<p> Revised Fall 2003</p><p>Request of General Education Overlay Writing Emphasis (WE)</p><p>Course # BIOL410 Section(s) 1 -3 Title Organismal Physiology 3 sh </p><p>Sections of courses designated WE are recommended by the department each semester as part of the scheduling process. Completed criteria sheets for each WE course should accompany the proposed schedule of courses submitted to the Deans for approval. Available resources may limit the number of WE courses that can be offered during a semester. For each criterion list from the course syllabus the objectives and activities that fulfill it. Provide examples of actions, procedures, or exercises that illustrate how each criterion will be met. All bullets of the criteria must be met. Please type. </p><p>Criteria for Writing Emphasis (WE)</p><p>The purpose is to maintain the writing skills developed in the first-year composition course. Criteria Course Objectives and Activities  Enrollment in WE courses is limited to Although the WE cap is 25 students, BIOL410 is a laboratory twenty-five students (with twenty-two based course in which enrollment is currently limited to 16 as a target). students per lab section with 2-3 sections per semester. Due to laboratory space limitations, the enrollment is not expected to ever exceed 20 students per lab section. The formal writing component is incorporated into the lab.</p><p> Practice writing within the discipline Each student writes a formal lab report on group through, but not limited to, the experimental data. The lab reports are structured along the following contexts: informal in-class lines of a scientific manuscript being prepared for writing, discipline-focused essays, publication. and essay exams. Essay exams Relates to IIIA Objective 3 and IIIB Activity 3. alone do not constitute a writing emphasis class.  Receive writing training through Students are provided with detailed instructions on the instructor modeling, sample essays, format for lab reports/manuscripts in biology. Sample discussion, lectures, and/or instructor- sections of lab reports are provided and discussed in lab student conferences. Writing prior to first drafts being generated by the students. The conventions particular to the discipline content and format of the following manuscript sections are should be emphasized. emphasized: Introduction, material and methods, results, discussion, and literature cited.</p><p>Relates to IIIA Objective 3 and IIIB Activity 3.</p><p> Revise a portion of his/her writing by Students generate two drafts prior to the final draft. The applying suggestions from the instructor, initial draft is subjected to peer reviews. The second draft is comments from peer review editors, reviewed by the instructor prior to the students producing and/or advice from Writing Center tutors. their final draft. Relates to IIIA Objective 3 and IIIB Activity 3. . Revised Fall 2003</p><p> Demonstrate writing proficiency, which Lab reports are assessed for writing proficiency as a part of the instructor will evaluate as a the grade on the lab report. In turn, the lab report constitutes percentage of the final course grade. a significant percentage of the grade (10%). Relates to IIIA Objective 3, IIIB Activity 3.and IV Standards, Assessment 1 and 3. Revised Fall 2003</p><p>Lock Haven University of Pennsylvania Lock Haven Pennsylvania</p><p>Department of Biological Sciences Organismal Physiology (BIOL410)</p><p>I. Introductory Information </p><p>A. Department Name: Biological Sciences B. Department Catalog Number: BIOL410 C. Course Title: Organismal Physiology D. Semester Hours Credit: 3 E. Clock Hours Per Week: 5 hours (2 lecture and 3 lab hours) F. Overlays: WE G. Restrictions: BIOL106 & 107; CHEM120 & 121; Six additional hours of Biology at the 200-300 levels or permission of instructor. </p><p>II. Description of Course </p><p>A. Catalog Description: A study of homeostatic mechanisms and systems in organisms and their relation to fundamental chemical and physical events in cells. Topics such as bioenergetics, osmoregulation, movement and information processing are discussed as they relate to the function of organisms.</p><p>B. Comprehensive Description: This course is designed in part as a capstone utilizing concepts learned in previous science courses. The course is intended to take the student above the cellular level in functional biology by using chemical, cellular and molecular concepts as a basis for the discussion of higher-level functions. The theme is homeostasis or the physiology of compensation for environmental change. The responses to external stimuli and the manner in which organisms compensate is discussed in relation to energy needs, thermoregulation, osmoregulation, movement, hemoregulation including blood buffering, and information processing including neural and hormonal systems. Although animal physiology is stressed, some examples of protistian and plant physiology are used. The content of this course relates to standards of the Interstate New Teacher Assessment and Support Consortium (INTASC) Standards, the National Council for Accreditation of Teacher Education (NCATE), National Science Teachers Association (NSTA), and the Pennsylvania Department of Education (PDE) Standards for Secondary Education Biology. This course addresses INTASC Unit Standard One: Subject Matter and NCATE/NSTA standards: 1. Content, 2. Nature of Science, 3. Inquiry, 4. Context of Science, and 7. Social Context. This course also addresses the following PDE Biology Standards at upper course level: I. B. Molecular and cellular biology and chemical basis of life. I. D. Structure, function and development of organisms. I.E. Ecological relationships among populations, communities and ecosystems</p><p>III. Exposition: </p><p>A. Objectives: Upon successful completion of this course students will be able to do the following: 1. Understand the importance of working with living organisms compared to using models to investigate physiological phenomena.</p>