NASHUA COMMUNITY COLLEGE
COURSE OUTLINE FORM
Course Title: Biology in Focus I
Course Prefix &
Lecture Hours: 3 Lab Hours: 3
No.:SCIN101
Department: Science, Engineering Technology
Program: Life Science and Chemistry
Credit Hours: 4
Prerequisites/ Co-requisites: (Explain the need for a prerequisite or a corequisite) See
Appendix 3.
Required Accuplacer Score: : Reading 60; Sentence Skill 55; Math 43
Entrance Skills:
“Without the following skills, competencies and/or knowledge, students entering
this course will be highly unlikely to succeed” Include reading, writing and computational skills as well
as computer skills. Prior discipline knowledge should also be considered.
Basic math skills, reading, and writing skills will be required.
Catalog Description:
Describe the course in a clear and succinct manner. Include the overall
purpose of the course as well as the requirements. Explain how the course does or does not contribute to
degree requirements. Developmental and ESL courses do not count towards degree requirements.
Scientific study of living things: their fundamental processes; their
unity and diversity and connections to everyday lives. Areas of
inquiry include cellular organization, metabolism and respiration,
photosynthesis, genetics from classic Mendelism to current bio
technologies. Laboratory exercises support lecture topics and are
designed to develop scientific inquiry and critical thinking. Fulfills GE
and Pre-Health Science requirements.
. .
Course Competencies: Instructors will identify what is expected of students by developing
learning competencies. Performance competencies focus on outcomes, results and learning.
Objectives are preceded by the statement: “Students will be able to:”
There are not set number of objectives that are required. It is suggested that instructors use
Bloom’s Taxonomy to structure a sequential approach to learning outcomes ranging from
knowledge to critical thinking levels. See Appendix 1.
Competency (Knowledge and Skills)
Critical Thinking Skills
Students will be able to:
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Describe seven properties common to
all life.
 Describe the levels of biological
organization from molecules to the
biosphere, noting the interrelationships
between levels.
 Explain how DNA encodes a cell’s
information.
 Compare the three domains of life.
Distinguish between the three
multicellular kingdoms within Eukarya.
 Describe the process and products of
natural selection. Explain why
individuals cannot evolve.
 Distinguish between quantitative and
qualitative data. Compare the
definitions and use of inductive and
deductive reasoning in scientific
investigations.
 Distinguish between a scientific theory
and a hypothesis.
 Describe the structure of a controlled
experiment and give an example.
 Compare the goals of science and
technology. Explain why an
understanding of science is essential to
our lives.
 Explain how evolution impacts the lives
of all humans.
Elements, Atoms, and Compounds
 Define matter, an element, a compound,
and a trace element.
 Distinguish between the size, location,
and properties of protons, electrons, and
Analyze, criticize, examine, experiment,
question, compose, design, formulate, write,
conclude, explain, predict, summarize
Breakdown, distinguish, relate, explain, choose,
describe, evaluate.
neutron
 Define the atomic number and mass
number of an atom.
 Define an isotope and explain what
makes some isotopes radioactive.
 Describe the uses and dangers of
radioactive isotopes.
 Explain how the electron configuration
of an atom influences its chemical
behavior.
 Distinguish between covalent bonds,
nonpolar polar covalent bonds, polar
covalent bonds, hydrogen bonds, and
ionic bonds, noting their relative
strengths and how and where they form.
 Explain the significance of chemical
reactions.
Water’s Life-Supporting Properties
 Describe the special properties of water
that make it vital to living systems.
Explain how these properties are related
to hydrogen bonding.
 Explain how acids and bases directly or
indirectly affect the hydrogen ion
concentration of a solution.
 Explain the basis of the pH scale.
 Explain how buffers function.
Introduction to Organic Compounds
 Define organic compounds,
hydrocarbons, a carbon skeleton, and an
isomer.
 Describe the properties of and
distinguish between the six chemical
groups important in the chemistry of
life.
 List the four main classes of
macromolecules important to life.
