COURSE SYLLABUS
BSC 1005C-Introduction to Biology
Online Instruction
Semester Code 505: Semester and Year Spring 2016
INSTRUCTOR
Name: Dr. James A. Wallis II
Email: wallis.jim@spcollege.edu
Phone: 727.712.5403
Office and Online Chat Hours: will enter once scheduled
Office Location: Tarpon Springs Campus, LY 106
Instructor Web Page: Wallis Web Page
ACADEMIC DEPARTMENT
Dean: Dr. John Chapin
Office Location: Seminole Campus, UP 337
Office Phone Number: 727.394.6995
Email: chapin.john@spcollege.edu
Academic Chair: Dr. Mark Italia
Office Location: LY 206, Tarpon Springs Campus
Office Number: 727.712.5459
Email: italia.mark@spcollege.edu
Web Page: Italia Web Page
Syllabus Addendum: www.spcollege.edu/addendum
COURSE INFORMATION
Course Description: This course introduces the essential principles relevant to the
biological sciences through combined lecture and laboratory activities. Contemporary
issues are applied to topics in biology and include the process of science, evolutionary
theory, organisms and ecology, cell structure and function, basic biological chemistry,
diversity of life, and genetic mechanisms. The course has 7 modules with dated
assignments in each section. The dates of the opening and closing of each
module/section are listed in the course schedule.
BSC1005C Standard Course
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Course Goals: Upon successful completion of the course the student will, with a
minimum of 70% accuracy, demonstrate mastery of each of the above stated objectives
through online measures developed by individual course instructors.
Course Objectives:
1. The student will demonstrate their understanding of the process of science by:
a. explaining the terms and premises involved in solving problems scientifically,
scientific research, and peer review.
b. identifying an observation of interest, developing a hypothesis and designing an
experiment to test it.
c. discussing scientific contemporary issues using essential science skills including, but
not limited to, critical thinking, efficient written and/or oral communication, and the ability
to identify reliable scientific information.
2. The student will be able to explain the diversity of life and identify the general
characteristics of each of the major life groups by:
a. naming characteristics of major biological taxonomic categories.
b. comparing major taxonomic categories, distinguishing similarities and differences
among them.
c. identifying live and/or preserved specimens belonging to each of the major taxonomic
groups.
Prerequisites: ENC 1101 or equivalent with a minimum grade of C
Availability of Course Content
All assignments have posted due dates, and students may not work ahead or make up
past due assignments unless a valid reason for missing the class work has been
submitted to the instructor. The course will open on the first day of class, and close on
the completion of the final exam, when grades will then be posted to MySPC
Other Critical Course Expectations
This course has a proctored midterm exam and final exam. Please make the
appropriate arrangements through the link below.
Proctored Testing Information: Student will have a proctored midterm and final
exam. Please make sure to visit the following link to find out specific information on
proctoring sites, off site proctoring, and the process of signing up for a proctored exam.
http://mycoursessupport.spcollege.edu/proctored-testing-information
REQUIRED TEXTBOOK & OTHER RESOURCE INFORMATION
Required Textbook:
Discover Biology. 6th edition. 2015. Singh-Cundy, Cain and Dusheck. WW. Norton &
Company. ISBN: 9780393936728
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Discover Biology website assignments are not mandatory; however have helpful
resources for studying for quizzes and exams.
StudySpace is free to students and included flash cards to quiz yourself on chapter
materials.
http://wwnorton.com/college/biology/discoverbio5/
Bookstore: www.spcollege.edu/textbooks
Library: www.spcollege.edu/libraries
LEARNER SUPPORT
Accessibility: www.spcollege.edu/dr
Academic Support Services: www.spcollege.edu/support
On-Campus Support: www.spcollege.edu/tutoring/#tab=2
Online Support: www.spcollege.edu/tutoring/#tab=3
Student Services and Resources: www.spcollege.edu/services
IMPORTANT DATES
Course Dates: 1/11-5/5
Drop Date: 1/15/2016
Withdrawal Date: 3/23/2016
Financial Aid Dates: www.spcollege.edu/pages/dynamic.aspx?id=800
DISCIPLINE SPECIFIC INFORMATION
In this section, you can provide discipline-specific information as well as program
information with links (e.g., disposition, standards, etc.)
