LOS ANGELES COMMUNITY COLLEGE DISTRICT



LOS ANGELES COMMUNITY COLLEGE DISTRICT

Division of Educational Services

Office of Instructional Services

PROPOSED NEW COURSE REQUEST (PNCR)

|1. | COLLEGE: | |

|2. |COURSE STATUS: |

|A. | |New Course | |Addition of District Course | |Update |

| |Reinstatement |

|B. |Effective Semester/Year |3/05 |

|3. |DESIGNATION: | |Associate Degree Applicable | |Non-Associate Degree Applicable |

|4. |COURSE INFORMATION: |

|A. |Subject Code: |133 |TOP Code: |0401.10 |CAN Number |CAN BIOL 2; Bio |

| | | | | | |6 + Bio 7 = CAN |

| | | | | | |BIOL SEQ A |

|B. |Subject Title and Number |Biology 6 |

| | |(not to exceed 40 spaces) | |

|C. |Course Title |General Biology I - Molecular and Cellular Biology |

| | |(not to exceed 60 spaces) |

|D. |Units 5 |Hours/wk |Lecture 3 |Laboratory |Total |Total hours/wk 9 |

| | |Standard | |(w/ homework) 0 |Laboratory 6 | |

| | |Semester | | | | |

| | | | |Laboratory | | |

| | | | |(w/o homework) 6 | | |

Note: The Carnegie Rule and Title 5, section 55002 set forth the minimum weekly standards

which require: One hour lecture, two hours homework = one unit

Two hours of lab with homework = one unit

Three hours of lab without homework = one unit

Lecture also includes discussion and/or demonstration hours.

Laboratory includes activity and/or studio hours.

|E. |Repetition(s): 0 |

How does the repetition of this course meet Title 5 sections 55761-55765 and 58161 requirements?

| |

|F. |Special Class Status: Course is a “special class” for students with disabilities. (MIS-CB13) |yes | |no | |

|5. |BASIC SKILLS STATUS |

| | |Precollegiate Basic Skills Credit Course Non-degree Applicable (MIS-P)* |

* Note: MIS + Code = Special Management Information System Codes required for reporting purposes by State Chancellor's Office.

|6. |PREREQUISITE(S): |Chemistry 51 or 65 or 101 |

| |Has this prerequisite been validated in accordance with Title 5, section 58106? |

| | | | | | | |

| |yes | |no | |If yes, attach validation form and data |Validation Date 11/21/03 |

| |COREQUISITE(S): |None |

| |Has this corequisite been validated in accordance with Title 5, section 58106? |

| | | | | | | |

| |yes | |no | |If yes, attach validation form and data |Validation Date |

| |ADVISORY(IES): |English 28 |

| |Has this advisory been validated in accordance with Title 5, section 58106? |

| | | | | | | |

| |yes | |no | |If yes, attach validation form and data |Validation Date 11/21/03 |

|7. |CULTURAL DIVERSITY |

| |How does this course include cultural diversity in its approach and/or content? |

| |(not to exceed 30 words) |

|Course does not meet cultural diversity requirements. |

|8. |DESCRIPTION: |As it will appear in the college catalog and on course outline. |

| | |(Not to exceed 40 words) |

|Students examine the unifying principles of biology through the study of biological molecules, cell structure and function, |

|metabolism, inheritance, molecular genetics, evolution, and population genetics. Together with Biology 7, this is a fundamental |

|course for biology majors. |

|9. |RATIONALE FOR THIS COURSE: Check the appropriate reason(s) below. The explanation will be presented to the Board of Trustees|

| |for approval. |

| |Student Demand/Need | |Program Change Need |

| |Advisory Council Committee Recommendation | |Industry/Business Need |

| |Articulation Need | |Other |

|Please provide a brief explanation: (not to exceed 30 words) |

|Biology 6 (General Biology I) is a required course for all biology majors seeking transfer to the university. Together with |

|Biology 7, articulated with CSUN Bio 106/107 and UCLA Life Science 1 + 2. |

|10. |MULTIPLE COURSE INDEX STATUS: (Cross reference) Is this course listed as equivalent in content to existing college |

| |District courses in another discipline? |

| | | |yes | |no | |

If yes, list courses: (Documentation of cross-discipline agreement must be provided.)

