Introductory Biology I BIOL151 Section 5, Fall 2020 Tuesdays & Thursdays 2:30-3:45 PM Fully remote class Instructor: Dr. Rosa Moscarella Biology Department Office: Morrill II Rm. 350 E-mail: rmoscarella@umass.edu Office phone: 413-545-2587 Office hours: TBA GTAs: Name: Email: Discussions Andrew Shultz Kit Straley Kirk Mackinnon ashultz@umass.edu kstraley@umass.edu kmackinnon@umass.edu 05AE, 05AF,05AJ 05AA, 05AG 05AB, 05AC, 05AD, 05AK SI: Renee Owen Email: rowen@umass.edu UTAs: Name: Email: Brooke LeBlanc bcleblanc@umass.edu Section 05AE Day and Time W 1:25-2:15 PM Hunter Lynch hunterlynch@umass.edu Janvi Nanavati jnanavati@umass.edu 05AC W 12:20-1:10 PM 05AA T 10:00-10:50 AM Jessica Buckley jabuckley@umass.edu Liana Resnikoff lresnikoff@umass.edu 05AD W 1:25-2:15 PM 05AG T 8:30-9:20 AM Marilia Leme mleme@umass.edu Maya Guinen mguinen@umass.edu 05AB W 2:30-3:20 PM Samantha Flaven sflaven@umass.edu Scott LeBlanc sleblanc@umass.edu 05AJ W 4:00-4:50 PM 05AC W 12:20-1:10 PM* Stephanie Lok sslok@umass.edu Tiffany Wong tawong@umass.edu Lecture Lecture 05AF W 2:30-3:20 PM Office hours–TBA Zhi (Peter) Li zhil@umass.edu 05AK T 1:00-1:50 PM Covid-19 Impact on this course: We may need to make adjustments as the pandemic continues to develop throughout the semester. To this end, I reserve the right to modify the course syllabus, course schedule, and/or assignment series as needed. I will do my best to be flexible and to accommodate unforeseen needs. Please, don’t hesitate to reach out to me if you have any concerns or need different arrangements. This is a stressful and new situation for everyone! Course Description: This is the first semester of a full year course for majors in the life sciences. In the online lectures, students will get an introduction to the biochemical basis of living systems, cell biology, mitosis and meiosis, principles of genetics, and developmental biology. We are going to follow a “flipped” classroom model in which lectures will be delivered asynchronously and we’ll use our regular class meeting time to work on problems synchronously. For each week, lectures will be pre-recorded and you are expected to watch them before our regular class meeting time, according to our class schedule, so you’re prepared to work on problems during class time. The discussion sections are small group setting in which will focus on the development of core competencies, such as analysis and interpretation of data, problem solving, model-based reasoning, and communication and collaboration with peers. This course is a Gen Ed that satisfies the Gen Ed BS requirement. This course has 4 credits. Course Learning Goals: A major learning objective in this course is to learn to solve problems using models of biological processes. To fully understand a model in a useful way, it is important that you learn to apply the logic of the model to predict what may result from disruption of components of the system. The ability of scientific models to provide the basis for predictions about the behavior of systems is a fundamental aspect of the process of science and is a major focus of this course. This course will provide detailed descriptions of current models of a range of biological processes, and then ask you to learn to solve problems that require you apply those models. Your ability of model-based reasoning will be beneficial in your future career path and in self-directed study of relevant biology and biotechnology issues you encounter in daily life. Course Learning Objectives: By the end of BIOL151, successful students will be able to: 1. Illustrate through words and diagrams: a) How the structures and functions of living organisms are derived from the properties and interactions of atoms and molecules. b) How cells regulate and promote chemical reactions to communicate, divide, synthesize proteins, control gene expression, and capture and use energy. 2. Use model-based reasoning to solve problems by: a) Predicting the outcomes of changes to systems. b) Inferring system states based on described conditions. 1. Applying quantitative principles to biological problems. d) Apply conceptual models to novel situations. 3. Interpret standard graphical representations of data and biological processes commonly used in figures, charts, tables, and diagrams. 4. Become fluent in the language and conventions of the discipline. 5. Apply lifelong learning skills by defining a problem and then locating, selecting, organizing information that can help you address that problem. 