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MONTGOMERY-TOWNSEND UNIVERSITY
COURSE OF STUDY
Date Revised: Fall 2011
INSTRUCTOR:
Dr. Devann Townsend
Office: SCI – 76
Phone: (555) 456-7890
E-mail: dtownsend@mtu.edu
Course Number and Name:
BIO 101 - General Biology I
Department/Program:
Science Department/ Biology
Semester Credit Hours:
4
Contact Hours per Week:
Lecture:
3
Laboratory:
1
Prerequisite Courses:
None
Office Hours: Tuesdays & Thursdays 9:00 AM – 12:00 PM
Class Meeting Location & Times: SCI 101; Monday, Wednesday, & Friday 9:00 AM – 12:00
PM
Lab Meeting Location & Time: SCI 111; Monday 2:00 – 3:00 PM
Nature of Students: Undergraduate
Format of Course:
Discussion, Class participation, Individual work, Lab activities, Homework, Reading
assignments, etc. Instruction will also include PowerPoints and other related technology.
Course Description:
A combined lecture and laboratory course for science majors that includes study of the
scientific method, chemistry relevant to biological systems, cell structure and function, cell
processes including photosynthesis and cellular respiration, cell division, genetics, and
molecular genetics.
Labs associated with this course contain experiments and exercises that reinforce the
principles introduced in lecture classes.
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Catalog Description:
BIO 101. Principles of Biological Science I: (4 hours) Introduction to the study of biological
sciences in which core principles and processes are emphasized, including cellular structure,
metabolism, and function, as well as more expanded topics such as basic ecology and
evolution. A one semester hour laboratory experience is included. This course is intended
primarily for majors in the biological sciences, although non majors may take it to satisfy core
curriculum laboratory science requirements.
STUDENT LEARNING OUTCOMES:
Upon successful completion of this course, the student will be able to:
1.
2.
3.
4.
5.
6.
Define and apply the Scientific Method.
Demonstrate an understanding of basic chemistry of relevance to biological study.
Describe cell structure and physiology.
Describe and relate cellular processes.
Compare and contrast the different types of cell division.
Describe Genetics and compare and analyze cellular molecular genetics.
CONTENT OUTLINE:
LECTURE
1. Introduction to the Science of Biology/Scientific Method
2. Basic Chemistry
3. Chemistry of Life, Organic Molecules
4. The Cellular Basis of Life & the Cell membrane
5. Cell Division: Mitosis & Meiosis
6. Cellular Processes
LABORATORY
1. Scientific Method
2. Metrics
3. Chemical Components of Cells
4. Animal & Plant Cells
5. The Microscope
6. Cellular Processes
7. Mitosis & Meiosis
8. Human Inheritance
9. DNA modeling
COURSE OUTLINE COMPETENCIES:
1. Scientific Method
a. Define a science as a systematic organized approach to problem solving in the natural
world.
b. Discuss the basic steps of the scientific method.
c. Recognize the elements of a good experimental design and include the concepts of an
experimental control and experimental variables.
2. Basic Chemistry & Organic Chemistry
a. Define and describe an atom’s composition.
b. Compare and contrast types of bonding and how they form.
c. Compare and contrast the types of chemical reactions that occur in cells.
d. List and give examples of the four major groups of organic molecules and their subgroups.
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3. Cell Structure and Physiology
a. State two tenets of cell theory.
b. Define, compare, and contrast components/functions of prokaryotic and eukaryotic cells.
c. Describe the current model and function of the cell membrane
d. Describe the methods the plasma membrane uses to regulate the passage of materials into
and out of the cell.
4. Cellular Processes
a. Describe the science of thermodynamics and how it applies to live organisms.
b. Describe and compare Photosynthesis and Cellular respiration.
5. Cellular Division
a. Describe and compare the cell cycle, mitosis, meiosis, and cytokinesis.
b. Describe and discuss the structure of DNA.
c. Discuss the events of DNA replication.
