Syllabi for Silva

General Biology I (BSC1010C), Spring 2018. TUES-THURS

Syllabus

General Biology I (BSC1010C), Spring 2018

COURSE: General Biology I (BSC1010C)

CRN: 27048

Credit: 4

Instructor Information

Professor: Ricardo Silva, Ph.D.

Office Hours: By appointment

E-mail: rsilva33@mail.valenciacollege.edu

Phone Number: 407-582-1407

Prerequisite(s) and Co-requisite(s):

Satisfactory completion of all mandated courses in reading, mathematics, English, and English for Academic Purposes.

Meeting places and times:

 

Laboratory:

Class/Lecture:

Day-

Tuesday

Thursday

Time-

7:00 AM-9:45 AM

7:00 AM-9:45 AM

Location-

WC-AHS-214

WC-AHS-318

Educational Materials:

1)       Textbook: 11th ed. Volume 1 package of Campbell Biology for Valencia College, which includes Mastering Biology. ISBN 1323744134. Pearson’s Mastering Biology is a requirement for this course.

**PLEASE TAKE NOTE: This package is custom specifically for Valencia College and is sold at a price negotiated directly with the publisher and can ONLY be purchased from the bookstore or directly from Pearson online via your Blackboard course registration process (access card w/ebook is only option that's available for purchase from Pearson online). Access codes purchased elsewhere WILL NOT WORK. If you have purchased a used book or have a version other than the Valencia custom edition, you will need to purchase a subscription to MasteringBiology through the portal found in the Blackboard page for this class. This will cost $55 for the semester.

2)       General Biology I: Laboratory Manual (BSC1010C). Graeme Lindbeck and Susan Matthews, Science Department, Valencia College (West Campus). 3rd Edition, Hayden McNeil; Purchase at West Campus Bookstore.

3)       All online videos used to "deliver content" out of the classroom.  We are going to use extensively Crash Course both Chemistry and Biology content.

4)       Lab coat, appropriate footwear (closed-toed shoes) and a permanent ink marking pen (e.g. Sharpie).

Assessment Methods and Evaluation:

-Lecture- The “flipped classroom technique” is going to be utilized, where the intentionally turned classroom changes instruction to a student-centered model in which class time explores topics in greater depth and creates meaningful learning opportunities, while educational technologies such as online videos are used to "deliver content" out of the classroom. By design, the inverted learning environments foster continuous opportunities to assess student learning. There are thousands of ways to produce formative assessments and every class is going to be graded in one or other way.  There are going to be group activities, individual activities, creative activities, and even out of the box activities, all of these activities will allow me, as facilitator, to check learning progress and make corrections if needed.

-MasteringBiology- Assignments have been created using the custom version of Pearson’s online adaptive learning software known as MasteringBiology. Every student must complete the pre-knowledge assessment as this is a required assignment and is worth 16 points.

There will be a total of 2 lecture exams. Exam 1 is a mid-term exam that is cumulative made up of 100 multiple-choice questions (covers all chapters discussed up to the day of examination). Exam 2 is a common departmental final-exam that is cumulative made up of 100 multiple choice questions, covers all material discussed throughout the semester. You have to come on exam days with your own Scantrons (Form No. 882-E; Green color) and a #2 pencil. Instructor will NOT provide Scantrons or a pencil to the student on exam day. The lecture exams are closed book and notes, and no computer or phone use during the lecture exams.

Note: Missing an exam will result in a 20% reduction in the exam grade. The only way to avoid the 20% reduction in the exam grade is to provide the instructor with a WRITTEN VALID EXCUSE (SEE BELOW) for not attending on the day that the exam is administered. If you are late to the exam, extra time will not be provided for you to finish the exam.

Extra Credit Opportunity: I will provide extra credit to you during each lecture exam. The extra credit will be no more than 10% of the exam’s maximum. For the 100 point exams, the extra credit will be no more than 10 points. The extra credit will be more challenging. The extra credit will NOT be offered to you if you miss taking the exam on its scheduled date, regardless of excuse. You must be in class taking the exam with the rest of the class to participate in the extra credit opportunity. Lecture exam extra credit questions might also contain relevant lab content as well.