Explain the relationship between
monomers and polymers. Compare the
processes of dehydration synthesis and
hydrolysis.
 Describe the structures, functions,
properties, and types of carbohydrate
molecules common in the human diet.
 Describe the structures, functions,
Analyze, compare, contrast, diagram, explain,
relate, write, justify
properties, and types of lipid molecules.
 Describe the structures, functions,
properties, and types of proteins.
 Explain how a protein’s shape
determines its functions.
 Compare the structures and functions of
DNA and RNA, noting similarities and
differences.
Introduction to the Cell
Illustrate, model, diagram, explain, compare,
contrast, describe
 Compare the designs of and images
produced by a light microscope, a
scanning electron microscope, and a
transmission electron microscope.
Distinguish between magnification and
resolving power.
 Describe the two parts of cell theory.
 Explain why there are upper and lower
limits to cell size.
 Describe the hydrophobic and
hydrophilic components of a plasma
membrane and relate these regions to
the functions of the plasma membrane.
 Distinguish between the structures of
prokaryotic and eukaryotic cells.
 Explain why compartmentalization is
important in eukaryotic cells.
 Compare the structures of plant and
animal cells. Note the function of each
cell part.
 Describe the structures and functions of
the four compartments of eukaryotic
cells.
The Nucleus and Ribosomes
 Describe the structure and functions of
the nucleus and nucleolus. Explain how
DNA is packaged inside of the nucleus.
 Describe the functions of ribosomes.
Explain why some ribosomes are free in
the fluid of the cytoplasm while others
are bound to the endoplasmic reticulum
or nuclear envelope.
 Describe the structures and functions of
the components of the endomembrane
system, including smooth and rough
endoplasmic reticulum, Golgi apparatus,
lysosomes, vacuoles, and peroxisomes.
 Compare the structures and functions of
chloroplasts and mitochondria.
 Describe the evidence that suggests that
mitochondria and chloroplasts evolved
by endosymbiosis.
 Compare the structures and functions of
microfilaments, intermediate filaments,
and microtubules.
 Relate the structure of cilia and flagella
to their functions.
 Relate the structure of the extracellular
matrix to its functions.
 Compare the structures and functions of
tight junctions, anchoring junctions, and
gap junctions.
 Relate the structures of plant cell walls
and plasmodesmata to their functions.
 Describe the four functional categories
of organelles in eukaryotic cells.
 Describe the fundamental features of all
organisms.
Membrane Structure and Function
Illustrate, model, diagram, explain, compare,
contrast, describe
 Describe the fluid mosaic structure of
cell membranes.
 Describe the diverse functions of
membrane proteins.
 Relate the structure of phospholipid
molecules to the structure and properties
of cell membranes.
 Explain how the properties of
phospholipids spontaneously form
membranes.
 Define diffusion and describe the
process of passive transport.
 Explain how osmosis can be defined as
the diffusion of water across a
membrane.
 Distinguish between hypertonic,
hypotonic, and isotonic solutions.
 Explain how animal and plants cells
change when placed into hypertonic or
hypotonic solutions.
 Explain how transport proteins facilitate
diffusion.
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Compare the processes of facilitated
diffusion and active transport.
 Distinguish between exocytosis,
endocytosis, phagocytosis, pinocytosis,
and receptor-mediated endocytosis.
Energy and the Cell
 Define and compare kinetic energy,
potential energy, chemical energy, and
heat.
 Define the first and second laws of
thermodynamics. Explain how these
laws of thermodynamics relate to
energy use in a cell.
 Define and compare endergonic and
exergonic reactions. Explain how cells
use cellular respiration and energy
coupling to survive.
 Describe the three main types of cellular
work.
 Explain how ATP functions as an
energy shuttle.
How Enzymes Function
 Define activation energy and explain
how enzymes speed up chemical
reactions.
 Describe the structure of an enzymesubstrate interaction.
 Explain how the cellular environment
affects enzyme activity.
