Chesapeake College
Wye Mills, MD 21679
Division of Arts and Sciences
SPRING 2014
I.Course number and title:
Bio 101(sections 101 and 102) Fundamentals of Biology
Moday/Wednesday: Lecture 8:30-9:45/Lab 10:00-11:30
Office Hours: Wed. 11:30-12:30
Or other times by appointment
Instructor: Dr. Kimberly P. Smoloski
kimberlysmoloski@skipjack.chesapeake.edu
II.Course Description:
A study of the concepts of living organisms including cell structure and function, metabolism,
growth and reproduction, genetics, behavior, adaptation, and evolution for the non-science
major. Topics provide an understanding of biological systems as a whole. Three hours lecture,
two hours lab per week. 4 credits. (Note: Students cannot receive credit for both Bio 101 and
Bio 111)
III.Course Objectives (Broad Goals of the Course):
1. Expand the student’s knowledge of the scientific method
2. Present a basic body of biological knowledge for students planning on completing more
advanced courses in biology or related areas.
3. Provide a basic framework of biological knowledge and attitudes to assist the student in
making everyday decisions.
4. Offer the student experiences in doing experiments with documentation.
Common Core student Learning Outcomes:
1. To develop understanding and appreciation for the basic principles of the science of
biology, starting with the cell.
2. To prepare students for more advanced courses in science, with an understanding of cell
processes.
3. To provide students with the knowledge necessary to help solve problems in biological
areas, beginning at the cellular level.
4. To introduce students to the scientific method.
5. To provide students with laboratory experiences to develop laboratory skills.
IV.Specific Objectives
Specific objectives are found in three places: in the text, in the lab manual, and in
this syllabus.
At the end of the course, the successful student will be able to:
1.
2.
3.
4.
5.
Describe the characteristics found in all living organisms.
Explain the steps used in the scientific method.
Name the methods used to study cells and their importance.
Recall the two great unifying theories of biology and understand their significance.
Identify the chemical compounds found in the cell and understand their functions,
including small molecules and macromolecules of biological important compounds.
6. Calculate the atomic number and atomic mass of a given atom.
7. List the properties of water.
8. Identify the organelles found in the cell and know the function of each.
9. Differentiate between the types of cell transport processes.
10. Differentiate between the light and dark reactions of photosynthesis.
11. Name the environmental factors important to photosynthesis.
12. Know the organelle and site of photosynthesis.
13. Differentiate between the different kinds of respiration occurring in the cell, including
the site of respiration and the number of ATP molecules produced.
14. Outline the events of glycolysis and cellular respiration.
15. Identify the steps in mitosis and explain their importance in cell division.
16. Differentiate between mitosis and meiosis including the number of cell divisions and
chromosome numbers.
17. Describe the stages of meiosis I and meiosis II.
18. Set-up and successfully work a monohybrid, dihybrid, test, and sex-linked crosses.
19. Identify dominant, recessive, and incomplete dominant traits in humans.
20. Explain DNA replication.
21. Explain protein synthesis.
22. List the direct and indirect evidences for evolution.
23. State the approximate age of the earth, the time life first appeared, and the
significant events of life occurring during the geological time table.
24. Explain the concept of evolution.
25. Identify the ancestors of modern humans and outline the evolution of Homo sapiens.
26. Use the key terms from the theory and laboratory components in application to
everyday experiences.
Course Requirements: Complete the above objectives with a minimum passing
grade(70% or greater) in both the theory and laboratory components of the course.
Students are expected to do a minimum of two hours of work outside of class for
every hour in class. Some assignments may require more time.
V.Course Outline(This schedule is subject to change at the instructor’s discretion).
Date:
Reading Assignment
01/22/14
A View of Life: Introduction and Scientific
Method
Basic Chemistry (Inorganic)
Simple Organic Chemistry
More Organic Chemistry
Overflow/Review
EXAM 1
Cell membrane structure:transport
Processes . Cell structure and functions.
Energy and metabolism
Cellular respiration
Cellular respiration/photosynthesis
Photosynthesis
Overflow/Review
EXAM 2
Chromosomes and DNA structure
Mitosis and Meiosis
Mendelian Genetics
Mendelian Genetics
Gene Activity
Gene Activity: Transcription and Translation
Overflow/Review
EXAM 3
Evidences of Evolution
Processes of Evolution
Early Life Forms
01/27/14
01/29/14
02/03/14
02/05/14
02/10/14
02/12/14
02/17/14
02/19/14
02/24/14
02/26/14
03/03/14
03/05/14
03/10/14
03/12/14
03/24/14
03/26/14
03/31/14
04/02/14
04/07/14
04/09/14
04/14/14
04/16/14
04/21/14
Chapter
1
2.4-2.5
2.6-2.10/13
2.6-2.10
3
4
5
5
5
6
8
9
9
7/13
7
11
12
13
04/23/14
04/28/14
05/05/14
Animal Evolution
Overflow/Review
Overflow/Review
15
VI.Teaching Methods:
Lecture, laboratory sessions, case studies, handouts. A/V materials such as CD-ROM, internet
materials, handouts, DVD’s.
VII. Instructional Materials:
Theory: Starr, C., C.A. Evers, & L.Starr. 2013.
