MINNEAPOLIS COLLEGE
Biology 2200
Minneapolis, Minnesota
Spring, 2004
PRINCIPLES OF BIOLOGY
Course Syllabus and Schedule
Instructor:
Mitch Albers, Office C248, Phone (612) 659-6002, E-mail Address: mitch.albers@minneapolis.edu
Office hours as posted outside my office or by appointment or may be held online.
MCTC's Biology Department web site: http://db.mctc.mnscu.edu/biology/
Mitch's Personal Web site: http://home.minneapolis.edu/~albersmi/
Course Website:
http://webct3.metnet.edu/public/MCTC002/index.html, Select the Login button at bottom of page
or http://webct3.metnet.edu (Select See Courses, Select  MCTC Select BIOL 2200)
Note: a Student User Name and Password are required to access the course Web site.
Semester Credits:
4
Pre - Corequisite:
Introduction to Chemistry 1020 or transfer equivalent
Textbooks:
*Required

Biology* by Neil A. Campbell and Reece, The Benjamin/Cummings Publishing Co., 6th ed., 2002.
Text is custom published and is packaged with Campbell Biology Place CD-ROM and Web site
(www.campbellbiology.com).

Thinkwell's Biology CD-ROMs & Web site* (www.thinkwell.com) contain multimedia lecture presentations,
tutorials, practice quizzes and other helpful learning resources.

Symbiosis: Laboratory Investigations for Principles of Biology* by Morgan, Carter, and Dickey,
Benjamin/Cummings Publ. Co., Custom edition for Minneapolis Community & Technical College.

Introducing Chemistry for Biology Students by George Sackheim, The Benjamin/Cummings Publishing Co.,
7th ed., 2002. (Highly recommend)
Target Population:
Those students of any major, but especially biology or related science majors, nursing students and those
who need a transferable, lab-science course.
Course Description
An Inquiry into the nature of life with emphasis upon the fundamentals of the cell, its structure and
functions; the dynamics of life as studied through bioenergetics; the continuity of life as studied through
embryology, genetics, and organic evolution; the community of life as studied through ecology.
Course Objectives:
1. To acquaint students with famous biologists, their work, and the development of the scientific method as an approach to a
problem.
2. To assist students in thinking about factors of life so often taken for granted and to provide an environment for students to ask
questions about them.
3. To instill in students a recognition of biology as a way of seeking knowledge of themselves and other organisms rather than just a
set of facts.
4. To integrate new skills into the students customary ways of thinking by engaging them into practicing their thinking skills and
applying them to open-ended problems.
5. To develop in students an appreciation and knowledge of nature and their place in the living world.
6. To aid students in understanding principles of genetics and the role of heredity and environment in the individual.
7. To help students appreciate the diversity of life and yet the unity of pattern in living things in such factors as the biological roots of
behavior, and the preservation of life in the face of change.
8. To aid students in recognizing the cell as the fundamental living unit through studies of cell structure and function.
9. To allow the student to communicate their experimental findings, analyses, and interpretations both orally and in writing.
10. To formulate and test hypotheses by performing laboratory experiments and to introduce students to INVESTIGATIVE
methods and techniques used in the laboratory.
11. To develop in students a functional understanding of the principles and generalizations of biology.
12. To stimulate interest in the field of biology (and when appropriate to prepare students planning to take other biology courses).
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Lecture Information:
Lecture support materials for this course will be supplemented via the course web site. Lecture presentation materials are provided to
you in a variety of formats to fit your learning style. Below are the lecture resources that are available to you this semester:
 Thinkwell's Biology CD-ROM series and Web site - A comprehensive series of interactive video lectures.
 Instructor's detailed lecture outlines by chapter - Complete lecture notes taken from your textbook.
 Instructor's In-Class lecture notes - Archives of lectures notes I've given during a traditional lecture class.
 Instructor's Pre-Lecture Questions - Chapter specific questions that challenge your thinking and understanding of concepts.
 Instructor's online Microsoft PowerPoint presentations by chapter.
 Multimedia Resources (animations in QuickTime, Flash, Shockwave formats)
You will be responsible for information from these resources and the assigned textbook readings.
Class Requirements:
1. There will be three exams that will consist of 100 points each.
2. The final will be 30% cumulative and 70% covering chapters 22, 25, 50 & 52.
3. LAB IS REQUIRED, be sure you have registered for a lab section and you also MUST attend them.
4. Lab quizzes and or writing assignments will be given at each lab meeting.
5. Lecture quizzes may be given throughout the semester.
6. Points will also be assigned for a variety of exercises, including (but not limited to) group discussion exercises, writing and Web
assignments. Credit for these assignments will be based on the quality of work, neatness, the timeliness of work (i.e. handing
assignment in on time), and the point value possible for the assignment.
7. No audible cellular phones or pagers may be turned on during lecture, lab or during exams. If your personal electronic
communication device disrupts class in any way you will be asked to leave the class for that day which could result in your missing
work for credit.
