Patrick Henry Community College
Fall 2015 and Spring 2016
BIO-102 (General Biology II)
Mrs. Liz Ashby
LOCATION: Magna Vista High School
PHONE: 276-956-3147
E-MAIL ADDRESS: eashby@henry.k12.va.us
INSTRUCTOR’S WEBPAGE: http://web.henry.k12.va.us/Domain/1378
INSTRUCTOR OFFICE HOURS/ AVAILABILITY: Room 13, Magna Vista High School, planning block or by appointment
CLASS MEETING TIME: Monday through Friday 90 minute blocks
CLASSROOM LOCATION: Room 13
COURSE CREDITS: 4
PREREQUISITE(S): Biology 101
COURSE DESCRIPTION
Bio 102 explores fundamental characteristics of living matter from the origin of life to the ecological interactions of the
biosphere with emphasis on general biological principles. It introduces the diversity of living organisms, their structure,
function and evolution. This course will be taught synchronously with an AP Biology course. All DE students are expected
to complete the AP course work as well as complete a few additional assignments for each unit.
COURSE INTRODUCTION
The purpose of studying biology is to learn about life and to learn about biological applications. The goals of the course
will be to understand the processes of scientific inquiry and technological design to investigate questions, conduct
experiments, solve problems, and to understand the fundamental concepts, principles, and interactions of life. Minimum
technical skills are required for this course such as proficiency in emailing, adding attachments to email, using a computer
to read websites or complete online labs, use of Microsoft Word, and use of Microsoft PowerPoint, saving documents to
the computer, and being able to use Blackboard or a similar online platform.
A.1 COURSE OBJECTIVES
 Develop proper techniques of observation and investigation by collecting data from various labs
 Acquire a scientific attitude and the ability to reason scientifically and independently through hypothesizing,
creating and justifying lab reports
 Become familiar with the biological principles governing life and to develop respect for life through classroom
discussions
 Demonstrate through quizzes and exams the ability to gather scientific information which can be used to help
solve problems for everyday survival
A.2 LEARNING OUTCOMES
Unit 4: Evolution
All life evolved from prokaryotic ancestors. The origin of life on this planet can be explained through biochemical
experimentation and theories. The environment and genetics work together to create new adaptations in living organisms,
and populations are always evolving.
Objectives
- Students will investigate, evaluate, and explain evidence for evolutionary theory including homologous
morphology, biochemistry, and fossil record evidence.
- Students will investigate the effect of genetic and phenotypic variation on survival and fitness in varying
environments.
- Students will be able to explain how the environment and natural selection can lead to new adaptations and new
species.
- Students will be able to predict if a population will evolve using the Hardy-Weinberg theorem.
- Students will know and be able to differentiate between the types of speciation.
- Students will understand the connection between mass extinctions and evolution.
- Students will be able to identify the factors that lead to evolution in a population.
1
-
Students will use artificial selection to study evolution.
Students will investigate, evaluate, and understand the theories and hypotheses for the Origin of Life on Earth
Students will use classification, systematics, cladistics, and phlogenies to organize biodiversity.
Students will understand the connection between genetics and evolution.
Unit 5: Organism Form and Function
All living things rely on organization and coordination of body processes to maintain homeostasis.
Objectives
- Students will explore and understand the organization and function of biological systems.
- Students will be able to explain negative and positive feedback systems in living organisms.
- Students will explore and be able to explain adaptations for maintaining dynamic homeostasis.
- Students will explore and be able to explain cell signaling pathways and cell communication.
- Students will understand that conservation of signaling pathways is evidence for evolution.
- Students will explore and understand how homeostatic mechanisms vary due to environment.
- Students will explore and understand the timing of physiological events.
- Students will investigate and understand immune response and nervous system function.
- Students will explore and understand multicellular organism development.
- Students will explore and understand stem cells, their use in current biomedical research, and the inherit ethical
concerns.
Unit 6: Ecology
The biosphere consists of interdependent biotic and abiotic factors. Balance of nutrients, energy, and biodiversity is
imperative for maintaining a healthy ecosystem.
Objectives
- Students will investigate and understand biological systems.
- Students will understand the coordination, regulation, and timing of physiological events in the environment.
- Students will observe organism behavior and how it contributes to the ecosystem.
- Students will investigate and understand the effect of the environment on homeostasis.
- Students will understand how biotic and abiotic factors interact in the environment.