-Lab- Each lab will be worth 10 points. Four-points Pre-Lab Preparation. 6 points post-lab Exercise. -Your participation during the lab is critical. The instructor will be monitoring your progress throughout the lab. Lack of participation during the lab, which include late arrival or early departure and not being prepared to perform the lab, will result in the deduction of your lab grade for that lab. Your participation grade will also include having the lab book during all labs, wearing closed toe-shoes, and having a lab coat during all the labs. Points deducted may reach up to the full lab grade for the day (up to 10 points may be deducted).

-ALWAYS COME PREPARED TO THE LAB, READ AND STUDY THE LAB PRIOR TO COMING TO LAB, HAVE YOUR LAB BOOK, AND HAVE YOUR NOTES AVAILABLE TO YOU.

-Labs can’t be made up regardless of excuse. You must attend lab and participate in the lab along with your group members to be graded for the lab on that day, including the Pre-Lab Preparation Exercise grade, and the Post-Lab Exercise grade for that week. Your absence will result in a zero for the lab component for that day.

-Term Project- Term project counts for 20% of the grade. Each student chooses a partner and a project topic, and your term project includes two components: report and presentation. In week four (4), each team shall hand in an Initial Project Proposal as check point of the project.

-Initial Project Proposal: You will need to write and present a 1-to-2-page project proposal to demonstrate the merit of the project. The outline should specify the topic you of your choice, what aspect(s) of the topic you will cover, a brief outline of steps you will follow, and the significance of your project. This must be thorough and to the point. This proposal will be graded on content and comprehensiveness, but not on presentation. This is due on the fourth week of the class and will be returned to you on the following week.

-Final report and class presentation: A final report will be due on the 13th week of the course. You will be required to submit one copy of an 8-10 pages written report. Please print with double spacing text on single-sided 8.5”x11” pages. Typical format of the final report: Title Page (1 page), Abstract/Summary (1 page), Introduction (2-4 pages), the main body may contain a number of sections to elaborate the topic.  What are the various techniques / mechanisms? How do you classify them? Your choice of a case study, application, or examples that exemplifies the challenges of this topic and how they get resolved., Recommendations/Conclusions (1-4 pages), Bibliography/References/Endnotes (1 page).

-In-class Presentation: (20 minutes = 15 minute presentation + 5 minute Q&A) will be given by your Team.

-Term Project Grading Scheme- (breakdown of 100 marks)

  • Initial Project Proposal (10): Content (Is it Technically/Scientifically Comprehensive and Correct?)
  • Final class presentation (40): Overall Impression (10); Content (10); Creative use of audio, visual, “demonstrations/props”, or “hand out” aids (10); Dealing with Questions from audience (10)
  • Written Report (50): Content (30); Is it clear, concise and error free? (10); presentation and writing style (10)

Grade scale:

-Final grade will be determined as a percentage, as shown in the following table.

Activity

% of Overall Grade

In-Class formative assessments

32

MasteringBiology

16

All Labs (x12)

12

Term Project

20

Mid-Term Exam

10

Final Exam

10

TOTAL

100

Letter equivalent conversion table:

Percentage

Letter Grade

90.0-100%

A

80.0-89.99%

B

70.0-79.99%

C

60.0-69.99%

D

Below 59.99%

F

-You must take the final exam. The student will receive an automatic “F” in the course if he/she does not take the final exam.

-Grades will not be given out over the phone, or by email, by the instructor or the Department secretaries. Grades will be made available to students as soon as possible after the exam in a manner that preserves student privacy.

Valencia College Core Competencies:

The faculty of Valencia College has identified four core competencies that define the learning outcomes for a successful Valencia graduate. These competencies are at the heart of the Valencia experience and provide the context for learning and assessment at Valencia College. The four competencies are:

  • Think- think clearly, and creatively, analyze, synthesize, integrate and evaluate in the many domains of human inquiry
  • Value- make reasoned judgments and responsible commitments
  • Communicate- communicate with different audiences using varied means
  • Act- act purposefully, effectively and responsibly

Course Description:

Introduction to fundamental biological principles emphasizing common attributes of all living organisms. Unifying concepts include chemical structure of living matter, structure and function of the cell, specialized cells, major metabolic functions, control systems, reproduction, genetics, evolution and ecology. Prerequisite for advanced biology courses. Students should be prepared to complete college level reading, writing, and mathematics assignments as part of this course. This course meets the General Education science requirements for graduation. The lab is an integral component of this course and is designed to reinforce and extend the course material within this setting.