|      |

|11. |COURSE CLASSIFICATION: |Check only one. |

| |Liberal Arts and Sciences (MIS-A)* |

| |Courses for the Substantially Handicapped (MIS-E)* |

| |Developmental Preparatory (MIS-B)* |

| |Occupational Education (MIS-I)* |

| |Basic Skills (MIS-P)* |

Note: MIS + Code = Special Management Information System Codes required for reporting purposes by the State Chancellor's Office.

|12. |COURSE RELATIONSHIP TO PROGRAM: |

|A. |Occupational: | |yes | |no |(If no, go to B.) |

|SAM Code (Student Accountability Model) Check only one. |

| | |

| |Apprenticeship (Approved for offering to apprentices only.) (MIS-A)* |

| |Advanced Occupational (but not limited to apprentices) (MIS-B)* |

| |Clearly Occupational (but not advanced) (MIS-C)* |

| |Possibly Occupational (MIS-D)* |

|* Occupational Program Requirement: | |yes | |no |(If yes, check a. and/or b.) |

|a. | |Required for Associate Degree |

|b. | |Required for Occupational Certificate |

ATTACH A COPY of the program showing the placement of the course in the sequence of learning as it will appear in the catalog.

|* Occupational Program Elective: |

|a. |Is this course designated as an elective within a proposed or existing occupational program? |

| | | | | | |

| | | |yes | |no |

|b. |Will this elective be counted as part of the total units? |

| | | | | | |

| | | |yes | |no |

ATTACH A COPY of the program and identify all the electives within the program showing the placement of this course in the program.

|B. |General Education: |

|* Meets general education requirements for graduation? | |yes | |no |

If yes, indicate which requirement.

| |a. |Natural Science | |d. |Language and Rationality: |

| |b. |Social and Behavioral Sciences: | | |1. |English Composition |

| | |1. |American Institutions | | |2. |Communication and Analytical |

| | | | | | | |Thinking |

| | |2. |Social Sciences | |e. |Health and Physical Education |

| |c. |Humanities | | | |

|C. |Major requirement for Associate Degree: Meets the major requirements for an A.A./A.S.? |

| | |yes | |no |

|D. |Elective Credit for Associate Degree: Is this course an elective for the A.A./A.S.? |

| | |yes | |no |

|E. |Other Baccalaureate Level Courses: Meets transfer requirements? |

| | |yes | |no |

If yes, check all that apply: (Item #11. must also be completed.)

| |General Education | |Major(s) Requirement | |Transfer Elective |

|13. |ARTICULATION |

| |Requesting to be acceptable to University of California for credit |

| |Date requested |06/15/1991 |Date approved |08/15/1991 |

| |Requesting to be acceptable to California State University for credit |

| |Date requested |01/15/1989 |Date approved |05/01/1989 |

| |Requesting CSU General Education Certification |

| |Check designated area below if request is made for General Education.) |

| |Date requested |01/15/1989 |Date approved |05/01/1989 |

| |Area A |Communication in the English Language and Critical Thinking |

| |Area B |Physical Universe and Its Life Forms |

| |Area C |Arts, Literature, Philosophy, and Foreign Language |

| |Area D |Social, Political, and Economic Institutions and Behavior; Historical Background |

| |Area E |Lifelong Understanding and Self-Development |

| |Requesting IGETC (Intersegmental General Education Transfer Curriculum) designation: |