ATTENDANCE
The College-wide attendance policy is included in the Syllabus Addendum:
www.spcollege.edu/addendum/#attend
The policy notes that each instructor is to exercise professional judgment and
define “active participation” in class (and therefore “attendance”), and publish
that definition in each syllabus.
For this class, attendance is defined as daily log-ins Monday through Thursday, and all
work complete/submitted within the posted time frame. Any missed assignment may
potentially be a condition for being dropped from the class. Missing an exam will
guarantee you being dropped. An absence is considered excused when documented
and verified by the instructor. Since this course is available online, you can participate
from any location with internet access. In addition, have a backup plan-a place to go this
has access to a computer in case your computer fails to function. Not having a
computer/having a broken computer is no excuse for missing assignments.
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GRADING
This class uses a point system, and your grade is based on the number of points
earned divided by the total points available. Each category holds a certain value
towards your overall grade. Here is the breakdown of all grade categories:
Exams-200 pts ea.-2
50%-400 points-Proctored
Quizzes-20 pts ea.-18
20%- 280 points (lowest dropped)
Graded Online Activities-20 pts ea.-32 30% -640 points
STUDENTS’ EXPECTATIONS AND INSTRUCTOR’S EXPECTATIONS
Student expectations of the instructor:
 You can expect your instructor to provide you with an online syllabus clearly
stating course policies and grading scale.
 You can expect your instructor to grade assignments in a timely fashion,
generally 48 hours during the week for most discussions and short assignments,
and approximately 5-7 days for research papers. Test return will depend on how
many sections are testing, but are generally graded within 24 hours.
 You can expect your instructor to respond to questions in a timely manner –
usually within 48 hours. Most communication will take place through the D2L
email system. Emails through the regular email system will not be returned.
 You can expect your instructor to provide you with the same quality information
as in any class, online or face to face.
 You can expect your instructor to clearly state expectations for assignments,
including what the assignment requires you to do and how it will be graded. In
many cases a rubric will be provided to help you understand the grading process.
 You can expect your online instructor to hold virtual office hours, and post those
hours of availability in the online class.
 You CANNOT expect your online instructor to make special exceptions for you
about assignment due dates or other class requirements.
 You CANNOT expect your instructor to read your work any time you want. I will
not be able to give you comments on work other than after the date it was due to
be submitted, or during arranged office hours.
Instructor’s Expectations of Students
 Be prepared to work as hard in this course as you would in a face-to-face
course. In average, students who take online classes spend 5-6 hours a
week doing class work.

Test your technology prior to participating in any new activities.
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
Read the syllabus. For an online course, the syllabus provides the guidelines
and expectations for your participation.

Check your course site at least once every 24 hours. Some instructors might
choose to send updates via email, while others might post announcements that
you will only see by logging in to the course management system and accessing
your course. For activities that require prompt feedback, your instructor might
expect you to access the course and participate at least once per day.

Check your email frequently. Accessing email at least once per day is highly
recommended for online students.

Schedule regular times for your online activities. Plan to spend at least one
evening a week and a few hours each weekend on your coursework.

Be an active participant. Complete all readings, participate in discussions, and
complete activities on time.

Be willing to use resources outside the course and to effectively summarize
that information for assessment. All required videos and websites will need to
have notes taken on the information to prepare you to understand the material
and be tested on this material. It is your responsibility to
view/participate/complete the needed work to be effective on the assessments.

Be proactive. Pay attention to due dates and don't expect your instructor to
remind you when deadlines are approaching.
Required Interaction (e.g., expectations on communication between and among
students and the instructor).
You are required to check D2L on a daily basis Monday through Thursday, and are
responsible for all due dates, assignment modifications, and class general information.
Updates occur almost daily, so that is your expected participation level. Tests and
assignments can be due on weekends, and holidays-but it is generally avoided.
Online Student Participation and Conduct Guidelines:
www.spcollege.edu/addendum/#onlineguide
Academic Honesty: www.spcollege.edu/academichonesty
Netiquette: SPC has outlined expectations for student behavior and interaction for
online discussions, email, and other forms of communication:
www.spcollege.edu/addendum/#expectations
TURNITIN
The instructor of this course may require use of Turnitin.com as a tool to promote
learning. The tool flags similarity and mechanical issues in written work that merit
review. Use of the service enables students and faculty to identify areas that can be
BSC1005C Standard Course
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strengthened through improved paraphrasing, integration of sources, or proper citation.