 Explain how competitive and
noncompetitive inhibitors alter an
enzyme’s activity.
 Describe the process of feedback
inhibition.
 Explain how certain drugs, pesticides,
and poisons can affect enzymes.
Cellular Respiration: Aerobic Harvesting of
Energy
 Compare the processes and locations of
cellular respiration and photosynthesis.
Explain why it is accurate to say that
life on Earth is solar-powered.
 Explain how breathing and cellular
respiration are related.
 Provide the overall chemical equation
Diagram, examine, question, point out, explain,
conclude, estimate, plan, predict, summarize,
synthesize, support
for cellular respiration.
 Explain how the energy in a glucose
molecule is released during cellular
respiration.
 Explain how redox reactions are used in
cellular respiration.
 Describe the general roles of
dehydrogenase, NADH, and the electron
transport chain in cellular respiration.
Stages of Cellular Respiration
 List the cellular regions where
glycolysis, the citric acid cycle, and
oxidative phosphorylation occur. Note
whether substrate-level phosphorylation
or chemiosmosis occur at each of these
sites.
 Compare the reactants, products, and
energy yield of the three stages of
cellular respiration.
Fermentation: Anaerobic Harvesting of Energy
 Compare the reactants, products, and
energy yield of alcohol and lactic acid
fermentation. Distinguish between strict
anaerobes and facultative anaerobes.
 Describe the evolutionary history of
glycolysis.
 Explain how carbohydrates, fats, and
proteins are used as fuel for cellular
respiration. Explain why a gram of fat
yields more ATP than a gram of starch
or protein.
 Explain how nutrients are used in
biosynthesis.
Explain, analyze, plan, predict, generate,
 Define autotrophs, heterotrophs,
analyze, conclude, defend, describe, create
producers, and photoautotrophs.
 Describe the structure of chloroplasts
and their location in a leaf. Identify
specifically where most light energy is
converted to chemical energy.
 Explain how plants produce oxygen.
Describe the experiments that revealed
the source of the oxygen produced
during photosynthesis.
 Describe the role of redox reactions in
photosynthesis and cellular respiration.
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Compare the reactants and products of
the light reactions and the Calvin cycle.
Explain how photosynthesis relates to
these reactions.
Explain how photosystems capture solar
energy.
Explain how the electron transport chain
and chemiosmosis generate ATP,
NADPH, and oxygen in the light
reactions.
Compare photophosphorylation and
oxidative phosphorylation.
Describe the reactants and products of
the Calvin cycle. Explain why this cycle
is dependent upon the light reactions.
Compare the mechanisms that C3, C4,
and CAM plants use to obtain and use
carbon dioxide. Note examples of plants
that use each of these systems.
Describe the greenhouse effect. Explain
how deforestation and the use of fossil
fuels contribute to global warming.
Explain how the ozone layer forms, how
human activities have damaged it, and
the consequences of the destruction of
the ozone layer.
Compare the parent-offspring
relationship in asexual and sexual
reproduction.
Explain why cell division is essential for
prokaryotic and eukaryotic life.
Explain how daughter prokaryotic
chromosomes are separated from each
other during binary fission.
Compare the structure of prokaryotic
and eukaryotic chromosomes.
Describe the stages of the cell cycle.
Identify when DNA is replicated,
chromosomes are sorted, and two new
cells are formed.
List the phases of mitosis and describe
the events characteristic of each phase.
Recognize the phases of mitosis from
diagrams and micrographs.
Diagram, arrange, assemble, predict, diagram,
differentiate, compare, contrast, model,
question, conclude, analyze
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Compare cytokinesis in animal and
plant cells.
Explain how anchorage, cell density,
and chemical growth factors control cell
division.
Explain how cancerous cells are
different from healthy cells. Distinguish
between benign and malignant tumors,
and explain the strategies behind some
common cancer treatments.
Describe the functions of mitosis.
Explain how chromosomes are paired.
Distinguish between autosomes and sex
chromosomes.
Distinguish between somatic cells and
gametes and between diploid cells and
haploid cells.