| |Date requested |06/15/1991 |Date approved |08/15/1991 |

| |Area 1 |English Communication: |

| | |Group A--English Composition |

| | |Group B--Critical Thinking and Composition |

| | |Group C--Oral Communication |

| |Area 2 |Mathematical Concepts/Quantitative Reasoning |

| |Area 3 |Arts and Humanities: |

| | |Group A—Arts |

| | |Group B—Humanities |

| |Area 4 |Social and Behavioral Sciences |

| |Area 5 |Physical Science: |

| | |Group A--Physical Science |

| | |Group B--Biological Science |

|14. |EDUCATIONAL PROGRAM STATUS: |

|Is this course part of an approved program? | |yes | |no |

If yes, identify the appropriate program(s).

|Program Title: |Psychology AA |

|Program Designation: | |Occupational | |Non-occupational | | |

|Degree Objective: | |Associate | |Certificate | |Apprentice |

If this course is intended to be part of a new or existing certificate or Associate Degree Program, ATTACH A COPY of the program including the placement of this course.

|15. |COORDINATION: List persons contacted in the District Discipline Committee and/or other colleges |

|1. |Laurel |Woodley |LA Harbor College |

| |Name |Title |College |

|2. |Don |Misumi |LA Trade Tech College |

| |Name |Title |College |

|16. |If the course is an existing District course, attach the complete course outline(s) that was used as a model for this |

| |course. |

| | |

|17. |METHOD OF INSTRUCTION: | |Traditional | |Non-traditional |

| |If non-traditional, check one below: |

| |Interdisciplinary | |Applied Academics | |Special Topics |

| |Individualized | |Modularized | |Linked/Block |

| |Distance Learning | |Work Site | |Study Abroad |

| |Other (Explain) | | | | |

|18. |INDICATE HOW THE COLLEGE PLANS TO MEET THE EXPENSE OF THIS COURSE: |

| |By additional funds. Describe. |

|This is an existing course that has been part of the Life Science curriuculum since the founding of the college. |

| |By canceling class sections. Describe. |

|      |

| |By deleting/rotating sections of existing courses: Number of sections to be deleted: |

| |First year |  |Second year |  |Third year |  |

|Will this directly impact other programs on campus? | |yes | |no |

|If yes, briefly explain how. |

|      |

|19. |METHOD OF SUPPORT: (Indicate how the college plans to support the proposed course.) |

|A. |Faculty needed: | |Full-time | |Part-time | |None |

|B. |Staff needed: | |Classified | |Student Worker | |None |

|C. |Classroom type needed: | |Standard | |Other |Laboratory needed for the |

| | | | | |(Please specify) |labs; already exists. |

|D. |Equipment | |Available | |Plan to obtain (Attach list and funding sources.) |

|E. |Supplies needed: | |no | |yes |

|(Indicate kind and dollar value) |approximately $36 per student for: cells, tissues, reagents, enzymes, cultures, |

| |media, specimens |

|F. |Library/Learning Resources: | |Adequate | |Plan to obtain (Describe how.) |

|      |

Complete 1-3 in Consultation with College Librarian

1. LIBRARY BOOK COLLECTION - Review the library book collection by searching the online catalog. Explain how the book collection supports or does not support the course. Consider age and subject content when determining the relevancy of the collection to the course.

Examination of the computer database reveals that the LAMC library has limited holdings specific to the Biological Sciences (57 volumes total). Among these, there are 13 in Physiology, 9 in Microbiology, and 13 in Molecular Biology. The Life Sciences department recognized the great expense of science books, and regularly refers student to CSUN or the USC or UCLA medical libraries. Many students also have access to libraries in the hospitals and clinics where they work. Below a few books that would be of interest to general biology and allied health students.

2. PERIODICAL COLLECTION - Review the periodical collection by searching the periodical database. Explain how the periodical titles held by the college library and the full-text titles in the database are relevant or not relevant to the course.

