Introduction to the biology, ecology and geology of stony corals and the reef structures they build.  Topics include, but not limited to, the following:  photobiology, biochemistry, physiology, reproduction, ecology, biogeography and evolution of stony corals; contributions made by other members of the coral reef community, such as algae, invertebrates, fish, sea turtles, sea birds, and marine mammals; reef formation and geomorphology; corals as resources for human utilization and the impacts of human activities upon reefs throughout the world.  Emphasis will be on Hawaii's coral reefs, but comparisons will be made among reefs from other areas. (three hours lect.)

Partially fulfills the University of Hawai'i's Natural Science general core requirements as a biological science lecture course at most campuses.  The core requirement for a natural science lab may be achieved by taking the companion lab class (BIOL 200L).

Upon completion of this course the student should understand and appreciate the special characteristics of coral reef environments, especially Hawaiian reefs.  These special characteristics may be articulated in the following concepts:  coral reefs are oases of high biological productivity and diversity in the midst of oceanic deserts; the tiny architects of these reefs, the coral polyps, in concert with coralline algae and other organisms, slowly create the largest structures built by living things; while coral reef biologists debate the fragility and robustness of coral reefs, many biologists now recognize that reefs around the world are threatened by the chronic effects of ever-increasing human impacts.

• Describe and discuss the major principles and characteristics of the biological sciences, as well as those of the natural sciences in general (e.g., the philosophy and characteristics of science and the scientific method, the difference between hypotheses, theories and laws in science, the scope of biology as a natural science discipline, the definition of life and how living things differ from inanimate objects, how living things are classified and named, the characteristics used to classify living things);

• Demonstrate an understanding of the biology of scleractinian corals (e.g., systematics & classification, soft tissue morphology and cytology, skeletal morphology, endosymbiosis with zooxanthellae, modes of feeding, reproduction, environmental factors that influence growth and distribution, and evolution) with an emphasis on Hawaiian corals;

• Describe the ecological relationships (e.g., food webs, predator-prey relationships, competitors for common resources, symbiotic associations, zonation) among the living components of coral reef communities and their interactions with the physical environment (e.g., energy flow and biogeochemical cycles);

• Describe the balance between framework building, erosion and cementation (including the organisms and physical processes involved) that contributes to reef formation and geomorphology;

• Describe the types of reefs and the processes that shape them (e.g., subsidence and sea level change), including the formation of reefs in the Hawaiian Island chain;

• Discuss the resources that coral reefs provide (e.g., food, building materials, cultural artifacts, medical/research technologies, educational resources, recreation and aesthetic well-being), especially to Pacific island nations and states;

• Discuss the impacts of human activities on coral reefs and the significance of these impacts to Pacific island nations and states (e.g., over-fishing, species introductions, sewage, pesticides, other chemicals, industrial waste, non-point sources, global warming and ozone depletion).

• Assigned readings

• Class lecture and demonstrations

• Webpage resources

• WebCT resources for quizzes

QUIZZES.  The student will take a minimum of ten quizzes (15 points each; 150 points total) administered through the Internet (WebCT) during specified time periods (usually several days).  These quizzes will address the detailed content and major concepts presented in the lectures, lecture outlines, text readings, and study guide activities.  If the student takes more than ten quizzes, only the best ten quiz scores will be used in calculating the student's total points.  Since these quizzes may be taken using home computers connected to the Internet, students may refer to instructional resources (text, study guide, lecture notes, etc.) while taking the quizzes.  The quizzes will be timed, the student having only 20 minutes to complete each quiz once the quiz has started.  Therefore the student should be prepared for the quiz in advance of taking it.  Because the quizzes will be administered through the Internet over the course of several days, and because more than ten quizzes (ten is the minimum needed) will be administered during the semester, NO MAKE UP QUIZZES WILL BE ADMINISTERED FOR ANY REASON.  In addition, the instructor is not responsible for re-administering quizzes should computer or network failures/glitches occur while taking a quiz on a computer other than one maintained for such purposes at a WCC Learning Center.  Therefore students are STRONGLY URGED TO TAKE THEIR QUIZZES AT THE WCC LEARNING CENTER.

EXAMINATIONS.  The student will take one midterm examination (100 points) and one non-cumulative final examination (100 points) to demonstrate understanding of information presented during lectures and assigned readings.  These examinations, which will be administered during a scheduled class session (see course syllabus) will be CLOSED-BOOK EXAMINATIONS:  the student will NOT be able to refer to instructional resources while taking these examinations.  NO RETESTS will be given.  A student missing an examination because of an illness or legitimate emergency may take a make-up exam only during the FIRST class meeting to which the student returns.  In such a circumstance, the student should make every reasonable attempt to contact the instructor before the exam is administered to the class (or as soon as possible).  In addition, the student will be expected to provide official documentation (e.g., doctor's note) of the illness or emergency.  While make-up exams will cover the same content area as a missed exam, the exam format and specific questions may be different.

Quizzes (ten @ 15 points each)............................................150   points

Lecture Examinations (two @ 100 points each).................200   points

TOTAL......................................................................................350   points

A-------- 90% or above in total points.

B-------- 80-89.9% of total points.

C-------- 65-79.9% of total points.

D-------- 55-64.9% of total points.

F--------- Below 55% of total points or informal or incomplete official withdrawal from course.