8. Student conduct in the course will follow the MCTC Student Handbook.
Academic Integrity: It is important in your learning process to maintain academic integrity. This means completing all assignments
independently and taking exams in good trust. By maintaining academic integrity, you will increase your knowledge and skill, while
upholding your personal and societal ethical standards. Any student who plagiarizes another students work will either withdraw or fail
the course…I HAVE A ZERO TOLERANCE RULE. The Department of Biology adheres to the highest standards of academic
integrity. Any violations of prohibitions against plagiarism will be treated with great seriousness, and they risk failure of the course or
worse consequences. Consult the MCTC student handbook for advice about avoiding plagiarism, or talk to your instructor (me) about
it. You MUST agree and sign the course Academic Integrity Policy form to continue with this course.
Grading Standards:
Final semester grades will be calculated by placing your cumulative point total for the semester on a normal distribution/"curve" for
determination of the grade. It is important that you keep track of all points earned throughout the semester on your point tally sheet
that is included in this syllabus. By dividing the total points you have earned by the total points possible, you can calculate your
percentage (i.e. 485 points earned/600 points possible = 81 % and would be a "B" grade as per the grading scheme outlined below).
The following percentages may be adjusted, but are provided to give you a sense of where you stand at any one time during the
semester.
Grading:
Passing grades will be determined by percentages (55% = D, 70% = C, 80% =B, 90%=A) of the 600 total points possible scheduled
below. Regular class attendance is essential for success in this course, which means unexcused absences from labs will detrimental to
the students overall grade. More than three unexcused absences from the lab will result in the automatic withdrawal or failure from the
course. Exam and assignment scores can be viewed by clicking on the "Grades" icon on the course web site.
No incomplete grades will be given for missed work. Incomplete grades are for someone who has completed all of the course
satisfactorily and misses the final exam because of an extended, doctor verified illness.
Point Breakdown:
Three written Lecture Exams (100 points ea.)
Final Examination 30% cumulative (100 points)
Various Assignments (including web)
Lab Quizzes / Lab Writing Assignments
Lecture Quizzes
(approx.)
300 points
100 points
50 points
100 "percentage" points
50 points
600 total points possible
Note:
The above breakdown of points is only an estimate, the actual point total may deviate above or below the points scheduled at this time.
Lab Totals will be determined by percentage points. Weekly lab scores will NOT be posted on the course web site. I reserve the right
to alter the course schedule during the duration of the semester, and to lower the points needed for each grade if I deem it necessary.
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Lecture Attendance Policy:
I do not formally record attendance, but I do have some policies related to attendance that you need to be aware of. I use a variety of
learning tools in the classroom, including group work and writing projects. We will use both synchronous (live) and asynchronous (not
live) communication in this course, which does not happen in real-time. In other words, we will communicate asynchronously without
needing to have a common time available for us to meet online. E-mail is an excellent example of asynchronous communication. So
are electronic bulletin boards. I WILL EXPECT that you will be checking your E-mail every day (excluding weekends and holidays)
and that your actively utilizing the online resources on the course Web site and the Thinkwell CD-ROM's. Announcements regarding
the online lecture will be posted on the homepage of the course Web site.
If you encounter an emergency situation that necessitates time away from class, it is your responsibility to contact me immediately and
ask for my assistance in planning your return to class and determining the work that needs to be completed.
Note: If you need an accommodation due to a disability to enable you to fully participate in this course, contact MCTC's Office for
Students with Disabilities at (612) 659-6730 For assistance.
Exam Attendance Policy:
Attendance is required for all exams. If you cannot take an exam as scheduled, YOU MUST NOTIFY ME PRIOR TO THE
EXAM. Exams administered in this course will be taken in class, on the Web, or in the MCTC Testing Center. The timing, format,
and content of make-up exams is at my discretion, and may differ from the original exam. All make-up exams will be administered at
the same time on the last regular class day prior to final exam week of the semester in the MCTC Testing Center and require my
approval before they can be made-up.
Lab Attendance Policy:
Attendance will be taken in the laboratory. More than three unexcused absences from the lab will result in the automatic withdraw
from the course prior to the drop date or failure if after the drop date. Your laboratory experience and attendance is essential for
success in this course. The total points available from the lab equals 16 - 20% of your course grade.
Additional Notes:
1. An option to earn extra credit points will be offered near the end of the semester (see lecture schedule).
2. Your text and the lectures will present biological concepts and principles from an evolutionary perspective.
3. Some topics of a sexually explicit nature may be covered with aspects of reproduction.
4. You will be required to use a computer, hand in computer generated assignments and access the course web site.
5. You will be required to use the course web site, e-mail, bulletin board and turn-in web assignments throughout the semester.