6. Genetics
a. Perform genetic problems that are monohybrid and dihybrid crosses using a Punnett square
or forked diagram method of problem solving.
b. List and discuss the various Laws that govern Genetics.
c. List and discuss common human genetic disorders.
7. DNA Modeling
a. Compare and contrast DNA & the three types of RNA in relation to structure and functions.
b. Describe the coordinated actions of enzymes, with the molecules DNA and RNA in
replication, transcription, and translation.
REQUIRED TEXTS:
Textbook: Raven, P. & Johnson, G. (2011). Biology, 9th Ed.
Lab Guide: Vodopich, D. & Moore, R. (2010). Biology Laboratory Manual, 9th Ed.
TENTATIVE COURSE PLAN:
Week:
1
Course Objective:
1 a, b, & c
Assignment:
Scientific
Experiment Project
Responsibility:
Group Assignment
Date Due:
WEEK 3
2
1 a, b, & c
Scientific Method
Lab/Lab Report
Lab Groups
WEEK 4
3
2a&b
Lab Groups
WEEK 6
4
2c&d
Chem. Component
of Cells Lab/Lab
Report
Metrics Lab/Lab
Report
Lab Groups
WEEK 7
5
1&2
TEST 1
Individual
*TEST DAY
6
3a&b
Lab Groups
WEEK 8
7
3c&d
Animal & Plant
Cells Lab/Lab
Report
The Microscope
Lab/Lab Report
Lab Groups
WEEK 9
4
8
4a&b
Cellular Process
Lab/Lab Report
Lab Groups
WEEK 10
9
1, 2, 3, & 4
MID-TERM
Individual
*TEST DAY
10
5a&b
Mitosis & Meiosis
Lab/Lab Report
Lab Groups
WEEK 12
11
5c
Article Critique
Cellular Division
Individual
WEEK 13
12
6a&b
Human Inheritance
Lab/Lab Report
Lab Groups
WEEK 14
13
6c
Article Critique
Human Genetics
Individual
WEEK 15
14
5&6
TEST 2
Individual
*TEST DAY
15
7a&b
DNA Modeling
Lab/Lab Report
Lab Groups
WEEK 16
16
1, 2, 3, 4, 5, 6, & 7
REVIEW
CLASS
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1, 2, 3, 4, 5, 6, & 7
FINAL EXAM
Individual
*TEST DAY
**See assignments section for detailed information.
GRADING:
Grades and evaluations will be made using the following criteria:
 10 % Quizzes & Daily Grades: lecture worksheets, assignments, &/or practice tests
 70 % Tests: lecture, lab, and comprehensive final
 20 % Lab Assignments
Course Grade Scale:
90-100 = A;
80-89 = B;
70-79 = C;
60-69 = D;
59 and below = F
INSTRUCTIONS FOR ADDITIONAL ASSISTANCE:
Students needing assistance should make an appointment with the Instructor utilize the
learning center located in student support services.
REASONABLE ACCOMMODATIONS:
If a student has a disability of any kind that requires assistance or reasonable accommodations
in the classroom or laboratory, see the instructor as soon as possible then see the office of
Americans with Disabilities Act, Dr. Barty Watts, at (555) 456-1000.
ACADEMIC INTEGRITY:
Every MTU student is expected to uphold the policies and procedures as defined in the student
code of conduct and the University’s Policies and Procedures manual. A full explanation of the
policies is available in the student handbook and online. Students are expected to read and
familiarize themselves with all policies and procedures as related to academic integrity at MTU.
Failure to adhere to these policies and procedures is considered a serious violation of MTU’s
Academic Integrity Policy and will result in review by the student judiciary board as stated in
the student handbook.
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MISSION STATEMENT:
Montgomery Townsend University strives to cultivate discovery, expansion, transmission, and
application of knowledge in an array of scholarly and professional disciplines. Its duty of
delivering superior quality undergraduate and graduate programs is indivisible from its task of
creating new understandings through experimentation and ingenuity. Montgomery Townsend
University prepares students for roles in leadership, responsibility, and service to the
community. The institution supports freedom of inquiry and a collegial environment fostering
the development of the human mind and soul. It welcomes and seeks to serve a progressively
diverse population in a global economy. While being guided by our mission, Montgomery
Townsend University seeks to maintain its reputation as a competitive and respected institution
of higher learning.
