BI101 Biological Concepts

for S2K 2011

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Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.


BI 101 Biological Concepts


S2K 2011 LA


 Sams, Melinda D.


 Adjunct Faculty


 PharmD (Doctor of Pharmacy)
 BA Biology (Pre-Medical Sciences)

Office Hours

 By Appointment

Daytime Phone



Semester Dates

14 March 2011 - 8 May 2011

Class Days

Monday and Wednesday

Class Time

6:30 - 9:45 PM

Credit Hours



Campbell Essential Biology, 4th Edition, 2010
Simon, Reece, and Dickey
Pearson Publishing
ISBN - 0321652894

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

Required:  BI 101 Lab Kit
Park University  EP BI 101 Lab Kit
ISBN:  MBS# 001065534

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Course Description:

BI 101, Biological Concepts:
  Biological Concepts offers an overview of the fundamental facts and principles of modern biology.  The course is designed for the non-science student who wishes to gain an understanding of current biological concepts and their relevance to problems of human society.  Emphasis will be on life, its origin, chemistry,energy transformations, reproduction, generics, evolution, and ecology.  Laboratory activities are included.    NOTE:  This course is more rigorous than your typical 100-level course.  3:3:4

Educational Philosophy:

Instructor's educational philosophy is one of interactiveness based on lectures, readings, quizzes, exams, internet, videos and hands-on activities.  The instructor will engage each learner to actively participate in the exploration of ideas, issues, and contradictions.  

Learning Outcomes:
  Core Learning Outcomes

  1. Describe the scientific method and be able to evaluate experiments using procedures and terminology of the scientific method.
  2. Explain the basic chemistry of biological systems and how chemistry is used in the maintenance of living organisms.
  3. Compare and contrast the processes of mitosis and meiosis with reference to the movement of chromosomes and their significance in the transmission of genetic information.
  4. Discuss the theory of evolution and the many different mechanisms which are involved in evolutionary processes. Describe the various biomes and their placement and characteristics.
  5. Describe the structure of DNA and illustrate its significance in determining the composition, characteristics, reproduction, and behavior of an organism
  6. Describe the structure and function of a cell and its various parts; compare the structures of bacterial, plant and animal cells

Core Assessment:

Comprehensive Final Exam

Link to Class Rubric

Class Assessment:

It is very important that you realize that this is a lab course and as such will likely take TWICE the amount of time as for a regular 3 credit 8-week course.
  This class requires the use of spreadsheets and word processing documents (Microsoft Excel and Word).




Attendance & Participation


Quizzes  (7 @ 50 Points Each) 


Lab Activity Reports  (Point Value Varies for Each Lab)


Final Exam





Total Points

Final Grade

1350 - 1500   (90 - 100%)


1200 - 1349   (80 - 89%)


1050 - 1199   (70 - 79%)


900 - 1049     (60 - 69%)


<  900            (< 60%)


Note:  No rounding up of grades.  A 79.99 will receive a C.

Late Submission of Course Materials:

Late work will not be accepted unless under extreme circumstances (at the instructors discretion).  If you know you are going to miss a deadline, please contact me PRIOR to the deadline so we can try to make arrangements. 

Classroom Rules of Conduct:

Adult behavior is expected at all times.  Cell phones/pagers must be off or in silent mode during class. 

Course Topic/Dates/Assignments:

Weeks 1 - 2
Introduction and Unit 1:  Cells
   Reading:  Chapters 1 - 7
Labs:  1 - 9    (Note:  Lab 2 requires 7 - 10 days for observation)
   Lab Reports Due:   28 March 2011 @ 6:30pm
Weeks 3 - 4
Unit 2:  Genetics
   Reading:  Chapters 8 - 12
 Labs:  10 - 15   
   Lab Reports Due:  11 April 2011 @ 6:30pm
Weeks 5 - 6
Unit 3:  Evolution and Diversity
   Reading:  Chapters 13 - 17
Labs:  16 - 26    (Note:  Labs 17, 19, 24 require 7 days for observation)
   Lab Reports Due:  25 April 2011 @ 6:30pm
Weeks 7 - 8
Unit 4:  Ecology
   Reading:  Chapters 18 - 20
Labs:  27 - 28    (Note:  Lab 27 requires 7 days for observation)
   Lab Reports Due:  2 May 2011 @ 6:30pm

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty ( or Park University 2010-2011 Undergraduate Catalog Page 92

Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2010-2011 Undergraduate Catalog Page 92-93

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2010-2011 Undergraduate Catalog Page 95-96

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: .


CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
1, 2, 3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
Exceptional analysis of knowledge gained through critical thinking based on analysis of experiments. Able to critically think in the analysis of experiments. Limited use of knowledge but no evidence of critical thinking based on analysis of experiments No evidence of critical thinking or use of knowledge gained 
2, 3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
Exceptional capability to explain and describe organizational levels of biology Analyzes processes involved in the genetics of organisms; evolution; cell division; and biological chemistry Limited knowledge of processes and their organizational importance No evidence of knowledge of processes and their organizational importance 
1, 2, 3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
Exceptional ability to integrate the genetic, reproductive and evolutionary information to gain a deeper understanding of biological processes; evaluate functioning of ecosystems; critically evaluates the relationship of biology and chemistry Integrate the genetic, reproductive and evolutionary information to gain a deeper understanding of biological processes; evaluate functioning of ecosystems; critically evaluates the relationship of biology and chemistry Limited knowledge of information but lack of evidence of ability to integrate different areas No evidence of knowledge of information along with inability to integrate different areas 
1, 2, 3, 4, 5, 6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
Accurately answers 80% of the objective test items Accurately answers 60-79% of the objective test items Accurately answers 40-60% of the objective test items Accurately answers less than 40% of the objective test items 
1, 2, 3, 4, 5, 6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                     
Exceptional ability to describe the connections between different biological concepts Able to describe the biological concepts and their interconnections Some knowledge of concepts but lack of ability to describe connections Little knowledge of biological concepts or ability to make connections 
1, 6                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 
Able to create unique explorations of scientific problem and present results in a clear and concise manner Demonstrates mastery of scientific method usage and presentation of results. Can follow directions of exploration but limited ability to understand processes and the present the results No evidence of ability to follow directions or to understand processes involved. 
Whole Artifact                                                                                                                                                                                                                                             
Scores more than 90% on assessment exam Scores between 70 and 90% on assessment exam Scores 40-69% on assessment exam Scores less than 40% on assessment exam 


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Last Updated:3/10/2011 2:13:40 PM