PBIO 450 Lecture Notes -- World Wide Web Resources -- Spring 1999 information presented in lecture has first priority, lecture notes second, required andkey making from Texas A M Other Systematic botany courses and notes http://www.inform.umd.edu/EdRes/Colleges/LFSC/life_sciences/.plant_biology/pb450
Extractions: College Park, MD 20742-5815, U.S.A. The world-wide web (WWW) or internet is rapidly becoming an important avenue to botanical resources. The lecture notes for PBIO 450 are filled with links to sites containing useful information. As use of the WWW is a necessity for this class, students are required to have adequate computer access either through the University (a WAM account ) or through a private internet provider. A fast, modern computer is essential. If you are using a modem, 28.8 is a minimum baud rate. A high resolution VGA or better monitor is highly recommended, 15 inch screen minimum, 17 inch or large much more useful. As your text comes with a CD-ROM, a player is necessary. Information in these notes is subject to constant revision during the course of the semester. Students are strongly urged to print out the notes for each lecture period a week or so before the lecture, review them prior to each class, and bring them with you for the purpose of annotation during the lecture period. Students should learn to effectively search the WWW for information. A variety of
PBIO 250 Lecture Notes -- Introduction -- Spring 1999 Other Systematic botany courses and notes Bucknell University Utah State UniversityField botany Utah State The lecture notes for PBIO 250 are filled with http://www.inform.umd.edu/PBIO/pb250/intr.html
Courses For Careers Lecture Notes currently available are Biology; botany; Microbiology; Zoology; Ecology; Biotechnologyand Genetics is an important component of all courses but particularly http://www.personal.dundee.ac.uk/~amjones/career.htm
Botany 3700 Home Page Course Syllabus. lecture notes. Fruit Key. CSU Stanislaus botany Image Collection Plant Systematics courses. Introduction to Plant Systematics Oregon State University http://arnica.csustan.edu/boty3700
Extractions: Search the CSU Stanislaus Herbarium Here is the proper format for your herbarium labels. Dr. Wolf's schedule Before handing in any floppy disk to Dr. Wolf run a virus scan on it. Use the free PC-Cillin HouseCall service. You must be using Windows Internet Explorer. Let the program install itself, check the floppy drive box and click the scan button. Expedia.com provides maps of the United States.
Courses courses. Global Environmental Change. botany. Oceanography. Top of Page. EnvironmentalSoils lecture Syllabus; Laboratory Syllabus. lecture notes Week 1; Week 2; http://www.coastalzone.com/webcourse/courses.htm
Extractions: Course materials are available as a web-based presentation (dot points or 'html') or as a downloadable presentation in either MSWord 'document' or PowerPoint presentation ('ppt') format. All materials are for the express purpose of education and are owned wholly by CoastalZone.com. If you would like to use these materials for educational endeavors, please feel free to contact us at Literature@coastalzone.com Global Environmental Change Syllabus Tools: Start Here!!! Course Content Changes in the Environment and Changes in Environmental Ideas The Driving Forces of Global Environmental Climate Change Ecosystems and Biodiversity Global Food Security and Public Health Conservation Biology and Global Environmental Change Environmental Philosophy Trophic Structure Population Explosion Population Growth ... Adaption Rates MP1: Marine Protection EP1: Environmental Planning ATP: Ask The Prof...