Submitted papers remain as source documents in the Turnitin database solely for the
purpose of detecting originality. Students retain full copyright to their works. The Turnitin
Usage Agreement can be reviewed at: turnitin.com/agreement.asp. Students who do
not wish to submit work through Turnitin must notify their instructor via course email
within the first seven days of the course. In lieu of Turnitin use, faculty may require a
student to submit copies of sources, preliminary drafts, a research journal, or an
annotated bibliography.
STUDENT SURVEY OF INSTRUCTION
The Student Survey of Instruction is administered in courses each semester. It is
designed to improve the quality of instruction at St. Petersburg College. All student
responses are confidential and anonymous and will be used solely for the purpose of
performance improvement.
TECHNOLOGY
Minimum Technology Requirements:
 Have access to a reliable, internet-connected computer with an operating system
that supports standard web browsers and word processing applications
 The ability to download plugins and media readers that may be necessary to
access some course content
 Students with disabilities need to have access to any assistive technologies
needed to navigate and read web content. The SPC Disability Resource Center
can help you determine what tools you need to study online.
 Have a backup plan in case your technology fails. Technology failure is not an
excuse for missed work. The campus has computers in the LSC, libraries have
computers, and friends have computers.
Minimum Technical Skills:
 Use the Internet.
 Open and run applications, especially productivity software like word processors
and spreadsheet programs.
 Open and navigate to particular websites.
 Write and respond to email messages
 Add attachments to email messages; and
 Download and install software, including any applicable Java or Adobe Flash
updates.
 Be proficient with the Learning Management System (LMS)-For SPC it is Desire
to Learn (D2L).
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Accessibility of Technologies:
MyCourses (Brightspace by D2L) Accessibility Statement:
www.brightspace.com/about/accessibility
Privacy:
MyCourses (Brightspace by D2L) Privacy Statement:
www.brightspace.com/legal/privacy
Technical Support: www.spcollege.edu/helpdesk
Online learning skills
Much has been written about the characteristics that make some learners successful.
The list below represents a compilation of the most common features of successful
online learners and some of the best practices that can lead to success.
The successful online learner should:
1. Possess self-motivation and self-disciplined study habits. Since the online
environment lacks much of the structure present in the face-to-face classroom,
you must exercise real commitment when adhering to deadlines. In an online
course you will need to:
o Log in regularly - usually several times per week
o Plan to spend 10-12 hours per week on each 4-credit course
o Be prepared to interact in large or small group written "discussions" with
other students
o Be able to complete individual or group projects and submit electronic files
o Ask for help if technical or academic problems arise
2. Be proficient with time management: students often decide to take online courses
because they do not have the time to attend class in person. But to be successful
online, you must carve out time from family and work commitments to spend on
your online coursework.
3. Meet the technical and computer skill requirements below:
o Have access to a reliable, internet-connected computer with an operating
system that supports standard web browsers and word processing
applications
o The ability to download plugins and media readers that may be necessary
to access some course content
o Students with disabilities need to have access to any assistive
technologies needed to navigate and read web content. The SPC
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Disability Resource Center can help you determine what tools you need to
study online.
4. Be able to communicate through writing: Moving from the face-to-face classroom
to the online environment involves a transition from the spoken to the written
word. Many online courses also require a great deal of reading in the course site.
You should also:
o Have good research skills and understand basic web navigation and
search strategies
o Be able to work collaboratively, even when communication is via email or
course discussion boards. You may not meet your fellow students in
person or in a "synchronous" conversation, but online learning requires
good social skills and "netiquette."
Student Online Assessment
The following is a survey you will take online in the course. It is useful as a way to
evaluate your abilities as an online student. I am giving it to you now as a way to
prepare yourself for the questions when they are asked. You should demonstrate a
strong response to the questions asked to show that you are prepared to put forth the
effort required to do well in an online course, as well as assessing your skills to use the
LMS-D2L. I will be looking at all responses to see how you do and to let those that do
not score well find possible ways to remediate deficits in skills or to recommend that this
course be taken face to face. You are not required to do so, but a good score on this
would be predictive of doing well in an online class.
