Instructor: Eric Green
E-mail: eric.green@slcc.edu
Office: SI323 Taylorsville/Redwood Campus Phone: 957-4454
Consultation Hours: MWF, 1-2pm. TR, 840-940am. Rm 7 of portable trailer at SCC
Required Course Materials :
Textbook: Human Biology, by Belk, custom edition for SLCC, and the Taking Sides booklet.
Website: http://rwdacad01.slcc.edu/academics/faculty/egreen/index.htm alternatively, go to www.slcc.edu/biology/index.asp, then click on “faculty”, then “Eric Green”. Go to that website, then click on your course. This syllabus, and occasional course documents will be available on the above website. I also plan to post copies of the lecture slides on the website.
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Must have a computer capable of using appropriate course applications (e.g. Canvas) and wordprocessing programs (e.g. Microsoft Word and Excel).
Course Description : Prereq: RDG 0900 w/C grade or better, or appropriate Accuplacer score.
Focuses on humans as biological entities. Introduces the scientific process, chemical and cellular bases of life, role of DNA in the continuity of life, evolution, and interrelationships among humans and other living organisms. Three hours of lecture per week.
General Education Statement:
This course fulfills the Biological Science requirement for the General Education Program at Salt Lake
Community College. It is designed not only to teach the information and skills required by the discipline, but also to develop vital workplace skills and to teach strategies and skills that can be used for life-long learning. General
Education courses teach basic skills as well as broaden a student’s knowledge of a wide range of subjects.
Education is much more than the acquisition of facts; it is being able to use information in meaningful ways in order to enrich one’s life.
While the subject of each course is important and useful, we become truly educated through making connections of such varied information with the different methods of organizing human experience that are practiced by different disciplines. Therefore, this course, when combined with other General Education courses, will enable you to develop broader perspectives and deeper understandings of your community and the world, as well as challenge previously held assumptions about the world and its inhabitants.
ePortfolio Statement:
Each student in General Education courses at SLCC will maintain a General Education ePortfolio. Instructors in every Gen Ed course will ask you to put at least one assignment from the course into your ePortfolio, and accompany it with reflective writing. It is a requirement in this class for you to add to your ePortfolio.
Your ePortfolio will allow you to include your educational goals, describe your extracurricular activities, and post your resume. When you finish your time at SLCC, your ePortfolio will then be a multi-media showcase of your educational experience.
For detailed information including a Student ePortfolio Handbook, video tutorials for each ePortfolio platform, classes, locations and times of free workshops and other in-person help, visit www.slcc.edu/gened/eportfolio .
COLLEGE-WIDE LEARNING OUTCOMES
The Core Themes of SLCC’s Mission focuses on Access and Success, Transfer Education, Workforce
Education and Community Engagement. As such, all courses and programs address one or more of the below
College-Wide Learning Outcomes. Upon successful completion of any program at SLCC, students should:
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Acquire substantive knowledge in the discipline of their choice sufficient for further study, and/or demonstrate competencies required by employers to be hired and succeed in the workplace.

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Communicate effectively.
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Develop quantitative literacies necessary for their chosen field of study.
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Think Critically.
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Develop the knowledge and skills to be civically engaged, and/or to work with others in a professional and constructive manner.
COURSE LEARNING OUTCOMES
In order to full-fill the goals of the College-wide Learning Outcomes, the following course learning outcomes of been established for this course. Upon completion of this course a person educated in Human Biology should be able to demonstrate a general understanding of the following essential learning outcomes
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Acquire a general understanding of the major unifying themes of biology. Specifically, the student will understand a) the domain and process of science, b) the chemical basis of life, c) the cell as the basic unit of life, d) evolution and the diversity of life, e) DNA and the continuity of life, and f) the interrelationships of living organisms. Many of these themes will be re-emphasized throughout the course.
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Understand and be able to describe, apply, and integrate the basic concepts of human anatomy and physiology. Specifically the student should be able to understand and describe: a) the organizational levels of the body beginning with cells and proceeding to systems, b) the control and integration of the body via the nervous and endocrine systems, c) the relationships among the skeletal, muscular, and nervous systems, d) the relationships among and organization of the cardiovascular, immune, respiratory, digestive, and excretory systems e) the role and organization of the reproductive system.
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Be able to analyze and evaluate the relationships between science and society, including the impact of technology. Specifically, the student should be able to describe: a) nutritional terminology and its relationship to human physiology, b) the role humans play in their own health and well-being, c) how technology is used to improve the quality of human life, d) the role of science in addressing applied problems in human biology.
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Be able to analyze and evaluate the relationships between humans and other living organisms.
