5. Enhance your use of writing, both as effective communication and as a learning strategy.
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1 Unity of Life Biology 111, Fall 2014 Instructor: Wayne L. Rickoll Office: Thompson 257B Office Hours: T, 12:00-2:00 pm; F, 12:00-2:00 pm. or by appointment. Class meeting: MWF, 11:00-11:50 am, TH193 Lab: W, 1:00-3:50 pm; Th, 9:00-11:50 am; Th, 1:00-3:50 pm, TH251 Text: How Life Works by Morris et al A Student Handbook for Writing in Biology by Knisely, Laboratory manual: Biology 111 Laboratory Manual, available in the bookstore. Powerpoints: I will place powerpoints on Moodle as soon as possible. Course Website: A Moodle site will be used to distribute powerpoints and other class materials. COURSE OBJECTIVES The course objectives of Unity of Life adhere closely to the Core curriculum guidelines for courses meeting the Natural Scientific Approaches Core requirements. Specific objectives include: 1. Learning the fundamental elements of molecular, cellular, genetic and physiological biology. Emphasis will be placed on concepts and application of concepts in problem solving. 2. Developing an understanding of scientific methods in biology. In regularly scheduled laboratory classes, students will learn how to design and execute experiments. These exercises are designed to develop the student's analytical abilities and, whenever possible, incorporate quantitative methods. Students will be required to record, analyze, present and articulate and defend claims based on data they obtain in laboratory in written reports. 3. Learning the use of basic laboratory tools and instruments. 4. Introducing you to some of the basic principles of modern biology so you can relate these principles to your own existence as an individual and as a member of society. 5. Enhance your use of writing, both as effective communication and as a learning strategy. COURSE DESCRIPTION This course is designed for introductory level students intending to major in biology or a related science, or to go into a professional program in the health sciences. Biology majors are required to complete Biology 111 before taking most upper level courses in the major. If you do not plan to major in the sciences you may want to consider enrolling in Biology 101, a Natural Science Approaches core Biology course designed for non-majors. BIO111, Fall 2014, W.L. Rickoll 1"
2 This course is designed for students who have successfully completed one or more years of high school biology and chemistry. If you are considering a major in biology, you should be taking Chemistry concurrently. Students in Biology 111 will begin to recognize and understand the cellular structure/function relationships that make life possible. In addition to basic structural features, I will emphasize the capacity of cells to process materials and energy, to reproduce, and to communicate with other cells. As students in Biology 111, you will be asked to go beyond memorizing details to applying these concepts to novel situations, such as considering how cellular processes underlie whole organism function or dysfunction in specific examples. In addition, you will be introduced to some of the principles underlying DNA technology and some recent applications of that technology. To be successful, students in Biology 111 need to acquire a firm grasp of basic concepts and develop the ability to apply these concepts to new problems. Each student should begin to develop confidence in their ability to think logically and critically and to communicate ideas effectively, both orally and in writing. Writing clearly is one of the most important skills you will develop in college. One of the goals of this course is to help you recognize the elements of good scientific writing and allow you to begin to develop your scientific writing skills. RESPONSIBILITY I will facilitate an effective learning environment in which you can explore the fundamentals of biology. No question is unreasonable. However, ultimately you are responsible for your own education. You must dedicate ample energy and time to learn the material. You are responsible for obtaining information on any schedule changes as well as on class materials you may miss during absence from class. TIME REQUIREMENTS Please be aware that assessment in this course will be based on comprehension and application of biological knowledge in addition to basic knowledge. As such, you will need to plan on significant additional time outside of lecture (3 hours for every hour of lecture) and lab so that you may move beyond just acquisition of knowledge. READINGS Our main textbook was written for a comprehensive, yearlong, introductory college biology course. It is highly readable, well illustrated, and covers many more topics than we will be able to cover in Biology 111. You are encouraged to keep this book and use it as a comprehensive, general resource for future biology courses and to study for the MCAT, GRE, etc. (If you won t need or want this book for future reference, you can sell it back to the bookstore. For each class session, I've assigned a chapter or a portion of a chapter; this material should be studied in preparation for the class. Within chapters there are quick concept checks and at the end of chapters there are chapter reviews. These aids will help BIO111, Fall 2014, W.L. Rickoll 2"