The library has several journals that are of particular use to biology and allied health students: JAMA, NEJM, Nature, Science, Scientific American, and Science News. EBSCO has access to additional journals such as Lancet, Discover, Genetics, Bioscience, Biological Bulletin, Natural History and Pediatrics. The Life Sciences department recognized the great expense of science and medical journals, and regularly refers student to CSUN or the USC or UCLA medical libraries.

ADDITIONAL MATERIAL - Suggest additional materials for the Library/LRC to purchase that would support the course.

The Beak of the Finch. Jonathan Weiner, Random House, 1994.

The Youngest Science, Lewis R. Thomas, Penguin, 1995.

Transducing the Genome, Gary Zweiger, McGraw-Hill, 2001.

Guns, Germs, and Steel, Jared Diamond, W.W. Norton, 1999.

|20. |TEXTBOOK(S): List all publications, non-print media, software, recommended |

| |Readings including those materials to be put in the Library/LRC. |

|Author |Campbell, Reece, Mitchell |Title |Biology |

|Publisher |Addison Wesley / Benjamin Cummings |Edition |6th (2002) |

|Author |Morgan and Carter |Title |Investigating Biology (Lab Manual) |

|Publisher |Addison Wesley / Benjamin Cummings |Edition |3rd (1999) |

|Author |Sackheim |Title |Intro to Chem for Bio Students |

|Publisher |Addison Wesley / Benjamin Cummings |Edition |6th (1999) |

|Author |Reynolds (Editor) |Title |Lab Pack for Biology 6 |

|Publisher |Mission College Bookstore |Edition |1st (1998) |

(Use additional pages if required) * Refer to syllabus for current textbook.

|Non-print media, software and recommended readings: |

|Web sites provided in the lecture and laboratories. |

|21. |SUPPLIES: List materials and supplies that students are required to purchase |

| |or use for this course: |

|Students are required to purchase the textbook, lab book, Intro to Chemistry guide, and supplementary laboratories. |

|22. |ENTRY SKILLS: Required for courses with prerequisites. |

| |

|read and comprehend college-level text and essay materials (English 28 Reading Exit Competency #1) |

|distinguish among fact, judgment, opinion, and assumption (English 28 Critical Thinking Exit Competency #3) |

|write in complete sentences and develop a cohesive paragraph (English 28 Writing Exit Competency #1) |

|think and write in standard rhetorical modes on a level of interest to college freshmen (English 28 Writing Exit Competency #8) |

|use words appropriate for the topic and audience (English 28 Diction Exit Competency #24) |

|spell conventionally and detect misspellings by careful proofreading (English 28 Mechanics Exit Competency #26) |

|understand the structure of the atom (Chem 101 Objective #3; Chem 51 #4, Chem 65 #2) |

|express knowledge of how atoms combine to form bonds (Chem 101 Objective #4, Chem 51 #5, Chem 65 #2) |

|demonstrate competency with laboratory equipment and display college-level laboratory skills (measure fluids, weigh compounds) (Chem |

|101 Objective #6,7, Chem 51 #5, Chem 65 #2) |

|understand the relationship between chemical composition, molecular structure, and the properties of compounds (Chem 101 Objective |

|#3,5,7,9, Chem 51 #5, Chem 65 #2) |

|23. |COURSE OBJECTIVES: |

|Content Knowledge: Upon completion of this course students will have an understanding of, or be able to apply, the following |

|principles and concepts. |

| |

|Discuss the theory of evolution through natural selection as the unifying theme of all areas of the life sciences, from |

|molecular to ecological levels; the role of Darwin and his predecessors in the formulation of the theory. |

|Explain the fundamental principles of chemistry that allow for the formation of biological macromolecules and the behavior of|

|chemical reactions in organisms. |

|Recognize the ole of water and hydrogen bonding in the existence of living systems. |

|Interpret basic organic chemistry, including the recognition of major functional groups and their physical properties. |

|Draw the structure and function of major biological macromolecules and their subunits, including carbohydrates, proteins, |

