Biology 6 - General Biology I



Biology 6 - General Biology I

(Molecular and Cellular Biology)

Los Angeles Mission College - Spring of 2005

Lecture: MW 5:30-6:55 PM; Lab: 7:00-10:10 PM

Instructor: J. Michael Reynolds

Office Hours: MW 3:30-5:30 PM; TTh 12:15-1:45 PM or by appointment

Office Phone (818) 364-7695 and e-mail: mikereynolds@

Life Science Web Address: lamission.edu/lifesciences

Last Day to Drop without a "W" – February 24

Last Day to Drop with a "W" - May 8

Hours : Lecture - 3 Carnegie hrs/wk, Laboratory - 6 Carnegie hrs/wk; 5 semester units

Prerequisite: Chemistry 65 or 101

Advisory: English 28 (College-level reading, writing, and study skills)

Articulation: LAMC Biology 6 & 7 accepted together as CSUN Biology 107 & 106, UCLA Life Sciences 1 & 2; (Biology 6, 7, 40 equivalent to UCLA Life Sciences 1, 2, 3)

Biology 6 is an intensive science course designed for students wishing to major in a natural science at the college/university level. Upon completion of this course, the student will be able to describe and identify the unifying principles of biology through the study of biological molecules, cell structure and function, metabolism, inheritance, cellular reproduction, molecular genetics and evolution. The student will apply the concepts learned in lectures through hands-on application in related laboratory exercises. The laboratory experience will allow the student to develop practical knowledge of many fundamental biological principles by employing an experimental approach to scientific inquiry. Students will be required to explore their own questions in many of the labs, and will be required to perform a final project at the end of the term. Critical analysis and small group collaboration are encouraged throughout the course.

Course Objectives

Throughout the semester the student:

1. Applies and interprets the terminology of biology in both written and oral expression.

2. Demonstrates the ability to read with comprehension current, historical, and popular literature in biology.

3. Develops the ability to use classical and contemporary laboratory methods for studying basic life processes.

4. Applies the general concepts from the textbook and other references to the specific principles which are demonstrated in the laboratories, and shows this in written and oral reports.

5. Develops a practical understanding of the use of the scientific method through experimental design.

6. Expresses an awareness of the complexity and inter-relatedness of organisms and their environment.

7. Identifies the unifying themes throughout all hierarchical levels of the life sciences.

Student Learning Outcomes

Biology 6 students will interpret, critique and summarize the components of an experiment or study from an abstract of an original research journal in biomedical sciences.

Books

Lecture: Biology, 8th Edition, Campbell, Reece, et. al. 2008

Laboratory: Investigating Biology, 6th Edition, Morgan and Carter 2008

Lab Pack - additional lab exercises available in bundle at the bookstore (Will use in second class!!!!)

Suggested: An Introduction to Chemistry for Biology Students, 9th Edition, Sackheim, 2008

Evaluation and Grading

(1) Laboratories (about 150 points) - Students will be required answer all questions in each of the assigned laboratories and return the completed assignment at the beginning of the next laboratory meeting. Standard laboratories will be worth 10 points each. Students must complete the Questions for Review for each lab to receive full credit.

(2) Quizzes (120 points) - The vital importance of staying up-to-date on reading assignments will be re-enforced by the administration of short, 15 point quizzes. There will be a total of 8 quizzes during the term. Quizzes cannot be made up. At the end of the term, the lowest quiz score will be dropped, and students will be awarded “bonus points” equal to the average of all quizzes taken. Quiz #1 will be on Wednesday, February 18.

(3) Midterm Examinations (4 x 100 = 400) - There will be four examinations covering material from the reading assignments, lectures, and laboratories. The date of each of the exams is provided in the course schedule. No make-up examinations will be given. A student who has an excused absence from one-midterm only will have the equivalent percentage earned on the next examination counted for that missed score. At the end of the semester, the second lowest score will be counted in place of the lowest midterm exam score, unless the two lowest scores are the same.

(4) Case Study Analysis (20 points) - Students will be required to read and respond to a controversial issue raised by advances in modern biological sciences. After reading the case, the student will write a two-page minimum, double-spaced, and typed essay in which he/she will argue the reasons for their verdict. Emphasis will not be placed on the position taken, but rather on the clarity and thoroughness of the arguments. There is no correct answer - written communication of ideas is the key. The case study analysis will be due on Wednesday, April 1.

(5) Research Article Review (20 points) - Accessing and critically reading current scientific literature is essential in order to maintain awareness of scientific progress. Students will be required to identify, read, and submit a written review of an article from a scientific periodical or journal that has been published in the past two years (see Format for Writing an Article Review). This two-page minimum, double-spaced, typed article review will be due on Wednesday, May 6.

