Course Syllabus
Course Title:
Number:
Schedule:
Term:
Reference:
Credits:
Last Update:
Principles of Biology- I
BSC-2010
6-10-12-14-16 weeks syllabus
Current Academic Year
TBA
3 credits
08/26/2013 @ 11:30 pm
This syllabus is:



A contract between student and instructors.
A written guide and orientation for the entire operation of the course.
A written documentation of the instructor's policies relative to the
course.
INSTRUCTOR INTORMATION
Name/title:
Department:
Office Location
Office Hours:
Telephone:
E-mail
Jorge L. Obeso, Ph.D.
Biology Health and Wellness
Room A-311, MDC-North Campus, Science Complex
http://faculty.mymdc.net/faculty_member_selector.asp or by appointment
(305) 237-8088 (direct)
Department: (305) 237-1101
jobeso@mdc.edu
Faculty Web Page http://faculty.mdc.edu/
COURSE DESCRIPTION - OVERVIEW
Catalog Description:
7/25/2016
This course is intended for Biology majors. Principles of Biology is
the first part of an introduction to the study of the live sciences. It is a
serious in depth treatment of modern biology. The principles of
Biology part one will include and explore the following topics: The
nature of Biology and the way scientists answer questions about
nature, basic chemistry as it applies to living things including the
chemistry of water and the basic organic compounds that make up all
life, the cell as a unit of structure and function of al living things and
its metabolism, that is, how the cells acquire (these are plant cells,
BSC-2010-L-Course Syllabus
photosynthesis) and how it uses energy (respiration). An introduction
to Genetics with the study of cell division followed by classical
principles of heredity (Mendelian) as well as modern molecular
Genetics. Chromosomes, genes, the structure of DNA, and the
applications of DNA technology.
Organization:
This lecture course is designed to provide opportunities for
maximum student discussion and participation, while encouraging
critical thinking, teamwork, and the formation of small learning
teams/communities that encourage other practical aspects of
learning such as peer-lead teaching and learning. This course is
organized on a 16-week format, but it may be offered in a 6- 1210- 14-week terms. The course may be delivered in a hybrid or
Web-enhanced format with an appropriate on-line component
supplementing classroom instruction. The format of this course
will be primarily lecture and discussions, as well as student
presentations and discussions. Every opportunity will be used to
introduce current events and developments in the areas of health,
science, environmental impact, technology, etc. which are relevant
to the topics discussed in class. Students are expected to participate
in organized classroom discussions and presentations.
Ethical
Considerations
LO#7: Demonstrate knowledge of ethical thinking and its application to
issues in society.
Because of the nature of the topics, classroom discussions and
presentations may impinge on issues of ethical/moral nature. At
times, course images and/or videos might be graphic and/or mature
in nature. It is expected for students to approach these
topics/images/discussions with upmost maturity, and to show
respect for diverse points of view. Students will be encouraged to
“think out of the box” in the application of concepts/ideas learned;
and learn from each other and the classroom experience. Any
student(s) unable to handle these topics with appropriate maturity
and/or demeanor will be asked to leave the classroom discussion.
Pre/Co-requisites:
CHM-1045 or CHM-1046; BSC-2010 lecture
Instructional
Approach:
The lecture will be supplemented by short lectures and discussions
of the topics at hand. Everyone is expected to read the
relevant/assigned lecture topics in advance, and come prepared for
an active participation in the classroom discussion and group/team
work. Students may be quizzed without previous notice.
The format of this course addresses the course [competencies and]
objectives as described. Everyone is expected to read the assigned
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BSC-2010-L-Course Syllabus
chapters, and come prepared to class to enter into the discussion.
There may be readings (not from the textbook) that will be
discussed in class. As you read the textbook you are responsible to
know/understand the terms used, along with any other term(s) used
during the class period. Material may be discussed in class that is
not in the text or the emphasis may differ from that of the text.
Every opportunity will be used to introduce current events and
developments in the areas of health, science, and technology which
are relevant to the topics discussed in class.
Additional Resources
Students are encouraged to use any CD-ROMs and/or ancillary
materials accompanying the textbook; and to consult the web sites
provided in class to find materials for the discussions. Please make
sure to use recommended Web-sources for reliable information.
For reliable science Web links provided through our MDC library
system:
http://www.mdc.edu/libraries/links.asp
COURSE COMPETENCIES AND OBJECTIVES
Upon successful completion of this course, the student will:
1. Be familiar with the basic concepts of the scientific process and the nature of Biology
2. Understand the chemistry of life: basic structure of atoms and molecules; properties
of water; major groups of organic compounds and understand their functions in living
systems.
3. Understand the fundamental structure and function of cells: sub-cellular organelles;
differentiating between animal & plant cells; cell membrane; methods of cellular
transport.
4. Understand the nature of metabolism, photosynthesis and cellular respiration.
5. Demonstrate understanding of the structure and function of DNA: nature of the
genetic code; replication, translation, transcription.
6. Understand the process of sexual and asexual reproduction: mitosis & meiosis; and
basic principles of genetics and inheritance [Mendelian and non-Mendelian].
For further information on the course competencies and objectives:
http://www.mdc.edu/asa/curriculum.asp
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BSC-2010-L-Course Syllabus
http://www.mdc.edu/asa/course_competencies.asp
