cell division: Mitosis division Meiosis division

8

10 Cytoskeleton and its importance 4 11 The concept of reproduction and cellular differentiation 4

Total 60 D. Teaching and Assessment 1. Alignment of Course Learning Outcomes with Teaching Strategies and Assessment Methods Code Course Learning Outcomes Teaching Strategies Assessment Methods

1.0 Knowledge

1.1 Knowledge of the development of

cell biology and the history of discovering cellular components.

Lectures Assignments (Co-

operative & Individual

Quiz 1 Midterm exam Final written exams

6


Knowledge of the development of cell biology and the history of discovering cellular components.

Establishment of the old and new cell theories.

Define the cell and the importance of studying cell.

Define the difference between cytology and cell biology.

Knowledge of the branches of cell biology and its relation with other biological sciences.

assignments). Debate and discussion.

1.2

Understanding that cells can breathe, move, communicate, excrete and reproduce.

Gain knowledge of the living components and structure of cells.

Define the differences between cellular organelles in term of location, shape, and size.

Student acquires knowledge about animal and plant cellular organelles and their functions .

Mitochondria, cellular respiration and energy production.

Lectures Scientific movies and

animated life cycles. Debate and discussion. Assignments (Co-

operative & Individual assignments).

Scientific movies and animated life cycles.

Quiz 1 Midterm exam Quiz2. Final written

exams. Presentation

evaluation by Rubric


1.3

Knowledge of the eukaryotic cell cycle, cell cycle control system, cell division, cellular differentiation and cell death.

Lectures PowerPoint presentation Scientific movies and

animations.

Quiz 1 Midterm exam Quiz2. Final written exams. Presentation

evaluation by Rubric Assignment evaluation

by rubric

2.0 Skills

2.1

Comparison between mitotic and meiotic cell division.

Understanding of the different changes occurs in the phases of both mitotic and meiotic divisions.

Lectures PowerPoint

presentation. Debate and discussion. Assignments (Co-


Working in small groups

Final written exams. Assignment evaluation

by rubric

2.2

Comparison between the biological functions, structures and chemical components structure of cellular organelles.

Comparison between the different pathways involved in cellular respiration.

Lectures PowerPoint presentation Scientific movies and

animations..

Quiz 1 Midterm exam Quiz2. Final written exams. Presentation

evaluation by Rubric Assignment evaluation

by rubric

2.3 Comparison between cellular and

acellular organisms. Comparison between the

Lectures Debate and discussion. Assignments (Co-

Midterm exam Quiz2. Final written exams.

7


prokaryotes and eukaryotes. Comparison between animal cells

and plants cells and their compositions.


PowerPoint presentation


2.4 Identify and distinguish between

different cellular organelles in terms of structure and function.

Practical labs

Practical exams

2.5 Draw cellular organelles, plant

cell, animal cell and phases of cell division.

Practical labs

Practical exams Lab report Observation Card

3.0 Competence

3.1 Take responsibility for self-

learning and professional development

Assignments


3.2

Work effectively in groups Working in small group. Participate in curricular

and extracurricular activities.


Observation Card Presentations

3.3

Communicate effectively both in verbal and written form during educational discussions/ meetings on the various subjects of the course.

Power point presentation Lab Reports

Presentation evaluation by rubric

Lab reports evaluation by Rubric




4 Assignments, Activities & Attendance During Semester

10

5 Final Practical Exam 15 10 6 Lab Reports 15 10

7 Final Written Theoretical Exam 16 50




Arrange extra hours for gifted students or program additional time for students who are weak in academics and scholastic achievements .

