Course Syllabus version 1.0 6/30/2008

Course Title:	BIO 101 Principles of Biology
Course Schedule:	7/3/2008 to 7/31/2008
Course Location/ Times/Newsgroup:	Thursday, Online – Due Thursdays 11:59pm via the Online Learning System
Required Text:	Campbell, Reece, & Simon (2007). Essential biology with physiology. [UOP Special Edition Series]. San Francisco: Pearson/Benjamin Cummings. Note: All required text materials can be found on the BIO 101 course pages. The page can be accessed through the University of Phoenix Student and Faculty Web site at https://mycampus.phoenix.edu/
Electronic Resources:	BIO 101 Electronic Reserve Readings (ERR) Note: The links to the BIO 101 ERR is available on the weekly BIO 101 course pages. All class correspondence including submitted homework (and returned graded homework) must be conducted via the *Online Learning System Forums* (See section below) As a backup, you may go to my personal website for resources (including videos of the lecture material). www.bikerjohn.com/classes/uop_ast or www.bikerjohn.com \| other links \| Education \| this class link
Instructor’s Name:	John Ensworth
Telephone:	703-462-9658 (home), 703-618-6773 (cell)
University of Phoenix E-mail Address:	johnensworth@yahoo.com (for large attachments) ** But you should use the OLS for all correspondence once the class begins.
Alternative E-mail Address:	johnensworth@earthlink.net
Availability:	After class and by appointment (via phone Tue, Wed and Weekends or on Monday in person) Snail-Mail: Available upon request as a last resort! * Expect class to run to 10pm! Leaving early except in emergency will hurt your class participation grade and (indirectly) your overall class performance.

Welcome!

We’re going to explore the intricacies of life itself on the tiniest scale up to the planet’s scale. Get ready!

Instructor Bio

     I am currently the Senior Science Education Specialist at the Institute for Global Environmental Strategies which is a non-profit organization formed (among other things) to conduct independent reviews on all Earth and space science education products produced by or for NASA.   My position is the one responsible for directly conducting these reviews and yearly workshops at NASA centers and at the large education conferences (i.e. NSTA, NCTM) that introduce the products that pass on the criteria of scientific accuracy and classroom usability.
     For the last decade I was a masters student and a PhD candidate in meteorology at the University of Oklahoma. I have earned undergraduate degrees in physics, astronomy, geography and meteorology with minors in math and computer science. I have studied geology and biology extensively in the pursuit of the above endeavors.
    I became interested in astronomy in the 2^nd grade and began to teach astronomy to cub scouts and boy scouts by the 5^th grade. I began to work for the Arizona State University planetarium when Halley’s Comet paid the inner solar system a visit in 1985-1986 and taught the astronomy labs, became head TA and eventually taught an astronomy class through the rest of the 80’s (as an undergraduate).   I have worked an internship at Steward Observatory, The University of Arizona, Tucson site testing for the placement of the Mt. Graham observatory complex. I’ve also observed at the 4-meter telescope at Kitt Peak, a 36” telescope at Kitt Peak, and at the Multi-Mirror Telescope at Mt. Whipple.
      More recently, I’ve successfully run 43 astronomy nights for Norman residents and OU students and have worked at the Oklahoma City Omniplex Planetarium for 8 years.   I’ve taught astronomy for the college degree completion program at Mid-America Christian University (formerly Mid-America Bible College) for the last 3 years and am a member of the Oklahoma City Astronomy Club. I have also served an internship at NASA Goddard Space Flight Center and am on contract to review space science and earth science teaching materials for effectiveness and content.   There are other relevant bits of experience I could put here, but I’ll save them for class when they come to mind.

In environmental science and related fields, I began to study meteorology and earth science in the 5^th grade when my telescope got rained on during a freak nighttime desert thunderstorm. Convinced I could forecast better than the guys in Phoenix, I began to study the weather. In college I conducted the meteorological investigations for the placement (site testing) of the Mt. Graham Observatory complex and helped astronomers understand what makes stars twinkle (it is a blurring of the image caused by turbulence and density currents in the lower few hundred to a thousand feet in the atmosphere). I also worked on a project to trace the origin of air pollution in the Grand Canyon. As a graduate student I conducted field research on lightning, fine scale (time and space) rainfall variations, aided in a geographic study of rainfall and plant distributions by elevation at Black Mesa, OK, and chased tornadoes. I taught meteorology, earth system science and helped with environmental geography courses throughout the 1990’s and into the 2000’s. I keep the weather channel on enough at home to burn lines into the TV screen.