Explain why sexual reproduction
requires meiosis.
List the phases of meiosis I and meiosis
II and describe the events characteristic
of each phase. Recognize the phases of
meiosis from diagrams and
micrographs.
Describe the similarities and differences
between mitosis and meiosis. Explain
how the result of meiosis differs from
the result of mitosis.
Explain how independent orientation of
chromosomes at metaphase I, random
fertilization, and crossing over
contribute to genetic variation in
sexually reproducing organisms.
Explain how and why karyotyping is
performed.
Describe the causes and symptoms of
Down syndrome.
Define nondisjunction, explain how it
can occur, and describe what can result.
Describe the consequences of abnormal
numbers of sex chromosomes.
Explain how new species form from
errors in cell division.
Describe the main types of
chromosomal changes. Explain why
cancer is not usually inherited.
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Analyze, explain, model, diagram, summarize,
Describe pangenesis theory and the
tell, write, predict
blending hypothesis. Explain why both
ideas are now rejected.
Explain why Mendel’s decision to work
with peas was a good choice. Define
and distinguish between true-breeding
organisms, hybrids, the P generation,
the F1 generation, and the F2
generation.
Define and distinguish between the
following pairs of terms: homozygous
and heterozygous; dominant allele and
recessive allele; genotype and
phenotype. Also, define a monohybrid
cross and a Punnett square.
Explain how Mendel’s law of
segregation describes the inheritance of
a single characteristic.
Describe the genetic relationships
between homologous chromosomes.
Explain how Mendel’s law of
independent assortment applies to a
dihybrid cross. Illustrate this law with
examples from Labrador retrievers and
Mendel’s work with peas.
Explain how a testcross is performed to
determine the genotype of an or-ganism.
Explain how and when the rule of
multiplication and the rule of addition
can be used to determine the probability
of an event. Explain why Mendel was
wise to use large sample sizes in his
studies.
Explain how family pedigrees can help
determine the inheritance of many
human traits.
Explain how recessive and dominant
disorders are inherited. Provide
examples of each.
Compare the health risks, advantages,
and disadvantages of the following
forms of fetal testing: amniocentesis,
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chorionic villus sampling, and
ultrasound imaging. Describe the ethical
dilemmas created by advances in
biotechnology discussed in this chapter.
Describe the inheritance patterns of
incomplete dominance, multiple alleles,
codominance, pleiotropy, and polygenic
inheritance. Provide an example of
each.
Explain how the sickle-cell allele can be
adaptive.
Explain why human skin coloration is
not sufficiently explained by polygenic
inheritance.
Define the chromosome theory of
inheritance. Explain the chromosomal
basis of the laws of segregation and
independent assortment.
Explain how linked genes are inherited
differently from nonlinked genes.
Describe T. H. Morgan’s studies of
crossing over in fruit flies. Explain how
crossing over produces new
combinations of alleles.
Explain how Sturtevant created linkage
maps.
Explain how sex is genetically
determined in humans and the
significance of the SRY gene. Compare
the sex determination system in humans
to those in fruit flies, grasshoppers,
birds, and bees.
Describe patterns of sex-linked
inheritance, noting examples in fruit
flies and humans.
Explain why sex-linked disorders are
expressed more frequently in men than
in women.
Explain how the Y chromosome can be
used to trace human ancestry.
Describe the experiments of Griffith,
Hershey, and Chase, which sup-ported
the idea that DNA was life’s genetic
material.
Compare the structures of DNA and
RNA.
Model, diagram, explain, analyze, support, tell,
write
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Explain how Chargaff’s rules relate to
the structure of DNA.
Explain how the structure of DNA
facilitates its replication.
Describe the process of DNA
replication. Describe the mechanisms
that correct errors caused by
environmental damage or errors from
replication.
Describe the locations, reactants, and
products of transcription and translation.
Explain how the “languages” of DNA
and RNA are used to produce
polypeptides.
Explain how mRNA is produced using
DNA.
