*Office Hours-1/2 hour before instruction begins on course days

Coursework for an associate degree has different meanings for each student. To some the course may be an introduction to a major field of study while for others it may be seen as a necessary general requirement for graduation. Either way, Chesapeake College believes that each academic offering should be an integral part of an educational whole that works towards enriching your growth and preparation for life. The general education courses are designed to present recognized academic content and provide the student with the skills and knowledge to:

• communicate in oral and written English.
• read with comprehension.
• think critically.
• reason abstractly.
• understand and interpret numerical data.
• understand the scientific method.
• recognize and appreciate cultural diversity.
• appreciate the nature and value of the fine and performing arts.
• use bibliographical resources.
• enhance lifelong learning.

II. Bio 101 Course description:

A study of the basic concepts of living organisms including cell structure and function, metabolism, growth, and differentiation, reproduction, genetics, behavior, adaptations, and evolution. Three hours lecture and two hours laboratory per week. 

III. A. Bio 101 General Course objectives:

1. To develop understanding and appreciation for the basic principles of the science of biology.

2. To prepare students for more advanced courses in biology.

3. To provide students with knowledge necessary to help solve problems, in areas including the environment.

4. To introduce students to the scientific method.

5. To provide students with laboratory experiences to develop laboratory skills.

III. B. Bio 101 Specific objectives: At the end of the course, the student should be able to:

1. Describe the characteristics found in all living organisms.

2. Explain the steps used in the scientific method.

3. Name the methods used to study cells and their importance.

4. Recall the two great unifying theories of biology and understand their significance.

5. Identify the chemical compounds found in the cell and understand their functions, including small molecules and macromolecules of biological important compounds.

6. Calculate the atomic number and atomic mass of a given atom.

7. List the properties of water.

8. Identify the organelles found in the cell and know the function of each.

9. Differentiate between the types of cell transport processes.

10. Differentiate between the light and dark reaction of photosynthesis.

11. Name the environmental factors important to photosynthesis.

12. Know the organ and site of photosynthesis.

13. Differentiate between the different kinds of respiration occurring in the cell including the site of respiration and number of ATP's produced.

14. Outline the events of glycolysis and cellular respiration.

15. Identify the steps in mitosis and explain their importance in cell division.

16. Differentiate between mitosis and meiosis including the number of cell divisions and chromosome numbers.

17. Describe the stages of Meiosis I and Meiosis II.

18. Set-up and successfully work a monohybrid, dihybrid test, and sex-linked crosses.

19. Identify dominant, recessive, and incomplete dominant traits in humans.

20. Identify and describe the developmental stages occurring in higher plants and animals.

21. Explain DNA replication.

22. Explain protein synthesis.

23. List the direct and indirect evidences for evolution.

24. State the approximate age of the earth, the time life first appeared, and the significant events of life occurring during the geological time table.

25. Explain the concept of evolution.

26. Use correctly the key terms from the theory and laboratory components of the course.

27. Satisfactorily pass examinations in general biology based upon the above objectives. 

III. C. Test Objectives

Each chapter of text material that is taught in Bio 101 will be attended by a list of specific objectives. These objectives are directed at the impending examination that will evaluate your mastery of the subject matter and its implications.

*III. D. Expectations

Let me be candid about the expectations for Bio 101. Biology is, and will continue to be, the dynamic science of this 21st century. All citizens need to have a fundamental grasp of biological principles, but for college graduates a more in-depth understanding of things biological is appropriate. This foundation course will present you with a range of biological knowledge considered necessary for an educated person. Therefore, each student will be expected to complete the course as it is presented without the need of secondary (extra credit) assignments. Always be cognizant of your personal situation and take advantage of Chesapeake's Learning Center and fine student assistance programs. Recognize when a problem is at hand and find a strategy to attack it. Any questions?

IV. Bio 101 Course Outline

The following course outline is a guide to the lecture classes. The only dates that are firm are the starting and ending dates. The allotted weeks are flexible, but should give you a good idea of the order and approximate times for each presentation. Because the subject matter varies in difficulty we may find that some material will be completed faster than listed and other sections may take more time. The test dates are approximations and tests will be announced when the instructor determines that the material has been sufficiently examined. The On-line Syllabus will reflect calendar and content changes. Be sure to check it on a regular basis to upgrade this printed copy. 

V. Required texts:

Theory: Mader, S.S. (2001). Biology. Dubuque, Iowa: Wm C. Brown. (7th edition). (ISBN 0-07-013657-2)

Laboratory:

Mader, S.S. (1998). Customized Laboratory Manual Biology. (7th edition). (ISBN)

VI. Laboratory Schedule

The laboratory schedule is organized to give you the approximate times and subject to be investigated. It is subject to change.

NO CREDIT FOR LABS WILL BE GIVEN UNLESS CHECKED OUT BY INSTRUCTOR.

**Indicates laboratory report is to be documented, using proper format, for grading.

VI. Methods of teaching:

Lecture, computer presentations, on-line course work, discussion, laboratory sessions (microscopy, biochemistry, biotechnology, dissection), current topics. A/V materials include handouts, VHS cassettes, CDs and laser discs to supplement content.

