COURSE SYLLABUS

BIOL 1030

ESSENTIALS OF BIOLOGY

 

 

DESCRIPTION:  A lecture & lab course (4 sem. hr. credits) covering selected topics in Life Science. BIOL 1030 is not a sequential biology course; it is usually combined with some physical science course to provide the two semesters of science required by many 4-yr. degrees; for instance, it is recommended for elementary teacher preparation but will not count toward a major or minor in Biology.

 

INSTRUCTOR:  Professor Joe Schibig-- Gallatin Campus, T-107E; Phone:  615-452-8600 ext. 3270;

E-mail: joe.schibig@vscc.cc.tn.us

 

COURSE MATERIALS:

Textbook :  The Living World by Johnson with CD-ROM included--pick up from the VSCC bookstore.

Lab Manual: Unity and Diversity in Biology by Richard D. Coleman--go to: http://www2.volstate.edu/msd/BIO/1030/biology100page.htm

and print off the lab exercises.

 

GENERAL EDUCATION GOAL:

It is the goal of this course to provide basic information on selected topics in Biology and to instruct the student on the nature of science and the scientific method and  to develop the student's scientific/critical thinking skills.

 

OTHER GOALS:

In addition, this course attempts to:
     Enhance the student's interest in science, especially Biology. 

     Develop the student's reading and writing skills.

     Improve the ability of the student to locate and retrieve information.

     Improve the student's ability to identify and solve problems.

 

OUTCOME STATEMENTS-- Based on studies done in lecture and lab, the student is expected to:

�Define "science" and note the differences between science and religion.

�List the steps of the scientific method and explain the difference between a "hypothesis" and a "theory".

�List the characteristics/attributes of  an ideal scientist.

�Make use of the scientific method in various lab exercises.

�Define "biology" and "life" (list the characteristics of a living organism).

�Discuss the high degree of organization found in any organism, but especially a multicellular organism.

�List the ways in which a knowledge of biology helps everyone not just a scientist.

�Explain why a knowledge of basic chemistry is necessary to understand biology.

�Define "chemistry."

�Define these basic terms used in chemistry: atoms, element, nucleus, protons, electrons, neutrons, energy levels (orbitals) ions, molecules, compounds, atomic number, atomic weight, isotopes, salts, acids, bases,  ionic bond, covalent bond, hydrogen bond, inorganic molecule, organic molecule.

�Provide formulas for a few inorganic and organic molecules.

�List, define, and give examples of the major groups of organic molecules found in organisms—carbohydrates, lipids, proteins, and nucleotides.

�Discuss the structure of a DNA molecule and how it replicates itself.

�Discuss how a gene (a piece of DNA) directs the synthesis of a specific protein.

�State the Cell Theory.

�Discuss the contributions to cell biology made by Hooke and Leeuwenhoek.

�Explain the differences between a prokaryotic cell and a eukaryotic cell.

�List and give the functions of the major animal cell and plant cell organelles, noting the similarities and differences between animal cells and plant cells.

�Explain how mitochondria and chloroplasts probably originated.

�Write the equations for photosynthesis and aerobic cellular respiration, explain their importance in plants and animals respectively, and  how one is approximately the reverse of the other.

�Explain why there was no free oxygen molecules in the air until photosynthetic organisms evolved.

�Compare anaerobic respiration to aerobic respiration noting the ATP output.

�Compare cell division in bacteria (fission) to cell division in eukaryotic cells

�Define mitosis and meiosis and compare  their functions.

�Specify which cells in animals and plants are diploid and which are haploid.

�List the phases of mitosis and describe the events of each phase.

�Discuss the work of Gregor Mendel

�Define these genetic terms:  allele, chromosome, homozygous, heterozygous, monohybrid cross, dihybrid cross, punnet square.

�Solve a few simple genetics problems.

�Define genetic engineering and discuss some examples of genetic engineering.

�Discuss the history of the idea of evolution.

�Discuss how Darwin's trip on the H.M.S. Beagle as a young man influenced the development of his Theory of Evolution.

�Discuss the mechanisms of Darwin's and Wallace's Theory of Evolution and list several evidences supporting this Theory.

�Explain the effects mass extinctions have had on the course of evolution of life on earth.

�Explain why Darwin has received more credit for the Theory of Evolution than Wallace.

�Discuss the impact of Darwin's Theory of Evolution by Natural Selection on religion and discuss the ongoing conflict between Christian fundamentalists' Creationism and Darwinian Evolution.

�Explain the value of sexual reproduction in the long term survival of a species.

�Compare the gradual pace of evolution envisioned by Darwin to the more modern view of punctuated equilibrium (evolution in spurts followed by long periods of little evolution).

�Describe in a general way the evolution of the first forms of life from the primordial organic soup.

�Describe in a general way the evolution of the vertebrates.

�Discuss in detail the evolution of the hominids starting with the genus, Australopithecus.

�Briefly describe the formation of our universe by the "big bang" and subsequent major events.

�Define taxonomy and explain the difference between classifying and naming (nomenclature).

�Discuss the binomial system of nomenclature developed by Carolus Linnaeus.

�Define "species"

�Classify humans into our Kingdom, phylum, subphylum, class, order, family, genus and species.

�List the organs of the various systems of the human body and state their functions; also compare these systems with those of selected animals.

�List the constituents of blood and state their function; compare blood to lymph.

�List the main constituents of urine.

�Describe the major stages in the embryonic development and birth of humans.

�Describe the events of the uterine and ovarian cycles in women and how hormones regulate these cycles.

