Bio. 105 BIOLOGICAL CONCEPTS: UNITY - Fall 2007
LECTURER and LABORATORY INSTRUCTOR : Dr. Margaret Beard
OFFICE: Halsey 161
PHONE: 424-7089 E-MAIL: beard@uwosh.edu
OFFICE HOURS: M and W 4:30-5:30; Tu 1:00-2:00pm; Other times by appointment. I am generally on
campus each day of the week from between 8:00-9am and until 4:00-5:30pm, depending on the day.
LECTURE HOURS: 3:00-4:00pm MWF in Halsey Science 109
TEXT (lecture): Campbell, Reece, Taylor and Simon (2006) Biology: Concepts and Connections, 5th edition,
custom version for University of Wisconsin, Addison Wesley Longman, Inc. Note: Your book is
invaluable....USE IT! Read over the assignments before coming to class; then re-read those
assignments after lecture; make margin notes in the text; study the figures closely....THEY ARE
IMPORTANT.
TEXT (laboratory): Bio-105 Concepts in Biology: Unity, Laboratory Manual. (AY2007/2008)
ATTENDANCE POLICY: I will not take role regularly in lecture. Preparing for lecture, attending lecture and
using good note-taking skills will increase your ability to do well in class. I will not repeat lectures nor
do I publish my lecture notes. You are required to attend the lab section in which you are enrolled
and the corresponding lecture section. Dr. Wise is lecturer for A01-A07, Dr. Holton for B01-B07, Dr.
Lammers for C01-C08, and Dr. Beard for D01-D06. YOU MUST ATTEND THE LECTURES THAT
CORRESPOND WITH YOUR LABORATORY SECTION, (e.g. if you enroll for lab sections A01LA07L, you must attend Dr. Wise’s lectures…. not attend Drs. Holton’s or Lammers’ or Dr. Beard’s
lectures.) All students enrolled in a “D” section laboratory must attend Dr. Beard’s lectures.
COURSE DESCRIPTION
Biology 105 is the introductory course for all Biology courses on this campus, serving as a general education
course for many students, the start on a biology major, or the first step towards the nursing or other health
professions program for others. It is assumed you are entering this course with no real background in
although a general familiarity of Biology.
The main focus of the course is examining characteristics, both structural and functional, shared by all living
organisms. Thus the bulk of the course is an introductory cell biology course. We begin by studying basic
chemistry, then move on to biological molecules and how they interact, then onto cells and cell structure,
how cells make and use energy, how they reproduce, and finally how cells and organisms evolve.
Throughout the course I will be tying the material into real life examples about how Biology relates to your
everyday life (and it really, really does). I hope you leave the course with a better understanding of basic
biology that enables you to make informed decisions about your life, and current political issues such as
genetically modified organisms and stem cell research, drug interactions, effects of pesticides and other
environmental pollutants (e.g.heavy metals), among others.
LECTURE SCHEDULE:
Date
Sept. 5
7-14
Lecture Topics/Questions we are asking
What is science? What is philosophy? Are scientists the only people who
follow the scientific method...or do we all use it?
How and why life exists and functions and how all life forms are similar,
Text Ref.
Chapter 1
17-19
21-26
Sept. 26
Sept. 28
Oct. 1-5
Oct. 10
8-15
17-19
Oct. 22-24
Oct. 24
Oct. 26
Oct. 29
means one must understand a bit of chemistry....What molecules are used
in living systems; What are their properties;, How is each molecule
crucial to the existence of life?
How are the simplest forms of life different from each other? How are they
the same? What are the common components of individual cells; How
have some of these components been specialized so that cells differ some cells sending messages (neurons), some storing energy (liver and fat
cells) and some lifting weights (muscles)? What caused multi-cellular
organisms to evolve? Is there competition and/or cooperation between
cells in multicellular cellular organisms?
How are molecules and their forces harnessed to allow life to exist? How do
cells control what enters and leaves? What molecules control the
metabolism and behavior of cells?
7-9pm Review/study session
FIRST LECTURE EXAM!!!!
Continued discussion of Chapter 5 - PLUS - How do cells generate
electricity; What signals muscles to contract....practical aspects of
diffusion.
FIRST LABORATORY EXAM!!!! (covering Labs. 1-4) – October 8 79pm Review/study session
How do cells get energy (part 1) –How is energy obtained from other
molecules, i.e. “food”, including food we eat? What makes oxygen such
an important molecule....from a molecular perspective? What is meant by
RESPIRATION?
How do cells get energy (part 2) - How is energy from the sun harnessed? .