General Education Outcomes
All students who graduate from MDC have one thing in common – General Education. General
Education is the part of the curriculum shared by all students regardless of major or degree type.
The outcomes, summarized below, reflect skills and knowledge that allow you not only to
succeed in your chosen field, but also to enable you to be a lifelong learner.
The General Education Outcomes have been embedded in the course design, and addressed
during the course delivery. Through the academic disciplines and co-curricular activities,
General Education provides multiple, varied, and intentional learning experiences to facilitate the
acquisition of fundamental knowledge and skills, and the development of attitudes that foster
effective citizenship and life-long learning. For further information on the general education
outcomes please visit the site:
http://www.mdc.edu/learningoutcomes/
As graduates of Miami Dade College, students will be able to:
1. Communicate effectively using listening, speaking, reading, and writing skills.
2. Use quantitative analytical skills to evaluate and process numerical data.
3. Solve problems using critical and creative thinking and scientific reasoning.
4. Formulate strategies to locate, evaluate, and apply information.
5. Demonstrate knowledge of diverse cultures, including global and historical perspectives.
6. Create strategies that can be used to fulfill personal, civic, and social responsibilities.
7. Demonstrate knowledge of ethical thinking and its application to issues in society.
8. Use computer and emerging technologies effectively.
9. Demonstrate an appreciation for aesthetics and creative activities.
10. Describe how natural systems function and recognize the impact of humans on the
environment.
TEXTBOOK – RESOURCES – SUPPLIES
Textbook Title:
Author(s):
Year
Edition:
Publisher(s):
Student Edition
ISBN
Publishers Web:
MDC-Follett
Bookstore:
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Campbell Biology; 9 th Edition Symbiosis
Jane B. Reese, et. al.
2010
Most current edition [preferably]; please
check online for information
Pearson/Benjamin Cummings
ISBN:__________
(please check for newer
edition info online)
http://school.cengage.com/
http://www.efollett.com/
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BSC-2010-L-Course Syllabus
COURSE EVALUATION: Assessment Methods and Grading Policy
Assessment
For this course will be based on the following categories as described below:
Classroom Participation: Class participation will consist of in-class and online
discussions (if Hybrid course), group activities, reviews and
quizzes.
Research Topics:
Research topics may be assigned for specific lecture sessions.
Students will complete presentations in accordance to
guidelines provided.
Tests:
There are at least 4 partial tests scheduled for the course of the
semester. The lowest test score will be dropped. You MUST
take all the tests [i.e. you must take the last partial test even if
you are carrying a passing grade in all previous tests] scheduled
for the term. Questions are composed from lecture notes and
reading assignments. Check the tentative dates of these tests on
your lecture schedule and make plans to be there on the exam
dates. Tests must be taken at their scheduled times. Exceptions
may be made at the instructor's discretion but only with prior
notification and discussion with the student.
SCANTRON SHEETS: You must bring a Scranton answer sheet FORM: 882-E [long green
and white forms for 100 questions] for all tests, these are available in the bookstore, you will
need at least three of these forms for the term. Make sure to buy in advance for all the term, buy
a few extra ones just in case.
Pencils and Erasers: Make sure to bring a # 2 pencil with a good eraser for your tests. I do not
correct poor Scranton erasures. If your eraser is not working properly please use another
Scranton sheet or another eraser.
DISCLAMER: The professor will NOT correct for blotches and/or smears in the Scantron sheet
which might be misread (i.e. marked incorrect) by the Scantron reader. It is the responsibility of
the student to check his/her Scantron sheet and with the course instructor to make sure no
answers were erroneously marked by the Scantron reader.
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Grading Policy:
Course evaluation will be based on cumulative quiz grades and practicum tests. Final grade
will be in accordance to a standard curve:
Grade
A
B
C
D
F
Percent Range
90 – 100%
80 – 89%
70 – 79%
60 – 69%
< 60%
Deviations to the standard curve (i.e. grading on a curve) may be applied [to the whole class] at
the discretion of the professor. Deviations from the standard curve are an exception, rather than
the rule.
Students failing exam(s) are encouraged to visit the professor during office hours in order to
discuss alternative study strategies, and/or to discuss any issues which might be precluding their
proper performance in class or during the term.
Guidelines for Student Group Projects and Power Point
Presentations
Background: This course provides you with the opportunity to work in small collaborative
learning groups or teams. This type of learning arrangement not only will help you better
master the content and learning objectives of the course, but the skills gained from these team
building and team working experiences will be an asset for you in future academic and
professional endeavors.
This project fulfills the following Learning Outcomes:
LO#1: Communicate effectively using listening, speaking, reading, and writing skills.
LO#3: Solve problems using critical and creative thinking and scientific reasoning.
LO#4: Formulate strategies to locate, evaluate, and apply information.
LO#7: Use computer and emerging technologies effectively.
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BSC-2010-L-Course Syllabus
Purpose: The purpose of this presentation is to:
1)
2)
3)
4)
5)
Develop students’ awareness of the topic/lesson at hand.
Promote teamwork skills.
Enhance students’ research and communication skills.
Improve students’ ability to effectively manage extended projects.
Improve students’ effectiveness in designing and making presentations.