5. Demonstrate an understanding of biological systems by: a) Applying concepts to real-life and novel scenarios. b) Connecting related ideas. c) Explaining how biological processes are related to and interact with one another. d) Recognizing patterns in biological systems. e) Explaining how interactions of components in lower levels of organization contribute to complex properties of systems f) Comparing and contrasting structures and functions of biological systems in an evolutionary context Expectations • You are expected to engage with the class material. • You should fully participate in class discussions. • For each assignment, you must submit your own, original work and acknowledge any collaboration. • • • • • You should communicate: speak and listen to me and to your classmates. You should listen to feedback and make appropriate adjustments. This is a class of WHYs and HOWs, flashcards are not appropriated studying tools for this course. You should favor cognitively active study strategies. If you require special accommodations, please read below. If you’re struggling in this class, do not wait until the last minute to seek help. There • many resources available to you to help you succeed in this class. You’re expected to work honestly in this class. Your performance in this class should reflect the combination of your academic effort and proficiency with the course material, and you should stay away from dishonest behaviors like plagiarism and cheating. Required materials: Textbook: How Life Works, 3rd edition, Morris et al., 2019. Access to the eBook is included with LaunchPad (see below). You don’t need to get a separated book unless you prefer hard copies. Technology: You need to have regular access to a computer/tablet that has reliable internet connection. Course websites and communication: Moodle: Moodle will house all the class material, including links to online lectures, lecture notes, links to quizzes and exams, and handout. In addition, I will post information about required reading, assignments, online resources, announcements, schedule changes, and your grades. It is advisable that you check it on a daily basis. Echo360: Online lectures will be deposited on Echo360 web server. Links to each lecture will be available in the correspond week folder on Moodle. Online Homework System: We are going to use LaunchPad for Biology: How Life Works 3rd Edition, to reinforce lectures, give you access to more practice problems and nice animations. LaunchPad can be accessed directly from a link on the course Moodle site. Note that with LaunchPad you already have access to the eBook. **IMPORTANT** When signing up for LaunchPad, please use your UMass email. Email: I am likely to send you reminders or announcements by email. Make sure you check your UMass inbox frequently. If you prefer to use another email provider (e.g., Gmail), I suggest you set up a forward of your UMass email to your preferred account. You’re welcome to email me, but note that I may reply twice a day only: early in the morning and late in the afternoon. Do not expect me to read emails in the middle of the night or during the weekend. When emailing any of your instructors, please remember to use some form of salutation and address them in a respectful way (e.g. Dear Maya, Hello Dr. Moscarella, Hi Professor), and be polite. Course Topics: The list below shows the topics that will be covered during this course. They are shown in the order we will cover them. You may expect that we will spend roughly a week on each topic. Reading assignments will be posted on Moodle. I. Cell structure, function, communication and differentiation 1. Cell Theory, Structure and Function 2. Cell Signaling, Signal Transduction, Cell Differentiation II. Cell division and gene expression 3. Mitosis, Meiosis 4. Cell Cycle Control 5. Gene Expression I: Structure of DNA 6. Gene Expression II: Transcription and Translation 7. Protein Folding and Trafficking 8. Regulation of Gene Expression and Epigenetics III. Harvest of energy 9. Energetics and Enzyme Kinetics 10. Cellular Respiration & Metabolic Integration 11. Photosynthesis IV. DNA replication, mutations and genetic variation 12. DNA Replication and Sources of Genetic Variation. 13. Cancer Grading: Assignment Percentage Date 3 exams (10% each) 30% Open on Sep 17, Oct 15, and Nov 12 Cumulative final exam 20% Week of finals (TBA) Discussions (average) 20% Weekly on your Discussion day Weekly questions (average) 10% End of each week previous to each exam Weekly quizzes (average) 10% Open every Thursday and due by the end of each week In-class activities/Participation (average) 5% Weekly (varies) LaunchPad Assignments (average) 5% Weekly, due by the end of each week Grade Scale: You will NOT compete with your classmates for a grade. If you earn a total point score above the following cutoffs, you are guaranteed the following grades. The grade of this class WILL NOT be curved. You will have opportunities for extra credits during the semester. 