Where to get Help:
If you have questions about the course or if you're struggling with any aspect of it, contact me as soon as possible. Let's talk it over. I
can help. Just send me an E-mail or set-up an appointment to meet with me online of in my office. In addition, the Learning Assistance
Center (LAC) room T405 on the 4th floor of the T building is an invaluable resource. Peer tutors are available by appointment to
coach you and help you succeed. We will also offer study group sessions in the LAC. These sessions have been extremely successful
to many biology students in the past. These sessions allow discussions of the course content with fellow classmates and is facilitated
by a peer tutor who has already taken the course. To set-up a tutor appointment in the MCTC Learning Center, phone (612) 659-6140.
Take advantage on my on-line office hours in the course chat room when they are available.
If your chemistry pre-corequisite course was taken five or more years ago or your performance was below average or if you are taking
this course at the same you are taking CHEM 1020, I suggest that you purchase the optional text Introducing Chemistry for Biology
Students by George Sackheim. If you are taking this course without the chemistry pre-corequisite I would highly consider dropping
and taking chemistry first. I have witnessed too many students trying to beat the system with very limited success.
Teaching and Learning Philosophy:
I believe students learn most effectively when they are active participants in the learning process. The laboratory has been designed
under an "Investigative" approach. You will get direct, active, hands-on exploration and learning from your own trials and errors in
the laboratory. The lecture format has you integrating numerous active learning resources.
Multimedia & the World Wide Web:
Your textbook has an accompanying free membership: The Campbell's Biology Web site (www.campbellsbiology.com/). The
Thinkwell CD-ROM video lectures also have a supportive Web site (www.thinkwell.com). These sites have interactive learning
materials and practice exams and quizzes designed to enhance your lecture and laboratory activities.
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TEACHING FOR THINKING
Levels of Thinking based on Bloom's Taxonomy
Thinking as to rote memorization is an important part o the learning process. To learn effectively, the learner has to think about the
information. The quality on one's thinking can be improved with training. One or the purposes of higher education is to improve the
quality of student's thinking. This course will attempt to improve your thinking by requiring you to read, write, ask questions answer
questions, work cooperatively with other students and access a diverse number of electronic learning resources. Why do this?
Because your future success in the classroom as well as in your career job will depend on your ability to think critically and solve
problems.
When most students are asked, What is thinking?" they are at a loss to speak knowledgeably. You can expect me to attempt to model
for you how one goes about thinking about biology during lectures and labs. You will be asked to write responses to questions both
individually and collectively in groups. Analysis of your written work is one of the best ways to assess the quality of your thinking.
Other ways to assess your thinking are by listening to your answers as well as in the way you solve problems. The exams in this course
will attempt to measure how well you have thought about biology. Yes, multiple choice exams can be designed to measure your
thinking …here's how.
According to Benjamin Bloom an expert on the psychology of learning, there are six levels of thinking. My lecture exams and prelecture question sets are modeled after Bloom's Taxonomy of Higher Thinking. At each level there are key words that identify the
level of thinking. Every question in my exams, quizzes, assignments also utilize these key words and allow you to identify the level
your thinking should be at.
1.
2.
3.
4.
5.
6.
Remembering Level: This includes rote recall and recognition of facts. Questions that ask you to match terms with their
definitions are at this level of thinking. Questions which are asked during exams which test at this level are the "Who?", "What?",
"Where?", and "When?" types of questions. Others will ask you to "List", "Identify", "Name", or "State" things. What is the
author saying? is another example of a question that asks you to remember.
Understanding Level: This results from simple information processing. This second level of thinking is being tested when
questions use words and phrases such as "Restate in your own words", "Explain", "Describe", "Illustrate", "Give an Example".
"Summarize", "What are the generalizations?", "What are the conclusions?" or simply "Why?" and "How?"
Application Level: At this level of thinking one learns a concept in one context and is asked to apply it in another. Questions
which test at the application level ask you to "Solve a problem or issue", "Relate", "Associate", "Illustrate", "Demonstrate", or
"Calculate". They also ask "What is your opinion?" and "What do you think?"
Analysis Level: Here the thinker seeks deeper meanings, relationships or structure. Questions at this level of thinking ask you
to "Break Down, into parts and examine each part", "Perceive the underlying assumptions", "Trace the reasoning", "Note the
fallacies", "Inspect", "Classify", "Generalize", "Note cause and effect relationships", or "Compare". They also can ask, "What are
the inferences?" or "What are the author's biases?"
Synthesis Level: When synthesis has occurred, the synthesizer's own thoughts come to fruition as a result of combining old and
new information. As a result of synthesis, it is possible to have "Solutions", "Insights", "Predictions", and "Expectations".
Questions which test synthesis will center around words such as "Explore", "Create", "Compose", "Propose, "Design",
"Construct", "Revise", "Formulate", and "Conclude". "What if?" and "Suppose" also ask you to synthesize. Synthesizing
information requires you to employ divergent thinking which usually does not lead to a single correct answer but asks you to
choose a best answer from several possible choices of correct answers.
Evaluation Level: This type of thinking requires personal reactions. It involves the thought process working in conjunction with
the emotional components that affect the thought process. "Evaluate", Assess", "Value", and "Appreciate" indicate this sixth, and
highest level of thinking. "Why is it good?", "Why is it bad?", "What is the worth of it?" and "How would you react?" are all
questions which deal with evaluation.