Presentation: Your group will discuss, plan, and implement a “PowerPoint”
presentation on a science/biology topic previously assigned or selected by the group.
Presentation Design

Group Project will be presented in a PowerPoint format.

Power Point presentation will have a minimum of 12 frames, and no more than 20
frames.

The first frame of the PowerPoint presentation should be a “cover frame” or
introductory frame that will have the following:
o Title of the Presentation: Name of clade or protist family
o Group Number
o Names of all the Group Members

The next to the last frame should have a list of 10 questions based on the material
covered in the PowerPoint presentation. The answers to these questions should be
found within the text, or videos, posted in the presentation. The role of these
questions is to direct students’ learning by focusing their attention on relevant issues
of importance in the presentation.
o NOTE: The group must also provide me with WORD document where these
questions will be listed with their respective answers. The questions should
be written as they would appear on a test. Questions (and their respective
answers) can be in the following format: True and False or multiple choice.
This word document should be e-mailed to me at jobeso@mdc.edu previous
to the presentation in class. Please make sure to include the title of your
presentation on this document (Protist clade/family).

The last frame of the Power Point Presentation should have a short bibliography
listing the sources of information and/or Web links used in the development of the
project.

All Web links should be “live” or “active” so information could be accessible and
retrievable.
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
A suitable presentation template should be chosen from ready-made PowerPoint
template libraries, or designed by students – whatever is most convenient for the
group.

Make your presentations interesting by:
o Incorporating good quality photos or visuals: you can get these online
o Making your topic relevant or applicable to daily life. Did you find
something interesting that caught your attention when learning about the
particular clade/family ? … share this with the class! … For example, are
these organisms used for any commercial application of interest?
o Search for videos on Youtube: Incorporate these into the PowerPoint
presentation (if you know how to embed these into the frames), or cut and
paste the URL / Web address into the slide so you can click on it during the
presentation to bring it up for show.

The following link provides a short slide show on Using PowerPoint presentations
and other presentation tools:
http://www.nwlink.com/~donclark/hrd/templates/templates.html
Note: This is an “active” or “live” link. To access the Web page, you can either
“double-click” on the link address; or press the “Control” key while double clicking on
the web address.
Uploading the Presentation: To a Web enhanced course

The final presentation should be uploaded to our course Web page by the group
coordinator. If the group coordinator is unable to submit the presentation, other
student in the group should be the responsible for submitting the presentation by the
assigned deadline.
Instructions for uploading PowerPoint presentations:

Log into our course Web page

Look under the “LESSONS” tab

Upload your presentations on the folder entitled "Student Power Point
Presentations."

Upload your presentation as an ATTACHMENT : Click on "attachment" to upload
your file

When uploading your presentation, please make sure to put the following information
in the title:

Group # and Title of the Presentation

Your Presentation title will appear as : Group # X: "Title bla bla bla" ; See example in
the folder.

Press SUBMIT in order to upload your file into the course.
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
Make sure that you check to see if the presentation was uploaded. You should
see your presentation title and the date/time in which it was uploaded. Click on the
presentation tile to make sure it opens up, and that you are able to see it, to verify that
the upload has been successful.

