BI101 Biological Concepts

for F2LL 2012

Printer Friendly

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.


BI 101 Biological Concepts


F2LL 2012 LR


Marshall, Susanne




B.S. in Business/Management with a concentration in Marketing, M.S. in Environmental Management

Office Location


Office Hours

Evenings 6pm to 8pm

Daytime Phone



Semester Dates

October 22 - December 12

Class Days


Class Time

6:00 - 9:30 PM

Credit Hours



Campbell Essential Biology, Fourth Edition
Eric J. Simon, Jane B. Reece, Jean L. Dickey
Benjamin-Cummings Publishing Company (2009)


· ISBN-13978-0-321-65289-8

Make sure you order the lab kit from the MBS Bookstore. You must have the lab kit to complete this course.


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 or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information

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:

“Understanding science is more than knowing facts.”

The teaching of Science should emphasize understanding of concepts and the process of scientific inquiry.  Student conceptual understanding is best attained by applying the concepts and the process of inquiry to real world concerns and issues relating to science and technology that directly impact, interest or concern students.

Quoted from How Students Learn Science in Inquiry and the National Science Education Standards: A Guide for Teaching and Learning published by the National Academy of Sciences.  Available online in its entirety at:

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:

Assessments in this class are worth the following points:

350 pts Final Exam
150 pts Homework
250 pts Lab Activity Reports
250 pts Quizzes
1000 pts TOTAL


Grades will be awarded in this course based upon the following scale:

A = 90% and above
B = 80-89%  
C = 70-79% 
D = 60-69%
F = Below 60%

Late Submission of Course Materials:

Materials may be accepted late with prior approval from the instructor.  Contact the instructor as soon as a problem arises and the situation can usually be resolved.

Classroom Rules of Conduct:

This course contains an experimental portion with descriptions and expectations provided by your instructor. All answer sheets and other materials from these activities must be submitted in compliance with the instructor's direction. Several of these activities require an extended period of time to complete and should be scheduled accordingly.

Course Topic/Dates/Assignments:

LABS: The lab work for this course is to be completed at home and will require extra time during the week (1-2 hours extra on average). Some labs may involve several days of observation, so please take the time to understand the weekly time commitment.

Labs will have very specific directions for completion and reporting. Directions, answer sheets and supplies are included in your home lab kit. The Experiment Supplies list should be examined as soon as possible so that you can prepare for these experiments.

Lab reports and answer sheets are due weekly and must be submitted through the e-Companion portion of the course.

QUIZZES: Each week you will need to complete a quiz that covers your readings. After everyone has completed a particular week's quiz, the correct answers will be posted so that you can go back and use these quizzes to study for the final exam. YOU MAY WANT TO STUDY THESE QUIZZES FOR THE FINAL EXAM.

HOMEWORK:  The instructor will assign weekly homework assignments.  Homework assignments will be submitted through the e-Companion portion of the course.

GRADES AND FEEDBACK: You are responsible for checking the Gradebook weekly to be sure that grades have been entered.

Course Topic/Dates/Assignments:

Week 1
Topic: Introduction and Chemistry of Life
Readings: Ch 1,2, 3


Lab 5 Chemistry of Life

Week 2
Topic: Cell Structure and Function
Readings: Ch 4, 5, 6


Lab 6 Diffusion

Week 3
Topic: Cellular Reproduction: Mitosis and Meiosis
Readings: Ch 8


Lab 7 Osmosis

Week 4
Topic: Patterns of Inheritance; Structure and Function of DNA

Readings: Ch 9, 10


Lab 9 Enzymatic Activity

Week 5
Topic: Genes and DNA Technology

Readings: Ch 11, 12


Lab 13 DNA and RNA

Week 6
Topic: Evolution and Biological Diversity
Readings: Ch 13, 14, 15, 17 (pages 361-367)


Lab 14

Week 7
Topic: Human Evolution and Ecology
Readings: Ch 18, 19, 20


Lab 27 Ecology of Organism

Week 8
Final Exam

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 2011-2012 Undergraduate Catalog Page 95-96

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 95

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 98

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: .

Additional Information:


My name is Susanne Marshall. I was born and raised in Vermont and currently reside in Austin, Arkansas, just northeast of Little Rock. I completed my undergraduate studies at Liberty University in Lynchburg, Virginia, earning a Bachelor of Science degree in Business and Government with a concentration in Marketing. I returned to college, entering the Master of Science program in Environmental Management at Webster University, where I was awarded a Master’s Degree in December 2009. Over the past two decades I have worked as a product lifecycle manager in the telecommunications industry developing, launching, and managing numerous consumer products, particularly in the cable television, broadband internet, wireless telephone and satellite television sectors of the industry. I have had the opportunity to develop and manage a complete portfolio of strategic marketing functions, such as i-marketing, corporate training, advertising, sales, retail, e-commerce, affiliate marketing, web marketing, print/broadcast communications, retail, and direct mail. I have taken products from their conception to becoming leading revenue generators for such companies as Alltel, Windstream, and Charter Communications. I currently do consultant work for an environmental company that specializes in the planning, analysis, and management of the transportation, technology, and natural resources sectors. The telecommunications industry has provided the opportunity to reside in different parts of the United States and to experience a variety of market and cultural diversities. My husband Joe and I have always wanted to live in the country, and we moved to Arkansas in 2003, which gave us the opportunity to purchase a nice home and some land and enjoy a peaceful life with an affordable cost of living. We have two children, Xavier and JJ. During my spare time, I am an outdoor enthusiast often venturing out on kayaking, camping, runs with my Chocolate Lab, Cooper, biking, and hiking trips. As a stress reliever, I teach and attend yoga classes regularly. I am an enthusiastic learner and wish to instill in my future students a desire to become lifelong students. I am currently working on applying to the doctoral in environmental studies program at Antioch College New England.



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 


This material is protected by copyright and cannot be reused without author permission.

Last Updated:8/28/2012 8:52:55 AM