Course Objectives:

Course objectives and learning outcomes are concurrent with Valencia College Core Competencies and with the course description. Students are expected to learn while participating in the course and these results will guide activities and assessments. Four general outcomes are discussed, corresponding to the four core competencies: (1) Recognize, interpret, and apply concepts and theories of basic biological sciences (Think); (2) Apply scientific methodology and demonstrate the ability to draw conclusions based on observation, analysis, and synthesis (Value); (3) Analyze data accurately and represent these analyses in verbal and graphical forms. (Communicate); (4) Connect knowledge and skills to real-world situations (Act).

The Division of Science at Valencia College has defined a common course finale exam for BSC1010C, and a minimum set of learning objectives for each core chapter. Core learning objectives per book chapter are presented in the following table.

Chapter

Learning Objective

1

a)       Briefly describe the unifying themes that characterize the biological sciences.

b)       Distinguish among the three domains of life, and the eukaryotic kingdoms

c)       Distinguish between the following pairs of terms: discovery science and hypothesis-based science, quantitative and qualitative data, inductive and deductive reasoning, science and technology

d)       The scientific process, control group vs. experimental group, inductive vs. deductive reasoning, forming and testing hypotheses, the hypothesis - prediction method, quantitative vs. qualitative data, reading a graph, dependent vs. independent variables

2

a)       Identify the four elements that make up 96% of living matter.

b)       Distinguish between the following pairs of terms: neutron and proton, atomic number and mass number, atomic weight and mass number

c)       Distinguish between and discuss the biological importance of the following molecular bonds and interactions: nonpolar covalent bonds, polar covalent bonds, ionic bonds, hydrogen bonds, and van der Waals interactions

d)       Matter, elements, atoms, subatomic particles, atomic number and mass, electron distribution and chemical properties, isotopes, valence electrons, compounds, salts and ionic substances

3

a)       List and explain the four properties of water that emerge from its ability to for hydrogen bonds

b)       Distinguish between the following terms: hydrophobic and hydrophilic substances; solute, solvent, and solution

c)       Define acid, base (alkaline) and pH scale

d)       Explain how buffers work

4

a)       Explain how carbon´s configuration accounts for its ability to form large, complex and diverse organic molecules

b)       Describe how carbon skeleton may vary, and explain how this variation contributes to the diversity and complexity of organic molecules

c)       Describe the basic structure of a hydrocarbon and explain why there molecules are hydrophobic

d)       Distinguish amongst the three types of isomers: structural, geometric, and enantiomer

e)       Name the major functional groups found in organic molecules.

f)        Describe the basic structure of each functional group and outline the chemical properties of the organic molecules in which they occur

5

a)       List the four major classes of macromolecules

b)       Distinguish between monomers and polymers

c)       Draw diagrams to illustrate condensation and hydrolysis reactions

d)       Distinguish between monosaccharides, disaccharides, and polysaccharides

e)       Describe the formation of a glycosidic linkage and distinguish between the glycosidic linkages found in starch and cellulose

f)        Distinguish between saturated and unsaturated fats

g)       Distinguish between a protein and a polypeptide

h)       Explain how a peptide bond forms between two amino acids

i)         Describe the four levels of protein structure

j)         Explain what determines protein conformation and why is it important

k)       List four conditions under which proteins may be denatured

l)         List the major components of a nucleotide, and describe how these monomers are linked to produce a nucleic acid

m)     Briefly describe the three-dimensional structure of DNA

6

a)       What common features are found both in prokaryotic and eukaryotic cells?

b)       Compare a typical plant cell and a typical animal cell: organelles that are common to both of them, organelles that are unique to each cell type

c)       Structure of nucleus and its function

d)       Differentiate between the two types of ribosomes that are found in eukaryotic cells

e)       Identify the components of the endomembrane system and describe the structure and function of each

f)        Trace the path of protein that is secreted form a cell, from its synthesis by a ribosome to its release from the cell

g)       Describe the structure and function of mitochondrion, chloroplast and peroxisome

h)       Explain the origin of the mitochondrion and chloroplast using endosymbiotic theory

i)         Identify the three components of the cytoskeleton and give examples of cellular structures that are created using these components

j)         Describe the extracellular environment of a plant cell and an animal cell

k)       Cells in plants and animals interact and communicate with each other. Describe the features of plant cells and animal cells that aid in these activities