One of the purposes of the proceeding discussion is to help you plan for learning materials (processing the information) in biology.
Use Bloom's Taxonomy of Thinking to focus your attention as you study the principles of biology. My exams will test you at all six
levels, but more frequently at levels 1-3. Understanding Bloom's Taxonomy will give you greater control in your ability to think. More
control on your thinking will reduce your anxiety and make you a more efficient learner.


At which level(s) have you spent most of your time in academic life?
At which level(s) have you spent most of your time in your outside-of-school life?
Give Bloom's Taxonomy a try…it can make you more successful in this course!
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Tentative Lecture Schedule
Evening & Online Class Schedule
Spring Semester 2004 / Minneapolis College
5:00 p.m. - 6:15 p.m. Monday & Wednesday Evenings Room C330
Online Students are welcome to attend the on campus lecture meetings.
_Week____________Dates_____________________
Topics________________Assigned Textbook Readings_
01
Jan. 12 / 14
Introduction to the course
Syllabus
Using the Internet & Course Web Site
Themes in the Study of Life
Ch. 1 pp. 1 - 23
-------------------------------------------------------------------------------------------------------------------------------------------02
Jan. 19
NO CLASS MEETING - MLK HOLIDAY - CAMPUS CLOSED
Jan. 21
The Chemical Context of Life
Ch. 2 pp. 24 - 40
-------------------------------------------------------------------------------------------------------------------------------------------03
Jan. 26 / 28
Water & the Fitness of the Environment
Ch. 3 pp. 41 - 51
Carbon & Molecular Diversity
Ch. 4 pp. 52 - 61
-------------------------------------------------------------------------------------------------------------------------------------------04
Feb. 2 / 4
Structure & Function of Macromolecules
Ch. 5 pp. 62 - 86
-------------------------------------------------------------------------------------------------------------------------------------------05
Feb. 9
EXAM I (Exam I covers Chapters 1, 2, 3, 4 & 5)
Feb. 11
Introduction to Metabolism
Ch. 6 pp. 87 - 105
-------------------------------------------------------------------------------------------------------------------------------------------06
Feb. 16
NO CLASS MEETING - PRES. DAY HOLIDAY - CAMPUS CLOSED
Feb. 18
A Tour of the Cell
Ch. 7 pp. 106 - 137
-------------------------------------------------------------------------------------------------------------------------------------------07
Feb. 23
Memb. Structure & Function
Ch. 8 pp. 138 - 154
Feb. 25
Cellular Respiration (Glycolysis)
Ch. 9 pp. 155 - 175
-------------------------------------------------------------------------------------------------------------------------------------------08
Mar. 1
Cellular Respiration (The Kreb's Cycle)
Ch. 9 pp. 155 - 175
Mar. 3
Cellular Respiration (Electron Transport)
Ch. 9 pp. 155 - 175
-------------------------------------------------------------------------------------------------------------------------------------------09
Mar. 8 / 10
NO CLASS MEETING (Spring Break!) - CAMPUS CLOSED
-------------------------------------------------------------------------------------------------------------------------------------------10
Mar. 15
EXAM II (Exam II covers Chapters 6, 7, 8, & 9)
Mar. 17
The Cell Cycle
Ch. 12 pp. 215 - 231
Meiosis
Ch. 13 pp. 232 - 246
-------------------------------------------------------------------------------------------------------------------------------------------11
Mar. 22 / 24
Mendel and the Gene Idea
Ch. 14 pp. 247 - 268
-------------------------------------------------------------------------------------------------------------------------------------------12
Mar. 29 / 31
The Chromosomal Basis of Inheritance
Ch. 15 pp. 269 - 286
-------------------------------------------------------------------------------------------------------------------------------------------13
April 5 / 7
The Molecular basis of Inheritance
Ch. 16 pp. 287 - 302
-------------------------------------------------------------------------------------------------------------------------------------------14
April 12
From Gene to Protein
Ch. 17 pp. 303 - 327
April 14
NO CLASS MEETING - Online Extra Credit Quiz Due
-------------------------------------------------------------------------------------------------------------------------------------------15
April 19
EXAM III (Exam III covers Chapters 12, 13, 14, 15 & 16)
April 21
Decent with Modification: Darwin
Ch. 22 pp. 426 - 444
-------------------------------------------------------------------------------------------------------------------------------------------16
April 26
Decent with Modification: Darwin
Ch. 22 pp. 426 - 444
April 28
Tracing Phylogeny:
Ch. 25 pp. 484 - 507
-------------------------------------------------------------------------------------------------------------------------------------------17
May 3
An Introduction to Ecology
Ch. 50 pp. 1090 - 1120
May 5
Population Ecology
Ch. 52 pp. 1151 - 1173
-------------------------------------------------------------------------------------------------------------------------------------------Monday, May 10th at 5:00 p.m.