ATTENDANCE POLICY:
Attendance at all class meetings and labs in expected. Students may not miss more than 25%
of class. This means no more than two lecture classes may be missed and no more than two
lab classes may be missed. Any student who misses more than the maximum 25% of class will
not receive credit. Students are excused from class only if the absence is deemed excused by
the Dean of Student Services. Tardies of more than 15 minutes will result in an absence. Two
tardies of less than 15 minutes will result in one absence. Leaving class more than 15 minutes
early will result in an absence. Leaving class twice, less than 15 minutes early, will result in
one absence.
LAB ATTENDANCE POLICY:
There is no option for making up missed labs; therefore, attendance is critical. If you miss a
lab, your grade will be a zero! Two missed labs will result in the removal from course.
MAKE-UP POLICY:
Students are encouraged to not miss test days. If an exam is missed, it is the student’s
responsibility to contact and make arrangements with the instructor. The student is
responsible for making up a missed exam within one week of the given test date. Failure to
make up an exam will result in a zero. The student has the opportunity to make-up only one
exam regardless of how many are missed. Permission to make up an exam is at the
instructor’s discretion. Bonus point opportunities will not be on make-up exams.
DISASTER PLAN:
Class closure due to emergencies or disasters will be made up according to the MTU’s Natural
Disaster Policy. Information regarding closures will be posted on MTU’s website:
www.mtu.edu, as well as sent via media alerts. If possible, check BlackBoard postings for
makeup assignment dates and times. Instructions for accessing BlackBoard can be found on
the MTU homepage.
TOBACCO-FREE:
MTU’s campus is tobacco-free. Failure to abide by this policy will result in disciplinary action.
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LECTURE RECORDING:
Students are permitted and encouraged to record lectures electronically by tape recorders,
cellular devices, or other methods. This has proven to be highly effective toward improving
class performance.
Montgomery-Townsend University is an Equal Opportunity Employer and welcomes
students and employees without regard to race, color, religion, national origin, sex, age,
or qualified disability.
ASSIGNMENTS:
SCIENTIFIC EXPERIMENT PROJECT:
Students will pair up and investigate a real-life problem they have encountered. Using this
problem, perform an experiment using your knowledge of the steps in the scientific method.
Students have two weeks to complete investigations (due week 3). Presentations will be made
on week three, include visual aids and a data sheet showing records kept throughout
experiment. See attached rubric for further information.
LAB REPORTS:
Students are required to work alongside lab members to perform weekly labs. Upon
completion of lab, each student is required to submit a laboratory report that is due within two
weeks of lab date (labs 2 & 3 are exceptions and will be due within 3 weeks, as they require
more lab time). Student will be required to type & print out laboratory reports. Each report will
include the following six components: introduction, hypothesis, materials and methods, results,
questions, & conclusions. Do not simply copy this lab report! This class is designed to help
students prepare for professional careers; therefore, this instructor expects laboratory reports
to show college-level work.
HUMAN GENETICS CRITIQUE:
Students will select an article from Scientific American pertaining to human genetics. Students
are not limited to genetic disorders and may choose any scientist’s research to critique related
to the field. Critique is due week 15. See attached rubric.
RUBRICS:
SCIENTIFIC
EXPERIMENT
Student can
research’s
information on
a subject to
determine
background
information.
Student
provides
reference
information for
investigation’s
background.
Beginning
1
Investigation
is not
relevant to
proposed
problem.
Developing
2
Investigation
is relevant,
but short and
lacks details.
Student has
no
background
information
and does not
provide
reference.
Student has
background
information,
but does not
provide
reference.
Accomplished
Exemplary
3
4
Investigation is Investigation is
relevant and
relevant to the
very little
proposed
background
problem and
information is
information
provided.
provided is
detailed.