- Students will use mathematics to analyze ecological interactions (energy flow and population dynamics).
- Students will be able to explain how nutrients and energy flow in ecosystems.
- Students will continue to investigate the effect of the environment on behavior and evolution.
- Students will investigate and understand how populations interact.
- Students will investigate and understand how humans impact the environment.
- Students will be able to differentiate between specialist and generalist behavior, and their impact on extinction.
- Students will investigate and differentiate between the major biomes.
- Students will investigate and understand the effect of eutrophication and the importance of limiting factors.
Additional DE Tasks
- Bio 102 final exam
- APA style research paper about one of the topics investigated in 102
By the end of this course students will be able to:
1) Describe the effects humans have had on the environment (habitat loss, pollution, species loss, global climate change
and the evidence of this impact.
2) Explain how biotic and abiotic factors are interdependent. List and explain key abiotic cycles (Carbon, Nitrogen, and
Phosphorus).
3) Read, interpret, and generate a cladogram; and make assessments about the value of different traits when generating
a cladogram.
4) Be able to explain what a cladogram indicates about evolutionary relationships between organisms.
5) Describe and explain the differences between vascular and nonvascular plants as well as provide examples of each.
6) Identify a plant as being a moss, a fern, a gymnosperm, or an angiosperm.
7) Describe and explain the differences in root, stem, seed, leaf, and flower structure of monocots and eudictos.
8) Identify a plant as a monocot or eudicot from both whole plants and thin section slides based on the morphology of
root, stem, leaf, seed, and/or flower.
9) Distinguish between: molecule, organelle, cell, tissue, organ, organ system, and organism.
10) Describe the differences in from and function between the four types of tissue (connective, epithelial, muscular,
nervous).
2
11) Describe and differentiate the different human organ systems.
12) Explain that organs systems perform specific tasks (specifically know: circulatory, respiratory, urinary, digestive, and
reproductive) .
B. VCCS CORE COMPETENCIES
The core competencies addressed in this course are:
1. Communication
Degree graduates will demonstrate the ability to
 1.1 understand and interpret complex materials;
 1.2 assimilate, organize, develop, and present an idea formally and informally;
 1.3 use standard English;
 1.4 use appropriate verbal and non-verbal responses in interpersonal relations and group discussions;
 1.5 use listening skills
2. Critical Thinking
Degree graduates will demonstrate the ability to
 2.1 discriminate among degrees of credibility, accuracy, and reliability of inferences drawn from given data;
 2.2 recognize parallels, assumptions, or presuppositions in any given source of information;
 2.3 evaluate the strengths and relevance of arguments on a particular question or issue;
 2.4 weigh evidence and decide if generalizations or conclusions based on the given data are warranted;
 2.5 determine whether certain conclusions or consequences are supported by the information provided; and
 2.6 use problem solving skills.
4. Information Literacy
Degree graduates will demonstrate the ability to
 4.1 determine the nature and extent of the information needed;
 4.2 access needed information effectively and efficiently;
 4.3 evaluate information and its sources critically and incorporate selected information into his or her knowledge
base;
 4.4 use information effectively, individually or as a member of a group, to accomplish a specific purpose; and
 4.5 understand many of the economic, legal, and social issues surrounding the use of information and access and
use information ethically and legally.
6. Quantitative Reasoning
Degree graduates will demonstrate the ability to
 6.1 use logical and mathematical reasoning within the context of various disciplines;
 6.2 interpret and use mathematical formulas;
 6.3 interpret mathematical models such as graphs, tables and schematics and draw inferences from them;
 6.4 use graphical, symbolic, and numerical methods to analyze, organize, and interpret data;
 6.5 estimate and consider answers to mathematical problems in order to determine reasonableness; and
 6.6 represent mathematical information numerically, symbolically, and visually, using graphs and charts.
7. Scientific Reasoning
Degree graduates will demonstrate the ability to
 7.1 generate an empirically evidenced and logical argument;
 7.2 distinguish a scientific argument from a non-scientific argument;
 7.3 reason by deduction, induction and analogy;
 7.4 distinguish between causal and correlational relationships; and
 7.5 recognize methods of inquiry that lead to scientific knowledge.
