Heartland Community College
Math/Science Division
Student Syllabus for BIOL 161-01
Principle of Biology I
Summer 2013
Meeting times:
 BIOL 161-01: Tuesdays, Wednesdays and Thursdays 10:00 – 11:50 am [ICB 1101]
Catalog Description: 4 HRS
Prerequisite: Completion of Math through Intermediate Algebra Level 1.
BIOL 161 is one semester of a first year, general biology course for students who plan to pursue science
careers. Students question and analyze concepts related to cell biology, molecular biology, genetics, and
evolution. Students apply their knowledge to their life and the world around them. Students improve
collaboration skills as they work with peers to solve different problems. The laboratory component emphasizes
data collection and analysis.
Instructor Information:
Hong Fei, Adjunct Faculty
Office: ICB 2402; Phone: 268-8651; Cell 212-0455; Home 662-7980
E-mail:
hong.fei@heartland.edu
Web: http://employee.heartland.edu/hfei
Course materials are on the Blackboard as well.
Math & Science Division: 268-8640, ICB 2400
Office hours:
Tuesdays, Wednesdays and Thursdays from 11:50 am to 1:00 pm
Any other day and time by appointment
Lab Manager:
Required Materials:
Phone: 268-8521
Mader, Sylvia S. & Windelspecht, M. Biology. 11th ed. New York: McGraw-Hill Companies, Inc., 2013.
Relationship to Academic Development Programs and Transfer:
BIOL 161 fulfills four of the semester hours of credit in Life and Physical Science required for the A.A. or A.S.
degree. This course should transfer as part of the General Education Core Curriculum described in the Illinois
Articulation Initiative to other Illinois colleges and universities participating in the IAI. However, students
should consult an academic advisor for transfer information regarding particular institutions. Refer to the IAI
web page for information as well at www.itransfer.org.
Beliefs about Student Learning:
Students must take responsibility for their own learning. Part of that responsibility is attendance and active
participation in all lecture sessions. Taking notes during lecture, asking pertinent questions, participation in
group activities and completion of written assignments, when required are a part of that participation. The
student must read the assigned text, and spend enough time in independent study to master the material. It is a
well-established fact that in order to master a course, the student must spend at least 2 to 3 hours of outside
study for each 1 hour spent in class. If the student is having difficulty with a particular topic it is his or her
responsibility to ask questions or consult with the teacher to gain additional help in that topic.
The following activities will help you in learning the material:
A. Attend the lectures on the current topic. Not attending lectures punctually will negatively impact
grades.
B. Take thorough notes during lecture.
C. Study the required textbook pages.
D. Complete all activities for each unit and hand in all assignments on time.
E. Participate in group discussions and activities.
F. Take all exams as scheduled.
G. Review the corrected tests in class after they are returned, using the opportunity to master the
material.
Beliefs about Teacher's Role:
It is the teacher's responsibility to facilitate the student's learning. This is accomplished by conducting lectures
and discussions in an organized manner and preparing assignments which enhance that learning. The teacher
also is responsible for clearly stating course objectives, and evaluation of student progress based on those
objectives. While some class time should be taken to answer questions and clarify lecture material, the teacher
must move on to other topics in a timely fashion in order to be fair to students who are ready to move on as well.
However, the teacher must be available outside of the classroom to aid individuals who need more help on a
particular topic, or to direct them to tutorial assistance.
Course Learning Outcomes
Course Outcomes
HCC General
Education Outcomes
1. Students hypothesize, experiment,
gather data, and formulate
conclusions.
2. Students question validity of results
and conclusions that are presented in
lab, newspapers, magazines, TV,
Internet, and radio.
3. Students relate concepts of cellular
biology, molecular biology,
genetics, and evolution to their life
and the world around them.
4. Students integrate concepts from one
chapter to another.
5. Students improve independent
learning skills.
CT 3: Student generates an
answer, approach, or solution
through an effective synthesis
of diverse sources and
arguments and provides a
rationale.
PS 5: Student has the ability to
define, interpret, and solve
problems through
collaboration with others.
CO 2: Student effectively
delivers a message via various
channels/modalities.
Range of Assessment
Methods
labs, concept maps,
worksheets,
case studies, current news
article summaries and
analysis, application
questions, group
discussions,
videos/animations
discussions, peer
instruction, quizzes, and
exams
Important URL
http://www.heartland.edu/asc/ includes: information about library, tutoring and testing services, computing
lab, writing services and disability support services.
my Heartland information:
https://my.heartland.edu includes: access to IRIS, your Heartland student e-mail, Black Board, your Backpack
files, the library, Class Cancellations, and announcements
 If you are logging in for FIRST time, use Password Station to create password and change your security
questions after creating password.
