Catalog Description

Formerly known as HORT 2
Also known as BIOL 21
Advisory: Eligibility for ENGL 1A
Hours: 108 (54 lecture, 54 laboratory)
Description: Emphasizes structure, growth, physiology and reproduction of flowering plants and their responses to modifications and environment; including propagation, media, soil and plant nutrition. Explores the interrelationship of plant science with other life sciences and technology. Applies principles of plant science to agricultural systems. (CSU, UC)

Course Student Learning Outcomes

  • CSLO #1: Relate plant anatomy & physiology, including structural and reproductive systems, plant metabolism and growth and development, to agricultural management practices.
  • CSLO #2: Identify and define major plant growth factors of soils, their role in plant growth and development, and describe how each may be managed for better plant performance.
  • CSLO #3: Compare various methods growers use to manipulate plant physiological processes for increased plant productivity and quality and assess economic, environmental and social issues related to each.

Effective Term

Fall 2022

Course Type

Credit - Degree-applicable

Contact Hours

108

Outside of Class Hours

108

Total Student Learning Hours

216

Course Objectives

LECTURE OBJECTIVES:
1. Explain the relationship between humans and cultivated plants. (I-A, I-B)
2. Compare and define the relation of agricultural plant science to other life sciences. (I-A)
3. Identify important scientific and technological achievements made in plant science. (I-B)
4. Discuss current innovative practices in sustainable agriculture (e.g., aquaponics). (I-B)
5. Differentiate among various operational systems of classification of plants based on growth, form, fruits, life cycle, use, stem type, leaf characteristics, adaptation, and flower type. (II-A)
6. Describe the levels of eukaryotic organization. (III-A)
7. Relate basic plant cell structure to their function within various plant organs. (III-B, III-C, III-D)
8. List and describe the primary tissues of higher plants and their functions. (III-C, III-D, III-E, III-F, III-G)
9. Relate fundamental physiology of flowering plants to anatomy including structural and reproductive systems, plant metabolism, growth and development. (IV-A, IV-B, IV-C, IV-D, IV-E, IV-F)
10. Identify specific growth processes: photosynthesis, respiration, transpiration, translocation and absorption and describe their roles in plant growth and development. (IV-A, IV-B, IV-C, IV-D, IV-E, IV-F)
11. Contrast the generalized equations of photosynthesis and respiration and identify the principal products of each. (IV-A, IV-B) 12. Identify major plant hormones and define their functions and commercial, agricultural applications. (IV-F)
13. Define basic genetic principles of crop improvements and discuss how those principles are used to improve crops. (IV-F)
14. Compare and distinguish between sexual and asexual propagation of plants. (V-A, V-B)
15. Identify and define major plant growth factors of soils, their role in plant growth and development, and describe how each may be managed for better plant performance. (VI-C, VI-D, VI-E, VI-F, VI-G, VI-H, VI-I, VI-J)
LABORATORY OBJECTIVES:
1. Apply various operational systems of classification of plants based on growth, form, fruits, life cycle, use, stem type, leaf characteristics, adaptation, and flower type. (II-A)
2. Create fictitious plant names using the binomial system of nomenclature. (II-A)
3. Construct a dichotomous key for 10 plants. (II-A)
4. Diagram and identify basic plant cell structures and organelles and explain the function of each. (III-A, III-B, III-C)
5. Examine and identify various plant organs, differentiate between organ types and modifications, and describe how they are used as a basis for classifying plants. (III-C, III-D)
6. Identify basic internal and external anatomy of flowering plants using proper terminology. (III-E)
7. Compare various methods used to manipulate plant physiological processes for increased plant productivity and quality and discuss economic, environmental and social issues related to each. (I-B, IV-F, V-A, V-B)
8. Demonstrate various methods of sexual and asexual propagation and aftercare techniques of plants by completing a propagation activity. (V-A, V-B)
9. Evaluate and appraise a soil site for specific crop/plant production: collect soil samples, complete a basic soil analysis, evaluate data collected from test and compile soil management recommendations for better plant performance in a written document. (VI-A, VI-B, VI-C, VI-D, VI-E, VI-F, VI-G, VI-H, VI-I) 10. Apply the scientific method to various experiments including measuring rate of transpiration under various conditions. (I-B, IV- C)

General Education Information

  • Approved College Associate Degree GE Applicability
    • AA/AS - Life Sciences
    • AS - Life Science Lab
  • CSU GE Applicability (Recommended-requires CSU approval)
    • CSUGE - B2 Life Science
    • CSUGE - B3 Lab Activity
  • Cal-GETC Applicability (Recommended - Requires External Approval)
    • IGETC Applicability (Recommended-requires CSU/UC approval)
      • IGETC - 5B Biological Science
      • IGETC - 5C Laboratory Science