Every student in the group is responsible for making sure that the presentation is
posted on time !
Note:
If you are unable to upload your presentation in our course web page, please
make sure to bring a copy of the presentation on a USB [flash] drive to class. I will make
sure to upload your presentation to the course Angel page BEFORE the class starts.
GENERAL POLICIES: College – Department - Course
Attendance:
-
Unregistered
students
-
Course
attendance
-
Final grades
MDC does not allow unregistered students to attend class.
Students who are dropped “by the system” due to non-payment of
[registration] fees and/or problems with any financial aid must reregister in the course. It is the responsibility of the STUDENT to
re-register in the course.
The professor will make every effort to inform the student if
his/her name is no longer included in the roll call list. Students
must take the appropriate action(s) in order to have his/her name
re-instated in the class roll; e.g. solve any financial aid
problem(s), attend to any non-payment of fees, secure the
departmental Add and/or Override Cards and signatures from the
professor and department chairperson; and process these form(s)
at the Registrar’s office.
Final Grades: Students will NOT receive a grade in the course if
their name does not appear in the final grade roll provided by the
College. It is the students’ responsibility to be re-instated in the
course in order to receive a grade for a course for which they have
properly completed all the work. Please contact the instructor
and/or the Department Chairperson for further assistance and/or
information.
Attendance:
-
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Records
Attendance is required for optimal learning to take place. You
are expected to attend all classes and participate fully online.
Attendance records will be maintained in accordance to MDC
guidelines. If you do miss a class, it is your responsibility to
obtain class notes, assignments and work missed.
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BSC-2010-L-Course Syllabus
Attendance:
-
Late arrivals
-
Class disruptions
-
Testing
Tardiness and exiting class early are disruptive and inappropriate
behavior. If you find yourself unavoidably in either of the above
situations, please sit in a seat as near the door as possible and move
into or out of the classroom as quietly. You have to be on time for
tests.
Students arriving late to an exam may finish the test in the
remaining time allotted for the class test.
Students are expected to take exams on the date and time
scheduled.
-
Test make ups
Make sure to discuss with me – in advance -- any scheduling
conflicts/attendance problems that you might have. I might be able
to accommodate a few students at other sections during the same
week (pending of seating availability), should you be unable to
attend your exam on a particular day.
It is the student’s responsibility to ensure that she or he receives a
grade for all exams. Any student who misses a test (practicum) will
receive zero (0) points for that test. Please be on time for scheduled
tests. Students arriving late to an exam may finish the test in the
remaining time allotted. Students failing an exam are required to
meet with me during office hours to discuss alternative study
strategies. Tests will generally be [multiple choice, fill in the blanks,
identify, match, etc.] questions similar in nature to those found in
the self-quiz at the end of each chapter of the text
Make Up tests:

All make-up tests must be completed within one week of the
original test date.

Make-up exams may be in a different format than the
original test.