 IMPORTANT: If you choose to e-mail me, I will only read and respond to your e-mail if your e-mail
extension is my.heartland.edu. Also, I will e-mail the entire class through my Heartland periodically if I
need to tell the whole class something but forgot to mention during the face-to-face meeting.
Basic requirements and make-up policies:
1.
Wireless devices and computer are not to be used in class room during lecture and discussions.
2.
It is the responsibility of the students to check their “my heartland” email for any notifications.
3.
It is allowed to make-up for quiz. It will be in the test center only in the period of time between the quiz and
next Tuesday before the class meets.
4.
Class works and activities are due at the end of the given unit.
5.
One can make-up up to 90% for the Journal Club.
6.
The student will complete most labs before leaving class. If a lab assignment has to be finished outside of
class, the assignment is due the next class day. Only students who attend lab can finish the lab assignment.
7.
Please check www.employee.heartland.edu/hfei and the Blackboard for copies of handouts if you missed
them in class.
Incomplete Grade
An Incomplete grade may be justified to a student if the student encounters extreme circumstances (e.g., serious
illness, accident, death or serious illness in the immediate family) toward the end of the semester and is unable
to complete the semester. The student must be in a position to pass the class if the Incomplete is given. The
student must sign a form requiring him/her to finish the class by next semester.
Required Writing and Reading
Students will read approximately three chapters per week in the textbook. Students will write answers to
problem-solving questions, exam questions, and lab questions.
“We learn… 10 % of what we read, 20 % of what we hear, 30 % of what we see, 50 % of what we see and hear,
70 % of what we discuss 80 % of what we experience, and 95 % of what we teach others.” William Glasser
Academic Integrity
Academic integrity is a fundamental principle of collegial life at Heartland Community College and is essential
to the credibility of the College’s educational programs. Moreover, because grading may be competitive,
students who misrepresent their academic work violate the rights of their fellow students. The College,
therefore, views any act of academic dishonesty as a serious offense requiring disciplinary measures, including
course failure, suspension, and even expulsion from the College. In addition, an act of academic dishonesty
may have unforeseen effects far beyond any officially imposed penalties.
Violations of academic integrity include, but are not limited to cheating, aiding or suborning cheating or other
acts of academic dishonesty, plagiarism, misrepresentation of data, falsification of academic records or
documents and unauthorized access to computerized academic or administrative records or systems.
Definitions of these may be found in the college catalog.
Plagiarism is the presenting of others’ ideas as if they were your own. When you write a paper, create a project,
do a presentation or create anything original, it is assumed that all the work, except for that which is attributed
to another author or creator, is your own. Plagiarism is considered a serious academic offense and may take the
following forms:
 Copying word-for-word from another source and not giving that source credit.

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
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Paraphrasing the work of another and not giving that source credit.
Adopting a particularly apt phrase as your own.
Using an image or a copy of an image without crediting its source.
Paraphrasing someone else’s line of thinking in the development of a topic as if it were your own.
Receiving excessive help from a friend or elsewhere, or using another project as if it were your own.
[Adapted from the Modern Language Association’s MLA Handbook for Writers of Research Papers. New
York: MLA, 1995: 26]
Note that word-for-word copying is not the only form of plagiarism. The penalties for plagiarism may be severe,
ranging from failure on the particular piece of work, failure in the course or expulsion from school in extreme
cases. . Real or pretended ignorance of what constitutes plagiarism will not excuse students from the penalties
of such conduct.
Many plagiarism problems can be remedied by citing the sources of the original work.
When in doubt, cite the source according to the style your instructor directs. Usually this is APA or MLA Style.
Don’t be daunted by citing sources which are not books. You can cite everything, including pamphlets, maps,
cereal boxes, telephone conversations, movies, television shows, Internet and world-wide web sites.
Philosophy of Grades
The Heartland Community College grading philosophy grows out of our vision of
educational excellence. This common philosophy provides a framework for each
academic division and instructor as they establish their own individual course grading
system, evaluation methods, and course policies using the shared general rubrics for letter
grades given below.
Letter grades serve as a vehicle to promote meaningful evaluation of student
achievement, to inform students of academic progress, and, as necessary, to improve
student performance, habits, and practices. Using a letter grade as a prerequisite for
subsequent courses means we believe that the grade was assigned through a conscious
judgment about a student’s readiness to proceed to more advanced study.
At Heartland, students’ academic achievement is measured by their mastery of course
objectives and content. We challenge students to meet these recognized standards of
achievement and we assign grades based on their success in doing so. Simply stated, we
believe that the responsibility for academic achievement rests with the student and that
holding students responsible for their learning promotes their academic growth.