    Articulation Information

    • CSU Transferable
    • UC Transferable

    Methods of Evaluation

    • Classroom Discussions
      • Example: Students will participate in a group discussion on transgenic crops. This discussion will include comparing and contrasting and/or debating various points of view while relating them to current plant management protocols. Students will be evaluated based on participation and incorporating course content. Lecture Objective: 3
    • Objective Examinations
      • Example: Students will dissect flowers and identify floral parts, applying correct botanical terminology. Grade will be based on correct spelling and application of terminology. Lecture Objectives: 7, 8, 9; Laboratory Objectives: 5, 6
    • Projects
      • Example: Given a plant specimen, students will apply the proper rules for using a dichotomous key. Grades will be assigned based on correct application of rules for naming plants, thoroughness of identified characteristics for each ranking category, and correct identification. Rubric grading. Laboratory Objective: 3
    • Skill Demonstrations
      • Example: Students will demonstrate the proper technique for applying hormone to the apical meristem of beans and peas. Students will collect experimental data weekly for three weeks. Students will have become familiar with technique by reading both lab manual and textbook, writing information in lab manual, and analyzing the outcome. Pass/Fail grading. Lecture Objectives: 10, 12 15; Laboratory Objectives: 7, 8,10

    Repeatable

    No

    Methods of Instruction

    • Laboratory
    • Lecture/Discussion
    • Distance Learning

    Lab:

    1. The instructor may prepare a demonstration on the proper technique for applying hormone to the apical meristem of beans and peas. After demonstration, instructor will ask students to perform the task and collect experimental data weekly for three weeks. Students will have become familiar with technique by reading both lab manual and textbook, writing information in lab manual, and analyzing the outcome. (Lecture Objectives: 10, 12 15; Lab Objectives: 7, 8)

    Lecture:

    1. Instructor leads discussion of various methods and rules currently in use for the classification and naming of plants and the importance of a universal system. Following the discussion, students work collaboratively, in small groups, to devise an operational system of classification and fictitious botanical names for each member of their group, applying the "Botanical Rules of Nomenclature" and an interpretive handout of botanical Latin. (Lecture Objective 5, Lab Objective 1)

    Distance Learning

    1. Following an online lecture on sustainable agriculture, students will debate ideas on a discussion board with their colleagues. They will also post evaluative papers to the board and critique papers posted by their colleagues. Students will be required to respond to a minimum of 2 other students initial responses. The instructor will create accessible content. Instructor will incorporate engaging tools to facilitate content delivery, keeping student equity, success and accessibility as the foundation for tool selection. (Lecture Objective 4)

    Typical Out of Class Assignments

    Reading Assignments

    1. Read an article in a current plant science journal, synthesize information and summarize in a logically developed essay. Present an oral summary of article before class and answer questions applying information to agriculture or plant ecosystems. 2. Read assigned pages in textbook. On reporting form, answer discussion question #1: "Describe and explain how certain plant foliage changes color in the fall." Be prepared to discuss answer in class with assigned reporting group.

    Writing, Problem Solving or Performance

    1.- Obtain prepared slides of transverse sections of dicot and monocot roots. - Observe the prepared slides of each root section under the microscope. - Draw sectional diagrams of each root; label as monocot or dicot. - Identify and label the tissue in each diagram. - Write a brief paragraph comparing and contrasting the two kinds of roots. 2. - Obtain specimens of adventitious roots of dicot shrub or vine (Ivy) and fibrous grass (monocot) roots. - Observe the specimens of tap and fibrous roots under the dissection microscope. - Estimate the length of root hairs on a 1 cm. length of your specimens and enter information in the table provided. - Observe the root hairs of each sample under the dissection microscope. - Observe and classify the annual and perennial plants' roots into 'tap' or 'fibrous' classes in the table provided. - Enter results of observations in the table provided (table identifies life cycle type, plant species, root structure). - Draw a labeled diagram of the parts of tap and fibrous systems including, main root, lateral root, root hairs. Answer the following questions: - Which root system would be more susceptible to drought conditions and why? - Which root system would be least susceptible to drought conditions and why? - Explain what precautions should be taken when growing woody plants in containers. - How can the root system help you to understand how plant species become successfully adapted to their environment? - How would you tell which root system was the most lignified? - How can monocotyledons and dicotyledon species mostly be separated by their root systems? - List four features that make perennial plants successful.

    Other (Term projects, research papers, portfolios, etc.)

    Students will maintain a laboratory notebook containing data, observations, calculations, and other information pertinent to the laboratory portion of the course.

    Required Materials

    • Stern's Introductory Plant Biology
      • Author: Bidlack and Jansky
      • Publisher: Science Engineering and Math
      • Publication Date: 2021
      • Text Edition: 15th
      • Classic Textbook?: No
      • OER Link:
      • OER:
    • Functional Biology of Plants
      • Author: Hodson
      • Publisher: Wiley
      • Publication Date: 2012
      • Text Edition:
      • Classic Textbook?: No
      • OER Link:
      • OER:
    • Growth, Development, and Utilization of Cultivated Plants
      • Author: McMahon, Margaret J., Kofranek, Anthony M., Rubatsky, Vincent E.
      • Publisher: Pearson
      • Publication Date: 2010
      • Text Edition: 5th
      • Classic Textbook?: No
      • OER Link:
      • OER:
    • Introductory Plant Science: Investigating the Green World
      • Author: McKenny, Chau, Schuch
      • Publisher: Kendall Hunt
      • Publication Date: 2019
      • Text Edition: 2nd
      • Classic Textbook?: No
      • OER Link:
      • OER:

    Other materials and-or supplies required of students that contribute to the cost of the course.