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BI 101 Biological Concepts
Schoof, Timothy D.


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

BI 101 Biological Concepts

Semester

U1J 2012 DNH

Faculty

Schoof, Timothy D.

Title

Senior Professor

Degrees/Certificates

Doctorate of Education (EdD) Education
Master of Science (MS) Chemistry
Master of Business Administration (MBA) Finance & Management

Office Location

Cleveland University of Kansas City

Office Hours

M, W, F  9:30 to 10:30

Daytime Phone

913-234-0665

E-Mail

timothy.schoof@park.edu

tim.schoof@cleveland.edu

Web Page

http://captain.park.edu/schoof

Semester Dates

Monday, June 04, 2012 to Sunday, July 29, 2012

Class Days

-M-----

Class Time

5:30 - 10:00 PM

Credit Hours

4


Textbook:

textbook cover

Campbell Essential Biology, 4th Edition

Simon, Reece, and Dickey
Pearson Publishing
ISBN - 0321652894

You can order the Textbook and Lab materials for this course through:

 http://direct.mbsbooks.com/park.htm 

The word processor program Microsoft Word is the preferred program,  however the University is not set up to use the newest version. Please make sure to save your documents in Word 2003.  Park computers are also not equipped with Works or Word Perfect. They are also not compatable with Vista.  Access to and working knowledge of a spreadsheet program such as Excel is also required

             

Textbooks can be purchased through the MBS bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
BI101: 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. At home laboratory activies are included. 3:3:4.

Educational Philosophy:
There are three basic goals or outcomes in education: Students should gain a thorough understanding of the subject. If students cannot apply what they learn, they have not learned it. Therefore, educators should teach and evaluate at the level of understanding and application. Students should grow into independent learners and thinkers. In today’s society, it is important for students to have the ability to find information, understand it, interpret it and analyze it. Students should develop an appreciation for the subject. Students who appreciate the subject will respect and continue to study the material. In addition, they will use what they learn. Teachers can accomplish these three outcomes by knowing and staying current in their subject; inspiring their students to learn; presenting the subject in a clear and interesting format; motivating students by teaching the important material and making the material relative to students’ lives. My philosophy of education is simple. The job of education is to teach the subject, to motivate students to learn, to inspire them to continue and to create independent learners.

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


  Instructor Learning Outcomes
  1. Students will learn about some broad topics in biology and how they relate to each other.
  2. Students will learn more about themselves from a biological point of view.
  3. Students will learn more about their world and its inter-connectiveness.
  4. Students will learn to think scientifically.
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 take TWICE the amount of time as for a regular 3 credit 8-week course. The class requires a spreadsheet program such as Excel and a word processing document (Microsoft Word required).

 
Presentation: (Note you may lead a class discussion as an alternative) The presentations are designed to practice public speaking and allow you to gain information from your fellow students. Grading is based on the following: Technique.............................................................................................................. 40%
Scientific information.............................................................................................. 40%
Visual aids............................................................................................................. 10% Attendance............................................................................................................ 10%
 
Paper: Any approved topic in biology. Five to ten pages, double spaced and typed. Papers must include a cover page and references.
Scientific information............................................................................................ 60% Grammar.............................................................................................................. 40%

Grading:

Classroom / Online Activities...................................... 60 pts
Online Quizzes............................................................60 pts
Lab Reports ..............................................................60 pts
Midterm Examination................................................100 pts
Final Examination..................................................... 100 pts
Research Paper....................................................... 100 pts
Presentation............................................................ 100 pts
Total....................................................................... 580 pts

Late Submission of Course Materials:
Computers make writing and revising much easier and more productive. Students must recognize though that technology can also cause problems. Printers run out of ink and hard drive crash. Students must be responsible for planning ahead and meeting deadlines in spite of technology. Be sure to save copies of your work to disk, hard drive, and print out paper copies for backup purposes. No late work will be accepted.

Classroom Rules of Conduct:
Standards of student conduct are published in the College Catalog and the Student Handbook. Students observed violating these standards of professional and personal conduct will be asked to leave class and an incident report will be submitted to the Dean's office, which may result in additional disciplinary action. Please turn off all pagers, cellular phones and other disruptive devices or place on vibrate while in class. Please refer to your student handbook and/or class catalog for additional information.

Course Topic/Dates/Assignments:

Week 1
Topic: Introduction, Scientific Method and Chemistry of Life
Readings: Chapters 1, 2 & 3, Writing a Lab Report, Data Measurement and Introduction to the Microscope
Lab: The Scientific Method &The Chemistry of Life
 
Week 2
Topic: Principles of Evolution
Readings: Chps 13 & 14 (pgs. 282-284)
Lab: Taxonomy, Diffusion and Osmosis

Week 3
Topic: Cellular Energetics
Readings: Chps 5, 6, & 7
Lab: Respiration & Enzymes

Week 4
Topic: Cell Structure and Function
Reading: Chp 4
Lab: Cell Structure and Function

Week 5
Topic: Cell division: Mitosis and Meiosis
Readings: Chp 8
Lab: Mitosis and Meiosis

Week 6
Topic: DNA Structure and Function
Readings: Chps 10 & 11 (p.199-205)
Lab: DNA & RNA

Week 7
Topic: Genetics
Readings: Chp 9
Lab: Medelian Genetics & Population Genetics

Week 8
Topic: Ecology
Readings: Chps 18 (pgs. 372-393) , 19 (pgs. 402-411), and 20 (pgs. 428-443)
Lab: Ecology of Organisms & Ecological Interaction

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 (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 93
Violations of Academic Honesty will result in an "F" in the course.

Plagiarism:
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 2011-2012 Undergraduate Catalog Page 93
Plagiarism will result in an "F" in the course.

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 2011-2012 Undergraduate Catalog Page 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: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Synthesis                                                                                                                                                                                                                                                  
Outcomes
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 
Analysis                                                                                                                                                                                                                                                   
Outcomes
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 
Evaluation                                                                                                                                                                                                                                                 
Outcomes
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 
Terminology                                                                                                                                                                                                                                                
Outcomes
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 
Concepts                                                                                                                                                                                                                                                   
Outcomes
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 
Application                                                                                                                                                                                                                                                
Outcomes
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                                                                                                                                                                                                                                             
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
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:5/28/2012 10:01:49 AM