Self-assessment
Below is a useful checklist of questions and a key to evaluating your self-assessment.
Remember that this is not a definitive assessment; it can also be a guide to help you
work on the skills you need as an online learner.
Scale: 1. Strongly Disagree 2. Disagree 3. Neutral 4. Agree 5. Strongly Agree
1. I prefer to take control of my own learning.
2. Most people consider me a self-motivated person.
3. I do not have a problem completing tasks without feedback or input.
4. I am self-confident about my skills as a learner.
5. I enjoy solving problems.
6. I enjoy the learning process.
7. I am the kind of student who can figure out what needs to be done from the
directions that are given and will seek help when I do not understand the
directions.
8. I can be self-motivated and self-starting.
9. I can easily set goals and objectives for my learning tasks.
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10. I enjoy reflecting on meaningful learning experiences.
11. I can function as a learner without face-to-face contact with the professor even
though it may not be my preferred mode of learning.
12. I believe that the experiences adults bring to the classroom are valuable for
learning.
13. I manage my time well.
14. I believe that the professor is a facilitator for learning.
15. I am comfortable with computer technology.
16. I am aware of my preferred style of learning but can easily adapt to other ways.
17. I know what it takes to get tasks completed.
18. I am not easily discouraged when technology gets in the way of learning.
19. I have above-average facility in navigating the Internet.
20. In most learning situations I enjoy challenging requirements.
Total the values you used to rate yourself. The highest number you can get is 100. The
higher your score, the more likely your success in self-directing learning opportunities
like online courses. The evaluation summaries below may help you in determining your
readiness for taking an online course:
 100 - 75: You should be well-suited for taking courses online. You are self-aware
and should easily navigate courses taken at a distance.
 74 – 55: You should do fairly well in taking courses online. Establishing
goals and setting timelines will be necessary for you.
 54 – 25: You may be more suited to hybrid (partially-online) learning prior to
taking a fully-online course.
 24 and below: You would benefit by taking some further assessments of your
learning prior to taking an online class.
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ASSIGNMENTS
Class Schedule Wallis
(CCB is Crash Course Biology
CCE is Crash Course Ecology-You Tube Videos-Linked in course)
Date/Week Class Module
1-1/11
2-1/18
3-1/25
1
1
2
1
1
1
2
2
1
2
BSC1005C Standard Course
Activity
Activity# 1-Reading Chapters 14-16,
Activity# 2-Contributions to Evolution and
Evidence
Activity # 3-CCB-Evolution, It’s a Thing #20,
Activity # 4-CCB-Natural Selection #14
Activity # 5-Discussion, Evolution in Current
History-Rubric
Assessment #1-Quiz Chapter 14
Activity # 6-We’re Just Tubes #16 CCB
Activity #7-Speciation: Of Ligers and Men, #15
CCB
Activity #8-Population Genetics, When Darwin
Met Mendel, #18 CCB
Activity # 9-Evolutionary Development; Chicken
Teeth, #17 CCB
Activity # 10-Discussion, Pitfalls of MutationRubric-APA
Activity # 11-Mutations-TED Talks, TED
Assessment #2-Quiz Chapter 15
Activity # 12-Evidence to Support Evolution, IDT
Activity
Assessment #3-Quiz 16
Activity #1-Reading Chapter 1
Activity #2-Vocabulary, “Doing Good Science”,
Instructor designed
Assessment #1 Processes of Science, Quiz
Activity #3-Discussion “Doing Good Science”
Activity #4 “Process of Science” You Tube, M.
Eisley
Activity #5 “The Scientific Method: Steps, Terms
and Examples”, Study.com.
Activity #6 “My Simple Experiment”Experimentation through observation.
Activity #6 continued “My Simple Experiment”Experimentation through observation. Support
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Notes/Links
through collaborative forum on the process of
experimentation-online discussion. Instructor
feedback on topic.
4-2/1
5-2/8
2
3
1
3
2
2, 3
1
3
BSC1005C Standard Course
Activity #1-Reading Chapter 9-11
Assessment #1-Quiz chapters 9-10-instructor
designed-MC/TF
Activity #2- “DNA Structure and Replication”, CCB
#10
Activity #3- “DNA, Hot Pockets, and the Longest
Word Ever”, CCB #11
Activity #4-“The Twisting Tale of DNA”, TED
Talks.