Links botany courses, OSU botany 321 Home Page PBIO 250 lecture notes Index Spring1999 Bio 332 Vascular Plant Diversity botany 301 home - Fall, 2000 PLB143 http://www.brown.edu/Courses/Bio_43/links.html
Darley's Study Suggestions For Biology New terms are introduced faster in biology courses than in foreign language courses. Reviewyour text material and lecture notes daily so that you can avoid http://dogwood.botany.uga.edu/~darley/studybio.html
Extractions: A biology textbook cannot be read the way you would read a novel. Begin by prereading the chapter; glance at the section headings, charts and tables in order to organize the material in your mind and stimulate your curiosity. This will make it easier to read the chapter and extract more information from it. Realize that reading is not studying . Reading is a form of passive learning which is the least efficient and least effective way for most people to learn. (Listening is another form of passive learning.) Active learning involves reprocessing and using the information in some way and is a much more efficient and effective way to learn. To turn passive reading of the text into active learning, stop frequently (at least every paragraph) and consider what you have just read. What is the concept being discussed? Put it in your own words (out loud or by writing it down); by doing so you are reprocessing and using the information presented in the text. Place a few key notes in the book's margin; make sure these notes include all new terms and illustrative examples. If there is not enough room in the margins to write, use "post-its" for making your notes. (Extensive high-lighting of your text does not constitute active learning and generally is a waste of time. The author has usually already put the key words in bold print.) Taking lecture notes is a form of active learning if done properly. Simply writing down what is written on the board is passive learning (it's a start, but is not as effective as it could be). To get the most out of taking lecture notes, do it in a systematic manner. Before class read the textbook material to be covered in lecture. You will then use class time more efficiently because you will learn more from the lecture, and you will be able to take better notes having been introduced to many of the concepts in the text. During lecture do not attempt to write down every word that is said; that approach is futile and unnecessary. Instead, focus on the major ideas. Once you understand a point that is being made, write it down
Extractions: Course Sites Main Page Announcements Course Websites Degree Requirements Faculty Pages Dr. Frank Knight Animal Behavior Syllabus Lecture Notes Biology Concepts Syllabus Lab Writing a Report Comparative Anatomy Syllabus Lecture Notes Freshman Seminar Syllabus Lecture Notes Special Problems Syllabus Lecture Notes Vertebrate Physiology Syllabus Lecture Notes Zoology Syllabus Lecture Notes Dr. Doug Jeffries Advanced Ecology Syllabus Lecture Notes Biology Concepts Syllabus Lecture Notes Botany Syllabus Lecture Notes Ecology Syllabus Lecture Notes Lichenology Syllabus Lecture Notes Freshman Seminar Syllabus Lecture Notes Principles of Biology Syllabus Lecture Notes Religion and Ecology Syllabus Lecture Notes Dr. Sean T. Coleman
U. Mary Online Resources - Courses - Page Two umd.edu PBIO 250 umd.edu - PBIO 450 lecture notes uwc.ac ABCentral by Jack Inglis-Arkell- Education and courses - Biology - botany Biochemistry Easy http://it.umary.edu/Library/research/courses_subjects/courses_2.html
Extractions: Back: Directory of Online Resources Home Courses return to previous page go to following page return to index ARTIFICIAL LIFE SSIE580B - Evolutionary Systems and Artificial Life ASIAN THOUGHT ziniewicz - Asian Thought PL216 TO ASTRONOMY ATOMIC PHYSICS cornell.edu - laboratory of atomic and solid state physics PhysicsWeb - Web Links: Education - atomic physics sfu.ca - Atoms and Molecules wisc.edu - primer on electron-atom collisions BACTERIOLOGY sciencenet.com.au - bacterial profiles wisc.edu - Introduction to Bacterial Structure wisc.edu - Bacteriology 330: Host-Parasite Interactions wisc.edu - Bacteriology 303 BEHAVIORAL PSYCHOLOGY athabascau.ca - Behaviorism Tutorial valdosta.peachnet.edu - Educational Psychology Interactive: The Behavioral System BIBLICAL STUDIES netministries.org - Bible Basics newberry.edu - rel110 - Biblical Heritage smu.edu - Religious Studies 3326 - introduction to the new testament upenn.edu / albright.edu - Intro. to the New Testament ... TO BIOLOGY BIOPSYCHOLOGY colorado.edu - psy 4102 - introduction to behavioral genetics
Lecture Notes botany 113 lecture notes. Summer 2002. lecture notes will be posted on this page at the of each week. These notes represent outlines of the lectures http://courses.washington.edu/~bot113/allnotes.html
Extractions: How does this life cycle compare with your own? Where do meiosis and syngamy occur in the life cycle of vertebrates, or of some brown algae (e.g. Fucus )? Click HERE for a page on seaweeds with a link to images of Fucus . Images of male and female gametangia are also available. What components of the plant life cycle shown here are missing in the vertebrate life cycle? For more information on life cycles, as well as stimulating ideas about their evolution, see Corner (1964) Plants are distinguished from the other kingdoms of living things by photosynthetic energy capture, multicellularity, as well as by their common life cycle with alternation of spore- and gamete-producing generations ( sporophyte gametophyte , respectively), and sporic meiosis, in contrast to gametic meiosis, as in life cycle of vertebrates and Fucus Evidence from biochemistry and ultrastructure strongly suggests that the life cycle shown here was inherited from green algae (such as Ulva , mentioned in class as an example of an isomorphic alternation of generations).
