Course Syllabus

Introduction to Life Science/SCI230

Tosha Oliver, Ph.D.

 

 

 

 

 

Course Start Date: 11/08/2010*Course End Date: 1/23/2010 * Winter Break Dates 12/20/10-1/3/11

Please print a copy of this syllabus for handy reference.

Please note the course syllabus is the ruling document in this course. Please adhere to all deliverables and due dates as outlined in the course syllabus.

Copyright

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Edited in accordance with University of Phoenix© editorial standards and practices.

Facilitator   Information                                                                                                                                      

Tosha Oliver, Ph.D.Snoliver@phoenix.email.edu (University of Phoenix)Dr.Oliver2005@comcast.net (Personal)860.402.8789 (EST)

Facilitator Availability

I am usually available from 7 p.m. - 8 p.m. weekdays and after 9 a.m. on weekends (EST) in your classroom to participate and answer questions. I will be offline for grading purposes most Fridays and Saturdays. As such, it is imperative that you preview your weekly assignments that are typically due on Friday and/or Saturday. For example, don’t wait until Friday to ask a question about Friday’s deliverable. To this end, clearly identify questions in your Individual Forum, by writing "Question" in the subject box of your message. If these times are not convenient for you, please let me know, and I will be happy to accommodate your schedule if at all possible. I provide you with these times to make it easier to communicate with me, not to limit our contact and want you to know that, should you need to contact me outside these time frames, you should not hesitate to do so. If you post a question to your Individual Forum I will respond to you the next time I check into class, with a goal of responding within 24 hours!

If you would like to speak by phone you may certainly call me. If I do not answer, please leave a message with your name and contact number and I will return your call as soon as possible. To ensure you reach me, please post a request for phone communication in your Individual Forum to set up a time for you to call me and/or identify your question as indicated above. I am here to help you succeed in any way I can.

Below, please find my contact information. It is important that you retain this information, and I encourage you to print it for future reference. For emergencies, when you are not able to gain access to messages on the Online Learning System (OLS), please send a message to both of my email addresses.

Name: Tosha Oliver, Ph.D.

Axia College email address: Snoliver@email.phoenix.edu

Alternate email address: Dr.Oliver2005@comcast.net

Telephone number: 860.402.8789 (EST)

In the event a third party needs to contact me, please direct them to my contact information listed under "facilitator information." No third party should use your login credentials to gain access to the classroom.

Where to Go to Class                                                                                                                                        

Main: This is the main forum for the class and is where discussion is conducted. It has read-and-write access for everyone.

Chat-Room: This is a read-and-write access forum. It is designed as a place to discuss issues not related to the course content. This is the forum to which we will send our bios.

Course-Materials: This is a read-only forum, which means you can read messages here but cannot send any. This is where I will post the course syllabus and materials.

Individual Forum: You will see one forum with your name on it. This is a private forum, shared only by you and me, the facilitator. Your classmates will not have access to this forum. This is where I will post your feedback. You can also ask questions here. However, if you have general questions about instructions of assignments, please post those in the Main forum (under the weekly questions thread), since other students may benefit by that exchange as well.

Assignments Section: This is where you will post all assignments as Microsoft Word or PowerPoint ® documents, with the exception of discussion questions and participation which are always posted in the Main Forum.

Policies                                                                                                                                                                                    

For class policies, please see the Policies link on the left side of the Materials page for the course on eCampus. Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within that link. University policies are subject to change so please be sure to read them at the beginning of each class as it may have changed since your last class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities it is important you read the policies governing your current class modality.

Late Assignments                                                                                                                                               _

Late assignments receive a 10% deduction for each day they are late if assignments are not posted by 11:59 p.m. M.S.T. on the day they are due. Assignments more than 4 days late will not be accepted. In addition, all work must be submitted as indicated in the syllabus or the late penalty will be applied. Technological issues are not considered valid grounds for late assignment submission. In the event of a University of Phoenix server outage, students should submit assignments through email to the instructor and post to the individual forum when systems are restored. Unless an Incomplete grade has been granted, learner assignments submitted after the last day of class will not be accepted.

Technical Support                                                                                                                                                

Technical Support is available 24 hours a day, 365 days a year. Call 1-877-832-4867, or use the e-mail support form. Answers to the most common issues are found in the Knowledge Base by clicking Help, found at the top of every student Web site.

Feedback                                                                                                                                                                              

Each week, I will provide grades or scores and comments on assignments within 7 days of when they were submitted. I will send feedback to your Individual forum.