What is PHOTOSYNTHESIS Without this we would not exist
The difference between replication and sex!!!
7-9pm Review/study session
SECOND LECTURE EXAM
How are traits inherited? How can we calculate and predict patterns of
inheritance?
Oct. 31
SECOND LABORATORY EXAM (covering Labs. 5-7) October 29, 79pm, Review/Study session
Nov. 2-5
Continued discussion of Chapter 9 - trait inheritance
7-14
What do genes actually encode? How is the DNA code of a gene converted
to something useful by the cell?
Nov. 14
7-9pm Review/study session
Nov. 16
THIRD LECTURE EXAM
Nov. 19-30 How do genes control cell behavior? How do they control development?
How can scientists manipulate the process to genetically engineer animals
and plants?
NOV. 21-25 THANKSGIVING !!!!!
Dec. 3-7
"Survival of the fittest"...how do populations change? What caused animals
like cheetahs to be almost identical...even at the genetic level? What
makes us think that evolution took place?
Dec. 10
THIRD LABORATORY EXAM (covering Labs. 8-11) December 7 -9pm
Review/Study Session
Dec. 12
FOURTH LECTURE EXAM December 10, 7-9pm, Review/Study
session
2-3
4
5
1-4
5
6
7
8
5-7
9
9
10
8-9
11
13-14 and
parts of
15-16
10-16
Dec. 14
MAKE-UP EXAM (This exam is entirely comprehensive, covering both
lecture an laboratory topics. Try to avoid it.) NO REVIEW STUDY
SESSION
EXAMS: There will be four lecture exams and three laboratory exams. The lecture exams will be comprised of
multiple choice questions and will draw upon and cover both lecture and reading material. The laboratory
exams may utilize a combination of short answer/essay and /or multiple choice questions. All exams will
be though provoking. Because material introduced later in the semester builds on information discussed
during previous weeks, the all exams, after the first, will be partially comprehensive. This means that
questions pertaining to previously learned material will appear on later exams.
If you miss an exam, you will receive a score of zero unless you register to take the make-up exam at the
end of the semester. (SPECIAL NOTE TO ATHLETES OR OTHERS WHO WILL MISS AN EXAM FOR:
(1) ACADEMIC REASONS OR (2) BECAUSE OF A UNIVERSITY SPONSORED EVENT : You MUST
notify me in writing and with documentation at least one week before the exam in order to make special
arrangements. You MUST have a letter from your coach/advisor or university event sponsor.)
In order to take the make-up exam, students who miss an exam for any other reason than the above MUST
(1) supply documentation of the reason for missing the exam – e.g. in the case of illness, a note from
health services or the dean’s office; in the case of a death in the family, the obituary notice.
ALL STUDENTS WHO FOR ANY REASON INTEND TO TAKE THE MAKE-UP EXAM MUST
REGISTER WITH Dr. BEARD BEFORE 5PM, FRIDAY, DECEMBER 7TH. NOTE: - The fourth lecture
exam and the third lab exam can be made up ONLY because of a conflict with an academic or university
sponsored event or for documentable illness or family death.
MAKE-UP EXAM: This will be a comprehensive exam!!! Only ONE exam will be given. Because it will be
an exam meant to test material from lab and lecture and from all parts of the semester, it will cover a great
deal of information. Be prepared for this. The make-up exam can not be used to substitute for a low score
on another exam.
EXAM REGRADE POLICY: Grading errors on exams do occur. These may be a simple as an addition error;
or more encompassing, such as my misinterpretation of your understanding of the question or your use of a
source different from the text or other assigned reading with information different from the expected answer to a
question. In either case I will ONLY accept requests for re-grades when submitted in writing and within
48 hours of your having received the test back. In your written request you MUST JUSTIFY WHY you
believe that your answer is correct – i.e. provide the outside source, explain your logic, etc. Note: if the request
is for a simply addition error, this needs no justification. WHENEVER A REGRADE IS REQUESTED, I
RESERVE THE RIGHT TO REGRADE THE ENTIRE EXAM, NOT ONLY THE QUESTION(S) AT ISSUE.
HINTS for STUDYING FOR EXAMS –
Discuss the bold face words and the topic headings of your text by asking yourself questions such as –
What does the word or topic mean in biology; When is the word or topic important or how is it used or does it
function.
Use the chapter reviews at the end of each chapter in your text – discuss and answer all parts.
Study and be able to discuss the study/thought questions interspersed through each chapter
Use the CD and the web site (former students say that these are especially helpful)
Study with a study partner or a study group. Talk about the topics and about what is presented in lecture.
