BIOLOGY II: THE STRUCTURE OF LIFE
BIO 1022-01
Spring 2006
Dr. Michael Blust, x8331, blustm@greenmtn.edu, Terrace 2
Office Hours: MW 9-11:30 or drop-in
Lecture - MWF 8:00-8:50 in Terrace 123
Lab - Wednesday 12:30-3:30 with Dr. Jim Graves
The subject of this course: In Biology II we will explore what organisms are made of, how they are put together, and how they
work. This course aims to provide students with a broad understanding of biological processes at molecular, tissue, organ,
and organism levels, to serve as a solid foundation for advanced study in any sub-discipline of biology. For example, it is
important for the ecologist studying the role of spotted owls in forests of the Pacific Northwest to understand biological
molecules, how molecules are organized into cells and cells into organisms, how genes are inherited and regulate
organisms, how organisms sense and respond to their environment, how organisms obtain and use energy, and how major
organ systems function. Biology II complements the study of evolution and the diversity of living organisms in Biology I by
focusing on the internal mechanics of all these organisms.
Course Goals: This course is designed to help prepare you for careers in environmental science and biology. Each assignment
and topic covered will address one or more of the following content or skills goals:
Content – An introductory level knowledge of how organisms are put together and how they function is useful not only for
biology related careers, but for a better understanding of ourselves and our interactions with the world around us. While
focusing primarily on specific components of organisms, this course also aims to strengthen your appreciation for and
curiosity about the natural world. We hope you will :
• Build your vocabulary relating to biology below the organismal level
• Be able to use that vocabulary to explain concepts and processes in biology
• Use this information to make informed decisions about your own life
Skills – Through lab exercises and lectures, we hope this course will help you
• improve your skills of observation in the lab and in the field
• improve your ability to think critically and to make connections between the different parts and processes of an
organism
• use lab equipment including the compound and dissecting microscopes
• apply the scientific method to design and carry out an experiment that tests hypotheses
• search the scientific peer-reviewed literature and read scientific papers
• manage and analyze data using a spreadsheet and perform simple statistical analysis
• use and interpret data presented in tables and graphs
• write reports in a common scientific format
• present results of a scientific study to an audience
Course requirements:
Textbook: - Campbell, Neil A., Jane B. Reece, and Lawrence G. Mitchell. Biology. 6th edition. Menlo Park, CA: Addison Wesley
Longman.
Materials:- A three-ringed binder is required for keeping lecture notes, handouts, readings, and lab worksheets organized. Bring
the textbook to lecture. Bring paper, pen, and pencil to lab. A calculator will be helpful for some lab work and homework
assignments. If you are struggling in this course, I will ask to see your notes. This is a sure sign of effort & understanding.
Grades: - Three tests (35%), final (15%), lab work (25%), quizzes (15%) participation (10%). Each test will cover lecture material
and assigned readings. The final exam will be cumulative. The participation grade is based on attendance and active
participation in class discussions and lab activities. Attendance is required at all lecture and lab meetings. If you miss a
lecture, you are responsible for the material and announcements you missed. These percentages may be adjusted if the
class plans are modified during the semester.
Homework: You will be given reading assignments for each class. I do not view my role as the “dispenser of information”.
Most of the information is in the book. My role is to clarify that information, sort out the key points, supplement a bit and
most of all, answer your questions about it! If you do not read, you will rapidly feel lost and may wind up dropping the
course. I do realize that the volume of information can be overwhelming, particularly to those with little science
background. I will hand out guide sheets to go with the reading assignments. These guide sheets will usually consist of fillin or short answer type questions. Ideally, you should read the text, try to answer the questions afterwards, re-read the
sections necessary to answer the questions, and spend time trying to understand/learn that information. A quick
skimming, or looking only for the answers to the questions is better than nothing, but will probably net you a “C” at best in
this course. Above all, read with pencil in hand and dictionary at hand. Write down questions (note page/paragraph),
observations, etc. to bring up in class. Questions and discussion are the heart of science and this class. Vocabulary is
often a problem, but not just the scientific terms - many students misunderstand the text because they do not take the time
to look up “everyday” words that they only vaguely understand.
Quizzes: Each class will begin with a quick quiz based primarily on the questions from the guide sheet. Don’t panic. If you have
read and spent time trying to understand the material, the quiz gives you credit for that. If you have not put in the effort, or
are having problems understanding the material, then the quiz serves as a red flag to you and to me, before we get to the
exam. Daily quizzes are a pain for me. I do them because past experience shows students do better as a result.