Specifically, the student should be able to describe a)the various roles played by bacteria in human biology, b) the position of humans in a biological classification scheme, c) the need for biodiversity to maintain human life.
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Develop the ability to search for, interpret, and communicate scientific information. Specifically, the student will be able to search for and interpret scientific information on a variety of topics in human biology, and then choosing one of these topics, communicate their findings via a literature review and a research paper.
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Develop the ability to communicate (e.g. reading, speaking, listening, writing, and sketching) effectively about human biological issues.
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Be able to search for and interpret scientific information on a variety of topics in human biology, and then choosing one of these topics, communicate their findings via a literature reviews and a research paper
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Be able to engage in in-class/on-line discussions on course topics, case studies, and literature reviews. Specifically, the student should be able to describe an issue involving some aspect of human biology, its scientific underpinnings, its social and/or political impact, and how the issue is presented in different types of media.
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Develop writing skills in the analysis and construction of essay exam questions, short writing assignments and research papers.
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Develop listening skills through course lectures, videos, and in-class/on-line discussions.
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Develop visual skills through interpretation of tissue micrographs, diagram labeling exercises, and model and/or cadaver identification exercises
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Be able to correctly use the general quantitative tools of human physiology. Specifically, the student should be able to perform calculations on such variables as pH, and human population sizes.
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Be able to analyze and solve basic genetic inheritance problems using Punnett squares and simple rules of probability.

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Be able to engage in in-class and/or online discussions on various topics in human biology where they can understand various viewpoints and be able to provide logic, support, and evidence to back up their claims.
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Acquire various viewpoints on particular medical, social, and ethical topics and how to address them through reading a variety of supplemental material.
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Be able to read and think about science (both popular writing and primary literature) critically and skeptically. Specifically, the student should be able to describe an issue involving some aspect of human biology, its scientific underpinnings, its social and/or political impact, and how the issue is presented in different types of media.
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Be able to think more deeply about the proper role of science in society. That is, how does science contribute to the important debates we have about ourselves, our health, and our role in the natural world?
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Formulate opinions on various topics by analyzing current events and research in order to become a more aware citizen.
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Be able to discuss various issues and learn from other viewpoints and opinions in order to be more informed on the role an individual plays in maintaining his own health and how his actions might affect the well-being of others.
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Be able to communicate effectively about human anatomy and physiology and also about a human’s “place” in the living world..
GENERAL POLICIES
Syllabus: This syllabus represents an “agreement” between you the student and the instructor. It is designed to insure course integrity and fairness as well as provide students with a clear understanding of course expectations. The instructor and students are expected to use the syllabus and schedule as a guide for the semester. Any deviation from the syllabus or schedule will be discussed and agreed upon by the instructor and students.
Attendance : Attendance at one of the first two class meetings is MANDATORY! If you do NOT attend at least one of the first two lectures, YOU RISK BEING DROPPED from the course by the end of the day on January
17.
Americans with Disabilities Act : Students with medical, psychological, learning or other disabilities desiring accommodations or services under ADA, should contact the Disability Resource Center
(DRC). The DRC determines eligibility for and authorizes the provision of these accommodations and services for the college. Please contact the DRC at the Student Center, Suite 244, Redwood Campus,
4600 So. Redwood Rd, 84123. Phone: (801) 957-4659, TTY: 957-4646, Fax: 957- 4947 or by linda.bennett@slcc.edu
Incomplete Grade and Withdraw from Class
: A grade of “I” (Incomplete) is the instructor’s option and is not given except only in the most extenuating of circumstances for which there is verifiable written documentation.
In order to receive an incomplete, nearly all course work must have been completed (e.g. ~75%) with a passing grade. Last day to withdraw from class with refund is February 3, without refund is March 24.
It is the responsibility of the student to drop/withdraw from this class, not the instructors.
Academic Dishonesty: Absolutely NOT tolerated and includes all forms of cheating and plagiarism as outlined in the Student Code. Cheating will be dealt with as harshly as allowed by the college on the first instance , which includes your being failed from the class.
Electronic Devices : Cell Phones, pagers are to be turned off during class. Computers can be used for notetaking and course-related purposes ONLY but should not be used during class for working on other tasks (e.g. answer emails, Facebook, other classes etc.). You will be asked to leave if your electronic device disrupts the class in anyway. Cell phones MUST be turned completely OFF during exams.
Classroom recordings : Students may not record or publish information from the class without written authorization from the instructor. If used without authorization you have violated Privacy/Intellectual Property
Rights.