If you can teach a concept, teach the meaning of a phrase or word to someone else then YOU UNDERSTAND.
Study the key word list and study question concept guide posted on D2L prior to all exams.
Look at the sample exam questions that are posted on D2L to acquaint you with the style of questions
asked on exams. Yes, you can use the questions on this exam as additional study questions. However, there is
no assurance that these questions will appear verbatim on any exam.
QUIZZES: Unannounced quizzes will be given periodically in lecture and laboratory. The scores of the lecture
quizzes (0-4pts, each) will be averaged and then added to your final class average score (e.g. if you score
4pts on every quiz and if you take every quiz then a class average of 89…an AB…will increase to 93…an
A)! So come to lecture and take quizzes for they can increase your grade. The scores for the laboratory
quizzes will form part of the laboratory grade and will not be used to increase a grade.
GRADES: A total of 1000 points are possible for the semester (600 points from lecture exams, 300 points from
lab exams, and 100 points from lab). I will calculate your grade by dividing the total number of points you earn
over the semester by 1000, which will yield a percentage. This percentage will be converted into a letter grade
using the scale below:
FINAL GRADES: 60% of your grade will be based on performance in lecture, 40% will be based on
performance in the laboratory.
Lecture grade: All of your lecture grade (or 60% of your overall grade) will be based on scores from the
lecture exams.
Laboratory grade: 75% of your laboratory grade (or 30% of your overall grade) will be based on scores
from the laboratory exams. 25% of your laboratory grade (or 10% of your overall grade) will be based on
lab reports, or other assignments (e.g. problem sets, quizzes) given by your lab instructor, AND active
participation in the laboratory exercise.
COURSE GRADING SCALE: 100-91% A, 90-88% AB, 87-81% B, 80-78%BC, 77-70% C, 69-66% CD, 6560% D, less than 60% F. I reserve the right to lower the scale slightly if class performance warrants such a
change.
STATEMENT ON ACADEMIC DISHONESTY:
Any evidence of any form of academic dishonesty makes you subject to the Student Academic Disciplinary
Procedures, as outlined in the University of Wisconsin Oshkosh Student Discipline Code, as detailed in specific
provisions of Chapter 14 of the State of Wisconsin Administrative Code. (http://www/uwosh.edu/dean). Any
student found in violation of any aspect of the above Code will receive a sanction as detailed in UWS 14.005 &
14.06, ranging from a grade of zero on the assignment to expulsion from the university. . Academic dishonesty
is interpreted to include (but is not limited to) the following: looking at another student’s exam and/or copying
answers, talking to other students in exams; using notes or other resources e.g. electronic devices during exams,
when not permitted, using another’s work (obtained from on campus or off campus sources) as a student’s own;
not giving attribution to work either quoted or paraphrased, failure to give sources for work referenced, etc.
Students may appeal sanctions per UWS 14.06-14.08.
CHEATING POLICY: Cheating of any kind will not be tolerated. It will result in an F grade in the class and
possible expulsion from the University.
ADDITIONAL LABORATORY INFORMATION
Expectations:
1. Bring lab book and text book to lab each week
2. Read the lab exercise BEFORE coming to lab
3. Review previous work, particularly continuing/ongoing exercises BEFORE lab
4. Answer all questions and fill in all blanks in your lab book as preparation for writing the lab report
and for unannounced quizzes. Do not hand these in, although I may well look at these during any lab
period as I circulate around the laboratory.
5. Participate in class discussion/ answer questions when called/ ask questions. Attendance is taken. If
you miss a lab you are responsible for finding out about that lab from your lab partners or finding
another lab that you can attend during that same week (see above).
6. Turn in lab reports in a prompt and timely fashion (see Lab Report Handout). Lab reports are
generally due within 24 hours after completion of the laboratory exercise. Laboratory reports must be
neat and readable; they may be typed. Note: a lab report grade will be reduced by 10% for each day that
the report is late beyond the due date.
Quizzes: Lab quizzes will generally be short-answer essay. These will ask you (1) to demonstrate you
knowledge of concepts covered in previous laboratory exercises by asking you to apply knowledge to a new
situation and/or (2) discuss basic concepts to be covered in the laboratory of the day. Quizzes will occur at
random intervals and will be unannounced. So come prepared to each laboratory period for you can expect a lab
quiz on any lab day. Missed quizzes will receive a grade of zero; missed quizzes CAN NOT be made up.