Extractions: Phylogenetic relationships within and between Gymnosperms and Angiosperms have been the subject of intensive research over the past few years; some of these results are summarized HERE . In examining these trees, note where the results depict relationships between the flowering plants and the different gymnosperm groups. Gymnosperms (Pinophyta) Angiosperms (Magnoliophyta) Wood Vessels present. Phloem Phloem mother cells develop into sieve-cells only. Phloem mother cells develop into sieve-cells and companion-cells. Microsporangia Arranged in unisexual strobili. Arranged in bisexual (sometimes unisexual) strobili ( flowers Megasporangia In unenclosed ovules, on megasporophylls, on compressed short shoot-bract complexes, or borne terminally on leafy shoots. In ovules enclosed by tissue of the parent sporophyte ( ovary ) at the apex of bisexual (sometimes unisexual) strobili ( flowers Pollination By wind, directly to micropyle of ovule.
Lecture Notes botany 113 lecture notes. Summer 2002. lecture notes will be posted onthis page at the end of each week. These notes represent outlines http://courses.washington.edu/bot113/allnotes.html
Mr. Wolffia line versions of his lecture courses Plants and People (botany 115) and Both coursesare based on the thousands of pages of lecture notes that were http://waynesword.palomar.edu/mrwolfia.htm
Extractions: W ayne P. Armstrong (alias Mr. Wolffia), a native Californian, grew up in the Arcadia-Pasadena area of Los Angeles County. He graduated from California State University at Los Angeles with a Bachelor's Degree in Botany and a Master's Degree in Biology. He has taken numerous graduate courses in biology and botany at the University of California at San Diego, San Diego State University and San Jose State University, including courses in ethnobotany, cellular biology, ecology and field seminars in alpine and subalpine botany. He also received National Science Foundation Grants in biological oceanography, ecology and tropical botany at Oregon State University, Colorado State University and the University of Miami. P http://waynesword.palomar.edu and waynes-word.com
JOHN STRONG NEWBERRY PAPERS Consists of lecture notes, in French, of courses in botany, geology, paleontology,and microscopy taken by Newberry at the Jardin des Plantes in Paris, France. http://www.nybg.org/bsci/libr/Newbwb3.htm
Extractions: 2.5 linear inches (1 box) BIOGRAPHICAL NOTE John Strong Newberry (1822-1892) was born in Windsor, Connecticut on 22 December 1822 but lived in Ohio during his boyhood. Like many naturalists of the time, he was self-trained in botany and zoology. He graduated from the Cleveland Medical School in 1848 and traveled to Paris, France to continue medical studies, but he also took courses in botany at the Jardin des Plantes. In the 1850s he accompanied several expeditions and surveys to the American west from which he gained large botanical and geological collections. In 1863 the United States Congress elected him one of fifty original members of the National Academy of Sciences. In 1866 he accepted a professorship at the School of Mines of Columbia University where he taught geology and botany. Soon after he was elected president of the American Association for the Advancement of Science and president of the Lyceum of Natural History (later the New York Academy of Sciences) serving for 30 years. Newberry led the Torrey Botanical Club during the period of its greatest activity and growth. At Columbia, he was the teacher and mentor of the young Nathaniel Lord Britton who served as his personal assistant and succeeded him as Professor of Geology and Botany at Columbia University. Newberry died in New Haven, Connecticut in 1892. SCOPE AND CONTENT The John Strong Newberry collection consists of correspondence, lecture notes, and a manuscript of an address before the New York Academy of Sciences 28 April 1879.
