|INTRODUCTORY BIOLOGY II||Ms. Janet Stein Carter, Instructor of Biology|
|Course #34BIOL102 (047-102)-001||Office: room S-272K; phone 732-5313|
|Winter 1999, MWF 1:00 - 1:50 pm||office hours MWF 12:00 to 1:00. TTh 12:15:00|
|(If Iím not in my office, then check the Lab, S-278)||e-mail: firstname.lastname@example.org|
If you are underprepared, obtaining the necessary prerequisites could add to the time needed to get your degree. You cannot expect to simultaneously get your degree quickly and do well in a course for which you are underprepared, and will need to choose which of the two is more important to you, and which will better prepare you for the courses you will face at the next level of your college career. Typically, students who try to rush through their coursework without the proper prerequisites do poorly in those courses, thus being underprepared for the next level of courses. Students who do take time to gain the proper prerequisites for a course thereby get much more out of that course, which in turn, better prepares them for subsequent courses.
Also, your textbook was written at a college level, and includes a fair amount of scientific terminology. If you are not able to read at a college level, you will not be able to comprehend the text, and thus will have great difficulty with this course. If that is the case, you should take courses to improve your reading and writing skills before attempting to take this course.
3 undergraduate credits. This science majors course focuses on the major processes, concepts, and theories of biology. Topics include the study of the processes and functions of photosynthesis, mitosis, and meiosis; the fundamentals of genetics and their ramifications; the elements of replication, transcription, and translation; introduction to taxonomy; and bacterial groups of special importance to humans. Prerequisite: 34BIOL101.
AIMS OF THE 101-102-103 SEQUENCE:
Biology 102 is the second quarter in a three-quarter sequence of classes. At the completion of this sequence of science majors courses, you should have mastered the knowledge and skills that will serve as a broad foundation for the more specialized biology courses you will be taking later on. You should also understand and appreciate the relationship between biological knowledge and your everyday life, including a better understanding and appreciation of your bodys functions and a greater enjoyment of leisure time activities.
It is important to note that the purpose of these courses is not to give you an A so you can get into Pharmacy or Medical School, etc., but rather to provide you with the foundation knowledge and skills you will need to survive and do well if you make it that far.
COURSE OBJECTIVES FOR INTRODUCTORY BIOLOGY 102:
This course will explore the basic processes, concepts, and theories of photosynthesis, cell division, genetics, DNA, and taxonomy, utilizing examples from everyday life. The objectives will be:
METHODS OF REACHING THESE OBJECTIVES:
GRADES will be determined based on the total points from your three test scores (100 pt. each), three newsnotes (5 pt. each), study group participation (5 pt. each), genetics problem sets (10 pt. each), and final exam (200 pt.) plus any points from newsnote comments and/or other smaller assignments. Ten percent per class period will be deducted for any work, INCLUDING TESTS, which is turned in late, and no late newsnotes will be accepted for a grade. A histogram (curve) of total scores will be constructed and analyzed using statistical methods. In general, the class mean will serve as the dividing line between B and C scores, and only those students whose scores are above the mean plus one standard deviation unit, thereby demonstrating superior mastery of the material covered, will receive an A. An F will be given when an individual repeatedly scores at the bottom of the class and shows blatant disregard for good study habits and class attendance. Any student who stops attending class and does not go through the official withdrawal process will be given the grade of UW--unofficial withdrawal--the equivalent of an F. Grades will be awarded based on a straight A-B-C-D-F grading scale.
I realize that there are some medical conditions which, legitimately, can preclude a student from having an equal chance to learn in this course. A very obvious example would be a student who had trouble hearing me speak, thus was at a great disadvantage because (s)he would miss what I was saying in lecture. However, other, more subtle, conditions such as ADD and dyslexia can also adversely affect an equally-intelligent students opportunity to obtain information and/or communicate to me that (s)he has learned the needed material. It is not unfair to anyone to make arrangements to compensate for such medical conditions, but rather, this can help insure that such people have an equal chance at doing well in this course. Obviously, however, such students would still have to demonstrate that, given reasonable accommodations, they are capable of mastering the required material. Thus, students who need some type of accommodations in order to level the playing field and put them on a par with the rest of the class should speak with me now, not after grades have suffered. (Hint: since I am teaching a lab immediately after this, I will be very rushed at the end of class, and the time between 1:50 and 2:00 is not a good time to fully discuss and creatively deal with these sorts of situations.)
