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Darrell Hudson Panola College Biology Department |
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Non-Bio Science Syllabus
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Darrell Hudson Panola College Biology Department |
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Non-Bio Science Syllabus
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BIO-NON SCIENCE I
BIOLOGY 1408/1409
COURSE SYLLABUS
Instructor: Darrell Hudson
Phone: (903) 693-1148 (office)
Office: Roy Monk Science Building, Office C
E-mail: dhudson@panola.edu
Office hours: MWF 11:00-12:00, TTh 8:00-9:15, TTh 1:20-2:35 and by appointment.
BIO-NON SCIENCE I is a presentation of selected topics in biological sciences including cell concepts, basic chemistry (as it relates to biology), genetics, cellular processes, and plant and animal reproduction. BIO-NON SCIENCE II explores animal structure and function, animal behaviors and ecological and environmental concerns.
The student is responsible for attending all lectures and laboratories and completing all assigned lecture/lab assignments/examinations. When the instructor feels that the student has been absent to such a degree as to invalidate the learning experience, the instructor may recommend to the Vice President of Instructional Affairs that the student be dropped from the course. The instructor may drop the student for attendance deficiencies after they have accumulated the following number of absences:
Regular sessions
5 absences......MWF classes
3 absences......MW/TTh classes
2 absences......One day per week classes
The student is also responsible for being punctual to class and attentive in class. Only five absences will be allowed in each component (laboratory and lecture) of this course and one point will be deducted from the final average in lecture or lab for every absence that exceeds the fifth absence. Three tardies will count as one absence. Absences are issued for leaving class or lab early or arriving beyond a ten minute time line. Absences will only be excused for school sponsored extracurricular activities or personal or immediate family illness. In the event of an absence, it is the responsibility of the student to turn in any due assignments during the next scheduled class meeting and to reschedule missed assignments. Therefore, the student should contact the instructor as soon as possible to develop an alternative schedule.
The student is responsible for taking notes, reading and outlining course materials and being prepared for lecture and laboratory responsibilities. It is the responsibility of the student to complete and turn in all course work on the scheduled due dates. Academic integrity is an important value in student development. Plagiarism and cheating are not tolerated. Cell phones/pagers must be off/on vibrate ring mode and must not be used or handled during class.
Laboratory:
Lab Quiz Grade: Any laboratory session may begin or end with a quiz.
Legitimate make-ups may be essay and should be completed within a week of the missed quiz. Quizzes will be worth 50% of the laboratory grade.
Lab Exercise Grade: Laboratory exercises may include drawings, laboratory reports or any other methodologies deemed important by the instructor. To earn credit for laboratory work, the student must be both present and participating in the activity. Lab exercises are due the next scheduled lab meeting after a laboratory exercise has been completed. Late work is not accepted. If the student misses a laboratory exercise, the written component of that laboratory can be completed and turned in for evaluation. However, the student will only receive partial credit for that assignment unless a make-up assignment is completed. The content of the make-up assignment will be determined by the instructor. To receive full credit for that assignment the instructor should be contacted ASAP to develop an alternate schedule. The quantity of materials necessary and the time sensitive nature of some exercises are usually not conducive for make-up sessions. Laboratory exercises will be worth 50% of the laboratory grade.
The laboratory grade will be determined as follows:
Lab Quiz Average x 0.15 (15%) = Lab Quiz Points
Lab Exercise Average x 0.15 (15%) = Lab Exercise Points
THE LABORATORY GRADE COMPRISES 30% OF THE TOTAL COURSE GRADE.
Lecture:
Major Exams: Several major tests will be given during the semester. Check your syllabus for tentative examination dates. A final comprehensive examination will be given during the week of final exams and will cover content from the entire course. Test questions will be drawn from lecture notes, reading assignments, text objectives and review questions. Missed examinations due to legitimate reasons should be rescheduled within one week of the scheduled examination. The instructor reserves the right to change the test format on any make-up test. Each exam is worth 100 points and may consist of multiple choice, matching, short answer (completion), true and false and essay type questions. Of the major examinations, the lowest grade will be dropped (if attendance requirements have been satisfied) and the remaining exams will be averaged together to determine the lecture test average.