(6) Final Student/Group Project (20 points) - Working in pairs or small groups, students will use laboratory skills acquired during the term to carefully design and perform an independent experiment. This final project will involve defining a question, gathering pertinent literature, designing a controlled experiment, gathering the data, and writing a report. Each group will submit the final project report and give an oral presentation summarizing their findings on Wednesday, May 27.

(7) Final Examination (100 points) - The Final Examination will be on Monday, June 2, from 5:25-10:10 PM. The format of the final exam will be explained in the week prior. No make-up final examination will be possible. Schedule all vacations, dog surgeries, house renovations and other plans accordingly.

Grading Scale (assignments and point total may be subject to some change)

Percentage Letter Grade

100 – 90% A

89 – 80% B

79 – 70% C

69 – 60% D

59 – lower F

General Comments

1. This course is intended to prepare students to succeed in the sciences at the university and is designed for those students seeking to transfer for a four-year degree. This course is not designed for those students wishing to earn GE credit in science for transfer to the university. Other less rigorous courses are available to meet this requirement. Speak to the instructor if that is your need.

2. Biology 6 is an intensive science course intended for students wishing to pursue science degrees. It is incumbent upon every student to stay up with the readings, turn in assignments on time, and be actively involved in the labs. Students have the most success when reading assignments are completed prior to attending the lecture.

3. Chemistry is an integral part of cellular and molecular biology. It is for this reason that it is a prerequisite for this course. We will review 10 weeks of Chemistry in one long lecture on the second night. Be prepared for a rapid review of the basic concepts. An Introduction to Chemistry for Biology Students, 9th Edition, Sackheim, 2008, may help you in your review and is a great reference book to have on your shelf.

4. Class will start promptly at 5:30 PM. Do not be late. I have been known to start lecture with only one student sitting in the classroom. It is only fair to everyone to start on time so that we can complete our work before we all fall asleep.

5. Do not fall behind!!! This is a fast-paced course that covers a lot of material in a short amount of time. Students should read the text material prior to the lecture and read the lab exercise prior to the lab.

6. Work together!!! Each student is responsible for individual study habits and mastery of the material. However, science is often a collaborative effort that involves many individuals working together to achieve a common goal. This is especially true in the laboratory. Some students may find the formation of small study groups beneficial, but one must have something to contribute as an individual for any group effort to be successful.

7. Ask questions!!! Science is a deliberative field based on question and fact finding. If you have a question, ask! Chances are there is someone other than you wanting to know the same thing, but is afraid to raise a hand. Speak up! That is why I am here – to help you learn biology.

8. This course requires students to write and think more than your average community college course. Be prepared to write answers to questions on both quizzes and exams.

9. Safety, cleanliness, and organization in the laboratory is mandatory. Use proper technique in the handling of all equipment and supplies. Return microscopes and equipment to their proper location in the correct condition at the end of the lab period. Leave the laboratory in a neater condition than you found it. THIS ESPECIALLY APPLIES TO PUTTING THE MICROSCOPES AWAY PROPERLY!!!!!!

1. Format for the Article Review

The article review must be at least two pages, double-spaced, and typed, using proper grammar and spelling, and include the following items:

Summary - In essay format, and in your own words, address the following questions:

a. What is the thesis of the article? What information is the author(s) trying to convey?

b. Describe the experiment the author(s) performed to support the thesis of the article:

- what hypothesis was presented by the author(s)?

- give a brief description of the experimental design

- what were the expected results, and what results were obtained?

- what was the analysis of the results presented by the author(s)?

- describe the conclusions that were made

Analysis - continuing from the summary, use your own critical thinking skills to address the following questions:

a. Of what value is this article to scientists in this field?

b. Of what value is this article to society in general?

c. What are the weaknesses of this experiment, and how might it be improved?

d. What future experiments might yield fruitful information?

2. Format for Case Study Analysis

The case study analysis must be at least two pages, double-spaced, and typed, using proper grammar and spelling, and include:

Analysis - A simple, clear, and concise argumentative essay explaining why you arrived at your verdict.

3. Format for a Written Laboratory Report

All laboratory reports must be typed, using proper grammar and spelling, and include the following sections:

Introduction - This section should include the background information needed to inform the reader of the purpose of the experiment that was performed. What is the question that is being asked? What was the hypothesis of the experiment?

Materials and Methods - In as much detail that would allow another individual to repeat your experiment, describe exactly what procedures were followed and the nature of the materials that were used.

Results - The results of the experiment should be described in narrative form, and in most cases can be summarized by tables, graphs, or other illustrations. Be sure to include appropriate labels and units.

Discussion - Explain the significance of the results as they relate to the original question/hypothesis addressed in the introduction. In this section, you may wish to describe any problems with the materials/methods, and how the experiment might be improved in the future.