Activity #5- “Genotypes and Phenotypes”,
Bozeman Science.
Assessment #2-Quiz 11-instructor
designed/graded
Activity # 6-Genetics Worksheet, Instructor
designed, Punnett square-single traits, two trait
crosses, short answer, manually graded.
Assessment #3-Genetics Quiz-Instructor
designed/graded, MC/TF, self-graded/auto
graded.
Activity #7- “Heredity”, CCB # 9
Activity #8-” Genetic Sequencing”, TED Talk
Activity #9-Reading Chapter 7
Activity #10- “Meiosis”, Bozeman Science
Assessment #4-Quiz on Meiosis. Instructor
designed
Activity #11-Discussion on Mutations in
Evolution, Instructor Designed, rubric graded.
Activity #12- “Meiosis; Where Sex Starts” CCB
#13 compared to “Mitosis: Splitting Up is
Complicated”, CCB #12
Mod 2, Activity #6 “My Simple Experiment”Experimentation through observation due in
drop box.
Activity #13-Reading Chapter 13
Activity #14, “DNA Fingerprinting”, Bozeman
Science
Activity #15, DNA Technology and Society-500
words, Instructor designed and rubric graded.
You will need to decide on the benefits and the
down side of genetic engineering. Instructions
posted in the discussion forum., Instructor
designed and rubric graded.
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2
2,4
6-2/15
1
4
7-2/22
2
1
4
4
2
4
BSC1005C Standard Course
Mod 2, Evaluation of “My Simple Experiment”,
Instructor designed rubric. Student feedback on
your experiment.
Activity #1-Reading-Chapter 16-19
Activity#2- IDT Activity Drag and Drop
Classification-automatic grading
Activity#3- CCB Taxonomy: Life’s Filing System
#19
Activity #4- CCB Simple Animals # 22
Activity #5-Specimen Classification-Simple
Animals-Porifera to Nematoda-Animal Diversity
Web
Activity #6-Specimen Classification-Complex
Animals-Annelida to Chordata-Animal Diversity
Web
Assessment#1- Quiz Phyla and Class-Instructor
designed-points
Activity #7- CCB Comparative Biology: What
Makes Us Animals #21
Assessment #2-Test on classification, phyla and
class-instructor designed
Activity #8- Animal Diversity web review. Building
Species Notebooks-Student activity on visual
assembly of classification using student provided
examples-Animal Diversity Web-Points with
instructor provided rubric
Activity #9- Power Point Animal Diversityinstructor designed
Activity #1-Reading-Chapter 16-19
Activity#2- IDT Activity Drag and Drop
Classification-automatic grading
Activity#3- CCB Taxonomy: Life’s Filing System
#19
Activity #4- CCB Simple Animals # 22
Activity #5-Specimen Classification-Simple
Animals-Porifera to Nematoda-Animal Diversity
Web
Activity #6-Specimen Classification-Complex
Animals-Annelida to Chordata-Animal Diversity
Web
Assessment#1- Quiz Phyla and Class-Instructor
designed-points
Activity #7- CCB Comparative Biology: What
Makes Us Animals #21
Assessment #2-Test on classification, phyla and
class-instructor designed
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Your
notebooks
will be
examples of
specimens
taken from
the web to
illustrate
each of the
Activity #8- Animal Diversity web review. Building
Species Notebooks-Student activity on visual
assembly of classification using student provided
Examples-Animal Diversity Web-Points with
instructor provided rubric
Activity #9- Power Point Animal Diversityinstructor designed.
Activity #10-Species Notebooks-Rubric GradedNotebooks detailing student inquiry into
classification. Using current classification criteria
build a notebook of two specimens per
classification unit from Phyla to class.
8-2/29
9-3/7
1
4
2
5
1
5
2
5
BSC1005C Standard Course
Activity #11-Peer reviewed-Species Notebooks
with comments-posted in discussion forum as
attachment.
Assessment #3-Unit Test
Activity #1-Reading Chapter 20, 21
Assessment #1-Quiz-Chapters 20-21
Activity #2-IDT Activity Trophic Level
Identification, “Who Feeds Where?”
