FACULTY OF SCIENCE AND
TECHNOLOGY DEPARTMENT OF LIFE SCIENCES
PRE-SCIENCE PROGRAMME
SEMESTER ONE
BIOL 0100
The University of the West Indies
St. Augustine. Trinidad and Tobago, West Indies
DEPARTMENT OF LIFE SCIENCES
BIOL 0100 – N1 BIOLOGY 1
SYLLABUS
COURSE DESCRIPTION
An introduction to cell and Plant Biology including the ultra-structure of plant and animal cells;
comparison between prokaryotic and eukaryotic cells. Structure and function of micro and
macro-molecules. Enzymes. Introduction to the plant kingdom. Plant anatomy, morphology
and physiology. Photosynthesis and respiration.
BIOL 0100 N1 Biology 1 and BIOL 0200 N Biology 2 together are equivalent to GCE A’ Level
Biology or to CAPE Biology. Knowledge of CSEC biology and chemistry or equivalent is
presumed. Students who do not have these prerequisites will be directed to appropriate resource
material.
PURPOSE OF THE COURSE
This course lays the foundation for further studies in biological sciences and gives students a
working knowledge of fundamental biological concepts and of the scientific process. This
course was designed for students who have completed their CSEC or O’ level biology and
chemistry qualifications or equivalent and for those who have had unsuccessful attempts at an
equivalent biology course(s). Additionally, mature students wishing to study a science can also
read this course (subject to obtaining permission from the Department of Life Sciences).
Participation in this course allows students to obtain qualifications for entry into sciences,
agriculture, medicine and paramedical sciences. Additionally, biology education is integral to
every person’s knowledge base when making personal decisions about economic, social and
political issues.
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GOALS/AIMS:
• The aims of this course are to facilitate students in:
• Developing understanding of fundamental biological concepts and principles and
linkages between them.
• Appreciating that the practice of science involves experimental activities and
communication with other scientists and the public.
• Recognizing the importance of other disciplines such as mathematics, chemistry, physics
and engineering in the study of biology
• Developing as independent learners
• Making informed decisions on medical and environmental issues
• Expanding their English and scientific vocabularies
GENERAL OBJECTIVES
On completion of BIOL 0100 students should:
Know the chemical structure and chemistry of water, carbohydrates, lipids and proteins and
nucleic acids and their roles in living organisms.
Recognize that the basic unit of all living organisms is the cell
Understand the various levels of organization in biology: molecules, cell, tissue, organ and
organism
Understand the membrane structure and the processes by which substances move into
and out of cells
Understand enzyme structure and the function and factors which affect enzyme activity
Recognize members of major land plant Divisions and understand the evolution of the land
plants their life cycles and adaptive features which allow successive plant groups to better
survive on land
Appreciate the morphology and anatomy of flowering plant organs related to them
structure and function
Understand the mechanism by which water and dissolved nutrients absorbed by root
hairs reach the xylem and the upward movement in the xylem and through the plant
Understand the mechanism by which assimilates (sugars) are transported from leaves
to areas of storage and growth
Understand the process of photosynthesis and its role in transforming light energy into
the chemical energy in the form of adenosine triphosphate (ATP)
Understand the process of cellular respiration and its role in producing ATP
COURSE ASSESSMENT
COURSEWORK THEORY: 25 %
Two (2) coursework theory tests (12%,13%)
COURSEWORK PRACTICAL: 25%
5 marked Lab reports @ 5% each
FINAL 3 HOUR THEORY PAPER: 50%
Students must obtain 50% overall in order to pass the course.
TEACHING STRATEGIES
The courses will be delivered using a combination of lectures, tutorials and practical sessions.
Student participation is expected at lectures, tutorials and practical sessions which would
involve individual as well as group work.
(P) Suitable for practical work, however not necessarily limited to these objectives.
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CELL BIOLOGY
Content:
• The microscope in cell study
• Detailed structure of typical animal and plant cells as seen under the light and election
microscope. Prokaryotic cell structure
• Structure and functions of organelles in plant and animal cells
• Characteristics of prokaryotic and eukaryotic cells
• Biological membrane structure and transport
Learning outcomes for students:
(a) Compare light and election microscope. Reference to resolution, magnification and S.I units
used in cell study (millimeter, micrometer and nanometer). Define or explain the terms
magnification, resolution, cytology, histology, cell, tissue and organ.