All make-up tests will be set up for the students at:
Location: Natural Sciences Office; third floor of the Science
Building; MDC-North Campus. Contact Phone: 305-237-1101
Please make sure to call in advance to verify Biology Dept. hours of
operation, or for further information on make-up tests.
Bring your SCANTRON 882-E to the TEST !!!!!
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BSC-2010-L-Course Syllabus
Academic Deadlines:
Please adhere to the withdrawal deadlines published in the MDC
academic calendar for full refund and withdrawal with a “W”. It is
the students’ responsibility to formally withdraw from the course in
accordance to MDC guidelines and deadlines.
-
Withdrawals
-
Drops
It is the student's responsibility to determine his/her status in the
course at all times, and make that decision, if necessary.
Academic Deadlines:
Students who do not attend classes on a regular base will be
purged from the class roll according to MDC guidelines and
timelines; and a grade of “IW” or “Instructor Withdrawal will
appear on the students’ transcript.
-
Purges
It is the responsibility of the student to drop/withdraw the course
according to College timelines. Those who remain in the final
grade role and have not attended or taken the tests or exams will
receive the grade of “F”.
Academic Deadlines:
-
Incompletes
Incompletes are not an endowment. Incomplete (I) grades will be
given in accordance with MDC bylaws and/or Virtual College
guidelines [if applicable for hybrid courses]. Requests for
incompletes should be processed on a timely fashion, in order to
provide appropriate time for their processing.
No requests for a grade of incomplete will be processed after the
end of the term, once final grades have been entered.
Guidelines: students must have completed at least 75% of their
work in the course, have already earned D – B grades, and provide
documentation of serious illness, death in the immediate family, or
other extenuating circumstances before granting incomplete grades.
Faculty have the final decision on whether an “I” may be granted.
Students have the right to appeal a grade. Students must fill an
Incomplete Agreement Form (contract), and must complete the
required work within one major term of the date of the incomplete.
A grade of “I” will automatically turn into and “F” if the required
work is not completed within one major term of the “I” grade. No
requests for “Incompletes” will be processed by phone or e-mail
without the processing of an incomplete agreement form! An
Incomplete Agreement Form MUST be filled, signed and filed with
the Professor/department in accordance to MDC guidelines, at least
one week before the end of the term and/or final exam.
Standards of Student
Conduct:
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Classroom
Disruptive behavior and/or academic dishonesty are not
acceptable. Students enrolled at Miami-Dade Community College
are expected to conduct themselves in a manner that will reflect
credit on the college, the community and themselves. Food and
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BSC-2010-L-Course Syllabus
behavior
drink are not allowed in the classroom. Cellular phones and
pagers should be on vibration mode.
-
Netiquette
Proper use of “netiquette” Is required from students on hybrid
courses.
-
Academic
dishonesty
Students are advised to become familiar with, and to abide by the
general regulations and rules of conduct listed in the MDC
Students’ Rights and Responsibilities Handbook, which includes
the Student Conduct Code and MDC procedures for the handling of
student disciplinary cases.
Students must be familiar with
Procedure 4035, Academic Dishonesty, page 20.
Class Participation:
-
Reading
assignments
Student Contact
Information:
-
Changes in name
and/or surname
-
E-mail address
Readings will be assigned from the required textbook according to
the schedule of topics to be covered and should be completed prior
to class covering that material. Additional readings may also be
assigned. This is a required component of the class and completion
of these assignments in preparation for an active class
participation/discussion is necessary for receiving a satisfactory
grade for the course
Students are responsible to verify that there are no discrepancies
between their “given name” and the name under which they are
enrolled in the College and/or in the class roll. Students must
notify the instructor ASAP of any discrepancies in names and/or
if there have been a change in their name and/or surname(s) [e.g.
due to marriage, divorce, religious conversion and/or
acculturation (e.g. Westernization of Asian names)].
Students are responsible for keeping their e-mail address current
on College records/contacts. The instructor will not, and can not,
update this information for the student.
To forward emails from your MDC email to your personal email:
Once a student is in their email they can click on settings then they
will see multiple tabs. The tab they need to select is the forward
tab. They will then see an option to forward copies from the MDC
email to whatever email they would like, in that section they would
have to enter the alternate email.
The instructor is NOT responsible for the missing of e-mailed
course materials due to errors in students’ e-mail address,
outdated e-mail addresses, fire walls, spam mail, and/or
recipients’ full e-boxes.
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Emergency Procedures:
-
In class
If you, or a classmate, are injured (even a minor injury) while in
class, please contact your instructor immediately. An accident /
incident report must be completed as soon as possible.
In case of a medical emergency summon an ambulance
immediately by dialing 911. Give the operator your exact
location, building and room number. Have someone else call the
MDC Campus Police Department at 305-237-1100 or 7-1100
if using a campus phone.
-
Hurricane
When South Florida is under a hurricane watch: Everyone is
urged to make necessary preparations at home and in the
workplace in preparation for a hurricane.
The College will remain open for classes until officially notified,
otherwise. Please stay in touch regarding a possible closing. The
following communication sources are available:
MDC Hotline (general advisories): 305-237-7500
TDD phone number for hearing impaired: 1-800-955-8771
Hybrid courses: If the College is operational, it has computer
courtyard that will accommodate students who have lost
electricity or internet access after the hurricane.
AVAILABLE SUPPORT SERVICES: Additional Resources and Information
Academic Calendar
Information
http://www.mdc.edu/main/academics/academic_calendar.aspx
Students’ Rights and
Responsibilities
http://www.mdc.edu/policy/student_rights_and_responsibilities.pdf
Students with special
needs: ACCESS services
http://www.mdc.edu/north/accessservices/services.asp
Students who experience learning difficulties or have disabilities are
urged to visit an ACCESS advisor to determine if eligible for any
special services.
Hurricane Watch
http://www.nhc.noaa.gov/
Computer Courtyards
http://www.mdc.edu/north/courtyard/
Ancillary Learning
Instruments
http://www.mdc.edu/libraries/links.asp
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BSC-2010-L-Course Syllabus
-
MDC library
sponsored web
links
Virtual College
Information:
Students are also encouraged to use any CD-ROMs and/or ancillary
materials accompanying the textbook; and to consult the web sites
provided in class to find materials for the discussions. Please make
sure to use recommended Web-sources for reliable information.
http://virtual.mdc.edu
or Virtual College help desk at 305-237-3800
Study Guidelines for
Success in the Course
1. Make a commitment to succeed
2. Get help/assistance right away
3. Participate actively in class
4. Have a study plan: study regularly
5. Work on your on-line class[component] regularly
6. Work with a study group
7. Tie ideas and concepts together
8. Learn the vocabulary of the field
9. Utilize additional resources available to you
10. Prepare before class
11. Organize the information
Students with Disabilities
Guidelines for implementing the American Disabilities Act, Section 504 (as amended) are
described below.
Students who believe they have a disability, which would interfere with their success in the
course, (or a particular program component such as a lectures and/or laboratory), are encouraged
to contact the ACCESS (A Comprehensive Center for Exceptional Student Services) Office at
the appropriate campus, to discuss possible accommodations. Special assistance may be
available with orientation, registration, academic planning, and special supplies and equipment.
“A student does not have a disability unless he/she chooses to self-identify as a person with a
disability and request Special Accommodations.” Once the student self identifies as having a
disability, they should be referred to the Disabilities Resource Center for counseling and
documentation of the need for academic adjustments or accommodations. The Disabilities
Resource Center has the authority to coordinate disability-related arrangements and advocate for
the students as needed.
Students with disabilities must be able to achieve the course/program competencies. Student
and co-worker safety are critical consideration in laboratory and learning situations.