Lecture/Laboratory Schedule

Biology 6 - Spring 2009

Los Angeles Mission College

Instructor: J. Michael Reynolds

Date Lecture (Text Chapter) Laboratory

Week 1

Mo 2/9 Introduction: Themes in the Study of Life (1) · M/C #1 - Scientific Investigations

We 2/11 Review: The Chemical Context of Life (2) · Lab Pack - Tools for Scientific Inquiry (Dickey #2)

Review: Water and the Fitness of Environ (3)

Week 2

Mo 2/16 NO CLASS – Presidents Day

We 2/18 Carbon and Molecular Diversity (4) · Lab Pack - Macromolecules (Dickey #4)

QUIZ #1

Week 3

Mo 2/23 Biological Macromolecules I (5) · Lab Pack - Chromatographic Separation of Proteins

QUIZ #2 (Expt. #1 - Separation of Molecules by Gel Chromatography)

We 2/25 Biological Macromolecules II (5) · Lab Pack - Chromatography (Expt. 2) and (groups will be assigned Expt. #3 or #4 or #5 - to complete REPORT)

Week 4

Mo 3/2 Introduction to Metabolism (8) (6) · M/C #4 - Enzymes

We 3/4 EXAMINATION #1 - Chapters 1-5, 8

Week 5

Mo 3/9 Cell Structure - Tour of the Cell (6) (7) · M/C #2 - Microscope and Cells

· Due: Report on Chromatography Experiments

We 3/11 Membrane Structure and Function (7) (8) · M/C #3 - Diffusion and Osmosis

Week 6

Mo 3/16 Cellular Respiration: Harvesting Energy (9) · Lab Pack - Cellular Respiration (Dickey #7)

QUIZ #3

We 3/18 Photosynthesis (10) · M/C #6 - Photosynthesis (Ex. 6.1 and 6.2)

Week 7

Mo 3/23 Cell Communication (11) · Lab Pack - CellServ Preparation of Human Chromosomes

QUIZ #4 · Lab Pack - Handout on Onion Root Tip Preparation

We 3/25 EXAMINATION #2 - Chapters 6,7,9,10,11

Week 8

Mo 3/30 The Cell Cycle (12) · Lab Pack - Genetics 1 - Problems, Micropipetting, Isolating DNA

Meiosis and Sexual Life Cycles (13)

We 4/1 Mendel, Genetics & Punnett Squares (14) · M/C #9 - Mendelian Genetics of Drosophila (Ex. 9.1)

· Due: Case Study Analysis

Week 9

Mo 4/6 NO CLASS – Spring Break

We 4/8 NO CLASS – Spring Break

Week 10

Mo 4/13 Chromosomal Basis of Inheritance (15) · M/C #9 - Mendelian Genetics of Drosophila (Ex. 9.2,3,4,5)

QUIZ #5

We 4/15 Molecular Basis of Inheritance (16) · Lab Pack - Exp-301 - Length of DNA Molecules (Electrophoretic Separation)

· Lab Pack - Gen Eng #1 - ( Digestion and Ligation

Week 11

Mo 4/20 EXAMINATION #3 - Chapters 12 - 16

We 4/22 From Gene to Protein (17) · Lab Pack - Gen Eng #2 - Transformation and Plating

Week 12

Mo 4/27 Regulation of Gene Expression (18)** · Lab Pack - Gen Eng #3 -Mini-prep Isolation of Plasmids from Colonies

· Lab Pack - Isolation of Human DNA for PCR

We 4/29 Viruses (19) (18) · Lab Pack - Gen Eng #3 - Digest Plasmids, Electrophorese to Analyze

QUIZ #6 · Lab Pack - Set-up and Run D1S80 Locus PCR

Week 13

Mo 5/4 Biotechnology (20) · Lab Pack - Run D1S80 PCR Products on a Gel

· Lab Pack - Gen Eng #4 - Run Eco+Bam Fragments on Gel

· Lab Pack - IND-10 - PCR of Ribosomal Genes (set-up and run PCR)

We 5/6 Genomes and Evolution (21)** · Lab Pack - Gen Eng #4 - Set Up the Southern Blot of the Gel

· Lab Pack - IND-10 - Electrophorese Ribosomal PCR Products

· Due: Article Review (Attach copy of the article)

Week 14

Mo 5/11 The Immune System I (43) · Lab Pack - Gen Eng #5 - Setting Up Hybridization Reaction

QUIZ #7

We 5/13 EXAMINATION #4 – 17-21, 43 · Lab Pack - Gen Eng #6 - Development of Southern Blot Membranes

Week 15

Mo 5/18 Darwinian View of Life (22) · Lab Pack - IND-3 - Enzyme Linked Immunosorbant Assay (ELISA)

· Design your Final Research Project

We 5/20 Evolution of Populations (23) · Work on Final Research Project

Week 16

Mo 5/25 Origin of Species (24) · Work on Final Research Project

QUIZ #8

We 5/27 The History of Life on Earth (25) · Oral Presentations of Final Research Project

· Due: Report on Final Research Projects

Week 17

Mo 6/2 FINAL EXAMINATION

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