METHOD OF EVALUATION:
Summative Assessments
% of final
grade
80
Any combination of the following assessments may be used to assess if students meet course and
HCC General Education learning outcomes:
concept maps, worksheets, case studies, current news article summaries and analysis, application
questions, group discussions, videos/animations discussions, peer instruction, quizzes, and exams
An instructor may add additional assessments.
Labs activities
20
Grading Scale:
90 % +
80 % - 89 %
70 % - 79 %
60 % - 69 %
< 60 %
A
B
C
D
F
Academic Support Center Services
http://www.heartland.edu/asc/
Testing Services (located in Student Commons Building 2001)
Testing Services provides a secure testing environment for students who are enrolled in online, hybrid, and
other distance learning courses; have a documented disability; or need to take a make-up exam. Testing
accommodations for students having documented disabilities must be arranged by the student through Disability
Support Services. Testing Services will only administer exams at the request of the instructor. For more
information, please call (309) 268-8050.
Counseling Services
Counseling Services provides confidential and professional counseling for both emergency and personal issues.
Services also include referrals to local community resources and support for students on academic probation.
For more information, please call (309) 268-8318.
Services in Academic Support Center (Raab Road campus)
Library
The Library provides fast and free access to credible information from a full range of resources including books,
online journals, videos, newspapers, online music, class reserves, and interlibrary loan. Individualize research
by appointment or come in anytime. See the Library tab in myHeartland, email library@heartland.edu or call
(309) 268-8292 for details.
Tutoring Services
Tutoring Services provides tutoring in various forms at no cost to Heartland students in Normal, Pontiac, and
Lincoln. Tutors are available at convenient times throughout the week. Study groups are also available by
request. For more information about services available at each location, please call (309) 268-8231 (Normal),
(815) 842-6777 (Pontiac), or (217) 735-1731 (Lincoln).
Disability Support Services
Disability Support Services (DSS) ensures that students with disabilities have equal access to the college’s
programs, services and activities through the provision of reasonable accommodations as mandated in Section
504 of the Rehabilitation Act and the Americans with Disabilities Act. DSS offers a wide range of services to
support students with disabilities, including: assistive technology, document conversion services, personnel,
classroom and testing accommodations. Students with a documented disability who wish to discuss academic
accommodations should call (309) 268-8259 for details.
Open Computing Lab
The Open Computing Lab provides free computing for HCC students at convenient times throughout the week.
The computer lab is staffed by trained Lab Assistants and offers the use of approximately 70 computers, a
scanner, a laser printer, and an electric typewriter.
Writing Lab
The Writing Lab provides guidance for writers on assignment comprehension, critical thinking and the stages of
the writing process. The Writing Lab is staffed by English faculty and Tutors with years of experience working
with students on writing. In every session, supportive staff work with writers to explore and develop their own
ideas as appropriate to the needs of their readers and to learn the rhetorical strategies necessary for effective
communication. For more information, please call (309) 268-8231.
Services in Community Commons Building, first floor (Raab Road campus)
Academic Advising
Academic advisors help students develop a plan of study, review degree/program requirements, discuss
transferability of courses, and provide career exploration support. For more information, please call (309) 2688033. Academic Advising services are also available at the Lincoln and Pontiac sites.
Career Services
Career Services assist students to determine career goals, develop employability and job search skills and
connect with potential employers in preparation for employment and career transitions. Through the Online
Career Center at www.collegecentral.com/heartland students can learn about area employment opportunities,
prepare and post resumes and find a host of free career-related resources. The job shadow and internship
programs offer access to relevant work-based learning opportunities that enhance academic experiences and
support students in their career pursuits. For more information, please call (309) 268-8034 or email
Career.Services@heartland.edu.
Financial Aid Office
The Financial Aid Office provides information on programs and types of financial aid available to students. For
more information, please call (309) 268-8020.
Transcripts (Located in Student Commons Building 1000)
Official and unofficial transcripts may be obtained in the Student Records Office. Transcripts may also be
obtained at Heartland’s Lincoln and Pontiac sites. Official transcripts must be requested in writing. The form is
available online (http://www.heartland.edu/transcripts/index.jsp) or in the Student Records Office. Unofficial
transcripts are available to print online through IRIS.
Syllabus Disclaimer: Objectives and topics outlined on the syllabus may vary slightly,
depending on our class progress. The dates and schedules listed on this syllabus may also be
changed by the instructor if deemed necessary and appropriate.
Course Objectives:
Upon successful completion of this course, the student will be able to:
1.
Connect concepts in a chapter and between chapters using concept maps.
2.
Determine how the scientific method is used to solve everyday problems as well as scientific research problems.
3.
Describe how the body uses the four major biological organic molecules (i.e., carbohydrates, proteins, lipids, and
nucleic acids).
4.
Identify the structure and function of organelles within eukaryotic and prokaryotic cells.
5.