|lipids, and nucleic acids. |

|Explain energetics and chemical reactions in organisms, including the fundamental roles of enzymes and ATP. |

|Compare and contrast the structures of procaryotic, animal, and plant cells and the roles of organelles in each. |

|Describe the fluid mosaic model of cell membrane structure, the maintenance of a membrane potential, and transport processes |

|in and out of cells |

|Explain the reactions and compartmentalization of cellular respiration, including glycolysis, the Kreb’s cycle, and oxidative|

|phosphorylation. |

|Explain the reactions and compartmentalization of photosynthesis, including the light and dark reactions, and gas exchange in|

|plants. |

|Compare and contrast of the phases and outcomes of meiosis and mitosis as unique processes of cell division. |

|Describe the emergence of the modern concept of a gene, from Mendelian genetics and Punnet squares to the findings of |

|Thompson with the use of Drosophila. |

|Discus the chromosomal basis of inheritance and chromosome-based disorders in humans. |

|Describe DNA replication and the modern molecular basis of inheritance. |

|Analyze transcription and translation – from gene, to polypeptide, to protein, to phenotype. |

|Compare the genetics of bacteria and viruses, the role in basic research and understanding gene expression. |

|Explain the organization of the eukaryotic genome and differences from bacteria/viral genetics. |

|Practice modern techniques in molecular biology: PCR, Southern Blotting, ELISA, automated sequencing. |

|Analyze the human immune system to observe basic principles of modern molecular and cellular biology in action. |

|Explain the genetic structure of populations and basic Hardy-Weinberg equilibrium. |

|21. Demonstrate relationships between evolutionary evidence from fields of geology, archeology, chemistry, molecular |

|biology, and genetics. |

|Exit Skills: Upon completion of this course the student will have the following skills: |

|Major Content-Based Exit Skills |

| |

|Explain the theory of evolution by natural selection and cite evidence based upon principles of geology, archeology, |

|chemistry, molecular biology, and genetics. |

|Describe the properties of water that make it possible for the existence of life on earth. |

|Identify simple organic compounds and their functional groups. |

|Describe the four classes of biological macromolecules, their building blocks, and their fundamental roles in organisms. |

|Explain how biological catalysts act to regulate chemical reactions in cells. |

|Draw a picture of a typical animal cell and plant cell and label all of the parts. |

|Explain the roles of various organelles eukaryotic cells. |

|Describe the fundamental processes of cell transport, including the phenomenon of osmosis. |

|Summarize the principle components of cellular respiration, and describe where and how each process occurs in cells. |

|Summarize the principal components of photosynthesis, and describe where and how each process occurs in plant cells. |

|Compare and contrast the processes of mitosis and meiosis, and explain their utility in cells. |

|Provide a brief history of the scientific advances since the time of Mendel in the emergence of the modern concept of a gene.|

|Give examples of traits whose inheritance can be explained by simple Mendelian genetics. |

|List at least five different defects that can occur at the chromosomal, rather than gene, level of inheritance. |

|Describe the structure of a DNA molecule, and how this structure is uniquely suited to being the molecule for the passage of |

|heritable traits from one or more organisms to the next. |

|Explain the processes of transcription and translation. |

|Compare and contrast bacterial and viral genome organization and expression with that of eukaryotic cells. |

|Use the specific human immune response to elucidate the basic concepts of molecular biology such as: protein structure, |

|genetic recombination, and natural selection. |

|Extend from the concept of different alleles in an individual organism to an analysis of change in allele frequency in a |

|population of organisms over time. |

| |

|Major Laboratory-Based Exit Skills |

| |

|Design and carefully controlled scientific experiment, collect the data, and present the experiment in the format of a |

|submission to a peer-reviewed journal. |

|Demonstrate the ability to perform qualitative tests to identify different biological molecules. |

|Show knowledge of the empirical and analytical basis of simple column chromatography in the isolation of proteins of |