(b) Calculation of magnification and actual size of specimens from drawings and photographs
(use of a scale). (P)
(c) Compare the structure of typical plant and animal cells under light and electron
microscope; similarities and differences. (P)
(d) Interpret drawings, photographs, electron micrographs of typical animal and plant cells as
seen under the light and electron microscope. Recognize the following organelles and structures:
nucleus, rough endoplasmic reticulum, smooth endoplasmic reticulum, Golgi apparatus,
mitochondria, chloroplast, ribosome, secretory vesicle, lysosome, centrioles, microvillus,
cilia/flagella, cell wall, plasmodesma, vacuole and cytoplasm. (P)
(e) Describe the structure and functions of the following: nucleus, cytoplasm, rough endoplasmic
reticulum, smooth endoplasmic reticulum, Golgi apparatus, mitochondria, chloroplast, ribosome,
lysosome, secretory vesicle, microbodies (peroxisomes), microtubules, centrioles, cilia/flagella,
microvillus, cell wall, plasmodesma and vacuole.
(f) Describe the structure of a prokaryotic cell (bacterium e.g. E. coli) and compare the
structure of prokaryotic cells with eukaryotic cells. Outline the role of structures in prokaryotic
cells.
(g) Explain the endosymbiont theory and outline the evidence to support the theory.
(h) Describe the fluid mosaic model of membrane structure, including the functions of the
components that make up the membrane (phospholipids, cholesterol, glycolipids, proteins
and glycoproteins); include how proteins are held in the membrane.
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(i) Describe and explain the mechanisms of transport across the membrane: diffusion, facilitated
diffusion, osmosis, active transport, endocytosis and exocytosis and emphasize the distinction
between the processes.
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BIOCHEMISTRY
Content:
• Water, molecular structure and properties. Its role in living organisms • Structure of
carbohydrates, lipids and proteins (with chemical bonding) and their roles in living
organisms
• Nucleic acids, structure and formation of nucleotides in RNA and DNA
Learning outcomes for students:
(a) Understand the basic concept of chemical bonding and interactions: covalent, polar, non
polar, ionic, hydrogen, van der Waals forces and hydrophobic interactions. Define or explain the
terms: ions, anions, cations, valency and functional groups.
(b) Molecular structure of the water molecule; dipole nature, polarity and hydrogen bonding.
Discuss the properties of water and its role in living organisms and as an environment for living
organisms.
(c) Structure of aldose and ketose. Summary of the differences between monosaccharides,
disaccharides and polysaccharides their physical and chemical properties and general
formula. Common examples and their functions.
(d) Outline the formation of the ring forms of ∝- glucose and ��-glucose; ribose as an
example of a five-ring structure. Structure of sucrose (not formation)
Understand the chiral carbon atom and optical isomerism and the difference in rotation of
polarized light by mirror image isomers/enantiomers. Summary of the criterion for naming L
and D forms of glucose. (exact molecular ring structure of ∝ and �� glucose and sucrose
required).
(e) Describe the formation and breakage of the glycosidic bond (1, 4 and 1, 6). Formation of
disaccharides and polysaccharides. Describe the molecular structure of starch (amylose and
amylopectin), glycogen and cellulose and relate these structures to their functions in living
organisms. Commercial uses for cellulose.
(f) The general structure of a fatty acid (saturated and unsaturated). Describe the formation of a
triglyceride from fatty acids and glycerol and the formation of a phospholipid. Their properties
and functions in living organisms. Summary of the functions of other lipids such as glycolipids,
steroids and cholesterol (examples of saturated, unsaturated, essential and non-essential fatty
acid and the molecular structure of fatty acid, triglyceride, and phospholipid required).
(g) The general structure and properties of an amino acid, including the nature of the R groups.
Zwitterion formation, isoelectric point, formation and breakage of a peptide bond, and formation
of dipeptide and polypeptide (knowledge of the molecular structure of the simple amino acids
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alanine and glycine; examples of essential, non-essential, acidic, basic, aromatic and
sulphur containing amino acid required).
(h) Explain the four levels of protein organization: primary structure, secondary structure,
tertiary structure, quaternary structure and describe the types of bonding (hydrogen, ionic,
disulphide, and hydrophobic interactions) that hold the molecule in shape.
(i) Describe the molecular structure of haemoglobin as an example of a globular protein and of
collagen as an example of a fibrous protein and relate these structures to their functions
(importance of iron in haem group). Differences between globular and fibrous proteins.