ACADEMIC HONESTY (re-iterated): Any evidence of any form of academic dishonesty makes you subject to
the Student Academic Disciplinary Procedures, as outlined in the Student Disciplinary Code and on the web
(http://www/uwosh.edu/dean). Academic dishonesty includes but is not limited to: copying a lab report written
by someone else; observing and copying a quiz answer written by someone else. See above statement
LAB REPORTS: Laboratory reports are meant as a way for me to assess your understanding of the laboratory
exercise and the principles it demonstrates or illustrates. Each student is responsible for understanding the
principles and techniques and results from each lab exercise. Therefore all in each lab group should discuss the
lab exercise among yourselves.
Each student will write up a lab report for the first laboratory exercise in which we use Daphnia as a model
organism for studying metabolism. After that, each week one member of each lab group will write up the lab
report. Therefore throughout the semester each student will have written 4 lab reports (the first lab and three
others). Remember lab reports must be turned in at my office within 24 hours of completion of the lab for full
credit. Late lab reports receive 20% less credit for each day late. There are boxes on the wall outside my office,
labeled with the lab section and time into which lab reports can be placed.
Lab reports are documents that present for the reader your thinking about your study. Therefore, they follow to
format used by all scientist. This format is outlined below, and also in the lab manual and in Chapter 1 of the
textbook. Lab reports must fully legible – preferably typed. Illegible lab reports will not be graded.
LAB REPORT FORMAT: Each lab report must include the following –
Hypothesis: What is happening? (BIG picture). A hypothesis is a positive statement or general
explanation of an observed phenomenon; not a prediction of what you think will result for a specific
experiment. It speaks about the theory behind the experiment or exercise.
Example: Termites navigate using their sense of sight.
Proposed Experiments and Controls: What will you do to test your hypothesis? Experiments need to be
able to be repeated, so here you include enough detail to ensure this, and include controls. (Note controls come
in two varieties – experimental controls and technical controls).
Example: To test whether termites use sight – Experiment: draw colored straight lines on a
piece of paper and observe whether the termite follows the colored line; Experimental Control: draw a
line with no color but that indent the paper to the same depth as the colored lines. This control actually
will let you understand whether the termite follows color or indentation. Technical Control: Being sure
that the depth of indentation of all lines is exactly the same.
Predicted Results and Rationale explaining why you predict specific results: What do you expect to
observe and WHY? Predicted results are specific to your designed experiment and should be stated BEFORE
you do the experiment. As you observe your experiment you may or may find your predicted results are found
or then again you may find different results.
Example: If the termites navigate by sight (the hypothesis) then the termites will follow all and
only pen lines but not the indented line (the prediction). Rationale for this prediction is that you know
from past experience and past observations that many other animals use sight to navigate.
Actual Results and Conclusion(s): What are your actual observations? Observations may be actual
measurements. Present these raw data. Also state your observations in words. Therefore results if numerical
sould be presented in table and/or a graph form in your report as well as in a written statement. (Combined class
data/measurements may be used in some exercises).
Then discuss your observations or data. What do the data mean. What conclusions can you draw
from your data? Was your hypothesis supported? Not supported? Don’t state conclusions that are not evident
from your data!! Particularly if your data do not support your hypothesis, a new hypothesis and/or further
experiments is called for. If this is the case state a new hypothesis and describe what other experiments you
could do.
Example: Observed Results: termites followed only blue lines but not any other colored lines
and not the indentation. Discussion: It appears that termite do use the sense of sight to naviagate and
not the sense of touch, since a color was followed and not just an indentation. It also appears that
termites discriminate color therefore are not solely using the sense of sight.. These observations did not
support the hypothesis; Conclusion: termites do not navigate by sight alone. Reworded hypothesis:
Termites use their sense of smell and not a sense of color to navigate: Additional experiments: draw
colored lines from a number of sources – i.e. different pens and pencils.
MISSED LABS CANNOT BE MADE UP EASILY. If you must miss your regularly scheduled lab you can try
to attend another Bio 105 D section lab. It is YOUR responsibility to contact the instructor of that lab (Dr.
Beard) and confirm that you may participate in this lab section. Lab instructors are under no obligation to
allow you into their lab. IT IS ONLY POSSIBLE TO MAKE UP A LAB DURING THE SAME WEEK
AS YOUR SCHEDULED LAB SECTION!!!
POSTED OUTSIDE HALSEY 161 (Dr. Beard’s Office) is a schedule of ALL Bio 105 D sections labs,
and the times at which they are taught. Refer to this should you miss a lab.
