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Course Description
This course introduces basic principles of biology. Topics include scientific method, evolution, cellular and subcellular structure, basic cell
chemistry, transport across cell membranes, mitosis, meiosis, metabolism, photosynthesis, DNA structure and replication, protein synthesis, and
patterns of inheritance. This course is required as a prerequisite for most other four-credit Biology courses. Lecture: 3 hours; laboratory: 2 hours
Prerequisites: One unit of high school science, preferably Biology, and Preparing for College Reading II (ENGL092), Introductory Writing
(ENGL099), and Fundamentals of Mathematics (MATH010), or waiver by placement testing results, or Departmental Approval.
The individual outcomes listed in the first column answer the question: What must the learner know and be able to do at the end of the course?
Items in the third column should answer the question: How do we know? The second column is where teachers can be most creative; it's for
pedagogy. Each rectangle in column one contains just one outcome; the corresponding rectangles in columns two and three, however, may contain
more than one item.
The code indicates the core competencies being strengthened by the outcomes activities and the assessment tools.
Critical Thinking (CT); technology skills (TS); oral communications (OC); quantitative skills (QS); reading (R); writing (W).
Evolution (-1 week) Use Powerpoint and laserdisc to Short paper (CT, W, R, QS)
Explain why evolution is the central theme demonstrate the similarities and differences Quiz (CT, W, R)
in biology in order to understand the unity between living organisms (CT, OC, TS) Test (CT, W, R)
and diversity of life Evolution used as a central theme over Create Concept Map (BILL)
several lecture topics (CT, W) Write Essay
Explain natural selection and descent from a Read text (CT, R) Peppered Moth lab and Essay
common ancestor in order to understand Complete study guide (R, W, CT)
why organisms have certain characteristics Attend lecture/discussion (W, OC, CT)
in common. Watch Evidence for Evolution [VHS] (CT,
W, OC)
Chemistry (3 weeks) Molecular model building (CT, OC, W, QS) Grade models (CT, W, QS)
Demonstrate knowledge of basic chemistry Read text (CT, R) Lab exams (CT, W, R)
including the properties of atoms, ions, chemical Attend lecture/discussion (W, OC, CT) Lab reports (CT, R, W, QS, TS)
bonding and chemical reactions in order to Complete study guide (R, W, CT) Grade drawing (CT, W, QS)
understand biologically important molecules Do Molecule ID paper (CT, R, W) Make predictions of how atoms will interact
and processes. See videos (reinforcement) (CT) based on chemical properties
Do Memory Matrix (CT, R, W) (CT, W, QS)
To this end, students must be able to: Identification of biologically important
Diagram and discuss important features of molecules in common foods (CT, OC, R, W,
the following: TS)
o Functional groups: amino, hydroxyl, Perform experiments that demonstrate the
carboxyl, carbonyl, phosphate and properties of acids, bases and water (CT, TS,
sulfhydryl OC, QS, R, W)
o Monosaccharide (preferably Describe the cell in terms of the molecular
glucose), including numbering structure draw a cell and label accordingly
scheme (cell membrane phospholipids and
o Generalized amino acid (or glycine) proteins etc.) (CT, W, R)
Use CD-ROM animations to help students
Describe the role of biologically important visualize what happens during chemical
molecules in order to understand the reactions (CT, TS, R)
correlation between cell structure and Practice reading the periodic table (CT, R,
function. OC)
Stress root words, suffixes and prefixes
Diagram the structure of water and explain
how waters polar nature is the basis for
many of its special properties.
Metabolism (2+ weeks) Read text (CT, R) Complete labs on respiration, fermentation
Complete study guide (R, W, CT) and photosynthesis (CT, R, W, QS, TS, OC)
Explain the principles of cellular respiration and Attend lecture/discussion (W, OC, CT) Quiz (CT, R, W)
photosynthesis* so that the students understand Perform labs on respiration and Test (CT, R, W)
energy flow in living systems. photosynthesis (CT, R, W, TS) Assess concept map and study matrix (CT,
Bioenergetics See two videos (reinforcement) (CT) R, W, QS)
Provide a general overview of the Use computer simulations to represent
concept of energy and basic complex cellular processes (CT, TS, OC)
thermodynamic principles Complete concept maps and study matrix to
Articulate what is meant by the work demonstrate understanding of integration of
of the cell. metabolism (CT, W)
Explain the role and structure of
nucleotide triphosphates (ATP, GTP,
etc.)