8


Required Textbooks

Campbell, N. A. Reece, J.B. and Mitchell (2006). Biology ,Seventh edition or later. Addison Wesley Inc. New York

Sadava, Hillis, Heller and Berenbaum. 2009. Life: The Science of Biology. 9th edition. Sinauer (this text is also used in BIOL 101 and BIOL 102)

Alberts, B, D. Bray, K. Hopkin, A. D. Johnson, J. Lewis, M. Raff, K. Roberts, P. Walter, A. Johnson. Essential Cell Biology. 2009. Garland Science Publisher. ISBN-13 978-0815341291. Campbell, N. A. Reece, J.B. and Mitchell (2006). Biology ,Seventh edition or later. Addison Wesley Inc. New York

Sadava, Hillis, Heller and Berenbaum. 2009. Life: The Science of Biology. 9th edition. Sinauer (this text is also used in BIOL 101 and BIOL 102)

Alberts, B, D. Bray, K. Hopkin, A. D. Johnson, J. Lewis, M. Raff, K. Roberts, P. Walter, A. Johnson. Essential Cell Biology. 2009. Garland Science Publisher. ISBN-13 978-0815341291.

الخلية محمد - علم محمد ,ميساء الصفا - الراوي العربية –مطابع المملكة المكرمة مكة م) . 2006السعودية (

بيولوجيا الخلية: التركيب والوظيفة. تأليف الدكتور / علي بن احمد الرباعي و أ. فريد ابو .1995هـ / 1415زينة. الطبعة األولى.

البنهاوي محمود احمد وفهمي إبراهيم الخطاب و منير على الجنزوري عبد - الخليةعلم م). 1991القاهرة ( - جمهورية مصر العربية –الفتاح محمود الشرشابى دار المعارف

(التركيب و الوظيفة) الرباعي ,على بن احمد و فريد بن سعدي أبو زينه –بيولوجيا الخلية م). 1995المملكة العربية السعودية ( –جدة –كلية العلوم –جامعة الملك عبد العزيز


Bolsover, S.; Hyams, J.; Shephard,E.; White, H. and Wiedemann, G. (2004) Cell Biology. 2nd ed. Wiley-Liss Publication, Canada.

Lodish, B; Matsudaira, K.; Scott, K and Zipursky,D. (2009) Molecular cell biology. 5th ed. Wiley-Liss USA

) الناشر: إيتراك للنشر و التوزيع2009كتاب علم الخلية تأليف دكتور/ أيمن الشربيني ( ) 2010كتاب الخلية التركيب الدقيق والوظائف تأليف : عبدالحسين الفيصل (


http://www.nature.com/scitable


http://www.aw_bc.com/campbell

A) http://www.nature.com/scitable


المكتبة العلمية الرقمية العالمية B)

http://nsdl.org/resources_for/university_faculty /

http://animaldiversity.ummz.umich.edu/site/index.html

المكتبة الرقمية الوطنية للعلوم: http://nsdl.org/resources_for/university_faculty/



Item Resources

9

Item Resources


rooms/labs, etc.)

1) Accommodation (Classrooms, laboratories, demonstration rooms/labs, etc.)

2) Classrooms equipped with smart board and display screen for (40) students

3) Practical labs provided with microscope and different equipment for (20-25) students.


etc.)

1) Computer 2) Smart board 3) Provision of computers for students training to be

used in research on scientific topics that serve the course.

G. Course Quality Evaluation




-In direct: Built-in university website reports on courses and student satisfaction questionnaire-NCAAA course evaluation questionnaire. -Direct: Analysis & interpretations of student marks Indirect:(students)-direct:(Program Leaders

Effectiveness of assessment Members of teaching staff, Peer Reviewer and students



Program-coordinator, Peer Reviewer and Evaluation Committee.



Indirect: Students course evaluation questionnaire


H. Specification Approval Data Council / Committee Department Committee

Reference No.

Date

Course Title: Fundamentals of Ecology


Program: Biology

Department: Biology



2

Table of Contents







C. Course Content ............................................................................................................. 5










3


1. Credit hours: 3 hours (2 lecture +1 practical

2. Course type

a. University College Department √

Others

b. Required √

Elective

3. Level/year at which this course is offered: Third level second year




No Mode of Instruction Contact Hours Percentage 1 Traditional classroom 32 75% 2 Blended - - 3 E-learning 2 5% 4 Correspondence 6 15% 5 Other 2 5%