Biology: Today and Tomorrow(without physiology). Custom Edition for Chesapeake College.
ISBN: 978-1-285-12987-7
Laboratory: Mader, S.S. 2013. Customized Laboratory Manual. (11th edition). ISBN:
978-0-07-776245-2.
VIII. Criteria for Student Grading
Theory :
3 exams, 15% each
Final exam, 15%
Writing Assignment , 10%
Laboratory Grade: 30%
2 practical exams, 7.5% each
2 lab reports, 5% each
Attendance, 5%
Late assignments will not be accepted.
Course Grading Scale:
A 90-100
B 80-89
C 70-79
D 60-69
F Below 60
ATTENDANCE AT EXAMS IS MANDATORY! No make-up exams without PRIOR arrangements!!
All electronic devices should be turned off during instructional time.
Plagiarism and other forms of cheating will not be tolerated! The complete academic
dishonesty policy can be found in the 2012-2013 Chesapeake College Catalog, online at
http://www.chesapeake.edu/catalog/. Standards for a C paper can also be found in the catalog.
IX. Attendance
Students are expected to attend all lectures and laboratory sessions. The student is responsible
for all work and announcements whether present or not.
Special Needs Accommodations: Please address with the instructor any special problems or
needs within the first two weeks of the semester. Those seeking accommodations based on
disabilities are encouraged to contact the ADA Coordinator at extension 5808 to arrange any
needed accommodations.
Academic Support Services: Tutoring and drop in assistance are available. Contact Melina Baer,
410-827-5860X2368. Her office is located in the Academic Support Center, on the first floor of
the Learning Resource Center. The ASC email is asc@chesapeake.edu.
Academic Instruction Emergency Management Plan:
In the event that Chesapeake College needs to close for an extended period of time due to a flu
pandemic, severe weather event, or other emergency situation, consideration will be given to
the timing and duration of the closure as follows:
1. Closure during the semester for up to one week-there will be an opportunity to make up
work missed without significant alteration to the semester calendar.
2. Closure extending beyond one week(or in situations where classes are cancelled on the
same days/evenings over multiple weeks)-the College may extend the length of the
semester. Depending on the timing of the closure, scheduled breaks, end of semester
dates, and/or the processing of final grades might be impacted.
Students can acquire information about the closures on the college website or by calling
410-822-5400 or 410-228-4360. Chesapeake College courses held at off campus sites
will follow the protocol of the host facility.
Writing Assignment: Due date 4-30-14
The student will be responsible for writing a report of at least 1000 to 1500 words.
The assignment should be typed and double spaced in a reasonable font.
The student should research a topic and then use the information that he/she has
learned to evaluate issues, think critically, communicate effectively, and argue
persuasively.
PART 1: I will assign each student a topic. Down’s Syndrome, Tay
Sach’s Disease, Angelman’s Syndrome, Huntington’s Disease, Sickle Cell Anemia, Edward
Syndrome are some of the possibilities. These will be assigned later in the semester,
just before we begin the Genetis section of material.
Start by researching the mode of inheritance. Is this a deletion, a recessive mode of
inheritance, etc. Is it a combination of factors? Is it a combination of factors? Do we
know the mode of inheritance? It must have at least a genetic component.
What are the manifestations or clinical features of the disease? You should describe
these in detail. Do the symptoms change, get better or worse throughout the course of
a person’s life? How long does a person generally live with this disorder? If they are
able to have children, what are the chances that this disorder will be passed on to their
offspring? Use these questions as a guide. Don’t just list the answers. Describe the
disease to your reader in an organized and thoughtful way.
Next, what are the moral issues involved with the disease? What do you think about
these? Make a persuasive argument to your reader. Is genetic testing available? Is
there other technology available to screen for the disease? Are there certain cultures or
races that are predisposed to having the disease?
PART 2: Next, choose an article from popular media-newspapers, magazines, the
internet. Find an article from the past two years. This article should be a recent
discussion or discovery related to the disorder you chose. It may be a discovery about a
new gene, a treatment for the disorder, or a new way of screening for the disorder etc.
You will use the information that you learned from your research to give a good critique
of the article.
First read the article, highlight unfamiliar words, and look these words up. Reread
the article. Who is the author, and what are his/her credentials? Is this person an
authority on the subject? Argue your opinion.
In analyzing the article, you should answer the following questions as part of your
paper. What contribution does this discovery make to medicine, or science in general?
Why was the research being done? What questions were asked by the author? Does
the research being done improve the life of someone with the disorder, someone with
another disorder or disease, or the population in general? Could this discovery benefit
society in another way, or does it apply exclusively to this disorder? Has technology
played a role? If so, what are the implications for other research? Are there moral or
social dilemmas raised by the discovery or the research being done? Are there future
dilemmas that may arise as research continues in this area? Give your opinion when
answering these questions and try to persuade the reader.
Does your experience or background influence your thinking or opinions? Do you
think that the author considered other viewpoints? Were the viewpoints explained?
Have any of your opinions changed after reviewing the article?
The first page of your report should include your name, section, and the title of your
paper.
Finally, your sources should be cited in APA format. You can check with the LRC or
with me if you need help with this.
Grading: 10% of final grade