FINAL EXAMINATION
30% cumulative, 70% will cover
in room C330
chapters 22, 25, 50 & 52)
(Monday, May 10th on-campus students only | on-line students will receive final exam details via E-mail)
HAVE A CHALLENGING AND REWARDING SEMESTER!
Page 5
Thinkwell Video Lecture Guide
Spring Semester 2004/ Minneapolis College
Textbook Reading______Thinkwell CD-ROM Video Lectures
Ch. 1
1.2.1 Intro to Biology (Disc 1)
Ch. 2
Ch. 3
Ch. 4
Ch. 5
Ch. 6
Ch. 7
Ch. 8
1.1.1 Properties of Life (Disc 1)
1.22 The Nature of Science (Disc 1)
1.2.3 Early Scientific Thought (Disc 1)
2.1.1 Atomic Structure (Disc 1)
2.1.2 Electrons, orbitals, e. shells (Disc 1)
2.1.3 Ions (Disc 1)
2.1.4 Isotopes (Disc 1)
2.2.1 Bonding (Disc 1)
2.2.2 Ionic and Covalent Bonds (Disc 1)
2.2.3 Polar Covlent Bonds (Disc 1)
2.3.1 Hydrogen Bonding (Disc 1)
2.3.2 Adhesion Cohesion (Disc 1)
2.3.2 Hydrophilic/phobic (Disc 1)
2.3.3 Dissociation of Water (Disc 1)
2.3.4 Buffers (Disc 1)
2.4.1 Carbon Chemistry (Disc 1)
2.4.2 Functional Side Groups (Disc 1)
2.5.1 Carbohydrates: Monosacch (Disc 1)
2.5.2 Dehydration Syn. and Hydro-(Disc 1)
2.5.3 Polysaccharides (Disc 1)
2.5.4 Polysaccharides: Structural (Disc 1)
2.6.1 Lipids: An Introduction (Disc 1)
2.6.2 Saturated vs. Unsaturated Fats (Disc 1)
2.6.3 Phospholipids, Waxes (Disc 1)
2.7.1 Amino Acids &Peptide Bond (Disc 2, )
2.7.2 Amino Acids: The R Groups (Disc 2, )
2.7.3 Primary and Sec. Structure (Disc 2)
2.7.4 Tertiary Structure (Disc 2)
2.7.5 Quaternary Structure (Disc 2)
2.7.6 Protein Structure: A Summary (Disc 2)
2.6.4 Nucleic Acids (Disc 1)
2.8.1 Bioenergetics (Disc 2)
2.8.2 Activation Energy (Disc 2)
2.8.3 Enzyme Characteristics (Disc 2)
2.9.1 Enzyme Induced-Fit Model (Disc 2)
2.9.2 Enzyme Regulation (Disc 2)
2.9.3 Feedback Inhibition (Disc 2)
3.1.1 The History of Cytology (Disc 2,)
3.6.1 Microscopy (Disc 2)
3.6.2 Scanning Microscopes (Disc 2)
3.6.3 Freeze Fract. &Centrifugation (Disc 2)
3.1.2 Prokaryotes vs. Eukaryotes (Disc 2,)
3.1.3 Plant and Animal Cells(Disc 2)
3.1.4 Membranes: Basic Structure (Disc 2)
3.1.5 The Nuclear Envelope (Disc 2)
3.1.6 Nuclear Function (Disc 2)
3.2.1 Endoplasmic Reticulum (Disc 2)
3.2.2 Golgi Apparatus (Disc 2)
3.2.3 Food Vacuole Formation (Disc 2)
3.2.4 Vacuoles and Peroxisomes (Disc 2)
3.2.5 Mitochondria: (Disc 2)
3.2.6 Mitochondria and Chloroplasts (Disc 2)
3.3.1 The Cytoskeleton: (Disc 2)
3.3.2 Centrioles, Flagella, and Cilia (Disc 2)
3.3.3 Cell Walls (Disc 2)
3.4.1 The Extracellular Matrix (Disc 2)
3.4.2 The Fluid-Mosaic Model (Disc 2)
3.4.3 Proteins Cell Membrane (Disc 2)
3.4.4 Animal Cell Junctions (Disc 2)
3.5.1 Simple & Facilitated Diff. (Disc 2)
3.5.2 Osmosis (Disc 2)
3.5.3 Ion Pumps and Cotransport (Disc 2)
3.5.4 The Sodium-Potassium Pump (Disc 2)
3.5.5 Endocytosis and Exocytosis (Disc 2)
Page 6
Textbook Reading_____Thinkwell CD-ROM Video Lectures
Ch. 9
4.1.1 ATP Structure and Function (Disc 2,)
Ch. 12
Ch. 13
Ch. 14
Ch. 15
Ch. 16
4.1.2 Phosphorylated Intermediates (Disc 2)
4.1.3 Respiration: An Overview (Disc 2)
4.1.4 Redox: A Brief Review (Disc 2, 10:46)
4.1.5 Energy Release from Sugar (Disc 2)
4.1.6 Coenzymes: The Role of NAD+ (Disc 2)
4.2.1 Glycolysis: Energy Input (Disc 2)
4.2.2 Glycolysis: The Energy Payoff (Disc 2)
4.2.3 The Fermentation of Pyruvate (Disc 2)
4.3.1 The Acetyl CoA Step (Disc 2)
4.3.2 The Krebs Cycle (Disc 2)
4.3.3 Glycolysis and the Krebs Cycle (Disc 2)
4.4.1 The Electron Transport Chain (Disc 2)
4.4.2 Oxidative Phosphorylation (Disc 2)
4.4.3 ATP Yield from Aerobic Resp (Disc 2)
4.4.4 Other Fuels in Respiration (Disc 2)
4.4.5 The Evolution of Glycolysis (Disc 2)
8.1.1 The Eukaryotic Cell Cycle (Disc 3)
8.1.2 Mitosis: An Overview (Disc 3)
8.1.3 Mitosis: The Phases (Disc 3)
8.1.4 Cytokinesis (Disc 3)
8.2.1 Protein Kinases (Disc 3)
8.2.2 Regulation: Other Mechs (Disc 3)