Contact Hours

1 Lecture 32 2 Laboratory/Studio 64 3 Tutorial - 4 Others (specify) 10 Total 106

Other Learning Hours*

1 Study 96 2 Assignments 20 3 Library 10 4 Projects/Research Essays/Theses 20 5 Others (specify) 10 Total 90


B. Course Objectives and Learning Outcomes

1. Course Description Lectures: This course is designed to give a broad overview of general Ecology, with respect to biosphere, concept of ecosystem and its components . The course encompasses: introduction to

4

Ecological system and the flow of energy in the ecosystem, Food chains, Biogeochemical cycle of elements, study the a biotic factor and their effects on the living organisms, also study the biotic factors and their effect on the life of living organisms, Population Ecology, The Ecology of biotic communities, Biological interrelationships between organisms in different habitats, Diversity of biotic communities, Environmental problems as (drought, desertification, salinity). Labs: The labs will provide student with an opportunity to identify Ecology and ecological factors such as : climatic factors, as Temperature ,Humidity, Wind velocity, Rains, evaporation rate. Also Edaphic factors and study some physical properties of soil, determine different soil water contents, determine some chemical properties of soil . The laboratory will include determine some minerals in soil . Each week you will be given handouts that provide student with general information of the practical course that student are required to study.

2. Course Main Objective The objectives of this course are to:

Introduce students to the basic concepts of Ecology; Expose students to the knowledge Biotic and A biotic environmental factors; and study

their effect on activity and distribution of living organisms in their habitat. Give students a broad perception of studying the ecological relationships between

different living organisms and their effect on biological community, ecological resistance and natural balance.

Give students a broad perception about biogeochemical cycles and environmental problems


CLOs Aligned

PLOs

1 Knowledge: 1.1 Define, understand and explain the components of Biosphere.

K1

1.2 Define, understand and explain the components of ecosystem. K2 1.3 Identify some environmental problems on living organisms. K3 1.4 Identify the Population Ecology K3

2 Skills :

2.1 Understand the concept of Biosphere and conclude the components of ecosystem

S1

2.2 Explain the effect of a biotic factors on living organisms

S1

2.3 Summarize the biological interrelationships between organisms in different habitats.

S3

2.4 Determine some environmental problems and their causes S4 3 Competence:

3.1 Take responsibility for own learning and professional development C1 3.2 Work effectively in groups and exercise leadership when appropriate. C2 3.3 Present information clearly in both written and oral form. C2

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C. Course Content

No List of Topics Contact

Hours

1

Introduction: will include the following topics:

• Identify Ecology • Environmental factors

Types of specialized ecological studies

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2 Biosphere 3 3 Ecological system and its components 3 4 The flow of energy in the ecosystem 3

Biogeochemical cycle of elements 6 A biotic factors and their effect on living organisms 6 5 Biotic factors and their effect on life of living organisms 6

Population Ecology 3 The Ecology of Biotic Communities 3 Biological interrelationships between organisms in different habitats 3 ... diversity of biotic communities 3

Environmental problems as (drought, desertification, salinity).

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Total 48

D. Teaching and Assessment 1. Alignment of Course Learning Outcomes with Teaching Strategies and Assessment

Methods


1.0 Knowledge

1.1

Define, understand and explain the components of Biosphere.

Lectures PowerPoint presentation Scientific movies Debate and discussion. Assignments (Co-operative &Individual assignments). Cooperative Learning Working in small groups

Continuous evaluation through interaction, and presentation of research projects. presentation of summaries and reports during lectures. Evaluation of assignments. Quiz1 & Quiz2. Midterm exam. Final written theoretical exam.

1.2

Define, understand and explain the components of ecosystem.

Lectures PowerPoint presentation Scientific movies Debate and discussion. Assignments (Co-operative &Individual assignments). Cooperative Learning Working in small groups

Continuous evaluation through interaction, and presentation of research projects. presentation of summaries and reports during lectures. Evaluation of assignments. Quiz1 & Quiz2. Midterm exam.

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Individual & group research

Final written theoretical exam.

1.3

Identify some environmental problems on living organisms.

