Course Syllabus

BIOL 1610 Biology I

Course Description

This is the first semester course of a year-long sequence that is required for most biology majors, many pre-professional majors, natural resource majors and some agriculture majors.
This course introduces many major themes in biology, such as inheritance, diversity of life, growth and response of organisms, and flow of matter and energy through biological systems. This course will foster problem solving and the application of scientific reasoning within a biological context. It is recommended that the student will have successfully completed high school biology and chemistry.

Justification

The Biology I lecture course (BIOL 1610) and Biology I laboratory (BIOL 1615) have been designed as the first semester courses in a year-long exposure to biology as recommended by the State Biology Group. Biology II lecture (BIOL 1620) and Biology II laboratory (BIOL 1625) will constitute the second semester courses for the majors biology sequence. This year-long sequence of biology is required for most biology majors, many pre-professional majors, natural resource majors, and some agriculture majors. For the natural sciences, science is the systematic inquiry into natural phenomena organizing and condensing those observations into testable models and hypotheses, theories or laws. The success and credibility of science is anchored in the willingness of scientists to: 1) expose their ideas and results to independent testing and replication by other scientists which requires the complete and open exchange of data, procedures, and materials; 2) abandon or modify accepted conclusions when confronted with more complete or reliable experimental evidence. Adherence to these principles provides a mechanism for self-correction that is the foundation of the credibility of science. (Adapted from a statement by the Panel on Public Affairs of the American Physical Society which was endorsed by the Executive Board of the American Association of Physics Teachers in 1999).

General Education Outcomes

1. A student who completes the GE curriculum has a fundamental knowledge of human cultures and the natural world. The primary purpose of this course is to give students a strong conceptual understanding of such biological principles as simple chemistry, cell structure and function, metabolism, binary fission, mitosis and meiosis, transmission genetics, biological information flow from DNA to RNA to protein (central dogma), evolution, systematics and taxonomy [bacteria, protozoa, fungi, viruses], diversity and to show how biologists apply the scientific method to increase their knowledge about the natural world and how it influences human interactions/behavior/culture. Students may read the textbook, primary literature, problem-solving exercises, complete library projects, participate in class discussions, and test their knowledge through short answer and essay questions, they will be able to display concept mastery.
2. A student who completes the GE curriculum can read and research effectively within disciplines. As students read the textbook, primary literature, complete library projects, and participate in class discussions they will be able to display concept mastery. Students will complete at least one library project and several test essay questions over the course of the semester where students can demonstrate effective reading, knowledge retrieval, and clear written communication.
3. A student who completes the GE curriculum can draw from multiple disciplines to address complex problems. As students read the textbook, primary literature, complete library projects, and participate in class discussions they will be able to gather information across disciplinary topics (i.e. math, statistics, analyzing data, etc.) to address complex biological problems. Students will complete at least one library project and test essay questions to demonstrate comprehension of multifaceted problems.
4. A student who completes the GE curriculum can reason analytically, critically, and creatively. Students will demonstrate scientific reasoning throughout the various topics considered in course content as they read the text and primary literature, especially for their library project(s). The library project(s) and test essay questions are evaluated for analytical and critical thinking. Student's approach to answer essay questions and/or complete library projects are open to creative licensure.

General Education Knowledge Area Outcomes

1. The primary purpose of this course is to give students a strong conceptual understanding of such biological principles as simple chemistry, cell structure and function, metabolism, binary fission, mitosis and meiosis, transmission genetics, biological information flow from DNA to RNA to protein (central dogma), evolution, systematics and taxonomy [bacteria, protozoa, fungi, viruses], diversity and to show how biologists apply the scientific method to increase their knowledge about the natural world. Students may read the textbook, primary literature, problem-solving exercises, complete library projects, participate in class discussions, and test their knowledge through short answer and essay questions, they will be able to display concept mastery.  The primary purpose of this course is to give students a strong conceptual understanding of such biological principles as simple chemistry, cell structure and function, metabolism, binary fission, mitosis and meiosis, transmission genetics, biological information flow from DNA to RNA to protein (central dogma), evolution, systematics and taxonomy [bacteria, protozoa, fungi, viruses], diversity and to show how biologists apply the scientific method to increase their knowledge about the natural world. Students may read the textbook, primary literature, problem-solving exercises, complete library projects, participate in class discussions, and test their knowledge through short answer and essay questions, they will be able to display concept mastery.
2. Demonstrate basic understanding of how organisms live, grow, respond to their environment, and reproduce.  Students may read the textbook, primary literature, problem-solving exercises, complete library projects, participate in class discussions, and test their knowledge through short answer and essay questions, they will be able to display concept mastery. Concepts include characteristics of living organisms: Sexual and asexual reproduction, mitosis, meiosis, cellular proliferation, metabolism, signaling, and central dogma.
3. Discuss the organization and flow of matter and energy through biological systems.  Students will complete at least one library project and several test essay questions over the course of the semester where students can demonstrate competency of metabolism, bioenergetics, enthalpy, enzymes, and photosynthesis.
4. Explain from evidence patterns of inheritance, structural unity, adaptation, and diversity of life on Earth.  Students may read the textbook, primary literature, problem-solving exercises, complete library projects, participate in class discussions, and test their knowledge through short answer and essay questions, they will be able to display concept mastery. Concepts include: genetic expression, inheritance, Mendelian genetics, characteristics of macromolecules, mutations, population genetics, and evolution of cellular and acellular life.
5. Describe how the Life Sciences have shaped and been shaped by historical, ethical, and social contexts. Students may read the textbook, primary literature, complete library projects, and participate in classroom in discussions, they will gain awareness of the complexity and unique ways in which scientific discoveries were made.

Course Content

Course content will be covered by reading assignments in the textbooks, handouts, lecture and class discussion, and library project(s). Topics covered include but are not limited to: Scientific Method; Cell Chemistry; Cell Structure and Function; Gene Action and Genetics; Natural Selection; Mechanisms of Speciation; Metabolism; Cell Cycle; Central Dogma; Systematics and Taxonomy; Microbiome; and surveys of Viruses, Bacteria, Protists, and Fungi. Course content will include historical context of experiments that were instrumental to develop the theories behind the course topics. Scientists from any background may be highlighted as to their role in these historical experiments. Including the various perspectives of historical and modern scientists as well as from the students in this course are invaluable in aiding accessibility for all students to understand the complexities of life and organismal interactions.