Denaturation.
(j) Understand and recognize the structure of purines and pyrimidines. Summary of nucleotide
and polynucleotide formation and structure (nucleotides condense together by means of a
phosphodiester bond to form a polynucleotide having a 5’ end and a 3’ end). An overview of the
structure of RNA and DNA (this will be done in-depth in semester 2)
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ENZYMES
Content:
• Forms of energy; Laws of thermodynamics
• Mode of action of enzymes.
• Factors affecting enzyme controlled reactions.
Learning outcomes for students:
(a) Understand the different forms of energy. Define the 1st and 2nd Laws of thermodynamics.
(b) Distinguish between an endergonic and exergonic reaction. Explain the terms metabolism,
anabolism and catabolism.
(c) Define or explain the terms: enzyme, substrate, active site, activation energy. Outline the
various properties of enzymes.
(d) Explain the mode of action of enzymes in terms of active site, enzyme/substrate complex,
enzyme/product complex and lowering of activation energy.
(e) Explain the mechanism of enzyme action i.e. “lock and key” hypothesis and ‘induced
fit’ hypothesis.
(f) Investigate and explain the effects of temperature, pH, enzyme concentration and substrate
concentration on the rate of enzyme-catalysed reaction (P) (construction and interpretation of
graphs). Rate of reaction, formula and calculation. Temperature coefficient, Q10, formula and
calculation.
(g) Follow the progress of an enzyme-catalysed reaction by measuring rates of formation of
products, or rates of disappearance of substrate. (P)
(h) Explain competitive and non-competitive enzyme inhibition (construction and interpretation
of graphs). Metabolic pathway and end product inhibition.
(i) Outline the features of enzyme cofactors (activators, coenzymes and prosthetic groups) and
their effect on enzyme activity. Name of key classes of enzymes.
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LAND PLANT DIVERSITY
Content:
• Taxonomy. Classification of plants. Five kingdom classification
• Life cycles.
• Characteristics, external features and life cycle for the following:
(a) Non-vascular plants- Hepatophyta and Bryophyta
(b) Seedless vascular plants- Lycophyta/Microphyllophyta and
Pteridophyta, (c) Vascular plants with seeds- Coniferophyta (naked seeds).
Anthophyta (protected seeds).
• Pollination mechanisms. Fruits
Learning outcomes for students:
(a) Understand the purpose of classification and the binomial system for naming organisms.
Outline the basis for natural and artificial classification. Taxonomic hierarchy to include
Kingdom, Phylum/Division, Class, Order, Family, Genus and Species. Definition of species.
Summary of the main characteristics of the five kingdoms.
(b) Outline the haplobiontic life cycle and the diplobiontic life cycle (plant life cycle showing
alternation of generation- sporophyte and gametophyte generations)
(c) Outline the characteristics and describe the external features of the gametophyte and
sporophyte generations of a liverwort (Hepatophyta e.g. Pellia). External features and
reproductive structures of Marchantia. (P)
(d) Outline the characteristics and describe the external features of the gametophyte and
sporophyte generations of a moss (Bryophyta e.g. Funaria, Pogonatum). Outline the structure
of the archegonium and antheridium. The life cycle illustrated with diagrams and notes
(annotated drawings). (P)
(e) Outline the characteristics and describe the external features of a club moss
(Lycophyta/Microphyllophyta e.g. Selaginella). Reference to the reproductive structure
(strobilus). (P)
(f) Distinguish between homospory and heterospory and understand the glossary of terms for
spore production (strobilus, sporophyll, megasporophyll, microsporophyll, sporangium,
megasporangium, microsporangium, megaspore and microspore).
(g) Outline the characteristics and describe the external features of the sporophyte and
gametophyte generations of a typical fern (Pteridophyta e.g. Dryopteris). The life cycle
illustrated with diagrams and notes (annotated drawings). (P)
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(h) Outline the characteristics of seed-bearing plants.
Describe the life cycle of a typical conifer like pine (Coniferophyta). (P)
(i) Outline and recognize the differences between monocotyledonous and dicotyledonous plants.
(P)
(j) General structure of wind pollinated and insect pollinated flowers. (P). Describe the
development and the structure of the pollen grain. The structure of the ovule and the
development of the embryo sac and its contents. Distinguish between pollination and
fertilisation. Describe the life cycle of the flowering plant. Concept of double fertilisation. .