Grading Formula                                                                                                                                                 _

Points Grade

95+ A

90-94 A-

87-89 B+

84-86 B

80-83 B-

77-79 C+

74-76 C

70-73 C-

67-69 D+

64-66 D

60-63 D-

<59 F

Participation                                                                                                                                              

Participation is very important as it contributes to the overall learning and enjoyment of the class. For full participation credit, during participation weeks, students are required to contribute two substantive discussion messages four out of seven days each week in the Main Forum. Participation consists of messages sent above and beyond graded assignments. That includes the initial discussion question response, which will not count towards the class participation requirement and will be evaluated separately.  Only posts in the Main classroom forum will count towards your class participation score. Both quantity and quality are important considerations when posting substantive messages. For this class, substantive means that your message has substance, helps to further the discussion of course content and is roughly 150-200 words in length. Substantive messages often include contributions of additional ideas and sources, insights or questions about classmates' comments, connections to the course readings, or ways of applying the lessons from the course. As a rule of thumb, your substantive comments should be at least several sentences in length.

Short comments, such as "Good idea" or "I agree," do not constitute substantive posts on their own. Neither do comments that are unrelated to the topics at hand (for example, "I saw that movie, too!") If you say you agree about something, please explain why you agree, and add an additional insight or question.

Course Description                                                                                                                                              

This course applies a broad, conceptual understanding of biology. Students are introduced to scientific ideologies and concepts that not only shape our biological world, but also shape us as humans. Students examine the scientific method, evolution and biodiversity, the biology of cells, energy systems, the dynamics of inheritance, and the effect humans have on the environment. The text emphasizes methods and the theoretical foundations of ideas, while minimizing isolated facts. It stresses the integration of ideas, making connections that form our understanding of the living world.

Course Topics & Objectives                                                                                                              

Introduction to Biology and the Scientific Method · Identify characteristics of living organisms. · Summarize the major theories of biology. · Define each step of the scientific method. · Apply the scientific method to a real-life scenario.

Cells—An Introduction · Defend or dispute concepts on cell theory or spontaneous generation. · Compare and contrast the structures of prokaryotic and eukaryotic cells. · Differentiate between the internal structures and functions of plant and animal cells.

Cells—The Building Blocks of Life · Describe the processes and outcomes of mitosis and meiosis. · Identify an endangered ecological property. · Describe the processes of photosynthesis and cellular respiration.

DNA, Chromosomes, and Genetics · Identify DNA’s fundamental role in inheritance. · Explain the role of chromosomes in inheritance. · Describe Gregor Mendel’s investigations into the patterns of inheritance.

Physiology · Compare and contrast physiology of living organisms. · Explain the relationship between human organ systems.

Evolution · Discuss the impact of natural selection in evolution. · Describe the evidence in support of evolution by natural selection. · Analyze the implications of the patterns of evolution.

Biodiversity · Evaluate a current theory about the origin of life on Earth. · Describe an endangered ecological property. · Compare characteristics of organisms within the kingdom Animalia.

Biotechnology and Ecology · Weigh the value of biotechnology and related ethical issues. · Describe the relationship of ecology with population growth and community interactions.

The Biological World · Correlate current environmental issues with human activities. · Assess the interconnectedness of human activities and the biological world.

Course Materials                                                                                                                                                    

Pruitt, N. L., & Underwood, L. S. (2006). Bioinquiry: Making connections in biology (3rd ed.). Hoboken, NJ: John Wiley & Sons, Inc.

Axia College’s Writing Style Handbook, available online at https://axiaecampus.phoenix.edu/Writing_Style_Handbook_AxiaUOP.pdf

Electronic Resources Please Note: All required text and materials are found on the Materials tab of the student web page. The student web page can be accessed through the Axia College of University of Phoenix Student and Faculty Web site at https://axiaecampus.phoenix.edu/ Pruitt, Underwood: BioInquiry: Making Connections in Biology, 3rd Edition Student Companion Web site at http://bcs.wiley.com/hebcs/Books?action=index&itemId=0471473219&bcsId=2118

Supplemental Resources

Purdue University Online Writing Lab (August 7, 2009). APA Formatting and Style Guide. Retrieved August 13, 2009, from http://owl.english.purdue.edu/owl/resource/560/01/.

Point Values for Course Assignments                                   

ASSIGNMENTS Points

CheckPoint: Living Organisms (Week 1) 30

Assignment: The Scientific Method (Week 1) 80

Discussion Questions & Ongoing Participation (Week 2) 65

Exercise: UNESCO Research (Week 3) 10

Assignment: Mitosis and Meiosis (Week 3) 80

Discussion Questions & Ongoing Participation (Week 4) 65

 CheckPoint: Basic Processes - (Week 5)  40

 Assignment: Human System Presentation (Week 5)  80

 Discussion Questions & Ongoing Participation (Week 6) 65

CheckPoint: UNESCO Research Outline (Week 7) 40

Assignment: Scientific Taxonomy and Earth’s Biodiversity Presentation (Week 7)

80

Discussion Questions & Ongoing Participation (Week 8) 65

CheckPoint: Capstone (Week 9) 50

Final Project (Week 9, Day 6) 250

Total 1000

Week One

Introduction to Biology and the Scientific Method · Identify characteristics of living organisms. · Summarize the major theories of biology. · Define each step of the scientific method. · Apply the scientific method to a real-life scenario.