• If you arrive late for class (after I have finished passing out the quizzes), do not ask to take the quiz. It will delay the
class and is unfair to the others. Talk to me after class.
• If there is a question on the quiz that comes from a confusing or faulty question on the HW sheet, do the best you can. I
will void the question afterwards if necessary.
• Illness and emergencies do occur. I will drop your 3 (and only 3) lowest quiz grades to compensate. Absences beyond
that will hurt your grade. Don’t use your absences early.
• Leaving campus early for vacations is not acceptable. Make your travel plans accordingly. If you can not work around
it, plan on that being one of your 3 dropped grades.
• Students who do not read (or just skim) and study for the quizzes with answers from other people’s sheet may do well
on the quizzes, but do poorly on the exams. Don’t take shortcuts.
Exams: Exams will be a combination of objective type questions, short answer and essay. You should study for the essay type
questions. If you do, the objective questions are relatively easy. The reverse strategy does not work. You MUST notify me
and make arrangements if you will be missing an exam for any reason. Make-up assignments for missed exams will only be
allowed if I have been notified, and will be substantially more work than the original exam.
Attendance/participation - If you want to learn, you should be present, punctual, prepared, participating and professional! Class
discussion is very important in this course. You can not contribute to the class discussion if you are not present. After 2
absences a warning note will be sent and you may be dropped from the class. Arriving late to class is disrespectful and
disruptive. Academic dishonesty at any level will not be tolerated. At some point(s) in your career, in addition to grades you
will need letters of recommendation. Effort and attitude show up there even if they are not in transcripts.
-------------------------------------------------------------------------------------------------------------------------------------------------------The schedule of assignments below is subject to change or adjustment. If you are absent, try to contact myself or another
student who can update you on any changes. You can also check the course folder and email for messages or updated
versions, otherwise proceed in sequence even if the dates are no longer accurate.
-------------------------------------------------------------------------------------------------------------------------------------------------------You will note that we will be covering a chapter every one or two classes in most cases. It is absolutely imperative that you do
not fall behind in this material. Organizational skills and study skills are critical.
BIO 1022
Structure and Function
18-Jan
20-Jan
Introduction to the Biology II learning experience
Chemistry: atoms, subatomic particles, bonding, water chemistry
23-Jan
25-Jan
27-Jan
Chemistry: carbon
Chemistry: macromolecules
Chemistry: macromolecules (continued)
4
5
5
30-Jan
1-Feb
3-Feb
Cells: structure
Cells: membranes
Cells: respiration
7
8
9
6-Feb
8-Feb
10-Feb
Cells: respiration (continued)
Cells: photosynthesis
Cells: photosynthesis (continued)
9
10
10
13-Feb
15-Feb
17-Feb
Cells: mitosis, cytokinesis, meiosis
Discussion/Review
TEST 1
12, 13
20-Feb
22-Feb
24-Feb
Genetics: Mendel’s discoveries
Genetics: Mendel’s discoveries
Genetics: The Chromosomal basis of inheritance
14
14
15
27-Feb
1-Mar
3-Mar
Genetics: molecular basis of inheritance (continued)
Genetics: transcription and translation from genes to proteins
Genetics: transcription and translation from genes to proteins (continued)
16
17
17
6-Mar
8-Mar
10-Mar
Spring Break
Spring Break
Spring Break
13-Mar
15-Mar
17-Mar
Plants: structure and growth
Plants: transport
Plants: reproduction and development
20-Mar
22-Mar
24-Mar
Discussion/Review
TEST 2
Animals: introduction to animal structure and function
27-Mar
29-Mar
31-Mar
Animals: Digestive system & nutrition
Animals: circulation and gas exchange
Animals: circulation and gas exchange (continued)
3-Apr
5-Apr
7-Apr
Animals: defenses
Animals: defenses and Controlling the Internal environment
Animals: controlling the internal environment
10-Apr
12-Apr
14-Apr
Animals: chemical signals
Animals: chemical signals (continued)
Animals: reproduction
45
45
46
17-Apr
19-Apr
21-Apr
Easter Break
Animals: nervous system
Animals: sensory and motor mechanisms
48
49
24-Apr
26-Apr
28-Apr
Animals: sensory and motor mechanisms
Discussion/Review
TEST 3
1-May
3-May
8-May
Review of material on Tests 1 and 2
Review of material on Tests 2 and 3
Final Exam at 8:00am
2,3
2,3,4,5,7,8,9,10,12,13
35
36
38
14,15,16,17,35,36,38
40
41
42
42
43
43 & 44
44
49
40,41,42,43,44,45,46,48,49
LAB - STRUCTURE OF LIFE - (BIO 1022-01) Spring 2006
W 12:30-3:30 in Ackley 106 Lab
Dr. James Graves, -8291, gravesj@greenmtn.edu, 35 Ackley, Tu,W,F 9-10:30 and by appointment
Lab Goals: The course is designed to help prepare you for careers in environmental studies and biology. Each lab assignment
and topic covered will address one or more of the following content or skills goals:
Content - Success in careers in biology and related fields depends on introductory level subject mastery of the content in this
course in cell chemistry, cell structure, cell energetics, cell replication, genetics, and plant and animal morphology, anatomy,
and physiology. The course content will be organized around two themes throughout the course: first, the ecological basis
for structure and function, and second, the differences between plants and animals. By focusing on these themes, you will
find the details of structure and function more interesting and easier to learn.