7

a)       Define the following terms: amphipathic molecules, phospholipids, aquaporin’s, diffusion

b)       Explain the structure and function of plasma membrane, the selective permeability, types of cellular transport across the membrane, the effects of tonicity on cells of different types

c)       Distinguish between the following set of terms; peripheral and integral membrane proteins; Channel and carrier proteins; osmosis, facilitated diffusion and active transport; hypertonic, hypotonic and isotonic solutions

d)       Explain how transport proteins facilitate diffusion

e)       Explain how an electrogenic pump creates voltage across a membrane, and name two electrogenic pumps

f)        Explain how large molecules are transported across a cell membrane

8

a)       Distinguish between the following pair of terms: catabolic and anabolic pathways, kinetic and potential energy, open and closed systems, exergonic and endergonic reactions

b)       Explain the second law of thermodynamics and explain why it is not violated by living organisms

c)       Explain in general terms how cells obtain the energy to do cellular work

d)       Explain how ATP performs cellular work

e)       Describe metabolism; forms of energy; the laws of thermodynamics; structure hydrolysis and regeneration of ATP; enzyme structure and function; effect of local conditions on enzyme activity; models of enzyme activity

f)        Describe the function of enzymes in biological systems

g)       Explain why an investment of activation energy is required to initiate an spontaneous reaction

h)       Describe the mechanism by which enzymes lower activation energy

i)         Describe how allosteric regulators may inhibit or stimulate the activity of an enzyme

9

a)       Define oxidation and reduction, and in general terms how redox reactions are involved in energy exchange

b)       Name the three stages of cellular respiration and state the region of eukaryotic cell where each stage occurs

c)       State the importance, purpose and location of the molecules involved with each stage of cellular respiration

d)       In general terms, explain the role of the electron transport chain in cellular respiration; ATP production; fermentation and anaerobic respiration

e)       Explain where and how the respiratory electron transport chain creates a proton gradient

f)        Distinguish between fermentation and anaerobic respiration

10

a)       Describe the importance and purpose of photosynthesis, the location and molecules involved with each stage, autotroph vs heterotrophs, sites of photosynthesis in plants, nature of sunlight, photosynthetic pigments, light reactions, Calvin cycle, cyclic and linear electron flow, the difference between C3, C4 and CAM plants.

b)       Describe the structure of chloroplast, listing all membranes and compartments

c)       Write the chemically correct summary equation for photosynthesis, and, in general terms, explain the role of redox reactions in photosynthesis

d)       Describe the relationship between an action spectrum and an absorption spectrum

e)       Trace the movement of electrons n noncyclic and cyclic electron flow

f)        Describe the similarities and differences in chemiosmosis between oxidative phosphorylation in mitochondria and phosphorylation in chloroplast

g)       Describe the major consequences of photorespiration

h)       Describe two important photosynthetic adaptations that minimize photorespiration

11

a)       Not part of the common course finale exam

b)       Understand Chemical Basis of cell communication (This will be used for extra credit at the Final Exam)

12

a)       Describe the structural organization of prokaryotic and eukaryotic genome

b)       Describe the major events of cell division that enable the genome of one cell to be passed on to two daughter cells

c)       List the phases of mitosis and describe the events characteristic of each phase and distribution of chromosomes during each phase

d)       Compare cytokinesis in animals and plants

e)       Explain how abnormal cell division of cancerous cells escapes normal cell cycle controls

f)        Distinguish between benign, malignant and metastatic tumors

13

a)       Distinguish between the following terms: somatic cell and gamete; autosome and sex chromosomes; haploid and diploid

b)       List the phases of meiosis I and meiosis I and describe the events characteristic of each phase

c)       Describe three evets that occur during meiosis I but not during mitosis

d)       Explain how independent assortment, crossing over, homologous chromosomes, and random fertilization contribute to genetic variation in sexually reproducing organisms

e)       Evaluate sexual and asexual reproduction as they relate to genetic variation