Course Description

This course is designed to introduce biology at an entry level by examining the hierarchy that ranges from the fundamentals of cell biology to the physiology of organisms, and the interactions among those organisms in their environment. The topics in this course include cell biology, genetics, molecular biology, evolution, physiology, and ecology.

Topics and Objectives

Cell Biology

· Apply the scientific method to the creation of hypotheses and experiments.

· Recognize the fundamental concepts of chemistry in biology.

· Examine the energy metabolism of cells.

· Compare and contrast structures and functions of different cell types.

Genetics and Molecular Biology

· Recognize the structure and function of deoxyribonucleic acid (DNA) as the molecule of inheritance.

· Examine the foundations of genetics.

· Explain meiosis as it relates to genetics.

Evolution and Diversity

· Examine the mechanisms of evolution.

· Describe the role of natural selection in the theory of evolution.

· Recognize the importance of biodiversity.

Physiology

· Identify the structure and function of the main organs in organisms.

· Explain how organisms have evolved physiologically to become most suitable for their environment.

Ecology

· Examine ecology in terms of population growth and regulation through community interactions.

· Evaluate the effects of human activities on ecosystems and the biosphere.

· Examine the flow of energy and materials through an ecosystem.

Point Values for the Course Assignments

ASSIGNMENTS	Due	Points
Individual (70%)
Class Participation (basically turning things in on time,	All	10
Assignments from the Readings	W1	20
Evolution Connection Paper	W2	10
Structure of DNA Paper	W3	20
Natural Selection Paper	W4	10
Food Web Diagram	W5	10
Final Examination (Take home exam – of course)	W5	10
Assignments from the Readings	W5	5
Assignments from the Readings Presentation*	W5	5
*For Local-Campus students, these are oral presentations; for online and directed study students, these are PowerPoint® presentations with notes.
Total		100

Course Changes

Please note that the instructor’s assignments may vary from the original syllabus you received from the student web page. Assignments in this document take priority. While the reading assignments and learning objectives remain the same, some of the assignments in this syllabus have been customized for this particular section. (Instructors note: I’ll be sticking to the planned course unless unusual circumstances arise. Any changes made will be advertised via email and on the course web site.

http://www.bikerjohn.com/classes/UoP_life_sci/

Policies and Procedures

Papers will be graded using the included rubric:

All Papers’ Rubric
Science Content	50%
Writing Flow/Readability/Appearance (see APA guidelines or similar)	20%
Correct Length (not relying heavily on large chunks of quoted material)	10%
Spelling/Grammar	10%
Citations/Bibliography (+correct format)	10%

Attendance and participation

Assignments are due at 11:59pm on their due date via the OLS Forum. See the section on the Online Learning System Forums below.

The Forums Themselves

We will have a set of Online Learning System forums available to us during this class. To access the forums, click on the Go to class link on your student website.

These web-based forums provide you with:

1. a common area solely for our class group (Main forum) where you can post questions between our on-campus workshop meetings;

2. a Chat Room forum which you can use for non-class interactions with classmates (be sure to honor the Student Code of Conduct in this, and every, forum!);

3. a electronic access to the course syllabus which will be used in this class (see the syllabus in the Course Materials forum);

4. a electronic venues for Learning Team meetings and team paper drafts to use as each team deems best (I will assign a specific Learning Team forum for each team’s use during our first on-campus workshop meeting). Learning Team meetings should be documented here regardless of the mode students chose to actually meet; and

5.      a personalized electronic drop-box – Individual Forum - for completed
       assignments. Students will not be able to see or access any private forum
       except the one created for him or her individually.

The forums exist to enhance our ability to communicate throughout the course.

If you have any questions about the class forums, please inform me.

Attendance and Participation

You need to turn in work, or communicate with the instructor by 11:59pm every Thursday. UOP policy allows you only one absence from class. If you know that you will be absent from a session, please let me know. Students who exhibit excessive tardiness will have points deducted in their overall course grade and will not be rendered the grade “A.” Students do not allow lateness or absenteeism to be the demise of your grade; showing up is half way on the road to success.

Late assignments

ASSIGNMENTS ARE DUE ON THE DAY THEY ARE DUE. A 10% penalty per week, beginning the week after the assignment is due, will be assessed for all late work. That is, I will score the paper and then deduct 10% of the total from that score. The assignment of an A in cases of late work will be rare (for all practical purposes, impossible), as timeliness is a requisite in defining excellence.