Student gives
Student gives
reference
reference
information for information in
background
required
information,
format.
but not in
correct format.
Score
7
Student supplies
visual aid &
data.
Student has
visual aid,
but poor
work ethic.
Student is
Student
not on topic
presents
and
investigation to
presentation
the class in an
is over or
oral
under time
presentation
limit.
format.
Student does
Student
not
demonstrates
demonstrate
knowledge of
the investigation knowledge of
and background information.
information.
GENETICS
ARTICLE
CRITIQUE
Student can find
content within
subject-range.
Student provides
reference
information for
investigation’s
background.
Student supplies
5 visual aids.
Student presents
information to in
an oral form.
Student has
only 1 visual
aid.
Student has all
visual aids and
at least one is
irrelevant.
Presentation
is on
student’s
topic but is
not within
allotted time
frame.
Student
performs
presentation
by reading
from note
cards or
PowerPoint.
Student is on
topic, within
allotted time
frame, but
he/she is not
presenting
professionally.
Student
performs
presentation
and only reads
note cards or
PowerPoint
half the time.
Beginning
1
Developing
2
Article is does not
contain relevant
information.
Article
contains
pertinent
information,
but is short and
lacks detail.
Student has
article, but did not
provide reference.
Student has one –
two visual aids.
Student has
two – four
visual aids.
Student is not on
topic and
presentation is
over or under
time limit.
Presentation is
on student’s
topic but is not
within allotted
time limit.
Student has
both required
visual aids and
both are
relevant.
Presentation is
right on topic,
within time
frame, and
student is
presenting
professionally
Student
presents
presentation
without note
cards or
PowerPoint.
Accomplishe
d
3
Article is
pertinent, but
without
details.
Student
provides
reference, but
it is not in
correct
format.
Student has
four visual
aids or fifth
visual aid is
not relevant.
Student is on
topic, within
allotted time
limit, but
he/she is not
presenting
professionally
Exemplary
4
Article is
pertinent to
subject-matter
and contains
details.
Student
provides
reference in
correct
format.
Student has
five visual
aids and all
are relevant.
Presentation
is right on
topic, within
time limit,
and student is
presenting
professionally
.
Score
8
Student
demonstrates
knowledge of
content.
Student does not
demonstrate
knowledge of
information.
Student
Student
performs
performs
presentation by presentation
reading from and only reads
note cards or
note cards or
PowerPoint.
PowerPoint
half the time.
Student
presents
presentation
without note
cards or
PowerPoint.
LAB REPORT EXAMPLE: (This is only an EXAMPLE; credit belongs to the student that
performed the lab and developed a well-written report.) [*Report copied from website:
www.biologyjunction.com]
Genetics of Drosophila melanogaster
Introduction:
Gregor Mendel revolutionized the study of genetics. By studying genetic inheritance in pea
plants, Gregor Mendel established two basic laws of that serve as the cornerstones of modern genetics:
Mendel’s Law of Segregation and Law of Independent Assortment. Mendel’s Law of Segregation says
that each trait has two alleles, and that each gamete contains one and only one of these alleles. These
alleles are a source of genetic variability among offspring. Mendel’s Law of Independent Assortment
says that the alleles for one trait separate independently of the alleles for another trait. This also helps
ensure genetic variability among offspring.
Mendel’s laws have their limitations. For example, if two genes are on the same chromosome,
the assortment of their alleles will not be independent. Also, for genes found on the X chromosome,
expression of the trait can be linked to the sex of the offspring. Our knowledge of genetics and the tools
we use in its study have advanced a great deal since Mendel’s time, but his basic concepts still stand
true.
Drosophila melanogaster, the common fruit fly, has been used for genetic experiments since
T.H. Morgan started his experiments in1907. Drosophila make good genetic specimens because they
are small, produce many offspring, have easily discernable mutations, have only four pairs of
chromosomes, and complete their entire life cycle in about 12 days. They also have very simple food
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requirements. Chromosomes 1 (the X chromosome), 2, and 3 are very large, and the Y chromosome –
number 4 – is extremely small. These four chromosomes have thousands of genes, many of which can
be found in most eukaryotes, including humans.