Discuss the importance of and
constituents of redox and
phosphorylation reactions.
Metabolic pathways
Be able to define and identify reactants
and products
Be able to identify redox vs.
phosphorylation reactions in glycolysis
and the citric acid cycle, using chemical
structures
Discuss the organization of the electron
transport chain, its role in ATP production,
and its reliance on oxygen (or other terminal
electron acceptor)
Transmission Genetics (1+ weeks) Coin toss phenotype exercise to develop a Quiz (CT, R, W)
child (CT, QS, OC, W) Test (CT, R, W)
Demonstrate understanding of basic concepts in Read text (CT, R) Oral presentation of childs phenotype
inheritance in order to solve simple genetic Attend lecture/discussion (W, OC, CT) (CT, OC, QS)
problems and recognize common Complete study guide (R, W, CT) Short paper or oral presentation on
misconceptions regarding human heredity. See video (reinforcement) (CT) misconceptions (CT, R, W, OC, TS,QS)
Family pedigrees- Select common Grade model (CT, W)
Dominant vs recessive traits misconceptions traits skip a generation Lab report (CT, R, W, QS)
Genotype vs Phenotype etc and investigate and report on why this is Report on simulations (CT, R, W, TS, QS)
Compare and contrast autosomal vs sex- what folks think and what is actually going
linked inheritance on (CT, OC, QS, R, W)
Compare and contrast simple (Mendelian) Do genotype/phenotype paper
inheritance and codominance Class assessment of phenotype distribution
Differentiate between expression at the cell (CT, R, W)
vs at the organismal level Do genetics problems (CT, R, W, QS, OC)
Demonstrate an understanding of Punnett Stress model-building as well as problem
squares and probabilities to predict solving methods to understand patterns of
outcomes of monohybrid and dihybrid inheritance (CT, R, W, TS, QS)
crosses
Laboratory Skills Read and sign the safety sheet (CT, R) Observe student working safely in the lab
Follow directions carefully in the lab (CT, (CT)
To work safely in the laboratory and follow R) Lab quiz or assignment requiring each
simple laboratory protocols in order to work Follow proper procedures for disposal of student to focus and use the microscope
cooperatively to complete laboratory exercises waste products (CT, R) (CT, OC, W, R)
and conduct experiments using the scientific Focus the microscope, use it for an Evaluate use of math in reports (W, QS)
method. independent project and /or in several Tests (R, W, CT)
laboratory exercises (CT, R, TS, QS) Quizzes (R, W, CT)
To be able to use the microscope to observe cell Use simple math where appropriate in lab
structure in order to develop good technique in exercises and papers (CT, QS, TS, R, W)
preparation for more advanced courses. Stress the importance of data collection(R,
TS, QS, W, CT)
To be able to perform simple mathematical
calculations and construct and interpret graphs
in order to record and communicate the results
of experiments.
Metric System
Use technology in order to collect and
analyze data
Modeling
Write a scientific laboratory report
Ethics
Study Skills Teach students the SQ3R Study Skills Workshops (CT, TS, OC,R)
method using power point demonstration Collect class notes for grade (CT, W)
To apply a study skills method to learning (CT, OC, R, W, TS) Quizzes (CT, R, W)
biology in order to improve success in an Attend lecture/discussion (W, CT, OC)
academically rigorous course. Develop note taking skills by progressively
taking away class aids such as power point
Use technology handouts, lecture outlines, questions to be
Concept Mapping answered, list of objectives(CT,R,W, TS)
Use of self testing to assess understanding Model use of interactive Study Guide (CD-
Use of roots, prefixes, and suffixes in order ROM and website) (CT,TS,R)
to understand terminology Develop test taking skills by giving quizzes
that model types of questions on
exams(CT,R,W)
Recommend ARC as a resource (CT)