|different molecular weights. |

|Demonstrate the ability to perform simple calculations and procedures needed to do: DNA gel electrophoresis, restriction |

|digests, ligations, and transformations. |

|Demonstrate the proper use and care of: a compound light microscope, spectrophotometer, micropipettor, thermal cycler, and |

|other essential equipment of molecular biology. |

|24. |SCANS COMPETENCIES: (Recommended for all courses; required for all vocational education courses) Indicate the SCANS |

| |competencies developed for this course: |

|Resources (identifies, organizes, plans and allocates Resources) |Interpersonal (works with others) |

| |Time | |Money | |Serves as team member |

| |Materials and facilities | |Teaches others |

| |Human Resources | |Serves clients/customers |

| | | |Exercises leadership |

| | | |Negotiates | |Works with diversity |

| |

|Information (acquires and uses information) |Systems (understands complex Interrelationships) |

| |Acquires/Evaluates | |Understands systems |

| |Organizes/Maintains | |Monitors/Corrects |

| |Interprets/ | |Uses computers | |Improves/Designs systems |

| |Communicates | | | | |

|Technology (works with a variety of technologies) |Fundamentals |

| |Selects | |Applies to tasks | |Reading | |Writing | |Math |

| |Maintains and troubleshoots equipment | |Listening | |Speaking | | |

| |

|Thinking Skills |Personal Qualities |

| |Creative | |Decision making | |Responsibility | |Self Esteem |

| |thinking | | | | | | |

| |Problem solving | |Symbolic Thinking | |Sociability | |Self management |

| |Application of learning techniques | |Integrity | | |

| |Reasoning | | | | |

| |

|25. |ASSIGNMENTS THAT DEVELOP CRITICAL THINKING: |

Check the Student Activities involved in each of the Critical Thinking Forms

|Student Activities |Writing a |Writing a |Solving computa|Conducting an |Preparing, |Participating |Participating |Other |

| |short paper|research paper|tional problems|experiment survey |presenting a talk |in physical |in a field |specify |

| |or essay | | | |or dramatic part |fitness or |trip | |

| | | | | | |athletics | | |

|Analyzing | | | | | | | | |

|Deducting valid | | | | | | | | |

|conclusions | | | | | | | | |

|Inducing reliable | | | | | | | | |

|Conclusions | | | | | | | | |

|Identifying, | | | | | | | | |

|anticipating or | | | | | | | | |

|posing problems | | | | | | | | |

|Synthesizing | | | | | | | | |

|Comparing and | | | | | | | | |

|contrasting | | | | | | | | |

|Justifying | | | | | | | | |

|Applying principles | | | | | | | | |

|Solving problems | | | | | | | | |

|Other | | | | | | | | |

|Provide two specific examples of critical thinking assignments and the number of assignments given. |

|1. |Students perform experiments and conduct investigations throughout the semester (approximately 24 laboratory periods). |

| |Example: Students use column chromatography to separate proteins and determine approximate molecular weights from their own|

| |standardized semi-log graph. |

|2. |Students write 1 critical essay on a case study essay on a controversial topic in contemporary molecular and cellular |

| |biology. An example of an issue is: "Should human clones be used for stem cell treatments?" |

|26. |INSTRUCTIONAL MODES: Indicate the instructional modes that may be used in meeting the objectives of this course: |

| |Lecture | |Lecture/Discussion |

| |Lecture/Laboratory | |Laboratory |

| |Demonstration | |Seminar |

| |One-on-One Conference | |Oral Drills |

| |Work Experience | |Computer Interactive Assignment |

| |Audio Visual | |Guest Speakers |

| |Field Experience | |Independent/Directed Studies |

| |Small Group Discussions | | |

| |Other (specify): |Small group lab work with dissections of a cat. |

|27. |EVALUATION METHODS: Indicate the methods that may be used to determine the student’s final grade which are consistent with |

| |the course objectives, content and scope of the course: (Note: Title 5, section 55002 (a)(2)(A) requires that evaluation |