14

a)       Define the following; true-breeding, hybridization, monohybrid cross, P generation, F1 generation, F2 generation

b)       Distinguish between the following pair of terms: dominant and recessive; heterozygous and homozygous; genotype and phenotype

c)       Use a Punnett square to predict the results of a cross, stating the phenotypic and genotypic ratios of the F2 generation

d)       Explain how Mendel´s laws of inheritance can be explained by the behavior of chromosomes during meiosis

e)       Use the laws of probabilities of specific phenotypes in F2 generations of multi-character crosses without the use of Punnett squares (eg. 3,4, an 5 character crosses)

f)        Explain how phenotypic expression in the heterozygote differs with complete dominance, incomplete dominance, and codominance

g)       Define and give examples of pleiotropy and epistasis

h)       Explain why lethal dominant genes are much rarer than lethal recessive genes

i)         Explain how carrier recognition, fetal testing, and newborns screening can be used in genetic screening and counseling

15

a)       Explain the chromosomal theory of inheritance and its discovery

b)       Explain why sex-linked diseases are more common in human males than females

c)       Distinguish between sex-linked genes and linked genes

d)       Explain how meiosis accounts for recombinant phenotypes

e)       Explain how linkage maps are constructed

f)        Explain how mondisjunction can lead to aneuploidy

g)       Define trisomy, triploidy and polyploidy

h)       Distinguish among deletions, duplications, inversions, and translocations

i)         Explain genomic imprinting

j)         Explain why extra-nuclear genes are not inherited in a Mendelian fashion

16

a)       Describe the contributions of the following people: Griffith, Avery, McCarty, and MacLeod; Hershey and Chase; Chargaff; Watson and Crick; Franklin; Meselson and Stahl

b)       Describe the structure of DNA

c)       Describe the process of DNA replication, include the following terms: antiparallel structure, primase, helicase, topoisomerase, single-stranded binding proteins

d)       Describe the function of telomeres

17

a)       Describe the contributions made by Garrod, Beadle, and Tantum to our understanding of the relationship between genes and enzymes

b)       Briefly explain how information flows from genes to protein

c)       Compare transcription and translation in bacteria and eukaryotes

d)       Explain what it means to say that the genetic code is redundant and unambiguous

e)       Describe transcription using the following terms: mRNA, RNA polymerase, the promoter, the terminator, the transcription unit, initiation, elongation, termination, and introns

f)        Describe translation using the following terms: tRNA, wobble, ribosomes, initiation, elongation, and termination

g)       Briefly describe the effect of mutations using the following terms: point mutations – both substitution and insertion/deletion mutations – and frameshift mutations, and how they contribute to genetically inherited disorders with particular reference to sickle cell anemia

 

CLASSROOM POLICIES AND ATTENDANCE:

1.    Regularity in classroom attendance and punctuality is vital to academic success. A student who does not maintain regular attendance and who falls behind in his/her work will most certainly have a difficult time succeeding in this class.

The Professor WILL NOT drop any student at any time for any reason. It is the student’s responsibility to withdraw himself or herself from the class prior to the withdraw deadline.

2. Withdrawal (Deadline for Spring 2018 is on March 30, no later than 11:59 PM): Per Valencia Policy 4-07 (Academic Progress, Course Attendance and Grades, and Withdrawals), a student who withdraws from class before the established deadline for a particular term will receive a grade of “W. A student is not permitted to withdraw after the withdrawal deadline. A student who is withdrawn by faculty for violation of the class attendance policy will receive a grade of “W”. Any student who withdraws or is withdrawn from a class during a third or subsequent attempt in the same course will be assigned a grade of “F”. For a complete policy and procedure overview please refer to the Policy Manual link given below.

-Students should consult with a financial aid advisor or counselor before withdrawing from a course; there may be financial implications to the student which he or she must know about to make an informed decision before withdrawing from a course. Students with some scholarships who withdraw or are withdrawn from a class must pay the college for the cost of the class. Other scholarship sponsors may also require repayment. For a complete policy and procedure overview please refer to the Policy Manual link given below.

            *Drop/Refund Deadline: January 16, 2018, no later than 11:59 PM.

3. Make-up Policy and definition of Valid Excuse: It is the student’s responsibility to immediately notify the Professor by email regarding the reason for missing class\lab. The student will be required to show documentation from an appropriate authority (doctor, police, judge, etc.) justifying the reason behind missing class\lab. These documents must clearly show the date\time, name of responsible authority, reason for being absent, and the contact information for the responsible authority. The student should be aware that make-up work, if offered, is at the sole discretion of the Professor, regardless of the reason behind missing class\lab (excused or unexcused).