(k) Summary of the changes that occur after fertilisation in the development of the seed and fruit.
(l) Outline and recognize key features for different fruit types:
Fleshy indehiscent- berry, pome, drupe, pepo, hesperidium
Dry indehiscent – achene, caryopsis, samara, nut
Dry dehiscent – legume, capsule, schizocarpic
Compound fruit – aggregate, multiple/ collective. (P)
(m) Describe and explain that certain plants species possess different features that encourage
cross-pollination(cross fertilisation):
Dichogamy (protandry, protogyny)
Self sterility
Self incompatibility
Unisexual flowers (monoecious and dioecious species)
Heterostyly
Floral structure e.g. pollination in Salvia.
(n) Outline and recognise the differences between wind pollinated and insect pollinated flowers.
(o) Distinguish between self-pollination and cross-pollination and outline the genetic differences
resulting from self and cross pollination/self and cross fertilisation.
(p) Summary of mechanisms for fruit and seed dispersal: wind- minute seeds, censer mechanism,
winged seeds, winged fruits, plumed seeds and plumed fruits. Water.
Animals- hooked/prickly fruits, sticky fruits, sticky seeds and hard seeds in edible fruits.
Explosive fruits.
(q) Outline the main problems encountered by plants associated with the transition from an
aquatic to a terrestrial environment and adaptations.
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ANGIOSPERM PLANT MORPHOLOGY AND ANATOMY
Content:
• Plant tissue structure and function
• Morphology of roots, stem and leaves in the primary state
• Comparison between monocotyledonous and dicotyledonous roots stems and leaves. •
Leaf phyllotaxy
• Plant types based on habitat
• Modifications of leaves, roots and stems; structure and function.
Learning outcomes for students:
(a) Describe the structure of simple parenchyma, collenchyma, chlorenchyma,
sclerenchyma (fibres, sclereids) and relate structure to function. (P)
(b) Describe the structure of complex plant tissue- xylem (xylem element and vessels;
lignification- annular, spiral, scalariform, reticulate and pitted). Phloem (Sieve element and
companion cell, sieve tubes) and relate structure to function. (P)
(c) Understand the following with reference to whole plant morphology: primary (tap),
secondary (lateral) and adventitious roots, meristems, root cap, root hairs, node, internode,
axillary bud and external leaf structure.
(d) Describe the internal structure of a typical dicotyledonous leaf in relation to function.
Compare with a monocotyledonous and xerophytic leaf. Understand tissue/plan diagrams and
detailed diagrams. (P)
(e) Describe the internal structure of a typical dicotyledonous stem and root in the primary state
and relate structure to function. Compare with monocot stem and root. (P)
(f) Understand the following arrangement of vascular tissue in roots: diarch, triarch, tetrarch and
polyarch.
(g) Outline the main features of apical, lateral and intercalary meristems.
(h) Define the term phyllotaxy and describe the fundamental terminology:
one leaf per node (alternate) - monostichous, distichous and spiral
two leaves per node- opposite and opposite decussate
three or more leaves per node- whorled.
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(i) Explain the terms: mesophytes, halophytes, hydrophytes and xerophytes. Identify key
structural features of a xerophytic leaf e.g. marram grass (Ammophilia).
(j) Describe how leaves are modified structurally to perform various functions as exemplified by
spines, tendrils, sclerophyllous, succulent, bud scales (cataphylls). Trap leaves of sundew,
pitcher plant, and Venus fly trap (nitrogen acquisition).
(k) Outline modifications in stems (bulb, corm, tubers, rhizome).
(l) Outline modifications in roots (storage, prop, contractile).
(m) Distinguish between phyllode and cladode.
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PLANT PHYSIOLOGY
Contents
• Properties of water: osmosis, cohesion, adhesion, capillarity, bulk/mass flow, water
potential, solute potential, pressure potential.
• Plant requirements for survival
• Movement of water and minerals through the plant
• Movement of products of photosynthesis through the plant (pressure flow hypothesis). •
Stomatal complex. Mechanism for stomatal opening. Environmental factors affecting
stomatal opening and closing.
Learning outcomes for students:
(a) Discuss the physical and chemical properties of water in relation to osmosis, cohesion,
adhesion, capillarity and bulk/mass flow of water.