| |must be “at least in part, by means of essays, or, in courses where the curriculum committee deems them to be appropriate, |

| |by problem-solving exercises or skills demonstrations by students.”) |

| |Standardized Tests | |Criterion Reference Tests |

| |Observation Record of Student Performance | |Homework |

| |Essays/Essay Tests Midterm | |Written Compositions |

| |Laboratory Reports | |Oral Presentations |

| |Term Papers, Projects, Reports | |Class Participation |

| |Problem-solving Exercises | |Skills Demonstrations |

| | | |Final Exam |

| |Other (specify): |      |

|Provide two specific examples of evaluation methods used in this course and the number times the students are evaluated. Examples |

|may be essays, problem-solving exercises or skills demonstrations. Please do not provide examples of multiple choice questions. |

|1. |Students are given a quiz at least 8 times during the term. The quizzes are all short written responses. An example of a |

| |question is: "Draw the basic structure of a typical amino acid. Describe how the 20 amino acids are unique?" |

|2. |Students are given at least 3 midterm examinations and 1 final examination. These examinations include both objective and |

| |short-essay questions. The short-essays represent at least 30% of the score on these exams. An example of an essay question|

| |is: " Describe the mechanism of DNA replication at the replication fork, including the details of directionality and the |

| |enzymes that are involved." |

|28. |COURSE CONTENT: |

| |Please outline by topic or activity and include time schedule (hours/weeks). |

Topic Lecture (Campbell, et. al. 6th Edition) Lab__________________________________

1 Evolution and Major Themes in Biology M/C #1 - Scientific Investigations

Chemical Context of Living Systems D #2 – Tools for Scientific Inquiry

2 Properties of Water and Life D #3 – pH and Buffers

Carbon Compounds and Functional Groups D #4 – Identification of Macromolecules

3 Carbohydrates and Proteins Protein Separation by Gel Chromatography

Lipids and Nucleic Acids Protein Identification with Different Assays

4 Energetics and Enzymes M/C #2 – Enzymes

Cell Structure and Organelles M/C #3 – Microscopes and Cells

5 Membrane Structure and Transport M/C #4 – Diffusion and Osmosis

D #7 – Cellular Respiration

6 Cellular Respiration Design Controlled Experiment on Respiration

Photosynthesis M/C #5 – Photosynthesis

7 Mitosis and Meiosis M/C #6 – Mitosis (6.1, 6.2, 6.3)

Onion Root Tip Observation

8 Mendelian Genetics and Punnet Squares M/C #8 – Mendelian Genetics, Drosophila (8.1)

Working Monohybrid and Dihybrid Problems

9 Chromosomal Basis of Inheritance M/C #8 – Drosophila Genetics (8.2,3,4,5)

Human Chromosome Smear Preparation

10 DNA – The Molecular Basis of Inheritance Intro to Eelctrophoresis and Micropipettors

Transcription and Translation Isolation of Human DNA, PCR of TPA-ALU

11 Genetics of Bacteria and Viruses M/C #9 – Restriction Map of Phage ( (9.1)

Organization of Eukaryotic Genome M/C #9 – Digest and Ligation (9.2)

M/C #9 – Transformations (9.3)

12 Modern Techniques in Molecular Biology Analysis of Mutant Hemoglobin Gene

13 Genetic Basis of Development Design Final Research Project

Work on Final Research Project

14 Human Immune Response Work on Final Research Project

15 Evolution of Populations Oral Presentations of Research Project

Biology 6 - General Biology I: Molecular and Cellular Biology

Los Angeles Mission College

CERTIFICATION AND RECOMMENDATION

X This course meets Title 5 requirements for Associate Degree applicable college credit towards an Associate of Arts Degree.

This course meets Title 5 requirements but does not satisfy the requirements for an Associate Degree applicable course.

We certify that the information and answers above properly represent this course.

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