VII. Methods of evaluation:

The following grade scale will be used:

All examinations will be announced in class and will consist of objective type questions, with short-answer questions elaborated.

Attendance at any test or examination is mandatory. There will be NO make-up examinations. If, for any reason, a student is not able to take a test, the student must DIRECTLY contact the instructor BEFORE (not during or after) the scheduled test. 

VIII. Evaluation Criteria

1. Theory Testing (including Final)*: 70%

*Student Makeup of Foundational Materials (See document at end of Syllabus)

*Final may count as 1 test if noncomprehensive

*Final may count as 2 tests if comprehensive

2. Lab Grade: 20% (2 tests , 2 lab reports & 2 critques )

3. Attendance: 10% (30 class periods @ 3.3 pts. per class)

IX. Attendance: As stated in the Chesapeake College catalog

Learning is facilitated with student involvement, interest and motivation and attendance. Therefore, students are expected to attend all classes and laboratories. Attendance is clarified by the instructor. In the event that a class is missed, it is the student's responsibility to make up any missed work, as the student will be held responsible for all materials covered.

NOTE about attendance: Please sign the roster by the end of class. The instructor also takes attendance.

1. Leaving after half the class or arriving after half the class will count as 1/2 absent.

2. The student is responsible for all work, labs, assignments, and announcements whether present or not.

3. Experience has shown that a student who misses more than 5 1/2 hours of classes cannot pass the course.

* Instructor Clarification

X. References: GREAT BOOKS OF BIOLOGY: A chronological approach.

The Origin of species, by Charles Darwin, 1859.

Voyage of the H.M.S. Beagle, by Charles Darwin, 1909.

Microbe Hunters, by Paul DeKruif, 1926.

What is Life?, by E. Schroedinger, 1956.

Silent Spring, by Rachel Carson, 1962.

The Two Cultures, by C.P. Snow, 1964.

Science and Human Values, by Jacob Bronowski, 1965.

The Double Helix, by James D. Watson, 1968.

The Sand County Almanac, by Aldo Leopold, 1968.

The Population Bomb, by Paul Ehrlich, 1968.

The Structure of Scientific Revolutions, by Thomas S. Kuhn, 1970.

The Medusa and the Snail, by Lewis Thomas, 1974.

Rosalind Franklin and DNA, by Anne Sayre, 1975.

Sociobiology, by E.O. Wilson, 1975.

Lives of a Cell, by Lewis Thomas, 1976.

The Selfish Gene, by Richard Dawkins, 1976.

Ever Since Darwin, by Stephen J. Gould, 1977.

The Dragons of Eden, by Carl Sagan, 1977.

On Human Nature, by E. O. Wilson, 1978.

The Panda's Thumb, by Stephen J. Gould, 1980.

The Mismeasure of Man, by Stephen J. Gould, 1981.

Growth of Biological Thought, by Ernst Mayr, 1982.

(Carter, J.L. & Mayer, W.V. (1988). Reading beyond the textbook: great books of biology. BioScience, 38 (7), 490-492.)

Purpose: The student is to write a two-page (approximately 500 word) critique of an article written in a current scientific periodical pertaining to the subject of biology.

Objective: The objective of this assignment is to demonstrate the student's ability to think critically and to communicate your thoughts effectively.

Guidelines:

A. Analysis of the article:

1. Read the article completely. Highlight any unfamiliar words. Try to

identify the author's main point.

2. Look up any unfamiliar words in the dictionary. Reread the article,

looking for the main idea of each major section.

3. Write down the main ideas as you perceive them. This is an initial

summary of the article.

4. Identify the author and try to determine the author's relationship to the

subject. What are the author's credentials? Can he/she be considered

an authority on the subject?

5. Read the article a third time to analyze how the author supports his/her

ideas (with examples, facts, opinions). Has the author convinced you of

the main ideas of the article? Why and how?

B. Organize your findings in the form of an essay. Any spelling should be clarified and corrected. The essay should contain these main sections.

1. INTRODUCTION: Identify the article and the author and briefly

summarize the article in this section. Tell the reader whether you agree

or disagree with the main point (this is your thesis statement). This

section should be no longer than one paragraph.

2. BODY: State what you think about the author's points in this section,

explaining the reasons for your opinions in detail. Use examples from

the article to illustrate your comments. Use your knowledge of biology

concepts to write this section. Consider using the following questions in

this section.

a. Is your reaction to the article based on your own experiences or

other reading that you have done? Explain.

b. Were you persuaded by the type of evidence the author used?

Explain.

c. Do you feel that the author ignored certain evidence? Explain.

d. Were you persuaded by the author's reasoning or do you think

he/she made mistakes in logic? Explain.

3. CONCLUSION: Summarize your main points, restating your thesis in the

ending of the paper. Another alternative is to point out the significance of

the idea that the article is based on.