Explain how eukaryotic RNA is
processed before leaving the nucleus.
Relate the structure of tRNA to its
functions in the process of translation.
Describe the structure and function of
ribosomes.
Explain how translation begins.
Describe the step-by-step process by
which amino acids are added to a
growing polypeptide chain.
Diagram the overall process of
transcription and translation.
Describe the major types of mutations,
causes of mutations, and potential
consequences.
Compare the lytic and lysogenic
reproductive cycles of a phage.
Compare the structures and reproductive
cycles of the mumps virus and a
herpesvirus.
Describe three processes that contribute
to the emergence of viral disease and
note examples of each.
Explain why RNA viruses tend to have
an unusually high rate of mutation.
Explain how the AIDS virus enters a
host cell and reproduces.
Describe the structure of viroids and
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prions and explain how they cause
disease.
Define and compare the processes of
transformation, transduction, and
conjugation.
Describe the roles of bacterial F factors.
Define a plasmid and explain why R
plasmids pose serious human health
problems.
Plan, predict, evaluate, conclude, analyze,
Describe and compare the regulatory
diagram, explain, support, write
mechanisms of the lac operon, trp
operon, and operons using activators.
Explain how selective gene expression
yields a variety of cell types in
multicellular eukaryotes.
Explain how DNA is packaged into
chromosomes. Explain how packing
influences gene expression.
Explain how a cat’s tortoiseshell coat
pattern is formed and why this pat-tern
is only seen in female cats.
Explain how eukaryotic gene expression
is controlled. Compare the eukaryotic
gene expression mechanisms to those of
prokaryotes.
Describe the process and significance of
alternative DNA splicing.
Describe the significance of miRNA
molecules.
Explain how mRNA breakdown,
initiation of translation, protein
activation, and protein breakdown
regulate gene expression.
Explain how the control of gene
expression in eukaryotic cells is
analogous to the control of water
moving through the series of pipes that
carry water from a local water supply to
a home or business.
Describe the roles of homeotic genes in
development.
Explain how DNA microarrays can be
used to study gene activity and treat
disease.
Explain how a signal transduction
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pathway triggers a specific response
inside a target cell.
Compare the cell-signaling systems of
yeast and animal cells.
Describe experiments that demonstrate
that differentiated cells retain all of their
genes.
Explain how nuclear transplantation can
be used to clone animals.
Describe some of the practical
applications of reproductive cloning.
Describe the process and goals of
therapeutic cloning.
Explain how viruses, proto-oncogenes,
and tumor-suppressor genes can each
contribute to cancer.
Describe factors that can increase or
decrease the risks of developing cancer.
Explain how plasmids are used in gene
cloning.
Explain how restriction enzymes are
used to “cut and paste” DNA into
plasmids.
Explain how plasmids, phages, and
BACs are used to construct genomic
libraries.
Explain how a cDNA library is
constructed and how it is different from
genomic libraries constructed using
plasmids or phages.
Explain how a nucleic acid probe can be
used to identify a specific gene.
Explain how different organisms are
used to mass-produce proteins of human
interest.
Explain how DNA technology has
helped to produce insulin, growth
hormone, and vaccines.
Explain how genetically modified (GM)
organisms are transforming agriculture.
Describe the risks posed by the creation
and culturing of GM organisms and the
safeguards that have been developed to
minimize these risks.
Describe the benefits and risks of gene
Explain, plan, predict, analyze, conclude,
interpret, support, set up, tell, synthesize,
summarize
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therapy in humans. Discuss the ethical
issues that these techniques present.
Describe the basic steps of DNA
profiling.
Explain how PCR is used to amplify
DNA sequences.
Explain how gel electrophoresis is used
to sort DNA and proteins.
Explain how short tandem repeats are
used in DNA profiling.
Describe the diverse applications of
DNA profiling.
Explain how restriction fragment
analysis is used to detect differences in
DNA sequences.
Explain why it is important to sequence
the genomes of humans and other
organisms.