ASSIGNMENTS 1. Read objectives and welcome. 2. Read instructor’s bio and post your own bio. · Due Date: Day 1 [post to the Chat Room forum]

3. Read Appendix A regarding the final project requirements. 4. Read Ch. 1 in Bioinquiry. 5. Review Appendix B as a supplemental resource. 6. CheckPoint: Living Organisms · Resource: Appendix C · Due Date: Day 5 [post to the Assignment section of eCampus as a Microsoft® Word document]· Use the table in Appendix C and fill in the missing characteristics that make up a living organism.

7. Assignment: The Scientific Method · Resources: Appendix D and Scientific Method Web site · Due Date: Day 6 [post to the Assignment section of eCampus as a Microsoft® Word document]· Review Appendix D. · Open the Scientific Method Web site at http://biology.clc.uc.edu/courses/bio104/sci_meth.htm · Follow the instructions at the bottom of the Web page to choose a hypothesis and prediction about growing plants. · Click on Do the Experiment. The results of the experiment you chose will appear. Write a 700- to 1,050-word paper that describes how you would conduct the experiment for your chosen hypothesis: · Include an example of how you have used the scientific method in a real-life

situation. · Explain each step of the scientific method as it applies to (1) your Web experiment and (2) your real-life example. (Your paper should include a total of two explanations of the scientific method.) · Format your paper, in-text citations, and references according to APA standards. · Post your paper to the Assignment section of eCampus as a Microsoft® Word document.

Weekly Reminders

Late Policy

The late policy will be strictly enforced. A 10% daily penalty will be imposed on all late work and late work will not be accepted 5 or more days after the due date. Please note that late work will not be accepted after the course ends, regardless of the due date.

Summary of Week 1 Deliverables

Assignment Location Due

Post Bio Chat Room Day 1

 CheckPoint: Living Organisms

Post to the Assignment section of eCampus as a Microsoft® Word document

 Day 5

 Assignment: The Scientific Method

Post to the Assignment section of eCampus as a Microsoft® Word document

 Day 6

Week Two

Cells—An Introduction · Defend or dispute concepts on cell theory or spontaneous generation. · Compare and contrast the structures of prokaryotic and eukaryotic cells. · Differentiate between the internal structures and functions of plant and animal cells. ASSIGNMENTS 1. Read Ch. 4, 5, 10, & pp. 422-436 in Bioinquiry. 2. Discussion Question 1 · Due Date: Day 2 [Main forum] · Post your response to the following: Choose one theory—spontaneous generation theory or cell theory—and select one statement that corresponds to the theory you want to refute or support:

Spontaneous generation theory 1. Frogs come from muddy soil because they always appear in that environment. 2. Flies come from rotten meat because they always appear where meat is rotting.

Cell theory 1. Without the invention of the microscope, the cell theory would not have been possible. 2. All living things are made up of cells. · Provide evidence for or against the statement you chose. · Include proper APA citation of outside sources if applicable. · Read another student’s post and provide another piece of evidence for his or her claim.

3. Discussion Question 2 · Resources: Ch. 4 of Bioinquiry and the Prokaryotes vs. Eukaryotes activity · Due Date: Day 4 [Main forum] · Review Ch. 4 (pp. 98-105) and the Prokaryotes vs. Eukaryotes activity at http://higheredbcs.wiley.com/legacy/college/pruitt/0471473219/bioinquiries/ch04/Flash/p0438_b.htm · Post your response to the following: Describe two similarities and two differences between eukaryotic cells and prokaryotic cells. Why do you think eukaryotic cells developed? Describe how eukaryotic cells are similar to a production line.

Weekly Reminders

Discussion Questions

The initial response to a discussion question will not count towards the class participation requirement and will be evaluated separately.

Only posts in the Main classroom forum will count towards your class participation score.

Participation

Remember to substantively participate in class discussions 4 out of 7 days during the week.

Summary of Week 2 Deliverables

Assignment Location Due

Discussion Question 1 Main Forum Day 2

 Discussion Question 2 Main Forum  Day 4

 Participation  Main Forum4 of 7 days

Week Three

Cells—The Building Blocks of Life · Describe the processes and outcomes of mitosis and meiosis. · Identify an endangered ecological property. · Describe the processes of photosynthesis and cellular respiration.