3 you identify important concepts and terms associated with the topics and provide questions that will help you organize and apply your learning. Sometimes I may use these quick chcks for test questions. Following each lecture, it is important that you integrate the information in the text with that from lecture. HOW TO BE SUCCESSFUL IN THIS COURSE IN THIS COURSE I have bolded the items I believe to be most important. 1. Attend lectures and labs. An essential factor for success in college courses is regular class attendance! 2. You must read the textbook to gain a greater understanding of topics covered in the lectures. The figures in the book are especially important. They are excellent and help convey concepts difficult to describe in words. The pages in the text for each class topic are listed in the course schedule. The book also has excellent reviews at the end of each chapter, self-quiz questions and "challenge" questions that will help you prepare for exams. There is a useful glossary. Prepare for each class by reviewing notes from previous class(s) and studying ahead in the text to get a picture of the topics to be covered during the next class. 3. Come to class prepared to think about a certain body of material, take detailed notes from the lecture, and ask questions about material you do not understand. I encourage you to ask questions at any time during the lecture if I have said something you do not understand or seems confusing. If your question does not get asked or answered you may submit it to me by . If, after all your efforts to understand the material being covered, you are still having difficulty and would like additional help, please seek individual assistance during one of my office hours or through a special appointment. You will probably find you understand some of what you read and do not understand other parts. Asking questions about material you don t understand is very important. 4. Study material after each class by trying to integrate current class information with material from previous classes and readings. Information and ideas will be most fresh in your mind at this time. You will be asked to apply your knowledge to solve problems not specifically presented in classes. 5. Use each class session and your study time to prepare for the mini-exams and full exams. Breaking up the topics into smaller packages should help you manage your efforts. Low mini-exam scores indicate a lack of preparation on your part and will have a significant negative impact on your grade. 6. On exams you will be expected to be able to apply information you learn in this course to solving unique problems. The following statement is contained in course objective one: Emphasis will be placed on concepts and application of concepts in problem solving. You can look at the challenge questions at the ends of chapters for general examples of what I mean by application problems. Solving genetic problems is a classic example of applying knowledge to solve new problems. 7. Copying your class notes, with any needed revisions, clarifications and BIO111, Fall 2014, W.L. Rickoll 3"
4 editing, in a separate notebook is an effective way to learn the material. This effort will also ensure that you understand your notes and they will be better organized for future study. 8. The CD that is included with your text is designed to enhance your thinking about the topics in this course. It includes animations that help you visualize the processes I cover. 9. Another very effective way to learn is to participate in or organize a small study group with other students in this class. Use this group to review information, test your knowledge, and practice explaining the concepts. Often it isn't until you try to explain a concept to someone else that you see a gap in your understanding. The more you intellectually engage your mind with these concepts, the more you will learn and the better prepared you will be for the quizzes and exams. 