Feedback
I will make comments on each of your written assignments and return weekly. Please keep track of your score to help give yourself a weekly report of how you are doing in class via the online grade book. Seven days after the end of your class, you may pick up your last paper and any additional feedback reports (if there are any not returned via the OLS) by mailing me a self addressed stamped envelope (SASE).

Incompletes

Incomplete grades are rarely granted and will be considered in extraordinary circumstances only. An incomplete grade can only be considered if you:

§ Are passing the course

§ Have not missed more than one class

§ Due to extraordinary circumstances were unable to complete the work

§ Requested the incomplete grade prior to the course end date

§ Final grade will be reduced by one letter grade

The decision to grant the incomplete grade rests solely with the instructor.

Academic Honesty

Academic honesty is highly valued at the University of Phoenix. You must always submit work that represents your original words or ideas. If any words or ideas used in a class posting or assignment submission do not represent your original words or ideas, you must cite all relevant sources and make clear the extent to which such sources were used. Words or ideas that require citation include all hard copy or electronic publications, whether copyrighted or not, and all verbal or visual communication when the content of such communication clearly originates from an identifiable source. Please see the University of Phoenix Catalog for more information about academic honesty, including consequences of academic dishonesty.

PLAGIARISM

I am very strict concerning plagiarism, that is, presenting other peoples’ work as your own. Plagiarism is a form of academic dishonesty and can result in suspension or expulsion from the University. If ANY of the writing in your paper is not your own, then you should indicate it using APA standards. If it appears that any of the content of your paper is not yours and that you have not cited it correctly, it may be considered as evidence of academic dishonesty and result in sanctions as prescribed by

If you are not sure what constitutes plagiarism, then consider the following:

“Plagiarism is the presentation of someone else's writing (published or unpublished) or ideas as your own. It is a form of academic misconduct that seriously undermines the intellectual pursuits undertaken in the university and, therefore, is severely punished by failure in the course and possible suspension from the University. Plagiarism takes many forms:

1. The most flagrant is to quote another's writing word for word and neither place the quoted material in quotation marks nor cite the source from which it is taken. To avoid this form of plagiarism, place the quoted material in quotation marks and use one of the standard forms of documentation (e.g. American Psychological Association [APA], Modern Language Association [MLA], etc.).

2. To use another's writing word for word, cite the source, but fail to place quotation marks around the quoted material is also a form of plagiarism. By citing the source you indicate that the ideas are from another's work; however, the lack of quotation marks is a failure to acknowledge that the wording is that of another author. To avoid this form of plagiarism, add quotation marks.

3. Failure to properly paraphrase results in plagiarism. To paraphrase is to put a sentence or sentences written by another into your own words, thereby making it significantly different from the original. To change a word here and there is not properly paraphrasing, and though you cite the source (as is always required with paraphrased material) you are using wording that is substantially that of another and representing it as your own. To avoid this form of plagiarism, either make a direct quote, using quotation marks, and cite the source, or paraphrase properly by substantially changing the original to your own words and cite the source.

4. Using your own words to present arguments, lines of reasoning, or facts that you have learned from someone else without citing the source is also a form of plagiarism. To avoid this form of plagiarism, cite the source. ”

(Dr. D. Susan Kendrick, the University of Oklahoma)

Privacy and Confidentiality in the Online Classroom

One of the highlights of the University of Phoenix academic experience is that students can draw on the wealth of examples from their organizations in class discussions and in their written work. However, it is imperative that students do not share information that is confidential, privileged, or proprietary in nature. Students must be mindful of any contracts they have agreed to with their companies.

How Points and Percentages Equate to Grades

95-100	A	74-76	C
90-94	A-	70-73	C-
87-89	B+	67-69	D+
84-86	B	64-66	D
80-83	B-	60-63	D-
77-79	C+	0-59	F

Week One

Cell Biology

· Apply the scientific method to the creation of hypotheses and experiments.

· Recognize the fundamental concepts of chemistry in biology.

· Examine the energy metabolism of cells.

· Compare and contrast structures and functions of different cell types.

ASSIGNMENTS

€INDIVIDUAL

1. Read Chapters 1, 2, 3, 4, 5, and 7 in the text, Essential Biology with Physiology.

2. Essential Biology Website

a. Listen to the following MP3 Tutors:

1) Chapter 3, “Protein Structure and Function”

2) Chapter 7, “Photosynthesis”

b. View the following Discovery Channel Video Clips:

1) Chapter 4, “Cells”

2) Chapter 5, “Cells”

Note: The MP3 Tutors and Discovery Channel Video Clips are not required. Instead, they have been provided to help clarify the concepts covered in this course; therefore, these additional resources are highly recommended. The tutors and video clips can be accessed via the “Essential Biology Website“ link located on your BIO 101 course Web page.