Illustrate energy utilization mechanisms, especially cellular respiration and photosynthesis, in living systems.
6.
Differentiate between the importance of mitosis and meiosis.
7.
Trace the history of DNA discovery and why gene expression is important.
8.
Solve genetic problems.
9.
Describe basic mechanisms of evolution.
10.
Apply information learned to medical, environmental, and bioethical issues.
11.
Provide examples of the relatedness of biology and chemistry.
12.
Apply research skills and data collection techniques to complete laboratory exercises.
13.
Use a computer to access information and to analyze data gathered during lab.
Tentative Schedule:
Week 1
June 4 - 6
Unit 1: Molecules and Cells
Scientific Method – Chapter 1
Diversity of Life – Chapter 1 and 18.1
Biological Molecules – chapters 2 and 3
Week 2
June 11 - 13
Unit 1: Molecules and Cells
Cell – Chapter 4
Membrane – Chapters 5
Week 3
June 18 - 20
Unit 1 Test: June 18
Discussion of Test 1
Unit 2: Metabolism
Thermodynamics – Chapter 6
Enzyme Dynamics
Week 4
June 25 - 27
Unit 2: Metabolism
Respiration – Chapter 8
Photosynthesis – Chapter 7
Unit 2 Test: June 27
----------------------------------------------------MID TERM-----------------------------------------
Week 5
July 2, 3
July 4: No Class
Discussion of Test 2
Unit 3: Genetics
Discuss the test
DNA / RNA /Protein Lab
Mitosis & Meiosis – Chapters 9 and 10
Week 6
July 9 - 11
Unit 3: Genetics
Medelian Genetics – Chapter 11
Journal Club Preparation
DNA Replication – Chapter 12
Journal Club: July 10
Week 7
July 16 - 18
Unit 3: Genetics
Gene Expression – Chapter 12
Gene Expression Regulation, Biotechnology – Chapter 13 and 14
Unit 3 Test: July 18
Week 8
July 23 - 25
Discussion of Test 3
Unit 4: Evolution
Hardy – Weinberg Equilibrium Activities - Chapter 15 and 16
Sexual Selection Activities – Chapter 17
The Final Exam and Deadline for Everything: July 30
Unit 1 - Molecules and Cells: 2 Weeks
Unit 2 – Metabolism: 2 Weeks
Unit 3 – Genetics: 3 Weeks
Unit 4 – Evolution: 1 Weeks
Grading:
The labs will take 20% and the lecture 80%. For the lecture part, grade will include the following.
Each Unit = 100 Points (test = about 50 points and class works = about 50 points)
Total = 400 Points
Journal Club Presentation = 100 Points
Total Possible = 500
Total grade = Points Earned / Total Possible. For example, if you earned 450 out of 500 points and your lab part
is 95%. Then your grade will be (72 + 19) % = 91%.
Final grade: A: >90%; B: 80-89%; C: 70-79%; D: 60-69%.
.
The Journal Club
In biology, we encounter a lot of facts, concepts and theories. It makes little sense to memorize facts
without understanding how they were discovered, why the theories are correct, and how the concepts are useful.
It is important that at the college level, students read and present articles from original, peer reviewed journals
and understand them as the recognized source of information for scientists or scientific community at large.
1. Objectives
Students will re-trace steps in the process of scientific inquiries.
2. Procedure:
At the beginning of unit 3, you will receive a series of scientific journal articles that are simplified
version of significant discoveries. Because they are all discoveries that revolutionized biotechnology and
medicine, they will give you ideas of “how” and “why” behind theories. Because they are simplified, technical
details are avoided.
All students will be given articles and a question sheet to read and answer. However, each group of
students will have an article to present. They will present to the class the following aspects of the article.
1)
Why the research was done? What problem they hoped to solve? What background work had been done?
2)
Describe the methods. Why did they choose this particular method? What was the breakthrough in this
methodology?
3)
Explain the results. If there are data, tables, or figures, you are expected to explain them to the audience.
You should show the data as if you were presenting them to the scientific community, using visual aids.
4)
What were the conclusions? What was the significance of this work? Are there potential applications in
research and medicine?
5)
Critique the research. What is the next step if you were the one who finished the study?
6)
Use one of the following presentation tools.
Power Point;
diigo.com – Highlight and organize information;
erly.com – Create collection of images;
vuvox.com - Create collection of images;
livebinders.com – Organize information into binders;
xtranormal.com – Make animation out of words;
blabberize.com – Talking animals;
wittycomics.com – Create comic strips
3. Evaluation
Students are encouraged to discuss with instructor before the presentation.
Total point of 100 can be earned towards the final grade.
Presentation: Concise and accurate
20%
Content: Include the above aspects
40%
Discussion: Answering questions from audience
20%
Worksheet: Answer questions concerning the research
20%