LAB MATERIALS THAT YOU MUST PROVIDE: 1) LABORATORY TEXT; 2) 3-ring binder or folder for
your lab manual; 3) 15cm ruler; 4) calculator; 5) pen and #2 pencils and erasers; 6) note book paper
LABORATORY SCHEDULE
Date
Week of
Sept 5th
Week of
Sept. 10th
Topics
Relevant
Text Pages
First Week of Classes – Lecture held – NO LABA
Lab 1 - The Scientific Method – Handling of Data
pp11-12
Week of
Sept. 17th
Week of
Sept 24th
Week of
Oct. 1st
Lab 2 - Understanding Model Systems - Applying the Scientific Method to
Daphnia
Lab 3 - Understanding Hydrogen Bonds – Basics - Molecules and Their
Behavior Lab 4 - Understanding Hydrogen Bonds – Proteins and Enzymes
Week of
Oct 8th
Oct. 10th
Lab 5 - Understanding Water – Osmosis and Diffusion
Week of
Oct 15th
Week of
Oct. 22nd
Week of
Oct 29th
Oct. 31st
Week of
Nov 5th
FIRST LABORATORY EXAM (covers labs 1-4)
Review Study Session – Oct. 8th 7-9pm
Lab 6 - Cellular Energy – Part 1 – Energy from Molecules - Respiration
Lab 7 - Cellular Energy – Part 2 – Energy from the Sun - Photosynthesis
bacteria ; study continues weeks of 11/5, 11/12, , 11/26)
Labs 8 and 9 - Understanding Genetics – Part 1 – Mendelian Genetics (begin
the study using Drosophila; study continues weeks of 11/5, 11/12, 11/26);
Part 2 – Making genetically modified organisms (begin study of DNA
transfer in Continue Study of Mendelian Genetics and DNA Transfer
SECOND LABORATORY EXAM (covers labs 5-7)
Review Study Session Oct 29th 7-9pm
Continue Labs 8 and 9 - Studies of Mendelian Genetics and DNA Transfer
Week of
Nov 19th
Week of
Nov 12th
Week of
Nov. 26tgh
Week of
Dec 3rd
Dec. 7th
NO LABS – THANKSGIVING RECESS
Dec. 10th
THIRD LABORATORY EXAM (covers labs 8-11)
Dec. 14
MAKE-UP EXAM (This exam is entirely comprehensive, covering both
lecture and laboratory topics. Try to avoid it.) NO REVIEW STUDY
SESSION
pp11-12
pp22-27
pp22-27;
42-45;
76-78
pp81-83
pp90-93;
101
pp109-111
117
Part 1:
pp156-158;
171-172;
175-176
Part 2
pp205;
232-243
Continue Labs 8 and 9 - Studies of Mendelian Genetics and DNA Transfer
Complete Labs 8 and 9 – Studies of Mendelian Genetics and DNA Transfer
Labs 10 and 11 - Understanding Survival and Evolution – Selection and
Speciation
Review/Study Session for Third Lab Exam – 7-9pm
pp264-175
pp280-286
Supplemental Instruction (SI) for Biology 105
Frequently Asked Questions About SI
What is SI?
Supplemental Instruction (SI) is a series of weekly review sessions for students taking historically
difficult courses. SI is provided for all students who want to improve their understanding of course
material and improve their grades.
Attendance at SI sessions is voluntary. For you the student, it’s a chance to get together with
people in your class to compare notes, to discuss important concepts, to develop strategies for
studying the subject, and to test yourselves before your professor does. At each session you will
be guided through this material by your SI leader, a competent student who has previously taken
the course.
What is an SI leader?
Have you ever wished you could do something over, knowing what you know now? SI leaders are
students themselves and are prepared to share with you what they have learned over the years
about how to study. They know the course content and are anxious to help guide you through it.
They’ll be in class with you every day, hearing what you hear and reading what you read. What
they won’t do is lecture; their job is to help you think about the lectures you hear and the books you
read, and then put it altogether during the SI review sessions. SI can help you learn course
material more efficiently.
When do SI review sessions start?
On the first day of class you will fill out a short survey to let the SI leader know your class schedule.
Each SI leader will set up two or three review sessions each week at times that are best for the
majority of students taking the class. You can attend one, two, or all three (the choice is yours)
and each one will be different because you’ll have new material to discuss. SI review sessions are
informal. Bring your notes; bring your textbook; bring your questions.
What’s in it for me?
If you attend SI sessions regularly, chances are you’ll earn a better grade. You’ll have developed a
better understanding of course content as well as more effective ways of studying. This will help
you in other classes also.