Drosophila embryos develop in the egg membrane. The egg hatches and produces a larva that
feeds by burrowing through the medium. The larval period consists of three stages, or instars, the end of
each stage marked by a molt. Near the end of the larval period, the third instar will crawl up the side of
the vial, attach themselves to a dry surface, and form a pupae. After a while ,the adults emerge.
Differences in body features help distinguish between male and female flies. Females are
slightly larger and have a light-colored, pointed abdomen. The abdomen of males will be dark and
blunt. The male flies also have dark bristles, sex combs, on the upper portion of the forelegs.
Hypothesis:
After performing a dihybrid cross between males with normal wings and sepia eyes and females
with vestigial wings and red eyes, we expect to see only hybrids with normal wings and red eyes in the
first filial generation. Then we expect to observe a 9:3:3:1 ratio of phenotypes in the second filial
generation.
Materials and Methods:
The materials used for this lab were: culture vial of dihybrid cross, isopropyl alcohol 10%,
camel’s hair brush, thermo-anesthetizer, petri dish, 2 Drosophila vials and labels, Drosophila medium,
fly morgue.
A vial of wild-type Drosophila was thermally immobilized and the flies were placed in a petri
dish. Traits were observed. A vial of prepared Drosophila was immobilized and then observed under a
dissecting microscope. Males and females were separated and mutations were observed and recorded.
The parental generation was placed in the morgue. The vial was placed in an incubator to allow the F1
generation to mature.
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The F1 generation was immobilized and examined under a dissecting microscope. The sex and
mutations of each fly were recorded. Five mating pairs of the F1 generation were placed into a fresh
culture vial, and the vial was placed in an incubator. The remaining F1 flies were placed in the morgue.
The F1 flies were left in the vial for about a week to mate and lay eggs. Then the adults were removed
and placed in the morgue. The vial was placed back in the incubator to allow the F2 generation to
mature. The F2 generation was immobilized and examined under a dissecting microscope. The sex and
mutations of each fly were recorded.
Results:
Phenotypes
Table 1 Phenotypes of the Parental Generation
Number of Males
Number of Females
Normal wings/red eyes
0
0
Normal wings/sepia eyes
3
0
vestigial wings/red eyes
0
4
vestigial wings/sepia eyes
Phenotype
0
Table 2 Phenotypes of the F1 Generation
Number of Males
0
Number of Females
Normal wings/red eyes
78
95
Normal wings/sepia eyes
0
0
vestigial wings/red eyes
0
0
vestigial wings/sepia eyes
Phenotypes
0
Table 3 Phenotypes of the F2 Generation
Number of Males
0
Number of Females
Normal wings/red eyes
4
7
Normal wings/sepia eyes
4
5
vestigial wings/red eyes
0
1
vestigial wings/sepia eyes
0
0
normal red/mutated body shape
2
0
normal sepia/mutated body shape
Questions
1
0
1. How are the alleles for genes on different chromosomes distributed to gametes? What
genetic principle does this illustrate?
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The alleles on different chromosomes are distributed independently of one another,
demonstrating Mendel’s Law of Independent Assortment.
2. Why was it important to have virgin females for the first cross (yielding the F1 generation),
but not the second cross (yielding the F2 generation)?
It was important to have virgin females for the first cross to ensure that the offspring are the
result of the desired cross. It was not necessary to isolate virgin females for the second cross
because the only male flies to which they had been exposed were also members of the F1
generation.
3. What did the chi-square test tell you about the validity of your experiment data? What is
the importance of such a test?
The chi-square test showed that the results of our first cross were valid, but that the results of our
F1 cross were not normal. It is important to conduct such a test to determine how much your
experimental data deviated from what was expected.
Discussion and Conclusion:
The results of our parental cross turned out just as expected, but our F2 generation was not normal.
Some sort of mutation must have occurred that caused the strange body shape seen in several individuals
of our F2 generation.