(b) Explain the concept of water potential (Ψ) solute potential (Ψs) and pressure potential (Ψp)
(use of formula for calculation required)
(c) Explain the terms plasmolysis, incipient plasmolysis and turgidity in relation to (b)
Investigate and describe the effects on plant cells of immersion into solutions of different water
potentials. (P)
(d) Identify the need for oxygen, carbon dioxide, inorganic minerals (N, P, K and Mg) and water
in plants.
(e) Define the term transpiration and outline three areas of water loss in plants. Possible
functions of transpiration. Understand terms cavitation and guttation.
(f) Describe the pathways and processes for movement of water across the leaf from the xylem to
the atmosphere.
(g) A summary of uptake of mineral ions by roots.
Describe the pathways and processes for uptake of water in the root from the soil to the xylem.
(h) Describe and explain the contributions of root pressure, capillarity, cohesion, adhesion
(cohesion- tension theory), transpiration pull and the role of stomata in the ascent of water up the
xylem in the stem. Relate the structure of xylem vessels to their function.
(i) Explain the impact of main environmental factors, such as temperature, wind speed
and humidity (other factors light and water) on the rate of transpiration.
The Potometer: structure, assembly and measurement and calculation of rate of transpiration in
cut shoot. Use of Potometer to investigate factors affecting rate of transpiration. (P)
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(j) Outline xeromorphic adaptations in plants to reduce the rate of transpiration. Discuss
how factors such as leaf area, cuticle, stomatal density and distribution can affect the rate of
transpiration.
(k) Explain the Pressure-flow hypothesis as a possible mechanism for translocation of solutes in
the phloem with reference to the concept of sources and sinks. Main content of sieve tubes.
(l) Describe the structure of the stomata/stomatal complex for a typical dicotyledonous plant and
compare with a monocotyledonous plant.
Explain the current mechanism for stomatal opening (current hypothesis based on movement of
K ions). Reference to starch-sugar hypothesis.
Outline main environmental factors responsible for stomatal opening and closing.
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BIOENERGETICS
Photosynthesis
Content:
• Autotrophic and heterotrophic nutrition
• Adaptations for photosynthesis
• The electromagnetic spectrum with reference to visible light and its properties •
Photosynthesis; requirements and the processes involved.
• Concept of limiting factors and the effect of environmental factors on the rate of
photosynthesis
Learning outcomes for students:
(a) Define autotrophic and heterotrophic nutrition.
Describe the structure of the chloroplast and relate structure to function in photosynthesis.
Outline adaptations by the leaf for obtaining energy (sunlight), obtaining and removing gases and
obtaining and removing liquids.
(b) Identify the position and wavelengths of the electromagnetic spectrum that relate to visible
light. Identify the photosynthetic pigments present in green plants and understand the absorption
and action spectra that they produce (use of appropriate graphs). Primary pigments (P680,
P700), other forms of chlorophyll and carotenoids as accessory pigments. Outline the basic
structure of a photosystem.
(c)Describe and explain the steps involved in the light dependent stage of photosynthesis: non
cyclic photophosphorylation (Z-scheme) and cyclic photophosphorylation. Comparison.
(d) Describe the reactions of the Calvin (Benson) cycle of the light independent stage of
photosynthesis (entry of CO2 → carboxylation → unstable intermediate→ GP→ triose
phosphate→ hexose phosphate→ carbohydrates (appropriate pathway for lipids, amino acids) →
regeneration of RuBP (no complex details). (Name of enzymes not required only RuBP
carboxylase).
(e) State the principle of limiting factors. Describe and explain the effects of main environmental
factors (light intensity, temperature and CO2) on the rate of photosynthesis in tropical and
temperate areas (construction and interpretation of appropriate graphs). Other factors water,
chlorophyll and inhibitors. (P)
(f) Discuss how the knowledge of limiting factors can help to improve crop
productivity .
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Cellular Respiration
Content:
• The structure and aerobic cellular function of ATP
• The stages of aerobic and anaerobic cellular respiration
• Respiratory quotient
Learning outcomes for students:
(a) Describe the structure of a mitochondrion and relate this to its function/role in respiration
(b) Describe the structure and functions of ATP in living organisms. Explain the terms, cellular
respiration and glycolysis.