Lectures PowerPoint presentation Scientific movies Debate and discussion. Assignments (Co-operative &Individual assignments). Cooperative Learning Working in small groups Individual & group research


1.4 Identify the Population Ecology

Lectures PowerPoint presentation Scientific movies Debate and discussion. Assignments (Co-operative &Individual assignments). Cooperative Learning Working in small groups Individual & group research


2.0 Skills

2.1

Understand the concept of Biosphere and conclude the components of ecosystem

Lectures Scientific movies and animated life cycles. Debate and discussion. Assignments (Co-operative &Individual assignments). Cooperative Learning Working in small groups Individual & group research

Continuous evaluation through interaction, and presentation of research projects.

presentation of summaries and reports during lectures.

Quiz1 & Quiz2. Midterm exam. Final written theoretical

exam. Evaluation of assignments

2.2

Explain the effect of a biotic factors on living organisms






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2.3

Summarize the biological interrelationships between organisms in different habitats.






2.4

Determine some environmental problems and their causes






3.0 Competence

3.1 Take responsibility for own learning and professional development

Team work- Assignments-student presentation-reporting- Scientific media- Training on scientific drawing, reading slides and reporting-Lab work Co-operative & Individual assignments. Cooperative Learning

Evaluation of individual & group works.

Observation Card

3.2 Work effectively in groups and exercise leadership when appropriate.

Team work- Assignments-student presentation-reporting- Scientific media- Training on scientific drawing, reading slides and reporting-Lab work Co-operative & Individual assignments. Cooperative Learning

Evaluation of individual & group works.

Observation Card

3.3 Present information clearly in both written and oral form.

Develop the ability of students to reach information easily in the network.

Oral discussion Report evaluation Observation cards


# Assessment task* Week Due Percentage of Total

Assessment Score 1 Quiz 1 5 5 2 Midterm Written Theoretical Exam 9 10

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# Assessment task* Week Due Percentage of Total

Assessment Score 3 Quiz2 13 5

4 Assignments, Activities & Attendance During

Semester 10

5 Final Practical Exam 15 10 6 Lab Reports 15 10 7 Final Written Theoretical Exam 16 50 8


E. Student Academic Counseling and Support Arrangements for availability of faculty and teaching staff for individual student

consultations and academic advice :

The presence of faculty members to provide advice, academic advice and academic guidance to the student in need within the six hours a week available to all students.

Arrange extra hours gifted students or Program for students who default in scholastic achievement

F. Learning Resources and Facilities

1.Learning Resources

Required Textbooks

) .علم البيئة . دار الشروق 2008بوران، علياء حاتوغ ؛ أبودية، محمد حمدان .(

االردن. -والتوزيع.عمانللنشر ) هـ). علم البيئة. دار الخريجي للنشر والتوزيع. 1433مسعد، ابراهيم عبدهللا

السعودية. -الرياض Molles, M. 2009. Ecology: Concepts and Applications; 5th

edition. McGraw-Hill; ISBN-13978-0073383224 Sadava, Hillis, Heller and Berenbaum. 2009. Life: The Science of Biology.

Essential References

Materials

Nature Ecology Journal of Ecology

Electronic Materials http://animal diversity.umm.umich.edu/site/index.html http://nsdl.org/resourcesfor /university faculty

Other Learning

Materials


Item Resources


rooms/labs, etc.)

Classrooms equipped with smart board and display screen for (40) students

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Item Resources

Practical labs provided with different equipment for (20-25) students.


etc.)

Provision of computers for students training to be used in research on scientific topics that serve the course



Disk computer connected with Data Show and Smart Board.

Specially equipped laboratories commensurate with the requirements of the course

G. Course Quality Evaluation



Effectiveness of Teaching students Student discussions and dialogues Recoding student suggestion for improvement through academic advices and consultation meeting Analysis & interpretations of student marks

Effectiveness of Teaching Instructor/department Presenting the results of a sample of students to an external reviewer. Analyzing the results of

students. Follow-up of graduates

after graduation. Periodical revision of the

Course Specification models .

check marking by an independent member teaching staff of a sample of student work



Council / Committee

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Reference No.

Date

Specialized English Language for Biology Course Code

Documents