The lecture exam grade will be determined as follows:
Lecture Exam Average x 0.50 (50%) = Lecture Exam Points
Final Examination: The final examination is comprehensive and is worth 20% of the course grade.
Final Exam x 0.20 (20%) = Final Exam Points
THE LECTURE GRADE COMPRISES 70% OF THE TOTAL COURSE GRADE.
Final Course Grade:
The Final Course Grade will be calculated as follows:
Lab Quiz Points + Lab Exercise Points + Lecture Exam Points + Final Exam Points = Final Average
Final course grades are determined by the following scale:
A=100-90 B=89-80 C=79-70 D=69-60 F=<59.5
Required: Mader, Sylvia. Biology. 2004. McGraw-Hill Publishers, Dubuque, Iowa.
Mader, Sylvia. Inquiry into Life. 2003. McGraw-Hill Publishers, Dubuque, Iowa.
Blue Book
Optional: Mader, Sylvia. Biology Student Study Guide. 2001. McGraw-Hill Publishers, Dubuque, Iowa.
HELPFUL HINTS/STRATEGIES FOR SUCCESS
...develop a positive attitude
...develop study habits to
improve retention and recall of factual information
improve understanding of concepts
improve ability to interpret and analyze information
...improve time management skills
...be prepared
...set reasonable/attainable goals
...be diligent
...study methodologies
...reading acquaints the student with information; studying and learning are necessary for long-term memory
...while learning information practice with self-testing techniques
...utilize note cards
...study in small groups to exchange ideas and information
...basic concepts may require an investment of time to totally comprehend
...space your study time; cramming for an exam is a low yield long-term investment
...audio study tapes for the student on the road
...follow the instructions of the instructor
...utilize your textbook questions
...if study guides are available, try to use them; study guides enhance the comprehension gained from the text, but are not a substitute for the text
...study as though you are taking an essay test
...if chapter objectives are available, incorporate them into your study notes
...ask questions
...utilize the Library or other quiet areas for studying assigned materials
...read relevant text material prior to class
...study during scheduled study times
...students who chronically miss classes usually do not do well in academic courses
...enjoy your learning experience
LEARNING OBJECTIVES
Learning objectives and/or review questions are included within each text chapter and laboratory exercise. These objectives/questions should be used to evaluate your progress concerning the content of the assigned chapter or exercise. The Online Learning Center at www.mhhe.com/maderbiology8 provides notes, study questions, quizzes, etc. that could be beneficial to the learning process.
BIO-NON SCIENCE I: COURSE OBJECTIVES
UNIT I: SCIENCE BASICS AND EVOLUTIONARY CONCEPTS
-identify characteristics that are shared by living organisms
-identify levels of biological organization
-identify the importance of photosynthesis
-define taxonomy; identify the organizational levels of the taxonomic system
-compare hypothesis and theory; identify the importance of the scientific method
-compare inductive and deductive reasoning; identify the significance of utilizing a control
-contrast pre- and post-Darwinian worldviews on species changeability
-identify the contributions of Linnaeus, Plato, Aristotle, Count Buffon, Cuvier, and Lamarck
-describe the process of natural selection as proposed by Darwin
-identify different evidences that support the theory of evolution
-identify several conditions that contribute to evolutionary change
-define speciation; identify different reproductive isolating mechanisms
-define sympatric speciation, allopatric speciation and adaptive radiation
-identify several components that comprised the primitive atmosphere
-identify the contributions of Oparin and Miller to the evolution of organic molecules
-identify three hypotheses relating to the evolution of macromolecules
-compare autotrophs and heterotrophs
-identify selected divisions from the geological time scale and identify major evolutionary events that occurred
UNIT II: CHEMICAL CONCEPTS AND ENZYMES
-define matter; identify the most common elements that comprise living organisms
-identify characteristics of the most stable subatomic particles
-differentiate between atomic number and mass number
-define and give examples of isotopes
-identify the importance of electrons that are located in the outermost shell
-interpret chemical formulas and equations
-compare and contrast covalent and ionic bonding
-define polar covalent bonding
-differentiate between oxidation and reduction
-identify several unique properties that water possesses
-define acids, bases and buffers; correctly interpret the pH scale
-compare inorganic and organic molecules
-compare monomer and polymer; identify the basic monomers that are used to construct macromolecules
