Bio 107 Syllabus

BIO107 General Biology I

Section 01H M-W-F 8:00-9:50 205 Dobbs Building

Section 020 M-W-F 10:00-11:50 205 Dobbs Building

Dr. Steven L. Powers

208 Dobbs Building

slp@reinhardt.edu

(770) 720-9220

http://faculty.reinhardt.edu/powers/

M&W 1-3:30, Th. 1:30-2:30

Objectives of Course

This course is the first in a two course series of Introductory Biology designed to fit the needs of biology majors and those of students majoring in other disciplines. I believe that it is one of the most important courses that any student at this college will take for the following reason. Humans are living organisms that interact with and depend on their environment. Therefore, ignorance of biology can be hazardous to not only the individual, but to society as a whole. With this in mind, the objectives of this course for all students, but particularly for non-biology majors are as follows.

1. Students should be able to understand and critically evaluate media reports and policy regarding topics associated with biology.

2. Students should be able to make educated decisions about their own health and the health of the environment.

This course is essential for students majoring in biology due to a need for understanding basic biological concepts from the molecular to the ecosystem level upon which to build a greater set of knowledge and skills in later courses. It is also essential in acquiring the skills necessary for learning by inquiry and conducting scientific investigations. The specific objectives of this course for students majoring in biology are as follows:

1. Students will demonstrate an understanding of basic biological concepts covered in the course.

2. Students will perform basic scientific procedures to develop critical thinking, data collection and management skills and laboratory proficiency necessary for those working in science.

Achievement of objectives for non-majors relies heavily on a basic understanding of important biological concepts. Thus, the objectives of this course for majors are critically tied to those for all students enrolled. Furthermore, biology majors often find employment in fields not directly tied to biology, making the non-majors objectives and those designed for majors intimately linked. Therefore, expectations and requirements will be the same for all students regardless of major.

Conceptual Framework

This course will be executed in a way that will make many attempts to communicate course content to multiple learning styles (eg. visual, auditory and tactile means). The lab and lecture texts have many supportive materials available online (see texts) and contain effective chapter review exercises that will reinforce lecture and lab topics. Scientific methodology will be an integral part of laboratory exercises and will demonstrate science as a process rather than a collection of “facts” or dogmatic ideas. Discussion and questions raised by students will be encouraged to help facilitate an atmosphere of inquiry based learning. Ultimately, each individual student will be responsible for his or her own success. If a student is not satisfied with his or her progress in the course, the instructor needs to be promptly alerted to this problem (preferably during office hours) so that strategies for improving performance and increasing comprehension and success. Poor performance is best corrected early in a semester and can be impossible to correct in the last weeks, therefore, early attempts to correct problems are most likely to be successful.

Text

Raven, P. H., G. B. Johnson, J. B. Losos, and S. R. Singer. 2005. Biology, 7^th Ed. McGraw-Hill Companies, Inc. New York.

Grades

Final student grades will be based on 5 lecture exams, 2 lab exams, 5 lab quizzes, and 4 lab reports. The first lecture exam will count 50 points and each of the following 4 lecture exams and both lab exams will count 100 points, each quiz will be 5 points, and each lab report will be worth 25 points toward a class total of at least 775 points possible. Other assignments may be added (or deleted) at the discretion of the instructor. Final grades will be based on the percentage of total points earned by the student. The grading scale listed below will be used.

A = 89.5-100
B = 79.5-89.49
C = 69.5-79.49
D = 59.5-69.49

F=less than 59.5

Biology Essay Question Scoring Rubric

(100%) All relevant components and terms included, concepts thoroughly explained, logically sound, concisely written

(80%) Less than 20% of components and/or terms missing, concepts largely explained, mostly accurate, could be more concise

(60%) More than 20% of components and/or terms missing, explanation slightly flawed, not concise

(40%) About 50% of components and/or terms included, explanation only partly accurate, hard to follow

(20%) Answer attempted but not correct

Lab Reports

There will be three lab reports this semester that will introduce students to the scientific method, data collection and analysis and scientific writing. The reports must be entirely computer generated, double spaced and containing the following sections labeled as such. Each section should address the associated questions/content.