C. METHOD OF INSTRUCTION
This class will be conducted using the following methodologies:
 Lectures
 Discussions (to include collaborative learning)
 Labs (to include collaborative learning)
 Guided research projects (to include collaborative learning and writing)
3
D. TEXTBOOK(S) AND REQUIRED TOOLS OR SUPPLIES
Title: Principles of Life
Authors: Hillis, Sadava, Heller, and Price
Supplies: colored pencils for labs to be brought each day, lab notebook, class notebook (or section of a binder),
calculator, laptop or ipad (provided in class)
E. EVALUATION / GRADING SYSTEM
The DE grade will consist of all required AP course work plus the additional assignments done outside of class. Grades
will be weighted based on a points system basis, with more difficult assignments being worth more points. Tests will not
be curved; however students may arrange to retake tests after school to improve their score.
Component of class
Points Value
Tests
100
Quizzes and Labs
30-50
Homework/Classwork
5-40
Research Papers
50
F. GRADING SCALE:
A
94 - 100
B
87 - 93
C
77 - 86
D
70 – 76
F
69 – below
G. EXPECTATIONS FOR STUDENT SUCCESS
Homework policy: Homework, whether it was online or on paper, is due at the start of class. Late homework will not be
accepted, except when due to student absence. An absence will allow you three additional days to complete the
assignment. After that time period, the assignment will not be accepted. Missing work can be “made-up” by using earned
homework passes or an equivalent amount of extra credit. All research papers need to be typed, be a minimum of 80-90%
your own writing (not paraphrased or copied), and have appropriately sourced citations using APA formatting. Help with
research papers is available upon request. Plagiarizing will result in a grade of zero.
Attendance policy: Students should be on time to all classes. Tardies will be dealt with according to Henry County
school policy. A student’s third unexcused absence will result in a failing grade for the course according to the Henry
County attendance policy.
Make up work: It is the student’s responsibility to make arrangements for missing work and to ask for missing work upon
their return. Some labs cannot be made up. To make up these labs, students must complete an alternate assignment
given at the teacher’s discretion. Remember that the three day make-up work extension will be strictly adhered to.
Use of electronic devices: Cell phone use in class should be limited to educational purposes and only with permission
from the teacher. All other electronic devices (laptops, iPads, etc) should be used for appropriate educational purposes
only in accordance with the HCPS Code of Conduct.
Food/Drink: Acceptable drinks in approved containers are allowed in class. Please clean up all trash. For safety reasons,
food or drink of any kind is never allowed in the lab space.
Courtesy and language: Be respectful to yourself and others (including the teacher) with your actions and language
throughout class.
Time management: Leave yourself more time than you anticipate needing to complete assignments. Do not wait until the
last minute or the quality of your work will suffer. Biology is a wonderful topic, but it is also a very challenging one. It is
nearly impossible to learn every concept needed through class time and instruction only. As the concepts can be difficult
and there is quite a bit of vocabulary, time outside of class each evening should be set aside for individual study. You
should plan on having homework every day and start assignments as soon as they are assigned. Begin studying for tests
4
as soon as they are announced. Study groups are often the best way to study, and they are encouraged. However,
cheating or copying answers on any assignment will never be tolerated. Cheating will result in a grade of zero for all
involved parties. In addition, the instructor is available after school by appointment to review and re-teach as needed.
Please take advantage of this if necessary.
Tests and studying: There will be one test per unit of the course, one (participation graded) pre-test, one midterm
benchmark (progress graded) test, and one final exam for all students. DE students will also take an additional cumulative
midterm and final for Bio 101 and 102 after school (four DE tests scheduled after school throughout the semester). It is
your responsibility to study throughout the unit to be prepared for the unit test. Students will receive one attempt during
school to pass the test. If the test is failed, they may re-take the test on their own time after school by appointment until it
is passed. Passing all tests is essential to passing the class. If a student cannot pass the tests, they will not be able to
pass the course.
H. EMERGENCY INFORMATION
Safety procedures for school emergencies will be reviewed in class. Safety procedures for each lab will be reviewed at the
beginning of the lab. Following safety protocol is an expectation, and may result in disciplinary action if not adhered to.
Any questions regarding safety should be directed to the instructor.
I. STUDENT SUPPORT/DISABILITY STATEMENT:
If you have a disability or other need for reasonable accommodation in order to successfully complete the requirements of
this course, please contact the 504/ADA Coordinator (West Hall #134, 276-656-0257 or 800-232-7997 ext. 0257,
sguebert@ph.vccs.edu) to discuss this matter confidentially.