C. Format: Citation, then the critical essay.

1. Citation format should follow the American Psychological Association

format. Refer to the Learning Resource Center for examples.

The following are two examples of references to periodicals which may

be of use:

Paivio, A. (1975). Perceptual comparisons through the mind's eye.

Memory & Cognition, 3, 635-647.

Becker, L. J., & Seligman, C. (1981). Welcome to the energy crisis.

Journal of Social Issues, 37 (2), 1-7.

2. Critical essay format: The essay should be type written and double

spaced.

For my use in course evaluation: BIO 101

Attendance-10%: _____________

Test: 1-3, 28 : _______

*CD: _______

Test: 4-6: _______

*CD: _______

Test: 7 & 8: _______

*CD: _______

Test: 9-13: ________

*CD: _______

Final Exam-14-18 _______

(Noncomprehensive)

Final Exam-14-20 _______

(Noncomprehensive)

Final Exam-1-20 _______

(Comprehensive)

*Discretionary

 *The use of the Foundational Materials for adjusting failing grades will be invoked at the discretion of the instructor.

To makeup the necessary knowledge bases of BIO 101, students may use the following CDs to receive a maximum of 10 extra points on any examination that they have failed during the semester, by taking the pre-tests and the post-tests. Please follow the protocol listed. The number of points added to any failed test will be based on the lowest earned class grade.

For instance, if a student failed a test with an earned grade of 53 and the lowest earned passing grade for the class was a 60, then the successful makeup will bring the earned failed grade to a 59. In other words the maximum score that can be gained in any makeup situation would be a 60 assuming no one in the class received an earned grade of 60.

Take the pre-test for each module. You may set any of the functions such as Show Response Feedback, Show Correct Answer, or Show Score Results in any combination you wish. Take the Pretest as many times as you wish.

Ask personnel from the LRC (Learning Resource Center) to witness your pretest results and to sign in the appropriate area after showing them the Scoring Screen on the computer.

View the informational portion of each module.

Take the post-test for each module with all of the functions from the Pretest disabled. In other words check each of the NO boxes and have an LRC official intitial the appropriate area on your sheet indicating that the correct testing mode is in effect.

Take the test no more than two times and have the LRC official sign off on each of the test results by showing them the computer Scoring Screen when each test has been completed. Any Chapter Test that incorporates more than one CD must have all of the tests in that cluster completed (no more than twice) with a minimum grade of 70 to receive the 10 points or an equivalent score on the original test grade.

Each student is responsible for returning the completed form to the instructor. Feel free to ask your instructor for any clarification.

Completion Date: This sheet must be returned with the appropriate signatures and scores no later than the end of the week following the failed test (Monday/Wednesday). If you can't return it directly to your instructor during a class period of the week following the failed test, then leave it with the Learning Center personnel It will be retrieved at a later date.

Chapter 1, 2, 3, 28 Makeup (Test must have a minimum score of 70 to receive 10 points

Biochemistry: the chemistry of living things

Pretest Score __________

NO boxes checked______

Posttest Score _________

Chapter 4,5,6 Makeup (All 3 tests must have a minimum score of 70 to receive 10 points)

Inside the cell

Pretest Score __________

NO boxes checked______

Posttest Score _________

The Plasma membrane and cellular transport

Pretest Score __________

NO boxes checked______

Posttest Score _________

Enzymes

Pretest Score __________

NO boxes checked______

Posttest Score _________

Chapter 7 & 8 Makeup (Both of the tests must a minimum score of 70 to receive 10 points)

Cellular Respiration

Pretest Score __________

NO boxes checked______

Posttest Score _________

Photosynthesis

Pretest Score __________

NO boxes checked______

Posttest Score _________

Chapter 9 & 10 Makeup (All 3 tests must have a minimum score of 70 to receive 10 points)

Mitosis

Pretest Score __________

NO boxes checked______

Posttest Score _________

Meiosis

Pretest Score __________

NO boxes checked______

Posttest Score _________

Mendelian Genetics

Pretest Score __________

NO boxes checked______

Posttest Score _________

DNA: the molecule of life

From DNA to protein For review and preparation for the final only

Genetic Engineering

Evolution

(*You may retake the Post-test for each CD only two times, with either of the two tests receiving a minimum score of 70 to obtain 7 points as indicated by your instructor.)

 INSTRUCTOR'S NAME: Arthur Renkwitz

This is to certify that I, ___________________________________________ have received a copy of the course outline and that it has been explained to me. I have read the outline and have agreed to the evaluation criteria as stated.

Sign: ________________________________________________

Date: ______________________________________

SEPARATE HERE AND GIVE THE BOTTOM COPY TO YOUR INSTRUCTOR

------------------------------------------------------------------------------------------------------------

Course Number & Section: _______________________________

Fall, 2001

INSTRUCTOR'S NAME: Arthur Renkwitz

This is to certify that I, ____________________________________________ have received a copy of the course outline and that it has been explained to me. I have read the outline and have agreed to the evaluation criteria as stated.

Sign ___________________________________________________

Date ________________________________