Catalog Description
Lecture: 51.00 Contact hours/102.00 Out of class hours/153.00 Total hours/3.00 Unit(s)
Lab: 51.00 Contact hours/0.00 Out of class hours/51.00 Total hours/1.00 Unit(s)
Total: 102.00 Contact hours/102.00 Out of class hours/204.00 Total hours/4.00 Unit(s)
Objectives
- Investigate the biographies and contributions of biologists, design a controlled experiment, and communicate experimental results to demonstrate an understanding of the process of science.
- Describe the flow of information in cells and between generations.
- Explain the evolutionary and genetic mechanisms that account for both the unity and the diversity of life.
- Interpret biogeochemical cycles and explain the flow of energy through cells, communities, and ecosystems.
- Compare and contrast the major groups of organisms on our planet and relate their structures to their functions.
- Apply biological principles, critically analyze evidence, and summarize scientific conclusions to explain personal experiences and issues at the intersection of biology and society.
Course Content
| Topics | Lec Hrs |
|---|---|
Processes of Science | 2.00 |
Chemistry of Life | 3.00 |
Cell Structure and Function | 3.00 |
Enzymes and Energy | 3.00 |
Cellular Reproduction | 2.00 |
Molecular Biology | 4.00 |
| Genetics | 3.00 |
Evolution and the Tree of Life | 5.00 |
Viruses | 2.00 |
Bacteria and Archaea | 3.00 |
Fungi | 2.00 |
Plants | 4.00 |
Animals | 4.00 |
Population and Community Ecology | 3.00 |
Ecosystem Ecology and Biodiversity | 3.00 |
Assessments (exams or project reports) | 5.00 |
| Total Hours: | 51.00 |
| Topics | Lab Hrs |
|---|---|
Introduction to the Biology Lab and the Process of Science | 4.00 |
Experimental Design and Communicating Scientific Results | 5.00 |
| Chemistry of Life | 3.00 |
| Microscopes and Cells | 3.00 |
Enzymes and Energy | 3.00 |
DNA and Cell Division | 3.00 |
Biotechnology | 3.00 |
Evolution | 3.00 |
Phylogenetics and the Diversity of Life | 3.00 |
Diversity of Microbes and Fungi | 3.00 |
Diversity of Plants | 3.00 |
Diversity of Animals | 3.00 |
Community Ecology | 3.00 |
Assessments (exams or project results) | 9.00 |
| Total Hours: | 51.00 |
Methods of Instruction
- Class Activities
- Field Trips
- Homework: Students are required to complete two hours of outside-of-class homework for each hour of lecture
- Laboratory Experiments
- Reading Assignments
Methods of Evaluation
- Projects
- Homework
- Lab Projects
- Practical Evaluations
- Short papers
- Class Discussion
- The written assignments expected of all students for the completion of this course will exceed 1500 words.
Examples of Assignments
Read the textbook sections on prokaryotic and eukaryotic cells, and then turn in a Venn diagram that compares and contrasts bacterial cells, plant cells, and animal cells.
Read the textbook section on the biogeochemical cycle of carbon and then turn in a diagram, poem, or song that explains the path of carbon through ecosystems. Include at least 3 human activities that impact the carbon cycle.
Write a 5 page essay discussing an ecological issue. Include a discussion of solutions to the issue. Be prepared to discuss your findings.
Go to the HHMI Virus Explorer and click on “Launch Interactive”. Click on a few different viruses to explore the types of information included in this resource. Take notes as you explore these viruses to answer the following questions:
- What do you notice about these viruses?
- What do you wonder about viruses as you explore this site?
- Choose two viruses to further investigate. What two viruses did you choose to further investigate? Why did you select these viruses? What characteristics do your two viruses have in common? How are they different?
- Compare and contrast these viruses with cells. What characteristics do these viruses share with cells? How are these viruses different from cells?
Use your notes to write a 2 page paper discussing what you noticed, wondered, and learned about these viruses. Include an explanation of what these viruses have in common with cells and how they are different from cells.
Transcribe and translate the DNA sequence below and then provide an example of a silent mutation, missense mutation, nonsense mutation, and frameshift mutation. For each type of mutation, include the DNA sequence, RNA sequence, and amino acid sequence and explain why it is considered a silent mutation, missense mutation, nonsense mutation, or frameshift mutation.
The ancestors of land plants lived in water. What challenges did plants face as they moved onto land? What structures allowed plants to overcome these challenges? You can turn in your answer in the form of three written paragraphs, a song, poem, table, audio recording, animation, or video. Include at least three challenges to living on land, and the structures that allowed land plants to overcome each of those challenges.