J. IMPORTANT DATES TO REMEMBER:
Refer to the Henry County Public Schools calendar.
K: WEEKLY COURSE SCHEDULE FOR BIO 102 GENERAL BIOLOGY II
Dates
Hillis
Chapter/Section
Unit and Topics
Assignments
Due Dates
TBD – First 15
days following
the
completion of
Bio 101
1.1, 1.4, 3.1, 7.4,
15.1-7, 16.1-4,
17.1-4, 18.1-3,
19.1, 20.2, 21.1,
23.6, 42.4, 43.4,
44.3
Unit Four: Evolution
 Evidence for
evolutionary
theory
 Genetic/phenotype
variation and effect
on survival
 Natural Selection
 Hardy-Weinberg
theorem
 Speciation
 Genetic drift
 Artificial selection
 Origin of Life
 Classification
 DNA and evolution

Artificial Selection lab
and report
DNA comparison lab
and report
Hardy-Weinberg
simulation activity
and practice problem
set
Phylogenetic tree and
cladogram
construction project
“Flashy Fish” online
natural selection
simulation
Unit Test
TBA – Labs/Activities
TBD – Unit Test
Unit Five: Organism
Form and Function
 Organization and
function of
biological systems
 Negative/positive
feedback systems
 Dynamic
homeostasis
 Cell signaling

Transpiration Lab and
report
Cell signaling
simulations
Signaling pathway
project
Neurotransmitter
online study
Research paper rough
draft
TBA – Labs/Activities
TBD – Unit Test
TBA (maybe) –
vertebrate dissection
TBD – Next 18
days of
semester
4.5, 5.5-6, 10.5,
11.1-2, 11.4,
14.1-4, 24.1,
26.1-3, 29.1-2,
30all, 31.1&3,
32.4, 33.1-4,
34.1-4, 35.1,
38.1, 39.2, 40.2
5









TBD – final 15
days of
semester
(excluding
exam review
time)
26.1, 28.2, 41.1,
41.3-4, 41.6,
42.1-5, 43.1-6,
44.1-4, 45.1-5,
46.2
 Cell
communication
 Conservation of
signaling pathways
and evolution
 Variation in
homeostatic
mechanisms due
to environment
 Cell specialization
and differentiation
 Regulation and
timing of
physiological
events
 Immune response
 Nervous system
function
 Organism
development
 Stem cells and
current biomedical
research


Unit Test
DE Cumulative
Midterm
Unit Six: Ecology
 Biological systems
 Coordination,
regulation, and
timing of
physiological
events
 Regulation of
homeostasis and
animal behavior
 Effect of
environment on
homeostasis
 Interaction of
abiotic and biotic
factors in the
environment
 Mathematical
analysis of
ecological
interactions
 Biogeochemical
and energy flow in
ecosystems
 Effect of
environment and
behavior on
natural selection
 Evolution of social
behaviors and
communication
between
organisms
 Population

Energy dynamics lab
and report
Animal behavior case
study investigations
Population density
growth model
investigation and
calculation activity
Ecosystem
monitoring case
studies or lab
experience
Food web
development and
modeling
Eutrophication case
studies and primary
productivity virtual
lab
Human impact
research project and
case studies
Unit test
Bio 102 research
paper
Bio 102 Final exam
6









TBA - Labs and
activities
TBD – Unit Test
TBA (maybe) –
Human impact project
due
TBA – Research
paper due
TBA – Bio 102
cumulative final
interactions
 Human impact on
environment
 Specialist v.
generalist behavior
 Biomes
 Importance of
biodiversity
 Eutrophication and
importance of
limiting factors
L. ACADEMIC HONESTY CLAUSE
Patrick Henry Community College will not tolerate any form of dishonesty including cheating, plagiarism, knowingly
furnishing false information to the college, forgery, or alteration or use of college documents or instruments of
identification with intent to defraud. All students are expected to abide by the honor code and may be required to sign a
pledge on their work such as:
Pledge: On my honor, I have neither given nor received aid on this assignment/test/exam.
M. AFFIDAVIT
My signature below indicates that I have read and understand this syllabus and have been given a copy of my own to
keep.
Student Signature
Date
This syllabus conforms to the Patrick Henry Community College syllabus guidelines.
7