4. Academic Honesty: Each student is required to follow Valencia policy regarding academic honesty. All work submitted by students is expected to be the result of the student’s individual thoughts, research, and self-expression unless the assignment specifically states “group project.” Any act of academic dishonesty will be handled in accordance with Valencia policy as set forth in the Student Handbook and Catalog.

Note: All turned in class or lab work (assignments, homework, projects, exercises, etc.) are expected to be the product of the student’s own effort. All answers given to exams/quizzes administered during lecture/lab are also expected to be the student’s own effort. Evidence of cheating/plagiarism will be considered a form of academic dishonesty. A student showing evidence of dishonesty in any form will receive a failing grade for that single event. A subsequent event of dishonesty will result in a failing grade in the class among other potential consequences.

No hats, caps, and sunglasses will be worn during any examination. Headphones of any kind are not allowed during examination. All cell phones must be turned off and placed in front of you on your desk during the examination. Your exam will be reduced in grade if your phone goes off and disturbs the other students during the exam. No drinking or eating will be allowed during examination. You must come to each exam prepared to stay in the examination room until you are done with the exam. If you want to drink, eat, or use the bathroom do so before you start of the exam. You will not be allowed to leave the room during the exam. If you do, your exam will be collected and graded as is. Your bag/books will be placed on the ground during the examination. If you come in late during the exam you must sit all the way in the back of the room, even if you normally sit in the front. If you do come in late for the exam, you will not be given additional time to finish the exam, regardless of excuse.

STUDENT ASSISTANCE PROGRAM:

Valencia College is interested in making sure all our students have a rewarding and successful college experience. To that purpose, Valencia students can get immediate help with issues dealing with stress, anxiety, depression, adjustment difficulties, substance abuse, time management as well as relationship problems dealing with school, home or work. BayCare Behavioral Health Student Assistance Program (SAP) services are free to all Valencia students and available 24 hours a day by calling (800) 878-5470. Free face-to-face counseling is also available.

STUDENTS WITH DISABILITIES INFORMATION:

"Students with disabilities who qualify for academic accommodations must provide a Notification to Instructor (NTI) form from the Office for Students with Disabilities (OSD) and discuss specific needs with the professor, preferably during the first two weeks of class; accommodations will not be applied retroactively. The Office for Students with Disabilities determines accommodations based on appropriate documentation of disabilities." (http://valenciacollege.edu/osd/default.cfm).

PREGNANT STUDENTS:

The laboratory environment often times will involve the use of and/or exposure to chemicals or other hazardous substances/equipment.  If you are pregnant or plan on becoming pregnant during this course and are concerned about your exposure to these chemicals or hazardous substances or equipment, please see your instructor to discuss possible alternative arrangements.  Students are also invited to contact Mr. Ryan Kane, Title IX Coordinator/Equal Opportunity Officer, 407-582-3421, rkane8@valenciacollege.edu, regarding requests for alternative arrangements relating to pregnancy.

SECURITY STATEMENT:

We want to reassure you that our security officers are here around the clock to ensure the safety and security of the campus community. It’s important to remain alert and aware of your surroundings, especially during the early morning or evening hours. Remember that you can always call security for an escort if you feel uncomfortable walking alone on campus. White security phones can also be found in many of our buildings; simply pick up the phone and security will answer. Finally, report any suspicious persons to Campus Security or by using the yellow emergency call boxes located on light poles in the parking lots and along walkways. Also, please find and record on your cell phone the most up to date Campus Security phone numbers.

DISCLAIMER:

“The course outline and syllabus are subject to change as needed; changes will be announced in class and by email in a timely manner, when necessary.”

CONSENT:

By continuing in this course the student accepts the professor’s policies and procedures to conduct class and lab, accepts the grading procedure, accepts all other things outlined in this syllabus, and accepts amendments/changes.

Valencia College is committed to providing each student a quality educational experience. Faculty members have set high standards of instruction for themselves and for you. If you have a problem in a class, your first step is to talk to your instructor. If you are still dissatisfied, you may talk with the academic dean of the division for your class. We will work together to resolve any issues that arise.”