3. Assignments from the Readings (due Week One)

Prepare a 75 to 100-word response to each of the following questions from the text, Essential Biology with Physiology:

a. Chapter 2: The Process of Science, Question 11

b. Chapter 3: The Process of Science, Question 11

c. Chapter 4: The Process of Science, Question 11

d. Chapter 5: The Process of Science, Question 12

Be prepared to discuss these questions in class.

4. “Using the Scientific Method” Simulation

Review the Simulation, “Using the Scientific Method” located on your BIO 101 course Web page for Week One. Please note that no points have been assigned to this activity. Instead, this simulation has been provided to help clarify the concept of using the scientific method.

Week Two

Genetics and Molecular Biology

· Recognize the structure and function of deoxyribonucleic acid (DNA) as the molecule of inheritance.

· Examine the foundations of genetics.

· Explain meiosis as it relates to genetics.

ASSIGNMENTS

€INDIVIDUAL

1. Read Chapters 8-10 in the text.

2. Essential Biology Website

a. Listen to the following MP3 Tutors:

1) Chapter 8, “Mitosis”, “Meiosis”, and “Mitosis-Meiosis Comparison”

2) Chapter 9, “Chromosomal Basis of Inheritance”

b. View the following Discovery Channel Video Clips:

1) Chapter 8, “Cells”

2) Chapter 9, “Novelty Gene”

3) Chapter 10, “Emerging Diseases” and “Vaccines”

3. Note: The MP3 Tutors and Discovery Channel Video Clips are not required. Instead, they have been provided to help clarify the concepts covered in this course; therefore, these additional resources are highly recommended. The tutors and video clips can be accessed via the “Essential Biology Website“ link located on your BIO 101 course Web page. Evolution Connection Paper (due Week Two)

a. Select one of the following Evolution Connection segments from the readings for Week One. These segments are located at the end of each chapter, which apply the chapter content to the processes of biology. Be sure to get instructor approval to avoid duplication with other teams.

1) Chapter 1: Theories in Science

2) Chapter 2: Earth Before Life

3) Chapter 3: DNA and Proteins as Evolutionary Tape Measures

4) Chapter 4: The Origin of Membranes

5) Chapter 5: Evolving Enzymes

6) Chapter 7: The Oxygen Revolution

b. Prepare a 1,050 to 1,400-word paper in which you discuss the concepts from your selected Evolution Connection segment. Be sure to describe the relationship between the concepts addressed in your selected segment with the other biological concepts introduced in the Week One readings. In your paper, include the following items:

1) Discuss the main concepts addressed in your selected segment.

2) Describe the importance of each concept and how the concepts can be applied to an industry (medical, agricultural, etc.).

3) Utilize the University Library, the Internet, and/or other resources to find a recent real-life example where one or more of these concepts are utilized (e.g., DNA usage by the federal government to track those accused of criminal offenses).

4) Examine how the concept(s) played an important role in this real-life example.

5) Describe the relationship among the concepts addressed in your selected segment with the other biological concepts introduced in the rest of the Week One readings.

Week Three

Evolution and Diversity

· Examine the mechanisms of evolution.

· Describe the role of natural selection in the theory of evolution.

· Recognize the importance of biodiversity.

ASSIGNMENTS

€INDIVIDUAL

1. Read Chapters 13, 14, and 17 in the text.

2. Essential Biology Website

a. Listen to the following MP3 Tutors:

1) Chapter 13, “Natural Selection”

2) Chapter 14, “Speciation”

3) Chapter 17, “Human Evolution”

b. View the following Discovery Channel Video Clips:

1) Chapter 13, “Antibiotic Resistance” and “Darwin”

2) Chapter 14, “Darwin” and “Mass Extinction”

3. Structure of DNA Paper (due Week Three)

Prepare a 700 to 1,050-word paper in which you describe the structure and function of deoxyribonucleic acid (DNA) as the molecule of inheritance. In your paper, address the following items:

a. Describe the structure of DNA.

b. Discuss how the structure of DNA allows it to serve as the basis for inheritance.

c. Examine how meiosis allows DNA to be divided into gametes.

d. Describe how this relates to Gregor Mendel’s patterns of inheritance.

Week Four

Physiology

· Identify the structure and function of the main organs in organisms.