Students with a learning disability must be certified as such through the ACCESS Center
and must meet with the instructor at the beginning of the term to establish an academic
plan.
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BSC-2010-L-Course Syllabus

Information regarding a student’s disability is confidential. Faculty members do not have
the right to know the specific disability, only the academic adjustments or
accommodations necessary to meet the student’s disability-related needs.
Services for Students with Disabilities
Students requesting academic accommodations based on a disability are encouraged to contact
the appropriate ACCESS (A Comprehensive Center for Exceptional Student Services) Office at
the appropriate campus.
ACCESS Disability Services is a support program in the Student Services Division. Students
with a disability may voluntarily register with our office to receive assistance. It is our goal that
students be given every opportunity for success in their pursuit of higher education.
The ACCESS department at the different Campuses serves as a full-service advisement center. In
addition to general advisement, the staff provides individualized guidance, registration, and
orientation, taking into consideration the unique needs of students with various disabilities. The
ACCESS department also coordinates and supplies any auxiliary aides/services necessary to
facilitate student success.
For further information on ACCESS services and facilities:
MDC-North Campus: http://www.mdc.edu/north/accessservices/services.asp
OTHER INFORMATION:
Limits in Class Size
Please take note that there is a maximum limit of students allowed for each classroom (or
reference number). Every reasonable effort will be done in order to accommodate requests for an
override; nevertheless, classroom limits are STRICTLY enforced due to safety reasons (fire
hazard regulations). Students who are dropped from the class roll might lose their place in the
particular lecture/lab section(s). Every effort will be done to assist students in re-registering
and/or finding another section when dropped “by the system” due to delays in financial aid
payment.
Recording Class Lectures
Students are welcome to record class lectures. The instructor will greatly appreciate you letting
him know in advance should you be recording class lectures.
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BSC-2010-L-Course Syllabus
Study Mates
Students are encouraged to identify a “study mate” or lecture partner that they might contact in
order for them to secure a copy of the lecture notes, handouts and/or any relevant information
(e.g. changes in exam dates or scheduled lecture material) that they might have missed during
their absence from class.
COURSE Calendar / Schedule – Topics – Assignments - Exams
You are provided with a course schedule in order to assist you in preparing for class. This
course schedule has been developed in compliance with the course competencies and
objectives for the course. Every effort will be made in order to comply with the course
timeline / schedule. Please understand that this is a TENTATIVE course schedule, in that
there might be events (beyond the instructor’s control) which might speed-up and/or slowdown the coverage of the subject areas (e.g. College closing during hurricane season).
Modifications to the course schedule will be done by the instructor, as needed, in order to
secure proper coverage of the course competencies and objectives.
BSC-2010: Principles of Biology I
Tentative Course Schedule: 16-weeks
Updated:
Week 1
Introduction: Course overview
Week 2
The Process of Science
- The scientific method: Observation, hypothesis,
experimental design, theory, scientific law, kind of
controls, variables, etc.
Chapter 1
pp. 20-23
Competency 1: The Scientific Process and the Nature of
Biology
Upon successful completion of this course, the student will be able
to:
o Explain the components of the scientific process and
recognize that testable hypotheses form the basis for all
scientific inquiry.
o Demonstrate an understanding of the hierarchical nature of
life, from atoms to ecosystems and of the idea that each
level of life has emergent properties.
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BSC-2010-L-Course Syllabus
o Recognize the cell as the basic unit of all life and that DNA
is the molecule responsible for the continuity of life.
o Comprehend that structure and function are correlated at all
levels of biological organization
o Understand that all living things interact both with the living
and the non-living components of their environment.
o Recognize that dynamic balance is maintained in living
systems through regulatory mechanisms.
Week 3
The Chemical Basis of Life: Elements, Atoms & Molecules
- Basic structure of atoms and molecules;
- chemistry of water; osmosis/diffusion;
- principles of pH
Chapter 2 :
pp. 32-46
Chapter 3
pp. 47-57
Week 4
The Molecules of Cells: Introduction to Organic [carbon]