-differentiate between condensation and hydrolysis reactions
-identify the importance of carbohydrates, lipids, proteins and nucleic acids; identify the major building blocks associated with these molecules and give examples
-identify the importance of enzymes to chemical reactions
-identify and contrast the four levels of protein structure
-compare DNA and RNA; identify the importance of ATP
-contrast and give examples of kinetic and potential energy
-identify two laws of thermodynamics
-define metabolic pathway; describe the mechanism of how enzymes work
-identify factors that influence the speed of enzymes
-indicate how enzymes can be inhibited; identify the importance of cofactors to an enzyme
-identify the importance of NAD and NADP to the processes of respiration and photosynthesis
-describe how ATP is produced
UNIT III: CELLULAR STRUCTURE AND PHOTOSYNTHESIS
-define cell; state several components of the cell theory
-compare prokaryotic and eukaryotic cells; give examples representing each group
-identify the structural characteristics and the functions of the following eukaryotic structures:
cell wall, cell membrane, nucleus, nucleolus, ribosome, ER, Golgi apparatus, vacuole and vesicle, lysosome, microbody, mitochondrion, chloroplast, cytoskeleton, centriole, cilia and flagella
-identify the structural location and importance of the stroma, thylakoid membrane, cristae and matrix
-describe the structure of the plasma membrane
-identify different functions that membrane proteins perform
-describe different mechanisms of molecular movement across a membrane (ie. diffusion, osmosis, etc.)
-compare solute and solvent
-compare isotonic, hypertonic and hypotonic solutions
-define active transport; identify the importance of the sodium-potassium pump
-describe endocytosis and exocytosis; identify three methods of endocytosis
-identify different types of junctions in plant and animal cells; identify the importance of these junctions
-define photosynthesis; identify the components of the chemical equation
-identify the main components of the chloroplast; determine the function of chlorophyll
-identify the major events associated with the light and dark reaction of photosynthesis
-identify the three stages of the Calvin cycle
-identify the importance of aerobic respiration; compare the formula for respiration to photosynthesis
-identify the importance of NAD and FAD
-identify the major metabolic pathways involved in aerobic respiration
-compare substrate level and oxidative phosphorylation
-identify the location, major molecules and energy components of the metabolic pathways of aerobic respiration
-compare catabolism and anabolism
-define fermentation; compare advantages and disadvantages
UNIT IV: CELL DIVISION AND GENETIC MATERIAL
-describe cell division in prokaryotic organisms
-define chromatin; compare haploid and diploid number
-compare cytokinesis and mitosis
-identify the main stages of the cell cycle
-identify the phases of mitosis; describe significant events in each phase
-compare cytokinesis in plant and animal cells
-compare mitosis and meiosis
-define homologous chromosomes
-describe the major events of meiosis; identify the importance of crossing over
-compare spermatogenesis and oogenesis in animals
-identify characteristics associated with genetic material
-describe the tetranucleotide hypothesis and the process of transformation
-describe the experiment of Hershey and Chase; identify the importance of this experiment
-state Chargaff's rules
-describe the structure of the DNA molecule
-define semiconservative replication; identify steps required in the replication process
-identify the function of DNA polymerase
-compare replication in prokaryotic and eukaryotic organisms
-identify differences in the DNA and RNA molecules
-describe the one gene-one enzyme hypothesis
-identify and provide the function of the different classes of RNA
-describe the processes of transcription and translation
-identify the importance of RNA processing in eukaryotic cells
-define gene mutation; identify different types of mutations
-define operon; identify the function of the different components of the operon
-compare inducible and repressible operons
-identify characteristics of cancer cells that distinguish them from normal cells
-define carcinogen; identify protective behaviors and dietary adjustments that reduce the risk of cancer
-define transgenic organisms; identify benefits that transgenic organisms provide
UNIT V: GENETICS
-describe the mechanism utilized by Mendel in his experiments on inheritance
-state Mendel's law of segregation
-define allele; compare homozygous and heterozygous alleles
-compare phenotype and genotype
-utilize the Punnett square to determine gametes and offspring for a monohybrid cross, dihybrid cross and testcross