10. If you find yourself searching for additional or novel study methods for biology please come visit me in my office. Don't be afraid to seek help from the professor or teaching assistant! While I want you to become independent learners, I also want to make this course interesting and enjoyable with as little frustration to you as possible. LABORATORY Each student must be registered for a laboratory section. Each laboratory section will meet at its assigned time during the week for 3 hours. You are expected to attend the laboratory section for which you are registered and to be on time. Only in unusual (and extremely rare) circumstances will you be allowed to make arrangements to attend a different laboratory section in a given week. The laboratory activities provide an opportunity to make first-hand observations, learn data collection techniques, sharpen one's skill in analysis and reasoning, and practice clear and effective communication. A short introduction to the laboratory will generally be given at the beginning of each lab period. This introduction will provide information not available in your lab manual and to demonstrate new techniques but it cannot replace your own advance preparation. You must carefully read through the laboratory description BEFORE the lab to know what it is you are expected to do during the laboratory session. I CANNOT EMPHASIZE THIS ENOUGH! If you do NOT do this, lab will take you much longer than it should to complete. This is not the best use of your time. You should also review the portions of your text and lecture notes that relate to the laboratory topic. To help you prepare for each lab session, most lab exercises include a set of pre-lab questions to turn in at the beginning of the lab period. Detailed instructions for each lab are included in the Biology 111 Laboratory Manual, available at the bookstore. Each lab description includes many questions for thought and most include a page or more of questions to be turned in at the end of the laboratory session. It is a good idea to bring your text with you to lab to help you answer the questions. One lab will provide data for writing a full lab report. This assignment is part of your introduction to scientific writing. In science it is essential to communicate observations and BIO111, Fall 2014, W.L. Rickoll 4"
5 reasoning through clear, concise, and well documented written papers. APPROPRIATE BEHAVIOR Students are expected to behave in an appropriate manner while attending this class. ABSOLUTELY NO FOOD OR DRINK is allowed the laboratory, except in a closed lid bottle, and these will not be allowed at your workstation. If you leave the room during a test without my permission, your paper will be collected and you will not be permitted to complete the test/quiz. During class time I expect you to be working on materials for this course only. Personal technology: I encourage the use of laptops, pda s or smart phones in class, as long as they are used for classroom activities. Please be respectful of others in class: o Switch your phones to vibrate before coming to class o No or text messaging Thumbing your phone under the desk is highly distracting o You may not touch or use your phone/pda/laptop in any way during an exam o You may not listen to an ipod or similar device during an exam or quiz Lack of respect for diversity will not be tolerated in the class. Diversity encompasses age, life experiences, profession, race, religion, gender, nation, lifestyle, social class, learning style, philosophy of life, sexual orientation, personality, mental and physical challenges, customs, values, among other. Telephones located in classrooms and labs are for staff use and medical/safety emergencies only (no personal calls). Student access to lab prep areas is prohibited unless authorized by an instructor. CLASSROOM EMERGENCY RESPONSE GUIDANCE Please review university emergency preparedness and response procedures posted at There is a link on the university home page. Familiarize yourself with hall exit doors and the designated gathering area for your class and laboratory buildings. If building evacuation becomes necessary (e.g. earthquake), meet your instructor at the designated gathering area so she/he can account for your presence. Then wait for further instructions. Do not return to the building or classroom until advised by a university emergency response representative. If confronted by an act of violence, be prepared to make quick decisions to protect your safety. Flee the area by running away from the source of danger if you can safely do so. If this is not possible, shelter in place by securing classroom or lab doors and windows, closing blinds, and turning off room lights. Lie on the floor out of sight and away from windows and doors. Keep cell phones or pagers on vibrate so that you can receive messages quietly. Wait for further instructions. ACADEMIC MISCONDUCT BIO111, Fall 2014, W.L. Rickoll 5"
6 Plagiarism and any other form of cheating will not be tolerated. I recommend you avoid even the appearance of cheating, particularly during quiz, exam and practical times. Plagiarism is defined as presenting the work of another as one's own. More than four consecutive words from a source other than the writer constitutes plagiarism when the source is not clearly identified in appropriate documentation format. ACADEMIC HONESTY POLICY All students as part of their obligation to University of Puget Sound assume the responsibility to exhibit in their academic performance the qualities of honesty and integrity. All forms of student dishonesty, which may include but not be limited to: cheating, fabrication, facilitating academic dishonesty, and plagiarism are subject to disciplinary action. Examples of academic