Activity #3-Ecology, Rules for Living on Planet
Earth #40, CCB
Activity #4-Ecosystem Ecology: Links in the Chain
#7, CCE (Crash Course Ecology)
Activity #5-The Hydrologic and Carbon Cycles:
Always Recycle! CCE #8
Activity #6-Reading Chapters 23, 24, and 25
Assessment #2 Quiz Chapters 23, 24, and 25,
Quiz
Activity #7-Nitrogen and Phosphorus Cycles:
Always Recycle! Part 2, CCE #9
Activity #8-Human Impacts on the Environment,
CCE #10, YouTube
Activity #9- “What is Your Impact?”, Human
Impacts on the Environment. Discussion. Rubric.
Activity #10-Chapter 25, FNAI website on
Ecosystem Mapping, Florida Soils and Systems,
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animal
groups found
on this web
Site-Animal
Diversity
Web.
Formatting of
notebookSpecies
notebooks,
Species
Notebooks 2..
You will need
to keep a
notebook of
all the things
you buy,
throw away,
and how
much you
drive for one
week. This
will form the
basis for your
discussion
next weekone week
from today.
10-3/14
11-3/21
12-3/28
1
6
2
6
1
7
2
7
1
BSC1005C Standard Course
Florida Ecosystems, SWFWMD Ecosystems,
complete “Describe Where You Live”.
Activity #11-Summarize Florida’s Major Natural
Systems, Discussion. Rubric.
Assessment# 3-Identification of Florida’s Major
Systems, Quiz.
Activity #1- Microscope diagrams uploaded to
D2L, identify parts and types of microscopes.
Microscope parts, more microscope parts.
Activity #2- Demonstration of Familiarity of
Microscope use through discussion/diagrams.
Assessment #1 Quiz on the
Microscope/Microscope Parts. Quiz
Activity #3-How to use a Microscope, Microscope
Techniques and Use.
Assessment# 2-Microscope Technique. Essay and
short answer.
Activity #4-Scientific Method. YouTube.
Activity #5-Scientific Method 2. You Tube
Activity #6 Scientific Measurement, You Tube.
Collaborative forum on the process of
experimentation online discussion.
Activity #7 Discussion on a field of science and
the equipment necessary for the function of that
field. Instructor designed discussion, rubric.
Activity #1-Reading Chapter 3
Activity #2-The Hierarchy of Life, YouTube,
Bozeman Science,
Activity #3-A Tour of the Cell, YouTube, Bozeman
Science,
Activity #4-Why Are Cells So Small? YouTube,
Bozeman Science.
Activity #5-Reading-Chapter 3-4
Activity #6-Eukaryopolis- YouTube, CCB
Activity #7-The City of Animal Cells #4, Plant Cells
#6, YouTube, CCB
Activity #8-In Da Club # 5, YouTube,
Activity #9-Cell Parts 1, Cell Parts 2, YouTube,
Iken Edu
Assessment #1-Cell Parts Quiz
Activity #10-Chapter 7 Reading
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Midterm
3/18-3/20Proctored
ExamModules 1-4Proctored
Link
Your
discussion
will center on
you
researching
and
discussing the
use of a piece
of equipment
used in
science to
gather
information.
2
13-4/4
1
2
Activity #11-Mitosis-Bozeman Science
Activity #12-Mitosis: Splitting Up is Complicated
#12- CCB
Activity #13-Phases of Mitosis, Khan Academy.
Activity #14-Reading Chapters 5, 6.
Activity #15-ATP and Respiration #7- CCB
Activity #16-Photosynthesis #8- CCB
15-4/18
1
16-4/25
2
1
Activity #17-Chapters 26-33.
Activity #18-Homeostasis, Homeostasis
Disruptions-Bozeman Science
Assessment #2-Quiz on Homeostasis, Mitosis,
Respiration, Photosynthesis.
Activity #19-Virtual frog dissection, Virtual Pig
Dissection, Sheep Brain, Grasshopper Part 1,
Grasshopper Part 2, Rat Dissection 1, Rat
Dissection 2 .
Assessment #3-Anatomy of Dissected Species,
MC
Review
Final Exams
2
Final Exams
14-4/11
1
2
BSC1005C Standard Course
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Final ExamsCumulativeModules 1-7Proctored
Link