Clark T. Rogerson Records courses in biology, mycology, cryptogamic botany, and mushroom identification. TheCornell University lecture notes include plant pathology courses taught by http://www.nybg.org/bsci/libr/Clark.htm
Extractions: 55.5 linear feet (48 boxes) BIOGRAPHICAL NOTE Clark Thomas Rogerson (born 1918) is a mycologist, editor, educator, and authority on Hypocrealean fungi. Born in Ogden, Utah Dr. Rogerson gained his B.S. (1940) at Utah State University and his Ph.D. (1950) at Cornell University where he studied under Harry M. Fitzpatrick. During his years at Cornell he was a graduate teaching assistant in mycology in the Department of Plant Pathology. Upon graduation he was appointed to the faculty of Kansas State University (1950-57) where he was associated with the Kansas Agricultural Experiment Station. It was here that he began publication on topics in plant pathology, including the diseases of grasses. In 1958 Dr. Rogerson began his career with the New York Botanical Garden, first as Curator of Cryptogamic Botany (1958-67) then as Senior Curator (1967-89) and Senior Curator Emeritus (1990-present). At the Garden he continued his study and publication on the taxonomy of the Ascomycetes, especially of Hypomyces , a genus of fungi that parasitize other fungi. Dr. Rogerson has been an enthusiastic fieldworker and has collected fungi throughout the United States, notably in Utah and New York. During World War II he collected in the Philippine and Solomon Islands. He has been a guiding presence at mycological forays for many years and a tireless educator of amateurs interested in the world of fungi. He has held faculty appointments at Columbia University and at Lehman College (CUNY).
Teaching Documents About Botany, Links For Palaeobotanists courses with webbased info (lecture notes, exams, quizzes State University, Los AngelesWorld Builders, Session Eight, Terrestrial botany, Plants on Land http://www.uni-wuerzburg.de/mineralogie/palbot/teach/botanyteach.html
Extractions: Teaching Documents about Botany w Amanda Ash , Department of Paleobiology Smithsonian Institution NHB, Washington, DC; Beth Ellis , Boulder, CO; Leo J. Hickey , Division of Paleobotany, Peabody Museum of Natural History, Yale University New Haven, CT; Kirk Johnson , Department of Earth and Space Sciences, Denver Museum of Natural History, Denver, CO; Peter Wilf , University of Michigan, Museum of Paleontology, Ann Arbor, MI; Scott Wing , Department of Paleobiology, Smithsonian Institution NHB,Washington, DC: Manual of Leaf Architecture Leaf Architecture Working Group (LAWG). (Page hosted by the Peabody Museum of Natural History, Yale University). The main goal of this manual is to define and illustrate for the reader an unambiguous and standard set of terms for describing leaf form and venation, particularly of dicots. This manual also provides a template and set of instructions that show how descriptive information can be entered into a standardized database of fossil and extant leaves. Lorna Ash Kroening , Department of Biological Sciences, University of Alberta: Instructional Multimedia, Multimedia Topics, Botany . Go to: Equisetum life cycle, Fern Life Cycle, Hydrasperman Reproduction, Life Cycle of an Angiosperm. See also
Teaching Documents About Biology, Links For Palaeobotanists Biological Foundations is the botany section of the a three quarter sequence in generalbiology courses with webbased info (lecture notes, exams, quizzes http://www.uni-wuerzburg.de/mineralogie/palbot/teach/bioteach.html
Extractions: Teaching Documents about Biology Lorna Ash Poulin , Department of Biological Sciences, University of Alberta: Instructional Multimedia, Multimedia Topics, Introductory Biology . Go to: The Carbon Cycle, Mitosis and Meiosis, Comparing Prokaryotic and Eukaryotic cells The Nitrogen Cycle, Plant cell mix and match. Online and downloadable flash movies. Excellent! Department of Integrative Biology, University of California, Berkeley Plant Biology - Evolution - Ecology Berlin-Brandenburg : Umweltbildung, (in German). Peter J. Bryant , School of Biological Sciences, University of California, Irvine: BIODIVERSITY and CONSERVATION . A hypertextbook about the origin, nature and value of biological diversity, the threats to its continued existence, and approaches to preserving what is left. Most of the links leave the book in order to take advantage of documents produced and updated elsewhere. Cold Spring Harbor Laboratory DNA from the Beginning . This excellent animated and easy to understand online textbook is organized around key concepts. The science behind each concept is explained by: animation, image gallery, video interviews, problem, biographies, and links.
BOT 304, Field Botany, University Of Alberta Home courses Undergraduate Graduate, BOT 304, Field botany lecture notes.lecture02 Family ID (PDF) lecture03 Wetlands (PDF). Last Modified 200208-19. http://www.biology.ualberta.ca/courses/bot304/index.php?Page=1637