Campbell, Neil A. 1996. Biology, 4th ed. Benjamin/Cummings Publ. Co., Inc. Menlo Park, CA.
ASSIGNED READINGS: In order to increase your comprehension, allow in-class discussions to move from a rehashing of background material to more-interesting examples and applications of those topics, and allow you to enjoy and benefit maximally from this rigorous science majors course, assigned readings from your text should be done prior to the class time for which they are listed. As additional background material to aid your understanding, you are also encouraged to read the online lecture notes I have available for my General Biology students. Extra readings (literature research) on your own is encouraged. If you find a good reference on a topic to be covered, please share it with the rest of the class. Page numbers are listed in the schedule.
TESTS: There will be three (3) tests worth 100 points each. These will include short-answer questions, several short essay-type questions such as definitions or diagrams, and meanings of Latin and Greek words used in forming biological terminology. The final exam will be 200 points and will be comprehensive with emphasis on the material covered after the third test. (Note: A number of students have found it useful to make flash cards from which to study word stems and definitions.)
Students who miss a test should make arrangements with the instructor to make it up BEFORE the next class period. Requests to make up tests after the tests have been returned and discussed may either be denied or, optionally, a more difficult make-up test may be written (but graded on the same curve as everyone else). Only one test may be made up late, and then only with a valid excuse. If more than one test is missed, subsequent tests will receive a zero. This means that if you skip one test because you dont feel like it, then miss a second test due to illness, you have used up your one chance and will receive a zero on the second test. It has been my experience that students who dont take a test on time because they think they need more time to study end up doing no better (if not worse) when they do finally take the test. There will be a 10% per class period penalty for a late test.
Although test and newsnote due dates will be as listed unless an announcement is made to the contrary, the actual lecture topics covered may take slightly more or less time than listed, and thus may vary slightly from the schedule. Genetics problems are due when listed, but if we get behind schedule on lecture topics, those due dates may be adjusted accordingly via verbal announcement. Pages marked MM are in the Merck Manual, and are included for those who wish to read further on a topic.
|4-I Review of Organelles, Membrane
Function, and Osmosis
|6-I Review of ATP, Glycolysis, and
89-97, 159-168; 174-176
|8-I Review of Cellular Respiration,
Krebs Cycle, and Electron Transport
|13-I Mitosis and Meiosis
MM: skim 1763-1766, 1768
|15-I FIRST TEST|
|18-I NO CLASSES
MARTIN LUTHER KING
|20-I Tests Returned and Discussed
|22-I Genetics I
|25-I Genetics II
p. 259, prob. 1, 2, 3
|27-I Discuss Newsnotes||29-I Systems of Sex Determination
|1-II Sex-linked Genes
p. 259, prob. 11, 12
|3-II Human Genetics, Blood Type
249, 251, 253-258, 274-277
MM: skim 1838-1861, 2285-2316
|5-II SECOND TEST|
|8-II Tests Returned and Discussed
p. 279, prob. 1, 3
|10-II DNA Structure and Replication
|12-II Transcription, Translation,
Mutations 273-274, 297-323;
MM: skim 1857-1862, 2309-2312, 2316
|15-II Introduction to Taxonomy
11-13, 411, 413, 436-443, 469-481,
p. 295, prob. 1, 3, 5
|19-II Discuss Newsnotes
|22-II Pathogenic Viruses
MM: 77-86, 182-220, 270-272,
|26-II THIRD TEST
|1-III Tests Returned and Discussed
||3-III Pathogenic Bacteria
MM: 86-159, 245-265, 817-819, 2148-
2166, 2415-2319 NEWSNOTES DUE
|5-III Immune System
852-877; MM: skim 77-86
518-545, MM skim 220-238, 265-266
p. 877, prob. 6, 8, 10
573-587; MM: skim 159-171, 266-267,
|12-III Discuss Newsnotes
|FINAL EXAM-15, 17, or 19 Mar. TBA
DOING HOMEWORK PROBLEMS: (from DBF)
Mastery of genetic principles requires logical and mathematical problem-solving skills which can only be developed by applying them to example problems. Therefore, this quarter, as noted in the schedule, several sets of homework problems will be assigned to develop those skills. Ten (10) points will be awarded for each problem set which is completed according to the following guidelines. Failure to meet guidelines will result in deduction of points for a given problem set.
Copyright © 1999 by J. Stein Carter. All rights reserved.