(c ) Describe the biochemical process of glycolysis (glycolytic sequence), the step-wise
breakdown of glucose in cellular respiration ( glucose → glucose 6 phosphate →fructose 6
phosphate → fructose1,6 diphosphate → glyceraldehyde 3 phosphate (triose phosphate) →
intermediate steps omitted to → phosphoenol pyruvate → pyruvate. (Name of enzymes not
required only class - dehydrogenases)
(d) A summary of the link/transition reaction for the conversion of pyruvate. Describe the
actions and explain the purposes of the reactions of the Krebs cycle (oxaloacetate → citrate→ ∝ -
ketoglutarate →succinate→ (fumarate) malate →oxaloacetate (name of enzymes not required).
Explain that the processes in the link reaction and Krebs cycle involve decarboxylation and
dehydrogenation reactions (oxidative decarboxylation). Outline the importance of the Krebs
cycle to the cell.
(e) A summary of the election transport chain (name of carriers not required). Explain the
production of ATP by oxidative phosphorylation (chemiosmosis). The importance of carriers
(NAD, FAD) and oxygen in cellular respiration. Outline substrate level phosphorylation and
where it occurs in respiration.
(f) Explain the production of a small yield of ATP from anaerobic respiration in mammals and
yeast. Describe lactate fermentation in mammals and alcoholic fermentation in yeast (name of
enzymes involved in the reactions required). Economic importance of alcoholic fermentation.
An overall budget for cellular respiration. Efficiency of aerobic and anaerobic respiration.
(g) Respiratory quotient (RQ), formula and calculation.
NOTE – APPROPRIATE LABELLED DIAGRAMS ARE REQUIRED FOR ALL KEY
ASPECTS OF THE COURSE.
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ASSIGNMENT AND LAB SUBMISSIONS
Assignment must be submitted on the due date, failure to do so would result in a deduction of
10% of the total mark for each day late. Assignments more than one (1) week overdue will not
be marked. Late submissions will not be accepted without good cause in the form of an approved
medical or equivalent document.
Lab exercises to be marked must be completed in the lab unless otherwise specified.
(Students maybe allowed a maximum two (2) medicals for marked labs on review.
Medicals are not given for assignments unless exceptional circumstance.)
Every effort is made to mark and return assignments and lab exercises in a timely manner.
Marks for coursework tests will be posted as soon as possible. It is your responsibility to
review the posted results as soon as possible and to inform the teacher concerned of any errors
or omissions, within one week of posting.
Plagiarism and Cheating
Plagiarism is the misrepresentation of someone else’s work as your own. This includes
copying the answers of other student’s assignments and lab reports and information
available in print, on TV and on the internet. The temptation to copy written, graphical
or
pictorial material into an assignment is very great. This activity is morally and legally wrong.
In lieu of formal disciplinary action, assignments containing plagiarized material will either be
return to the student with a mark of zero or returned for resubmission when rewritten in an
original form satisfactory for marking at the discretion of the teacher. Students having identical
drawings and answers to assignment questions would both be assigned a mark of zero.
Modified from Department of Life Sciences Undergraduate student hand book viewed on August
20th, 2008 at http://sta.uwi.edu/fsa/lifesciences/handbook.pdf
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RESOURCES
Essential reading
Green, N.P.O Stout, G.W. and Taylor, D.J. Biological Sciences 1 and 11, 3rd ed. .Cambridge
University Press
Recommended/Reference texts
Mauseth, J. Botany: An Introduction to Plant Biology, 3rd edition. James and Bartlett
Hopkins, W.G. and Huner, N.P. Introduction to Plant Physiology, 3rd edition. Wiley
Pollard, T.D. and Earnshaw, W.C. Cell Biology. Saunders
Solomon, Berg, and Martin, Biology, 9th edition. Brooks and Cole
Toole, S. and Toole, G. Understanding Biology for Advanced level, 4th edition. Nelson Thomas
Boyle, M. and Lewis, K. Biology, 2nd edition. Collins
Online Teaching Resources
Online teaching resources are provided separately from the Departmental web site.
Applications for student use
There are currently three online applications for student use at the St Augustine campus:
(a) MyeLearning-an integrated set of tools for delivering course content/assessment
online
(b) St Augustine Online (mySTA) – a comprehensive web platform designed to facilitate
internet communication among the campus body.
(c) Banner- a query tool designed to give staff and students access to information as
regards student admissions, registration and course enrolment and grades.
Excerpt from Department of Life Sciences Undergraduate student hand book viewed on August
20th, 2008 at http://sta.uwi.edu/fsa/lifesciences/handbook.pdf
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