-identify the importance of a testcross
-state Mendel's law of independent assortment
-compare the F2 phenotypic ratio for a cross involving a dominant allele, an incompletely dominant allele and codominant alleles
-describe pleiotrophism, multiple alleles and polygenic inheritance
-identify observations that support the chromosomal theory of inheritance
-compare autosomes and sex chromosomes; utilize the Punnett square to solve problems relating to X-linked inheritance
-describe how chromosomes are mapped
-define monosomy, trisomy, nondisjunction and polyploidy
-identify the characteristics and cause of Down's syndrome
-name and describe three sex chromosome trisomies
-identify several autosomal dominant, autosomal recessive and X-linked traits; utilize a pedigree chart to recognize these disorders
-define and give examples of polygenic traits and multiple alleles
UNIT VI: DIVERSITY OF LIFE: VIRUSES, BACTERIA, PROTISTS, FUNGI AND PLANTS
-define taxonomy; identify the contributions of Linnaeus
-identify major categories utilized in a classification system
-identify characteristics for the five-kingdom system
-identify components of viral structure; discuss how virus particles are classified
-compare the lytic and lysogenic cycles of bacteriophages
-discuss the replication of a retrovirus
-compare viroids and prions to the virus particle
-identify the major structural components of bacteria
-define binary fission; compare conjugation, transduction and transformation
-identify the importance of the fungal endospore
-compare autotrophic and heterotrophic nutrition in bacterial cells
-identify the importance of cyanobacteria
-identify three types of protists; include major characteristics of each group
-identify the ecological/economic role of green algae, brown algae, diatoms, dinoflagellates and red algae
-identify the role of protozoans in the environment; describe how protozoans are classified
-compare slime and water molds to fungi; describe the life cylce of a slime mold
-identify characteristics of fungi
-describe how fungi are classified; identify major reproductive structures for each group
-identify the importance and types of lichens; define mycorrhizae
-identify the main components in the alternation of generations in plants
-identify major characteristics of plants
-identify the importance of nonvascualar plants; identify major structures in the life cycle of liverworts and mosses
-identify adaptations that vascular plants possess as compare to nonvascular plants
-compare the importance of xylem and phloem
-identify the major groups of seedless vascular plants; describe the major components of the fern life cycle
-identify significant features of the pine life cycle that distinguish this group from the nonvascular plants
-identify significant features of the angiosperm life cycle that distinguish this group from the gymnosperms; identify the economic uses of both gymnosperms and angiosperms
-compare characteristics of monocots and dicots
-identify and provide the functions of the different parts of the flower; identify why flowering plants are the most dominant group of plants
-compare the megagametophyte and microgametophyte in the flowering plants
-compare pollination and fertilization
-describe double fertilization of the flowering plants; identify the importance of the endosperm
-compare seeds and fruits; identify how seeds are dispersed and germinate
-identify mechanisms that plants utilized to reproduce asexually
UNIT VII: DIVERSITY OF LIFE: ANIMALS
-identify several characteristics of animals
-compare different criteria utilized to classify animals
-identify complexity levels based on symmetry, number of germ layers, organizational levels, body cavity and digestive tract
-identify distinguishing characteristics, nutritional mechanisms, respiratory mechanisms, reproductive mechanisms, excretory mechanisms and economic importance of simple invertebrates
-identify the major phyla associated with the simple invertebrates
-identify the two body forms of the cnidarians
-define cephalization and segmentation
-describe the life cycle of flukes and tapeworms; identify how these organisms are acquired
-identify several roundworm parasites; identify preventative mechanisms to avoid these organisms
-compare protostomes and deuterostomes
-identify distinguishing characteristics, nutritional mechanisms, respiratory mechanisms, reproductive mechanisms, excretory mechanisms and economic importance of various protostomes and deuterostomes
-identify the major phyla associated with the protostomes and deuterostomes
-define metamorphosis
-compare millipedes and centipedes
-identify the three basic characteristics of chordates
-identify major characteristics of vertebrates
-identify distinguishing features of cartilaginous and bony fishes, amphibians, reptiles, birds and mammals