Compounds
- functional groups of organic compounds
- from monomers to polymers
- Major organic compounds: hydrocarbons; carbohydrates,
lipids, proteins, nucleic acids.
Chapter 4
pp. 58-67
Week 5
The Molecules of Cells: Introduction to Organic [carbon]
Compounds (continuation)
- functional groups of organic compounds
- from monomers to polymers
- major organic compounds: hydrocarbons; carbohydrates,
lipids, proteins, nucleic acids
Chapter 5
pp. 68-91
Competency 2: The Chemistry of Life
Upon successful completion of this course, the student will be able
to:
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o
Identify the components of matter (such as atoms, elements,
compounds and molecules), recognize that atoms are the
fundamental unit of matter, and understand basic atomic
structure.
o
Compare and contrast the basic types of bonds that occur
within and between molecules and describe how bonds are
made and broken in chemical reactions.
o
Describe the polar nature of water and understand how
water’s properties play a role in the evolution and continuity
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BSC-2010-L-Course Syllabus
of life on Earth
Week 6
Week 7
Week 8
o
Explain the nature of organic compounds, including the basic
functional groups and the relationship between monomers
and polymers.
o
Analyze the component structure of carbohydrates, lipids,
proteins, and nucleic acids and understand how these
molecules function in living systems.
Cell Structure and Function
- Prokaryote vs. eukaryote cells
- Plant vs. animal cells
- Cellular organelles
- The cell membrane: transport of molecules
Chapter 6:
pp. 92-123
Cell Structure and Function: Continuation
- Prokaryote vs. eukaryote cells
- Plant vs. animal cells
- Cellular organelles
- The cell membrane: transport of molecules
Chapter 6:
pp. 92-123
Cellular Basis of Reproduction and Inheritance
- The eukaryotic cell cycle
- Mitosis and cellular reproduction in plant and animal cells.
- Regulation of the cell cycle: cell cycle control system;
uncontrolled cell growth –tumor growth/cancer cells.
- Meiosis and organismal reproduction: gametogenesis.
- Mitosis vs. Meiosis: Comparisons
- Chromosomal aberrations: alterations in chromosome
structure and numbers; consequences of chromosomal
aberrations.
Chapter 12:
pp 218-235
Chapter 7:
pp. 124-139
Chapter 7:
pp. 124-139
Chapter 13:
pp. 236-249
Competency 3: Cell Structure and Function
Upon successful completion of this course, the student will be able
to:
o Differentiate between the two basic cell types, describe their
differences and similarities, and understand their
evolutionary relationship.
o Understand the importance of subcellular
compartmentalization and multicellularity in the evolution
of life on Earth.
o Identify the subcellular organelles and describe their
structure and functions.
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o Demonstrate an understanding of the fluid mosaic nature of
membrane structure and the asic processes responsible for
transport across membranes.
o Explain the function of cell division, and identify and
describe the major steps in the cell cycle including the
processes of mitosis and cytokinesis.
o Demonstrate an understanding of how cell cycles are
regulated at the molecular level.
Week 9
Week 10
Week 11
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Cellular Basis of Reproduction and Inheritance: Continuation
- The eukaryotic cell cycle
- Mitosis and cellular reproduction in plant and animal cells.
- Regulation of the cell cycle: cell cycle control system;
uncontrolled cell growth –tumor growth/cancer cells.
- Meiosis and organismal reproduction: gametogenesis.
- Mitosis vs. Meiosis: Comparisons
- Chromosomal aberrations: alterations in chromosome
structure and numbers; consequences of chromosomal
aberrations.
Chapter 12:
pp 218-235
Patterns of Inheritance
- Mendelian inheritance: monohybrid & dihybrid crosses;
laws of independent assortment/segregation.
- Non-Mendelian inheritance: co-dominance; blood type
determination; incomplete dominance; pleiotropy;
polygenic inheritance; environmental regulation of gene
expression.
- Sex chromosomes & sex-linked genes & disorders
Chapter 14
pp.251-273
Patterns of Inheritance: Continuation
- Mendelian inheritance: monohybrid & dihybrid crosses;
laws of independent assortment/segregation.
- Non-Mendelian inheritance: co-dominance; blood type
determination; incomplete dominance; pleiotropy;
polygenic inheritance; environmental regulation of gene
expression.
- Sex chromosomes & sex-linked genes & disorders
Chapter 14
pp.251-273
Chapter 13:
pp. 236-249
Chapter 15
(selectionsTBA)
Chapter 15
(selectionsTBA)
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BSC-2010-L-Course Syllabus
Competency 5: Continuity of Life: Part I - Genetics
Upon successful completion of this course, the student will be able
to:
o Comprehend the nature of heredity and how it is governed
