Biology 100, Issues in Human Biology
Course Outline
Week 1
Introduction
Scientific Method
Critical Thinking
Week 2
Basic Chemistry
Basic Chemistry cont.
Cells--Edidin and Frye Cell Fusion Experiments
Week 3
Cells Cont.
Regulation of Body Systems
Taking Sides--Informed Consent
Week 4
Body Systems cont.
Sex Determination
XXXY--Sex Reversal Studies
Week 5
Hormone Preview
Reproduction
RU-486--Pharmaceutical Data
Week 6
Development
Beauty is Skin Deep--Folic Acid and Development
Taking Sides--Risks to Fetus and Consequences
Week 7
Human Genetics I--Inheritance
Human Genetics cont.
Examining Inheritance Studies
Week 8
Human Genetics II--Genes and Medical Genetics
Human Genetics cont.
Taking Sides--Genetic Tests, Insurance and Employment
Week 9
Human Genetics III--Race
Race: The Power of Illusion
Historical Experiments on Race
Week 10
DNA and Biotechnology
DNA cont.
Taking Sides--Patenting Disease Genes
Week 11
DNA Cont.
DNA--Out of Africa
Human Genome Project Data
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Week 12
Defense Against Disease
Defense Cont.
Vaccination Debate and Data
Week 13
Parasites and Pathogens
World Diseases
Taking Sides--Human Experiments in the Third World
Week 14
STDs
AIDS
Drug Testing and Treatments
Week 15
Blood
Sickle Cell Anemia
Taking Sides--Medicaid and Patient Centered Ethics
Week 16
Evolution
Human Evolution
Evidence for Evolution
Instructor: Ellen Brisch, , 477-5940, brisch@mnstate.edu
Office hours: Mon, Wed, Fri 8-10 am, Mon Wed 11am-1 pm, or by appointment .
Please email to set up an appointment to insure that I will be in my office for your visit. Be sure to
get an MSUM email account, I delete any hotmail/yahoo etc. emails as they often carry viruses.
*You should feel free to come and talk to me at any point if you are concerned about your
performance in this class. *
Notes on Course Organization:
Texts:
 Human Biology, 8th Ed, Sylvia S. Mader. The text is excellent; it is well written, full of
great illustrations, contains informative “stories on the side”, a thorough glossary and
chapter summaries with review questions for each chapter. I will not be requiring
specific reading, however it is important for you to read up on material I cover in class. I
strongly recommend skimming through the chapter for the day BEFORE you even come
to class. This helps you to understand lecture material better the day of lecture. Next,
you should read up in more detail after lecture. See:
http://www.mhhe.com/maderhuman8
 Taking Sides: Clashing Views on Controversial Bioethics. 11th Ed, Carol Levine. We
will discuss and debate numerous issues in this text.
 Handbook on Critical Thinking. We will use this as a vocabulary guide and as a guide
for our discussions.
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Lectures: Lectures will be presented in powerpoint and chalkboard format. Figures presented
are directly out of the text--so you will have all the information. Be sure to read ahead and come
to class ready to take notes.
Description: BIOL 100 Issues in Human Biology (3)
Course Objectives and Student Learning Outcomes:
Human biology is a wide field that includes human physiology, genetics, medical studies
and how humans impact the environment. We are bombarded with information about
everything from green tea to intelligent design. Our students will be the scientific
resources for their families and peer groups; they need to know how to wade through
non-science to get to the facts. This course uses data and “news” to teach students how to
properly sift through all this material and logically draw conclusions based on fact.
Student learning outcomes will be met by using a scientific approach to help students
learn how to evaluate and identify valid information:
Critical thinking skills will be infused throughout the material so that students will learn
how to rationally evaluate “science” findings that are often misleading or flat out
erroneous (examples are the presentation of pharmaceutical results--1% vs. 2% are
presented as twice the improvement, diet studies, cancer causing agents etc.)
Students will learn how to distinguish between factual information and pure opinion by
comparing the actual data from studies and how the material is subsequently presented in
the media--this will help students to see that an informed position requires solid logical
reasoning and knowledge of the actual scientific data.
Students will use the scientific method to distinguish between fact and perceived fact, by
examining their own biases and beliefs in the context of a scientific approach (examples
are diets, exercise supplements, and evolution).
Students will use the scientific method to identify fallacies in race, and to examine how
scientists in the past have helped provide opinion rather than fact to support race bias.
Students will learn how to examine how findings not always truly objective--by
comparing studies funded by drug companies to those funded by public granting
agencies--claims are not always accurate. Students will learn to question what they read,
what is presented, who did the work and draw logical conclusions for themselves.
Students will learn how to deconstruct the race myth by examining current genomic and
developmental studies. As a class we will examine how science was used to help
construct the race myth and supported systemic racism. Students will also learn how
science needs to step up to diffuse unsupported racial and homophobic claims.
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Attendance Policy: While attendance is not required, it is critical for learning Human Biology.
We will be covering a great deal of material very quickly. It is important that you come to class,
come prepared and come ready to learn. Please see the MSUM policy on attendance at:
http://web.mnstate.edu/sthandbook/POLICY/index.htm
Academic Honesty: I believe that cheating does not get you anywhere. It is not fair to
either you or to your classmates. To be fair to us all, I will ask you to support and write
the following NO CHEATING honor pledge which states: “To be fair to my classmates
and myself I have neither given nor received aid on this
quiz/exam/paper/reading/presentation.” on each quiz, and exam. Please see the MSUM
policy on academic honesty at:
http://web.mnstate.edu/sthandbook/POLICY/index.htm
Disabilities Services: Students with disabilities who believe they may need an
accommodation in this class are encouraged to contact Greg Toutges, Coordinator of
Disability Services at 477-5859 (Voice) or 1-800-627-3529 (MRS/TTY), CMU 114 as
soon as possible to ensure that accommodations are implemented in a timely fashion.
Disclaimer: While I have tried to set up course accountability to be as objective as possible I
reserve the right to factor attitude, attendance, and improvement into the final grade. Again;
No excused absences or rescheduling on Exam/Quiz day. If you have a conflict or feel a bug
coming on, see me ahead of time--Perhaps we can work something out. To be fair to your
classmates there is no budging on this one! If you have a serious and legitimate reason to
reschedule, I will be open to the possibility of rescheduling while still being fair to your
classmates.
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