8.2.3 Cancer:Mitosis Unchecked (Disc 3)
8.2.4 ras Gene and the p53 Gene (Disc 3)
8.3.1 Sexual Repro & Meiosis (Disc 4)
8.3.2 Homologous Chromosomes (Disc 4)
8.3.3 Meiosis: Prophase I (Disc 4)
8.3.4 Disjunction and Meiosis II (Disc 4)
8.3.5 Mitosis vs. Meiosis (Disc 4)
8.4.1 Independent Assortment (Disc 4)
8.4.2 Spermatogenesis: in Males (Disc 4,)
8.4.3 Oogenesis: in Females (Disc 4)
9.1.1 The Story of Gregor Mendel (Disc 4)
9.1.2 Mendel's Findings (Disc 4)
9.1.3 Mendel's Conclusions: (Disc 4)
9.1.4 Mendel's Conclusions (Disc 4)
9.2.1 Test Crosses (Disc 4)
9.2.2 Mendelian Inheritance (Disc 4, 9:00)
9.3.1 Segregation and Ind. Assort. (Disc 4)
9.3.2 Independent Assortment (Disc 4)
9.4.1 Laws of Probability (Disc 4)
9.4.2 The Multiplicative Law (Disc 4)
9.4.3 The Additive Rule (Disc 4)
9.4.4 Using the Laws (Disc 4)
9.5.1 What Is a Dominant (Disc 4)
9.5.2 Multiple Alleles (Disc 4)
9.5.3 Pedigree Charts (Disc 4)
9.6.1 Epistasis (Disc 4)
9.6.2 Infidelity or Epistasis? (Disc 4)
9.7.1 Polygenic Inheritance (Disc 4)
9.7.2 Pleiotropy (Disc 4)
9.7.3 Sickle Cell Anemia (Disc 4)
9.8.1 Linked Genes (Disc 4)
9.8.2 Crossing Over and Recomb. (Disc 4)
9.8.3 Gene Mapping (Disc 4)
9.8.4 The Work of Morgan (Disc 4)
9.8.5 Morgan's Conclusions (Disc 4)
9.9.1 Sex-Linked Traits (Disc 4)
9.9.2 X Inactivation in Humans (Disc 4)
9.9.3 Pedigree Charts (Disc 4)
9.9.4 Pedigree Chart:(Disc 4)
9.10.1 Problems in Heredity (Disc 4)
9.10.2 Chromosomal Aberrations (Disc 4)
9.10.3 14/21 Downs (Disc 4)
9.11.1 Genetic Mutation (Disc 4)
9.11.2 Point Mutations (Disc 4)
9.11.3 Insertion and Deletion (Disc 4)
9.11.4 Genetic Screening (Disc 4)
6.2.1 Watson and Crick: (Disc 3)
6.2.2 The Double Helix (Disc 3)
6.3.1 Replication:(Disc 3)
6.3.2 Triphosphate Nucleotides (Disc 3)
6.4.1 The Leading Strand (Disc 3)
6.4.2 Leading Strand, Part 2 (Disc 3)
6.4.3 The Lagging Strand (Disc 3)
6.4.4 Proofreading, End (Disc 3)
6.4.5 DNA Replication (Disc 3)
Page 7
Textbook Reading_____Thinkwell CD-ROM Video Lectures
Ch. 17
6.4.1 The Leading Strand (Disc 3)
Ch. 22
Ch. 25
Ch. 50
Ch. 52
6.4.2 Leading Strand, Part 2 (Disc 3)
6.4.3 The Lagging Strand (Disc 3)
6.5.1 Transcription and Translation (Disc 3)
6.5.2 Transcription (Disc 3)
6.5.3 Termination and RNA Protect. (Disc 4)
6.5.4 RNA Splicing (Disc 3)
6.6.1 Ribosomal and Transfer RNA (Disc 3)
6.6.2 The Role of Transfer RNA (Disc 3)
6.6.3 Translation: Initiation Events (Disc 3)
6.6.4 Translation/Elongation (Disc 3)
6.6.5 Termination (Disc 3)
6.7.1 Polypeptide Destinations (Disc 3)
6.7.2 Protein Synthesis (Disc 3)
1.3.1 Linnaeus, Buffon, and L. (Disc 1)
1.3.2 The Voyage Continues (Disc 1)
1.3.3 Darwin: More Observations (Disc 1)
1.4.1 Theory of Natural Selection (Disc 1)
1.4.2 The Theory of Natural Selection (Disc 1
1.4.3 Contrasting Lamarck (Disc 1)
1.4.4 Contrasting Lamarck (Disc 1)
1.5.1 Fossils, Dating, and Indexing (Disc 1)
1.5.2 The Fossil Record (Disc 1)
1.5.3 Some Fossil Surprises (Disc 1)
1.5.4 The Coevolution (Disc 1)
1.5.5 Mass ExtinctionsDisc 1)
1.9.1 Artificial Selection in Action (Disc 1)
1.9.2 Nat.Selection in Action (Disc 1)
1.7.1 Biochemical Similarities (Disc 1)
1.7.2 Vestigial Structures (Disc 1)
1.7.3 Homologous Structures (Disc 1)
1.11.1 The Linnaean System (Disc 1)
1.11.2 Linnaean Still Changing (Disc 1)
14.1.1 Ecological Organization (Disc 6)
14.2.1 Land Biomes (Disc 6)
14.2.2 Terrestrial Biomes (Disc 6)
14.2.3 Aquatic Biomes (Disc 6)
14.5.1 Pop Unlimited Resources (Disc 6)
14.5.2 Limited Resources (Disc 6)
14.5.3 Population Strategy: r vs K (Disc 6)
14.5.4 Intraspecific Competition (Disc 6)
14.6.1 Predation (Disc 6)
14.6.2 Ecological Niches (Disc 6)
14.6.3 Symbiosis (Disc 6)
14.9.1 A Flow of Energy (Disc 6)
14.9.2 Productivity and Energy Flow (Disc 6)
14.9.3 Visualizing Energy Flows (Disc 6)
14.9.4 Pyramid of Numbers (Disc 6)
Page 8
Biology 2200