Introduction:

What are the objectives of your study?

What hypothesis (or hypotheses) do you propose and are testing?

What predictions did you make that allowed you to test the hypotheses?

Methods:

Exactly how did you test your hypothesis (or hypotheses)?

Be specific enough so that someone can read your report and repeat your experiments?

Note independent and dependent variables, treatment and control groups, and variables for which you are controlling.

Results:

Report and summarize your data. Briefly note high, low and mean values and report raw data in table or graph format.

DO NOT MAKE CONCLUSIONS IN THIS SECTION OF THE PAPER! Conclusions are for the “Discussion” section.

Discussion:

Restate your hypotheses and discuss whether or not the tests you perform supported or refuted them. Did your predictions come to fruition? How is this relevant to your hypothesis? What modifications would you make to your original hypotheses following these tests? To what conclusions can you come based on your results? Can you think of any variables that could have influenced the outcome of the tests that were not controlled for or considered beforehand?

Scoring Rubric: Bio 107 Lab Reports

Introduction:

5 pts

Objectives of study clearly stated. Hypothesis (or hypotheses) testable and stated clearly.

Predictions clearly allow for validation of hypothesis (or hypotheses) (If…,then…).

3 pts

Objectives of study unclear. Hypothesis (or hypotheses) testable but not clear.

Predictions allow for validation of hypothesis, but not clearly stated.

1 pt

Objectives and hypothesis of study unclear. Predictions lacking.

Methods:

5 pts

Procedures for testing hypothesis (or hypotheses) presented in sufficient detail as to allow replication by others, but not overly detailed. Variables, treatments and controls clearly identified.

3pts

Procedures for testing hypothesis (or hypotheses) wanting or overly detailed. A few variables, treatments and/or controls clearly identified.

1pt

Procedures inadequate for replicating study. No variables, treatments or controls identified.

Results:

5 pts

Data presented in high quality figures or tables that illustrates important trends. Summaries of highs, lows, means, and important trends in data. No conclusions presented.

3pts

Data presented in table. Summary of data not helpful for interpretation.

1 pt

Raw data only presented.

Discussion:

5pts

Hypothesis restated and discussed in context of predictions. Conclusions of study follow outcome of predictions. Revision of hypothesis. Possible variables that could have influenced study other than those measured or controlled for identified.

3pts

Hypothesis restated and identified as supported or refuted.

1pt

Little more than statement of hypothesis being correct or incorrect. “Proved” hypothesis.

Attendance

Students are expected to attend all class meetings.

*Students who miss scheduled exams will receive a "0" for that exam unless arrangements are made with the instructor prior to the exam.

Students with Disabilities

Any student with a diagnosed or suspected disability that may hinder their comprehension or performance in this course should contact the Academic Support Office in the Tarpley Center immediately.

Academic Misconduct

All acts of dishonesty in any work constitute academic misconduct. This includes, but is not limited to, cheating, plagiarism, fabrication of information, misrepresentation, and abetting any of the above. Any academic misconduct is a violation of the Reinhardt College Code of Honor and will be dealt with accordingly.

Course Schedule

Week 1 (Aug 21-25)

Lecture: Ch. 1-2; Introduction, Science of Biology, Nature of Molecules,

Lab: Introduction, procedures, safety, Scientific Method

Week 2 (Aug 28-Sep 1)

Lecture: Ch. 3-4; Chemical Building Blocks of Life, Origin and Early History of Life

Lab: Measurement

Week 3 (Sep 5-8) Labor Day, no Monday class

Lecture: Test I

Lab: Biologically Important Molecules

Week 4 (Sep 11-15)

Lecture: Ch. 5-7; Cell Structure, Membranes, Cell-Cell Interactions