Describe the structure and possible
functions of the noncoding sections of
the human genome.
Explain how the human genome was
mapped.
Compare the fields of genomics and
proteomics.
Describe the significance of genomics
to the study of evolutionary
relationships and our understanding of
the special characteristics of humans.
Course Outline: The course outline will provide a general overview of the content that will
be included in the course as they relate to the competencies. The first column lists the general
content and the second column will allow for subtopics that will be covered.
Content Topic
Subtopics ( a., b., etc.)
Overview of Biology
a.
b.
c.
d.
Themes in the study of biology
Evolution, the core theme of biology
The process of science
Biology and everyday life
The Chemical Basis of Life
a. Elements, atoms, and compounds
b. Chemical bonds
c. Water’s life-supporting properties
The Molecules of Cells
a.
b.
c.
d.
e.
Introduction to organic compounds
Carbohydrates
Lipids
Proteins
Nucleic Acids
A Tour of the Cell
a.
b.
c.
d.
e.
Introduction to the cell
The nucleus and ribosomes
The endomembrane system
Energy-converting organelles
The cytoskeleton and cell surfaces
The Working Cell
a. Membrane structure and function
b. Energy and the cell
c. Enzymes
How Cells Harvest Chemical Energy
a.
b.
c.
d.
Cellular respiration
Stages of cellular respiration
Fermentation
Connections between metabolic
pathways
Photosynthesis
a.
b.
c.
d.
Overview of photosynthesis
The light reactions
The Calvin cycle
Summary of photosynthesis
The Cellular Basis of Reproduction and
Inheritance
a.
b.
c.
d.
Cell division and reproduction
The eukaryotic cell cycle and mitosis
Meiosis and crossing over
Alterations of chromosome number
and structure
Mendel’s Laws
Variations on Mendel’s Laws
The chromosomal basis of inheritance
Sex chromosomes and sex-linked
genes
Patterns of Inheritance
a.
b.
c.
d.
Molecular biology of the gene
a. The structure of genetic material
b. DNA replication
c. The flow of genetic information from
DNA to RNA to Protein
d. The genetics of viruses and bacteria
How Genes are Controlled
a. Control of gene expression
b. Cloning of plants and animals
c. The genetic basis of cancer
DNA Technology and Genomics
a.
b.
c.
d.
Gene cloning
Genetically modified organisms
DNA profiling
Genomics
Performance Evaluation: In this section please explain the different Assessment Tools
that will be used to demonstrate student learning. The assessment ideally should include
quantitative measures such as standardized tests, essays, locally-developed tests and if
applicable, licensure exams. Qualitative measures such as portfolios of student work, written
reports, oral presentations and interviews should be included as well.
Formative Assessments
Summative Assessments
-Chapter Quizzes (in class)
-Mastering Biology activities (web-based)
-Lab activities (data collection, experimental
design, answering questions)
-Individual presentation of current research
-Entrance and Exit Exam (standardized, based
on national standards)
-4 Unit Exams, consisting of both objective
and subjective items, as well as a
comprehensive final exam
-A number of required laboratory reports to be
written throughout the semester
Method of Instruction: Examples include lecture, group discussion field trip, guest
speakers, individual instruction, field observation, etc.
Lectures, class discussions and debates, weekly laboratory activities, regular assessments.
Instructional Facilities: List the type of classroom and any special facilities which may be
required such as audiovisual, maps, lab facilities, etc.
Classroom equipped with computer and projector; laboratory space
Revision History:
Please include the dates of past revisions and if possible person(s) responsible
for the revision.
Established as GESC111: October 12, 1999 (Claremont)
Adopted as SC109: November, 2001 (Nashua)
Outline Updated: November 2006 – Numbering, Format, Resources
Outline Updated: September 2007-formatting
Name Change: March 2010
Outline Update: March 2013 – change format; non-majors- change name
Changes since 2006 by Dr. Costa-Nino
Will this course be taught online? Yes____Nox_
If yes, please complete the Online Course Outline Form.