Spring Semester 2004/ Minneapolis College
-- Schedule subject to change--
Tentative Laboratory Schedule
for all BIOL 2200 Lab Sections
_Week_______________________________________Topics___________________Assigned Lab Manual Readings_
01 Jan. 12 - 15
Introduction to the laboratory
Syllabus
Laboratory Safety
Lab Manual
------------------------------------------------------------------------------------------------------------------------------------------------02 Jan. 19 - 22
NO LAB MEETING - HOLIDAY
------------------------------------------------------------------------------------------------------------------------------------------------03 Jan. 26 - 29
Scientific Investigation
Exercise 2 Ex. 1 - 5
Start Genetics Experiment
Exercise 10 Ex. 1, p.219
-------------------------------------------------------------------------------------------------------------------------------------------------04 Feb. 2 - 5
Macromolecules
Exercise 3 Ex. 1 - 3
------------------------------------------------------------------------------------------------------------------------------------------------05 Feb. 9 - 12
Enzymes
Exercise 4 Ex. 1 - 2
-------------------------------------------------------------------------------------------------------------------------------------------------06 Feb. 19 (Thursday labs only)
Microscopes and Cells
Exercise 5 Ex. 1 - 5
-------------------------------------------------------------------------------------------------------------------------------------------------07 Feb. 23 - 25 (Mon, Tues, & Wed labs) Microscopes and Cells
Exercise 5 Ex. 1 - 5
-------------------------------------------------------------------------------------------------------------------------------------------------08 Mar. 1 - 4
Cellular Respiration
Exercise 7 Ex. 1 - 2
-------------------------------------------------------------------------------------------------------------------------------------------------09 Mar. 8 - 11
NO LAB MEETING (Spring Break!)
-------------------------------------------------------------------------------------------------------------------------------------------------10 Mar. 15 - 18
Mitosis
Exercise 9 Ex. 1 - 3
-------------------------------------------------------------------------------------------------------------------------------------------------11 Mar. 22 - 25
Meiosis
Exercise 9 Ex. 4
-------------------------------------------------------------------------------------------------------------------------------------------------12 Mar. 29 - April 1
Mendelian Genetics (Chi Square Analysis) Exercise 10 Ex. 1, Appendix B
Handout(s) given in lab
 Bring a Calculator
-------------------------------------------------------------------------------------------------------------------------------------------------13 April 5 - 8
Video "Race for the Double Helix"
Handout(s) given in lab
-------------------------------------------------------------------------------------------------------------------------------------------------14 April 12 - 15
DNA Cloning (Bacterial Transformation) Handout(s) given in lab
-------------------------------------------------------------------------------------------------------------------------------------------------15 April 19 - 22
Molecular Biology (Electrophoresis)
Exercise 11 Ex. 1
-------------------------------------------------------------------------------------------------------------------------------------------------16 April 26 - 29
Population Estimation (Lincoln-Peterson) Handout(s) given in lab
 Bring a Calculator
-------------------------------------------------------------------------------------------------------------------------------------------------17 May 3 - 5
NO LAB MEETING
Notes:
 All lab assignments should be dropped off at the front lab desk upon entering the lab.