misconduct may include: o Representation of the work of others as one's own o Use of unauthorized assistance in any academic work o Failure to cite sources used o Obtaining and/or using tests unless distributed and/or approved by the instructor o Copying the work of another student on any form of test o Knowingly help someone else cheat o Modification, without the instructor's approval, of any form of test, computer program, paper, record, report, assignment, or project for the purpose of obtaining additional credit or an improved grade o Failure to meet other conditions of academic integrity as identified by the instructor in the course syllabus Depending upon the severity of the incident, an instructor may, after discussion with the student, impose a penalty or penalties such as: o Issue a warning. o Reduce the grade of the assignment, examination, or project assignment, any form of test, or project. o Give zero credit for the assignment, any form of test, or project. o Dismiss the student from the course, and issue a withdrawal or failure for a grade. SPECIAL ACCOMMODATIONS If you have a disability, including a learning disability or health problem that interferes with ability to succeed in this class, you are encouraged to arrange support services and/or accommodations through Disabilities Services. Please see for more information. GRADING (subject to change at discretion of instructor at any time) Grading Policies o No make up exams (except in cases of medical or family emergencies, documentation will be required to make up the exam) BIO111, Fall 2014, W.L. Rickoll 6"
7 o Late lab questions or assignments will have 10% deducted per day late. Labs or assignments will not be accepted after three days. o No extra credit Total Points Possible 675 pts. Grading Scale This is to be used as a guide in case you want to determine how you are doing in class. A 94% A- = % B+ = % B = % B- = % C+ = % C = % C- = % D+ = % D = % D- = % F < 60% Exams 300 pts. Three Regular Exams (100 pts. each) Material on exams will be derived from lecture presentations. If I don t talk about it in lecture, it should not be on an exam. Remember you are expected to be able to apply lecture material to answer applications questions, which is an extension of your understanding of material covered in lecture. If you miss class on the day of an exam, there will not be an opportunity to make up the exam. Mini-Exams 100 pts. Two Mini-Exams (50 pts. each) Mini exams will be given on Fridays (three class sessions or so before each full exam). They will start at the beginning of class and will last for 30 minutes. They will be graded and returned no later than the following Wednesday, to provide you with an evaluation of how well you are understanding the material prior to the full exam. If you miss class on that day there will not be an opportunity to make up the min exam. Lab 225 pts. Lab pre- and post questions, problems (165pts) Photosynthesis Lab Report (50pts) Lab Practical (10pts) Class Participation 50 pts. If you attend lecture regularly and don t use personal technology in an inappropriate way, which I usually will notice, you will receive full credit. BIO111, Fall 2014, W.L. Rickoll 7"
8 LECTURE AND LAB SCHEDULE Date Lecture Topic Text (Morris) Lab - Mon. 9-1 No class (Labor day) Wed. 9-3 Introduction to Biology Ch. 1 No lab Fri. 9-5 The Molecules of Life Ch. 2 and Audio lecture on Moodle Mon. 9-8 The Molecules of Life and a bit about biofilms Ch. 2 Wed Nucleic Acids/Transcription Ch. 3 Biofilms Fri Nucleic Acids/Transcription Ch. 3 Mon Translation/Protein Structure Ch. 4 Wed Translation/Protein Structure Ch. 4 Cells and Tissues Fri Mini Exam I Mon Lipids, Membranes, Cell Compartments Ch. 5 Wed Lipids, Membranes, Cell Compartments Ch. 5 Membranes Fri Capturing and Using Energy Ch. 6 Mon Exam I Wed Capturing and Using Energy Ch. 6 Enzymes Fri Cellular Respiration Ch. 7 Mon Cellular Respiration Ch. 7 Wed Photosynthesis Ch. 8 Cellular Respiration Fri Photosynthesis Ch. 8 Mon Cellular Communication Ch. 9 Wed Cellular Communication Ch. 9 Photosynthesis Fri Mini Exam II
9 Date Lecture Topic Text Lab - Mon No Class (fall break) Wed Cell Form and Function Ch. 10 No lab Fri Cell Division-Mitosis Ch. 11 Mon Cell Division-Cell Cycle Regulation Ch. 11 Mitosis Wed Exam II & Fri Meiosis Ch. 11 Human Genetics I Mon DNA Replication Ch. 12 Meiosis Wed Genomes Ch. 13 & Fri DNA Mutation and Repair Ch. 14 Human Genetics II Mon Catch up Wed Genetic Variation Ch. 15 Genotype to Phenotype I Fri Mendelian Inheritance Ch. 16 Mon Mendelian Inheritance Ch. 16 Wed Beyond Mendel Ch. 17 Genotype to Phenotype II Fri Catch up Mon Exam III (material from through 11-18) Wed No Class (travel day) No Lab Fri No Class (Thanksgiving holiday) Mon Complex Genetics Ch. 18 Bioethics Wed Genetic and Epigenetic Regulation Ch. 19 & Lab Practical Fri Genetic and Epigenetic Regulation Ch. 19 Mon Genes and Development Ch. 20 No Lab Wed Genes and Development Wed FINAL EXAM, 12:00-2:00
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