Skills – Through lab exercises, this course will improve your ability to observe in the lab and in the field, think critically and
make connections between the different parts and processes of an organism and between form and function, use laboratory
equipment, use the microscope and dissecting scope, dissect a vertebrate organism, and do genetics problems. In the lab
project, you will use scientific methods to design and carry out a study that tests hypotheses, search the literature for
scientific peer-reviewed articles, understand and synthesize scientific papers, set up and manage a field study, manage and
analyze data using a spreadsheet, perform simple statistical analysis, present and interpret data using tables and graphs,
write reports in a common scientific format, and present results of a scientific study to an audience.
Lab requirements:
Textbook: Campbell, Neil A., and Jane B. Reece. Biology. 6th edition. San Francisco: Benjamin Cummings.
Additional readings: Students will find and read additional works in the primary and secondary science literature for their lab
projects.
Materials: A three-ring binder is required for keeping lecture notes, handouts, readings, and lab worksheets organized. Bring
paper, pen, and pencil to lab. A calculator will be helpful for some lab work and homework assignments.
Grades: Lab work accounts for 25% of your grade, 10% based on lab reports and quizzes, 10% based on a lab project, and 5%
based on attendance and active participation, required at all lab meetings. No make-up labs will be given. Low lab scores
can be improved in two ways. (1) If problems with project work are corrected on the final report, the improved score will
replace the original score. (2) If your score on any portion of the final lab practical exam is higher than your score on the
original lab assignment, the higher final exam score will replace the original score.
Lab project: In Spring 2003 and 2005, students in Biology II tapped Sugar Maple trees on campus to study the physiology of sap
production. Last June, many maple trees on campus were defoliated by Tent Caterpillars. This year, students in Biology II
will investigate the earlier data, search the primary scientific literature on the effects of defoliation on sap flow and sugar
content, help design a class research project that focuses on one or more hypotheses concerning the effects of defoliation on
sap physiology, and test the hypothesis in a study designed and carried out by the students. After you complete the study,
you will write a scientific paper describing your results and make a Powerpoint presentation of your results to the rest of
the class. This project is worth 10% of your final grade and is described in more detail in the handout Research Project for
General Biology II.
THE STRUCTURE OF LIFE, BIO 1022-01, LAB schedule, Sp. 2006
date
topic
assignments due (% of final grade)
January 18
LAB 1: Project, Introduction, Literature Searching
January 25
LAB 2: Project, Hypothesis Testing, Project Design
LAB 1 PROJECT BIBLIOG. (1)
February 1
LAB 3: Plant Structure and Function
LAB 3 PRACTICAL EXAM (1)
February 8
LAB 4: Project, Data Management, Analysis
LAB 2 PROJECT DESIGN (1)
February 15
LAB 5: Plant Photosynthesis, Respiration
LAB 4 PROJECT ANALYSIS (1)
February 22
LAB 6: Project, Set-up
LAB 5 REPORT (1)
March 1
LAB 7: Project, Field Work
March 8
Spring Break
March 15
LAB 8: Genetics
March 22
LAB 9: Project, Presenting Scientific Results
March 29
LAB 10: Animal Tissues
LAB 10 PRACTICAL EXAM (1)
April 5
LAB 11: Vertebrate Structure, Function, I
PROJECT DRAFT REPORT (1)
April 12
LAB 12: Project Presentations
PROJECT PRESENTATION (2)
April 19
LAB 13: Invasive Species – Effects of Garlic Mustard LAB 13 FIELD DATA (1)
April 26
LAB 14: Vertebrate Structure, Function, II
PROJECT FINAL REPORT (4)
May 3
LAB 15: Exam
LAB FINAL EXAM (5)
May 5,6,8,9
FINAL EXAMS
LAB 8 REPORT (1)