I---------- Incomplete; given at the INSTRUCTOR'S OPTION when student is unable to complete a small part of the course because of circumstances beyond his or her control.  It is the STUDENT'S responsibility to make up incomplete work.  Failure to satisfactorily make up incomplete work within the appropriate time period will result in a grade change for "I" to the contingency grade identified by the instructor (see catalog).

CR----- 65% or above in total points; the student must indicate the intent to take the course as CR/NC in writing by the end of the 10th week of classes (see catalog).

NC----- Below 65% of total points; this grade only available under the CR/NC option (see above and see catalog).

N-------- NOT GIVEN BY THIS INSTRUCTOR EXCEPT UNDER EXTREMELY RARE CIRCUMSTANCES (e.g., documented serious illness or emergency that prevents the student from officially withdrawing from the course); never used as an alternative for an "F" grade.

W------- Official withdrawal from the course after the third week and prior to the end of the 10th week of classes (see catalog).

The instructor may announce extra credit options at various times during the course.  However, in order for the student to be eligible for any extra credit activity, the student must demonstrate responsibility in completing all regular course assignments, taking the minimum number of quizzes (five), and taking both examinations.  In addition the student must demonstrate a sustained interest in the content of the course by regularly attending and participating in class.  Some extra credit assignments may require same-day class attendance in order for the student to be eligible to receive credit for these assignments.  THE INSTRUCTOR IS NOT OBLIGATED TO ACCEPT PROJECTS FOR EXTRA CREDIT.

Waiver of minimum level of achievement and course requirements may be given only in unique situations at the instructor's discretion.

Students involved in academic dishonesty will receive an "F" grade for the course.

• Students are expected to attend all lectures, participate in all activities, and complete all course assignments on time.

• Students are expected to be prepared in advance when they arrive to class.  Being prepared includes the following:  having already read text materials (e.g., textbook readings and handouts) assigned for that day's activities; and bringing required work materials (e.g., textbook, handouts, writing supplies, etc.).

• Any changes in the course schedule, such as examination dates, deadlines, etc., will be announced ahead of time in class.  It is the student's responsibility to be informed of these changes.

• It is the student's responsibility to be informed about deadlines critical to making registration changes (e.g., last day of erase period and last day for making an official withdrawal.

• The student should understand that "INTRODUCTORY" DOES NOT MEAN "EASY".  The student should not assume that the lack of prerequisites for this class ensures a low level of difficulty for this course.  While the instructor assumes that students enrolled in BIOL 200 have little or no science backgrounds, the students should expect a level of difficulty comparable to other 200-level science classes.  When difficult concepts and detailed information are presented, it is the student's responsibility to take the appropriate steps to learn and understand these concepts and information.

• Science courses at WCC. generally require two to three hours of independent private study time for each hour in class (depends upon the student's science background).  It is the student's responsibility to allocate the appropriate time needed for study in an environment conducive to quality study.  The student must budget time efficiently and be realistic about all personal and professional commitments that consume time.

• Understanding biological science involves understanding many difficult concepts and vocabulary, not just knowing facts.  You should know that the details to these concepts are important.  In addition, you will be introduced to hundreds of new words.  In some cases, words that are familiar to you in a context other than biology will be introduced to you in the context of biology.  You will need to understand and use these terms in a biological science context.

• While you may have published lecture outlines that include study guides (downloadable as a pdf file from the course website), you will not succeed in this class unless you take your own careful lecture notes and read the corresponding material in the textbook.  The lecture outlines are not to be used in place of your own note taking.  As soon as possible (best if you do it the same day), copy over your lecture notes filling in gaps and missing information by referring to the lecture outlines and textbook.  You should carefully review these rewritten lecture notes as often as possible.  In addition to reviewing these notes before a quiz or exam, it would be useful to try to rewrite these notes from memory.

• In addition to copying over your lecture notes, your study activities should include drawing your own labeled diagrams or graphs that illustrate important biological phenomena (e.g., the internal structure of the cell, the stages of cell division, or the population growth curve).  These diagrams need not be works of art, but should clearly illustrate significant information.  Before a quiz or exam, it would be useful to redraw these labeled diagrams and graphs from memory.

• Make flashcards for each new vocabulary word you learn (refer to study guides provided for a list of terms).  On one side write the word.  On the other side write the appropriate biological science definition for the word.  Test your ability to provide the right definition as often as possible.  Practice using the word to explain biological concepts.

• Write out answers to all of the study guide questions as though you were required to turn them in.  Allow someone else to read your answers and give you feedback.  Read someone else's answers and provide constructive feedback.

• Read the textbook materials corresponding to a particular lecture before and after that lecture.  Review this material before quizzes and exams.

Gulko, D., 1998.  Hawaiian Coral Reef Ecology.  Mutual Publishing, Honolulu, Hawai'i.

Krupp, D.A., 2001.  Biology 200 Coral Reefs Lecture Outline and Study Guide.  Windward Community College, University of Hawai'i (made available in downloadable pdf format through the course website)

Other reading materials may be handed out in class, placed on reserve in the library, or accessed from web pages  (see  http://krupp.wcc.hawaii.edu/BIOL200/Biol200.htm ).

M 11:30 a.m. - 12:20 p.m.

Tu 8:30 a.m. - 9:30 a.m.

Tu 6:00 p.m. - 7:00 p.m.

W 8:30 a.m. - 9:30 a.m.

F 8:30 - 9:30 a.m.