93 – 100% A 73 – 76% C 90 - 92% A- 70 – 72% C- 87 – 89% B+ 67 – 69% D+ 83 – 86% B 63 – 66% D 80 – 82% B- 60 – 62% D- 77 – 79% C+ 59% or below F Examinations: Three mid-term examinations will be held on the following dates: 09/17; 10/15; 11/12. These exams will be online. More information will be provided as the exam dates approach. The final exam will be during the Final’s week, after Thanksgiving. The three mid-term exams are semi cumulative –you will be expected to know the material covered in previous exams. The final exam is cumulative. The length of these exams is approximately 2 hours. If you have special accommodations, please let Prof. Moscarella know. I like to reward those students who work hard and show remarkable improvement on the final exam. If you obtain the highest exam grade of all four exams in your final exam, that grade will replace your lowest midterm exam grade. For instance, let’s say you got 70%, 78% and 75% on exams 1, 2 and 3, and you got 80% on the final. Then, I’ll replace the 70% of exam 1 (the lowest) by 80%. My exams are a combination of some sort of multiple selection and free-response questions. Discussion sections: Discussion Section is designed to provide additional practice on conceptual understanding of course material, as well as problem solving, critical-thinking, and writing skills. So, if you work hard on this part of the course, not only will it help you accrue Discussion Section points, but it should also be helpful for improving performance on quizzes and exams. Attendance is mandatory and you must attend the section in which you are enrolled. Note that we have some discussions that are running at the same time with different TAs. Please, make sure you login into the correct section. Check your section code on Spire and see above who your TA is. It is worth noting, though, that there are nine Discussion Sections every week – If you need to make up a meeting this should be possible, if you have a valid and verifiable excuse. In-class activities/participation, problem set questions, Launchpad assignments, and weekly quizzes: We will have a number of in-class activities and problem set questions, in which you are welcome to collaborate with your peers; however, your final submission must be the product of your individual and original work. Verbatim assignments will get zero with no major consequences. If there is a second offense, I’ll file charges with the Academic Honesty Board (see Academic Honesty below). Your participation in class forums is also expected and will be evaluated. LaunchPad assignments are meant to help you stay engaged with the class while also mastering the content of lectures. As you prepare for class, you will also be rewarded for your effort. Weekly quizzes will be based on the lectures and readings assigned the week the quizzes are given. Weekly quizzes will be based on online lectures and readings assigned for the week the quizzes are given. A quiz will be open every Friday when there is not an Exam. These will be short, multiple choice, True/False, matching and possibly some very short answer questions. You can make them up if you have a valid excuse (see Make-up policy below). Evaluation Make-up Policy It is our interest that you learn and do well in this class. Each evaluation is meant to be a learning opportunity. Students with a valid excuse for missing a mid-term exam or quiz must contact Prof. Moscarella before the exam. If the excuse is valid and verified, we’ll arrange a make-up within one week of the evaluation. If that’s not possible, the missed evaluation will be dropped and the final grade will be calculated on the basis of fewer total points. [NOTE: A valid excuse is one of a small set described by the Registrar’s Office that includes competing scheduled classes, travel for University-sponsored events including athletics, health reasons, religious observance, or a very limited number of extenuating circumstances. https://www.umass.edu/registrar/students/policies-and-practices/class-absence-policy] An exam or quiz missed without a valid excuse will be recorded as a zero. If you missed a quiz for some other reason, contact Prof. Moscarella. However, a decision about whether a make-up is possible will be at Prof. Moscarella discretion, on individual basis. If you miss a Discussion, in-class activity, or homework due to some unforeseen justifiable reason, you still need to make up those evaluations. Talk to Dr. Moscarella as soon as possible to discuss make-up options. Academic Honesty Policy Statement By registering in an online course, you agree to: • rely solely on your own work in connection with all assessments, problems, homework and assignments (unless collaboration is expressly permitted); • acknowledge any and all external sources used in your work; • refrain from any activity that would dishonestly or fraudulently improve your results or disadvantage others in the course. Academic misconduct includes, but is not limited to, the following: • Disclosing exam content during or after you have taken an exam, • Copying any material from another student, or from another source such as the Internet, that is submitted for grading unless the instructor gives you explicit permission to do so, • Plagiarism, including use of Internet material without proper citation, • Using cell phones or other electronics to obtain outside information during an exam without explicit permission from the instructor, • Submitting your own work in one class that was completed for another class (selfplagiarism). Since the integrity of the academic enterprise of any institution of higher education requires honesty in scholarship and research, academic honesty is required of all students at the University of Massachusetts Amherst. Academic dishonesty is prohibited in all programs of the University. Appropriate sanctions may be imposed on any student who has committed an act of academic dishonesty. Instructors should take reasonable steps to address academic misconduct. Any person who has reason to believe that a student has committed academic dishonesty should bring such information to the attention of the appropriate course instructor as soon as possible. Instances of academic dishonesty not related to a specific course should be brought to the attention of the appropriate department Head or Chair. The procedures outlined on the University’s website (see below) are intended to provide an efficient and orderly process by which action may be taken if it appears that academic dishonesty has occurred and by which students may appeal such actions. Since students are expected to be familiar with this policy and the commonly accepted standards of academic integrity, ignorance of such standards is not normally sufficient evidence of lack of intent. For more information about what constitutes academic dishonesty, please go to this website: https://www.umass.edu/honesty/ Copyright Infringement: Students can only use the notes they take from class for their own personal use, and not share (sell) these notes via an outside vendor or entity without the faculty/instructor’s permission. This pertains to in-class recordings as well. Usage of the notes or in-class recordings in this way without the faculty member’s permission is a violation of the faculty member’s copyright protection. Accommodations The University of Massachusetts Amherst is committed to making reasonable, effective and appropriate accommodations to meet the needs of students with disabilities and help create a barrier-free campus. If you are in need of accommodation for a documented disability, register with Disability Services to have an accommodation letter sent to your faculty. It is your responsibility to initiate these services and to communicate with faculty ahead of time to manage accommodations in a timely manner. For more information, consult the Disability Services website at http://www.umass.edu/disability/. If you have any form of invisible disability that doesn’t qualify for special accommodations, please talk to me. Inclusive Teaching and Learning in Biology In this class we use the terms “male” and “female” to discuss sexual reproduction (usually to refer to the heterogametic and homogametic individuals, respectively) because that is the vernacular of the field. However, I understand that such binary definition does not necessarily represent the variation in the gender identification among humans. In diverse organisms there is diversity in sex and gender classification. Similarly, I may use "race" to refer to geographicallyisolated breeding populations that share particular characteristics more frequently than other populations, although I recognize that among humans, race is a socially-constructed term that does not correspond directly to the biological term. This is an inclusive classroom, where we celebrate diversity and everyone is welcome! Early Alerts Your success in this course is important. I partnered with Student Success and your academic advisors to assist you in better understanding course material which can aid you on your path to success. Resources available to students include: Supplemental Instruction, ExSEL Group Tutoring, and 1:1 Tutoring. Visit the Learning Resource Center online at http://www.umass.edu/lrc. Throughout the semester, I will communicate with Student Success & academic advisors regarding your progress in the course. If you are contacted, please consider scheduling appointments such as tutoring or academic advising and talk with me. Referrals are not punitive and are meant to assist you in connecting with resources at UMass. Please email studentsuccess@umass.edu if you have any questions or need assistance connecting with resources. UMass Resources Available to You If you have any problem, don’t hesitate to email us. We’ll try to help. You may also consider the offices listed below: • Disability Service: http://www.umass.edu/disability/ • • • • • Center for Counseling and Psychological Health: https://www.umass.edu/counseling/ Title IX at UMass Amherst: The University of Massachusetts Amherst is committed to fostering an environment in which all members of our campus community are safe from gender discrimination (including discrimination based on gender identity and expression), sexual harassment, and sexual violence. Find more information at https://www.umass.edu/titleix/ University Health Service: https://www.umass.edu/uhs/ The Center for Women and Community: https://www.umass.edu/cwc/ Student Success: https://www.umass.edu/studentsuccess/