 Lab quizzes are given immediately at the start of each lab. Lab quizzes cover material from the previous weeks lab.
 Lab experiments, quizzes and writing assignments CANNOT be made-up. Be sure to arrive to lab on time.



If a student misses more than three labs, they will need to withdraw before the drop date or fail the course.
Attendance will be taken in lab.
No audible cell phones/pagers may be turned on during lab.
Page 9
Online Lecture Information
Principles of Biology
BIOL 2200-29
If you can answer "yes" to ALL the following questions, online distance learning may be an attractive option for your
educational needs. If you answer one question "no," you may want to resolve or improve in this area prior to attempting
online courses.
1.
2.
3.
4.
5.
6.
7.
Am I self-directed, highly motivated, and self-disciplined?
Can I set a personal schedule and complete assigned work by the required dates?
Are my writing and communication skills better than average?
Do I try to solve problems and work through difficulties independently?
Can I read and follow detailed instructions on my own?
Am I already comfortable with using the Internet as a means of communication and research?
Do I own or have access to a computer with Internet access and e-mail?
Necessary Computer Hardware and Software Specifications:
The following tables list the minimum and preferred requirements for computer hardware and software for both PC and
MAC configurations.
PC Configuration
Minimum Hardware
Preferred Hardware
Pentium Processor
Pentium-4 Processor
16-32 MB RAM
64-128 MB RAM
250 MB Hard Drive
4 GB Hard Drive or larger
15" Monitor
17" Monitor or larger
28.8 Kbps Modem
56.6 Kbps Modem
CD-ROM Player
CD-ROM Player
Windows 95
Windows XP
MAC Configuration
Minimum Hardware
Preferred Hardware
80 MHz, 68040 CPU
100 MHz Power PC CPU
8-16 MB RAM
16-21 MB RAM
15" Monitor
15" Monitor or larger
CD-ROM Player
CD-ROM Player
28.8 Kbps Modem
33.3 Kbps Modem
Required Software for PC and MAC Configurations
 Netscape 4.01 or higher or Internet Explorer 5.0 or higher (The browser must be Java-enabled.)
 Software for word processing, MS Word or Wordperfect preferred.
 An e-mail provider which has the ability to send and receive attachments. Students using proprietary information
providers, i.e., AOL or Prodigy, may experience difficulties.
 Browser Plug-ins: Adobe Acrobat Reader, QuickTime Movie Player, Macromedia's Flash and Shockwave
Players.
Frequency E-mail will be checked:
I generally check my E-mail at least every day. I will require that you only send me E-mail messages via the Course Web
site. I don't want to receive messages in my college E-mail address unless it is an emergency and you are unable to use
the E-mail tool on the course Web site. I will try to respond to your questions as soon as possible. Be aware that I may
not respond to your E-mail for a day or two. I do check messages on weekends at times, but don't expect that I will
respond to messages sent on a weekend or holiday. I may not respond to certain questions that can be easily answered
from information provided in your course syllabus or Web site.
Page 10
Principles of Biology
BIOL 2200-29
"Netiquette"
Communicating Electronically
Communicating clearly on the Internet without creating misunderstandings is a
challenge.
One problem is that you haven't any facial expressions, body language, or environment
to help you express yourself; another that there is little "give and take" for developing
meaning.
These guidelines hopefully will help you:











Be clear
Make sure the subject line (e-mail) or title (web page) reflects your content
Use appropriate language
If you have a question on whether or not you are too emotional,
don't send the message, save it, and review it "later"
Remember: no one can guess your mood, see your facial expressions, etc.
All they have are your words, and your words can express the opposite of what you feel
Don't use ALL CAPITAL LETTERS--it's equal to screaming
Be brief
If your message is short, people will be more likely to read it
Make a good impression
Your words and content represent you; review/edit your words and images before
sending
Be selective on what information you put in an e-mail or on a web site:
Information on the Internet is very public, and can seen by anyone in the world
including criminals, future employers, and governments
Remember you are not anonymous
What you write in an e-mail and web site can be traced back to you
Consider others
If you are upset by what you read or see on the Internet, forgive bad spelling or
stupidity;
If you think it violates the law, forward it to the FBI or your state's Attorney General
Obey copyright laws
Don't use others' images, content, etc. without permission
Don't forward e-mail, or use web site content without permission
Use distribution lists appropriately
and with permission
Don't forward chain letters
If you receive one, notify your web master
Don't respond to "flames" or personal attacks
Contact your instructor for action and referral
Modified from:
Study Guides and Strategies
http://www.iss.stthomas.edu/studyguides
Page 11