Student Code of Conduct:
The student is expected to follow the SLCC Student Code of Conduct found at http://www.slcc.edu/policies/docs/Student_Code_of_Conduct.pdf
Missed Due Dates: To be determined by Instructor.
Other SLCC academic policies may be found in the SLCC 2013-2014 Catalog, the Spring Semester Class
Schedule and the Student Code of Conduct.
EVALUATION/GRADING
Grading:
Scoring: Possible Points Percent
Midterm #1 100
Midterm #2
Midterm #3
Final Exam
100
100
100
Mastering Biology 70
Taking Sides 30
100
100
100
100
70
30
Extra Credit 15
Total 500
6
X
100
Extra Credit: Will either be in class quizzes, or extra questions on exams. YOU WILL BE INEGIBLE for extra credit if you are in a section other than the one you are registered for.
Tentative Grading Scale:
Total Points: Percent: Grade:
465 - 500 93-100
450 - 465
435 - 450
415 - 435
400 - 415
90-93
87-90
83-87
80-83
385 - 400 77-80
365 - 385 73-77
350 – 365
335 – 350
315 – 335
300 – 315
0 – 300
70-73
67–70
63-67
60-63
below 60
A
A-
B+
B
B-
C+
C
C-
D+
D
D-
E
Grading calculation tool: How well do you have to do in the rest of class, to get the grade you
Want? Use this equation: (points I need for the grade I want)
– (points I’ve already earned) -) points I must earn in remainder of class)
Example : if you want to get a B, you need at least 415 points. If w e’ve only had one exam, and you got a 95% on that exam, the equation would look like this:
415
– 95 = 320 points you must earn in the remainder of the class to get a B.
Note: 415 is the minimum points needed for a grade of B. Look at the ranges of points for each grade above to fully appreciate where you are, and where you would like to be.
IMPORTANT : You must keep your returned exams and Scantron ’s as a physical record

Of your exam scores, until after the grades have been posted at the end of the semester, in case Eric makes an error entering scores in the computer. If the Scantron reader makes errors reading any exam, you must inform me in class on the same day I return that exam to the class.
MASTERING BIOLOGY: Mastering biology is a website designed by our book ’s publisher, with exercises to help you learn about biology. As you do the exercises, you will earn points. To get the 70 class points, you must earn at least 150 of the more than
300 possible points from the mastering biology website. If you earn less than 150 website points, your score will be proportionately reduced from the 70 course points available. (For example, if you earn 75 points from the website instead of 150, you will get 35 course points instead of 70.) You do not need to turn in anything to Eric, for the mastering biology points, since I am informed online when you earn points on the website. Further information on how to use the website is on our course website (see first page of this syllabus). The course access code (Spring
2013) is MBGREEN36586. These assignments are due at dates throughout the semester (see course calendar on last page).
TAKING SIDES: Taking Sides is a booklet with issues of science in the news. Instructions for the Taking sides assignments are posted on the course website. The Taking Sides assignments will also serve as your signature assignment. Each of the two Taking Sides assignments will be worth twelve points. The due dates are listed in the course calendar at the end of the syllabus. You will receive an additional 6 points if you post one of your assignments to your e-portfolio, and send Eric a link in an email with the subject
“e-portfolio link” by the Thursday before finals week.
NOTE: Use the above grading scale as a guideline during the semester. The final grading scale will be determined after the final exam. Past experience has shown that the final grading scale will be very close to this one.
Week1: Chap 1 : Scientific Method, What is life & Chap 2: Cell Structure, Chem of life, Water
Week2: Chap 3: Membranes, transport, nutrients & Champ 4: Energy flow, respiration
Week 3: Chap 4: Cont. Photosynthesis, Review
Week 4: Test 1 & Chap 5: Cell Cycle, mitosis, DNA Replication
Week 5: Chap 5: Meiosis, Cancer, chromosomes & Chap 6: Mendelian genetics
Week 6: Chap 7: Sex linked inheritance, pedigrees, DNA fingerprinting & Chap 8: DNA to proteins
Week 7: Chap 8: Cont. & Test 2 Chap 5-8
Week 8: Chap 9: Darwin and theory of evolution & Chap 10: natural selection
Week 9: Chap 11: Speciation & Chap 12: Biological diversity and classification
Week 10: Review
Week 11: Spring Break
Week12: Test 3 & Chap 13: tissue, organ systems
Week 13:Chap 14: Respiratory, cardiovascular, excretory system’s & Chap 15: infection and immune response
Week 14: Chap 15: Cont. Chap 16: Endocrine, skeletal, muscular system
Week 15:Chap 17: Human Reproduction & Human Development
Week 16:Chap 18: Nervous System & Review
Week 17: Finals