�Discuss several methods of contraception.

�Describe several sexually transmitted diseases, their causes and their prevention/treatments.

�Explain what happens at menopause in women and why post menopausal women are more subject to heart disease and osteoporosis.

�Explain why most land animals must practice internal fertilization instead of external fertilization.

�List the harmful effects of smoking.

�Discuss the components of good nutrition.

�List foods which may cause  cancer or heart disease and those that might prevent these diseases.

�List the ways that exercise benefits one's muscular, respiratory, circulatory, skeletal, and nervous systems.

�Discuss asexual and sexual reproduction in certain animals and plants and explain why sexual reproduction is more important in the long term survival of a species.

�Discuss the alternation of gametophyte and sporophyte generations in plants. 

�Describe the events in the life cycles of mosses, ferns, gymnosperms and angiosperms (this will be studied mostly in the lab exercises)

�List the major groups of organisms from Monerans to plants and animals, provide characteristics for each major group, and associate representative organisms with each major group (this will be studied mostly in the lab exercises).

�Have an understanding of which organisms are the simplest and which are more complex

�Have an understanding of the unity, yet diversity of life on earth.

�Have a strong respect for our fellow creatures and realize they are our relatives, some like chimpanzees are closely related, but others such as bacteria are more distantly related, but we all are part of the great tree of life than began as one-celled creatures in the oceans and evolved over billions of years into the many species that live on the earth today.

�Define basic ecological terms:  ecology, community, ecosystem, biome, food chain, producers, consumers, competition, mutualism, commensalism, parasitism, predators, prey, omnivores, scavengers, saprophytes, decomposers, food pyramid, population, energy transfer, community succession, climax community.

�Discuss (include solutions to each problem) several global environmental issues:  human overpopulation, pollution, global warming, ozone depletion, loss of biodiversity

 

SEQUENCE OF LECTURES (POWER POINT PRESENTATIONS):

 

ASSESSMENT: 

To evaluate the student's mastery of this course, five lecture exams will be given.  They all will be of equal weight and the last test will not be a comprehensive test.    The Power Point lecture notes will be covered in class and posted on my Web page.  If questions come from the textbook, or elsewhere I will specify what you should study.  If you do not take your lecture test at the assigned time, you will get a zero for that test unless you can justify your not taking it with a doctor's excuse, or some other acceptable document in which case a makeup will be arranged.   You must notify me of the circumstances by E-mail or phone in a timely manner for a missed lecture test.  The average of the five lecture tests will be the student's lecture grade which will count 75 % of the final grade.  The lab grade will count 25 % of the final grade.

No curves will be given on any of the lecture tests.

 

 Since the lecture notes will be posted on my web page, there will be a temptation for some students to not come to lectures and to rely solely on the posted notes.  Coming to lecture class is important because the student not only sees the power point notes, but also hears the teacher explain them.  Also, the student has the opportunity to ask questions and to provide comments relevant to the topic being discussed.  Such interaction is not possible if the student does not come to class.  Therefore as a motivation device, it is my policy that if a student misses more than 5 MWF classes without a good documented excuse, the student will lose one letter grade.

 

The grading scale is:

A=90-100 %

B=80-89 %

C=70-79 %

D=60=69 %

F=<60 %

For grades of I or W, see college catalog.

 

Bonus points will be available.  If you send me by E-mail a 5-page (double spaced) book report summarizing the main points of the book, Demon Haunted World--Science as a Candle in the Dark by Carl Sagan (you must also present to me the receipt for the purchase of this book), you will gain 6 extra points which will be added to your final score—that is like getting 6 extra points on every lecture and lab test you take. You should type the report  in Word or some other word processing program; then you should attach it to your E-mail to me.  For other details on the Book Report, go to:  Book Report Guidelines.   In addition, I plan to give you a few bonus point questions on every lecture test.  These bonus questions will in most cases be from assigned articles in your text.

 

Sample Grade Determination:

If you have a lecture test average of 82 and a lab average of 86 and you received 6 extra points from a book report, your grade would be calculated as follows:

85 X .75 = 63.75

86 X .25 = 21.5

                  85.25+ 6 (book report)  = 91.25  Final Grade is an A (would have been a B without the extra points)

 

ANNOUNCEMENTS:

Announcements will be made from time to time on my Home Page concerning upcoming tests, articles in the book or something from the CD which you should study for bonus points, and other important events.

Be sure to visit my Home Page regularly and check the announcements.

 

COMMUNICATION:

You are encouraged to email me any questions you may have or phone me during my office hours; I prefer you e-mail me unless something is urgent, then phone me during my office hours.

 

ADA STATEMENT:
In compliance with the Americans with Disabilities Act, students are encouraged to register with the Office of Student Disability Services for assistance with accommodations.  It is the student's responsibility to voluntarily and confidentially disclose information regarding the nature and extent of a disability.  The College does not assume responsibility for providing accommodations for services to students who have not identified themselves as having a qualifying disability.

 

EQUAL OPPORTUNITY STATEMENT:
Volunteer State Community College is an Equal Opportunity Affirmative Action Educational Institution.  No person shall be excluded from participation in, be denied the benefit of, or be subjected to discrimination under any program or activity of the college because of race , color, national origin, age or handicap.   The College also complies with the Age Discrimination in Employment Act of 1967, as amended and with the Vietnam Era Veterans' Readjustment Act of 1974.  The commitment to equal opportunity applies to all aspects of recruitment, employment and education of individuals at all levels throughout the College.