by the structure and behavior of chromosomes
o Compare and contrast sexual and asexual reproduction,
describing the advantages and disadvantages of both.
o Identify and describe the steps of meiosis and understand
that meiosis increases genetic variation, the raw material for
evolution.
o Describe the work of Gregor Mendel and explain how he
derived the basic principles of heredity.
o Demonstrate a basic understanding of probability and how it
can be used to predict the outcome of genetic crosses.
o Recognize the difference between Mendelian and nonMendelian inheritance and explain patterns resulting from
both.
o Describe the work of T. H. Morgan and how it relates to the
phenomenon of gene linkage and sex linkage.
o Understand the importance of genetic recombination and
how it results from chromosomal crossing over.
Week 12
Molecular Biology of the Gene
- Elucidation of the DNA structure and function
- From DNA to Protein: transcription and translation
Chapter 16
pp. 293-307
Chapter 17:
pp. 309-333
Competency 6: Continuity of Life: Part II- The Structure and
Function of DNA
Upon successful completion of this course, the student will be able
to:
o Demonstrate an understanding of the structure of DNA and
the processes by which it ensures continuity (replication)
and governs the daily activities of all cells (transcription and
translation).
o Explain the semi-conservative method of DNA replication
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BSC-2010-L-Course Syllabus
and how nitrogen base pairing and the participation of
various enzymes ensures the accuracy of this process.
o Describe the steps in the process of transcription (how DNA
makes transfer RNA), as well as the structure and function
of the molecules involved.
o Comprehend the nature of the genetic code and understand
how it governs the process of translation (the making of
proteins from transfer RNA).
o Describe the steps in the process of translation, as well as
the structure and function of the molecules involved.
o
Understand the nature and consequences of point and
chromosomal mutations.
o Describe the genome of viruses and bacteria and relate these
differences to the ways in which these organisms function.
o Compare and contrast gene expression in prokaryotes and
eukaryotes and analyze the evolutionary significance of
these differences and similarities.
Week 13
Photosynthesis & Cellular Respiration
- Light reactions: converting solar energy to chemical
energy
- stages of cellular respiration & fermentation
- Interconnections between molecular breakdown &
biosynthesis
Chapter 8:
pp. 141-159
Chapter 9:
pp. 160-179
Chapter 10:
pp. 181-199
Week 14
Photosynthesis & Cellular Respiration: Continuation
- Light reactions: converting solar energy to chemical
energy
- stages of cellular respiration & fermentation
- Interconnections between molecular breakdown &
biosynthesis
Chapter 8:
pp. 141-159
Chapter 9:
pp. 160-179
Chapter 10:
pp. 181-199
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BSC-2010-L-Course Syllabus
Week 15
Photosynthesis & Cellular Respiration: Continuation
- Light reactions: converting solar energy to chemical
energy
- stages of cellular respiration & fermentation
- Interconnections between molecular breakdown &
biosynthesis
Chapter 8:
pp. 141-159
Chapter 9:
pp. 160-179
Chapter 10:
pp. 181-199
Competency 4: Energy Management: The Nature of
Metabolism, Photosynthesis & Cellular Respiration
Upon successful completion of this course, the student will be able
to:
o Describe the nature of metabolism, the types of energy
available to living systems, and the basic laws that govern
the transformations of energy
o Analyze the relationship between entropy and free energy,
and explain how life affects both.
o Describe the structure of ATP and how it functions in cells
to link exergonic and endergonic pathways.
o In the structure and function of enzymes as well as how they
are regulated
o Demonstrate comprehension of the nature of cellular
respiration and how it relocates electrons to yield ATP.
o Analyze the steps of cellular respiration and describe its
component processes including glycolysis, the Krebs cycle,
the electron transport chain, and chemiosmosis.
o Compare and contrast the component chemical processes
and efficiencies of cellular respiration and fermentation.
o Understand the function of photosynthesis, its evolutionary
significance and its importance to the continuation of life on
our planet.
o Describe the structure and function of the cellular
components required for the process of photosynthesis.
o Analyze the steps of photosynthesis, including the light
dependent reactions and the Calvin cycle, in order to
understand how organic molecules are assembled from
inorganic ones.
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BSC-2010-L-Course Syllabus
Week 16
Week 17
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REVIEW FOR FINAL
*** FINAL EXAM WEEK ***
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