· Explain how organisms have evolved physiologically to become most suitable for their environment.

ASSIGNMENTS

€INDIVIDUAL

1. Read Chapters 21, 23, and 24 in the text.

2. Essential Biology Website

a. Listen to the following MP3 Tutor:

Chapter 24, “The Human Immune System”

b. View the following Discovery Channel Video Clips:

1) Chapter 21, “An Introduction to the Human Body”

2) Chapter 23, “Blood”

3) Chapter 24, “Vaccines”

Note: The MP3 Tutors and Discovery Channel Video Clips are not required. Instead, they have been provided to help clarify the concepts covered in this course; therefore, these additional resources are highly recommended. The tutors and video clips can be accessed via the “Essential Biology Website“ link located on your BIO 101 course Web page.

3. Natural Selection Paper (due Week Four)

According to the theory of natural selection, variations in populations provide the raw material for evolution. Prepare a 1,050 to 1,400-word paper in which you describe how these variations allow for natural selection. In your paper, address the following items:

a. Examine the mechanisms of evolution.

b. Describe how natural selection results in biodiversity.

c. Explain why biodiversity is important to continued evolution.

d. Examine the sources of genetic variation (mutations and sexual recombination).

Week Five

Ecology

· Examine ecology in terms of population growth and regulation through community interactions.

· Evaluate the effects of human activities on ecosystems and the biosphere.

· Examine the flow of energy and materials through an ecosystem.

ASSIGNMENTS

€INDIVIDUAL

1. Read Chapters 18-20 in the text.

2. Essential Biology Website

a. Listen to the following MP3 Tutors:

1) Chapter 19, “Energy Flow in Ecosystems”

2) Chapter 20, “Global Warming”

b. View the following Discovery Channel Video Clips:

1) Chapter 19, “Rain Forests” and “Space Plants”

2) Chapter 20, “Introduced Species”

Note: The MP3 Tutors and Discovery Channel Video Clips are not required. Instead, they have been provided to help clarify the concepts covered in this course; therefore, these additional resources are highly recommended. The tutors and video clips can be accessed via the “Essential Biology Website“ link located on your BIO 101 course Web page.

3. Food Web Diagram (due Week Five)

Create a food web diagram in which you illustrate the energy flow among the organisms of a food chain within a particular ecosystem. See Chapter 19 of the text for details on food webs and food chains, and see Figures 19.21 and 19.23 for examples. First, select one ecosystem (e.g., a temperate forest, desert biome, or the Everglades). Then, determine the interdependency of life in your selected ecosystem by examining the organisms found within your selected ecosystem. In your diagram, include the following items:

a. List the different kinds of organisms that can be found in your selected ecosystem.

b. Identify the structure and function of the main organs in at least two of the organisms found in your selected ecosystem, and indicate why they are best suited for that environment.

c. Label the three major types of organisms that live in your selected ecosystem as follows: “P” for producers, “C” for consumers, and “D for decomposers.

d. Name the three types of consumers: herbivores, carnivores, and omnivores within your selected ecosystem.

e. List the food chain(s) associated with your selected ecosystem. For each organism in the food chain, address the following items:

1) Name of plant or animal

2) What it eats

3) What eats it

4) How it adapts to the ecosystem

f. Identify potential hazards that might impact the stability of your selected ecosystem (e.g. environmental pollution).

Be sure to appropriately cite any sources used in the preparation of the Food Web Diagram.

Note: In your Food Web Diagram, you do not need to include pictures as can be seen in the examples located in your text. Instead, you can just use labels and associated details like unto a flowchart.

4. Assignments from the Readings (due Week Five)

Prepare a 50 to 75-word response to each of the following questions from the text, Essential Biology with Physiology:

a. Chapter 18: The Process of Science, Question 12

b. Chapter 19: The Process of Science, Questions 11 and 12

c. Chapter 20: The Process of Science, Question 11

d. Chapter 23: The Process of Science, Question 11

e. Chapter 24: The Process of Science, Question 11

5. Assignments from the Readings Presentation (due Week Five)

Select one of the above questions to present your team’s findings. Be sure to obtain faculty approval to avoid duplication with other teams. Then, prepare a 10-15 minute oral presentation accompanied by 8 to 10 Microsoft® PowerPoint® slides illustrating your team’s findings to your selected question. Online Campus students will submit an 8 to 10-slide Microsoft® PowerPoint® presentation with presenter notes.

6. Final Examination

Be prepared to take a final examination. The examination will cover the materials introduced in Weeks One through Five.