ASSIGNMENTS 1. Review Appendix B as a supplemental resource. Please note, the final paper is Due Week 9, Day 6.

2. Exercise: UNESCO Research · Resources: Appendix A and UNESCO Web site · Due Date: Day 5 [Assignment section]· Approach this project from the perspective of someone searching for funding to support preservation programs. · Review the ecological properties that are displayed on the World Heritage in Danger List on the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Web site at http://whc.unesco.org/en/danger · Choose a property that you would be interested in supporting. This will be the topic for your final paper. (Note: Some places on the World Heritage in Danger list are not natural properties. Do not use cultural, archeological, or architectural sites for this project). · Research at least three references about the property other than the UNESCO site. · Post the name of the property that you have chosen for your final paper and an APA formatted reference list of the three sources you researched to the Assignment section of eCampus as a Microsoft ® Word document.

3. Assignment: Mitosis and Meiosis · Resources: Ch. 5 and Appendix B; www.bios.niu.edu/johns/genetics/meiosis.ppt · Due Date: Day 6 [Assignment section]· Post your answers to the following questions to the Assignment section of eCampus as a single Microsoft ® Word document:

Multiple-Choice Format (highlight your answer in red)1. If a typical somatic cell has 32 chromosomes, how many chromosomes

are expected in each gamete of that organism?A. 32 B. 64. C. 16 D. 0 E. 46

2. (a) Name two proteins known to be involved in the regulation of the mitotic cell cycle. (b) Name one protein which appears to serve as a significant tumor suppressor by triggering cell suicide in some cases.

A. (a) glycine, arginine (b) cdkB. (a) phosphatase, cyclins (b) p53

C. (a) cdc2 kinase, enzymes (b) hexokinaseD. (a) cdc2 kinase, cyclins (b) p19

E. (a) cdc2 kinase, cyclins (b) p53

3. What is the outcome of synapsis, a significant event in meiosis?A. Side by side alignment of non-homologous chromosomesB. Dyad formation

C. Monad movement to opposite polesD. Side by side alignment of homologous chromosomesE. Chiasma segregation

4. During interphase of the cell cycle, mitosis or meiosis,A. DNA recombines

B. sister chromatids move to opposite polesC. the nuclear membrane disappears

D. RNA replicatesE. DNA content essentially doubles.

Short Answer Format (highlight your answer in red)

5. Contrast the end results of meiosis with those of mitosis.

6. Given the end results of the two types of division, why is it necessary for homologs to pair during meiosis and not desirable for them to pair during mitosis?

7. Contrast the genetic content and the origin of sister versus non-sister chromatids during their earliest appearance in prophase I of meiosis. How might the genetic content of these change by the time tetrads have aligned at the equatorial plate during metaphase I?

8. Discuss two evolutionarily significant benefits of meiosis, which are not present in mitosis.

· Copy and paste the 8 questions above into a Microsoft ® Word document, highlight your responses in red and post the assignment to the Assignment section of eCampus as a single Microsoft ® Word document.

Summary of Week 3 Deliverables

Assignment Location Due

 UNESCO Research ExercisePost to the Assignment section of eCampus as a Microsoft® Word document

Day 5

 Mitosis and Meiosis Assignment Post to the Assignment section of eCampus as a Microsoft® Word document

Day 6

Week Four

DNA, Chromosomes, and Genetics · Identify DNA’s fundamental role in inheritance. · Explain the role of chromosomes in inheritance. · Describe Gregor Mendel’s investigations into the patterns of inheritance.

ASSIGNMENTS

1. Read Ch. 3, 6, 11, & 12 in Bioinquiry. 2. Review Ch. 5 in Bioinquiry. 3. Discussion Question 1 Have you ever tried to pack too much into a suitcase? Then, you know what a challenge it can be to fit a large amount of material into a small space. Think about the amazing elegance of the DNA molecule—fitting a blueprint for the entire organism, from the hair color to the code for every single enzyme, into a tiny nucleus.

· Resource: Ch. 6 of Bioinquiry

· Due Date: Day 2 [Main forum]

· Post your response to the following: What are some of the benefits of squeezing so much data into virtually

every cell in the body? Why did humans not evolve with one central repository of DNA rather than

having it replicated throughout the body? Assume that the hereditary information carried in genes and DNA is

responsible for many differences observed in humans and other living things. How could just four different bases in DNA strands be responsible for the almost endless variety found in nature?

4. Discussion Question 2

· Resources: Ch. 6 of Bioinquiry.

· Due Date: Day 4 [Main forum]

· Post your response to the following: The flow of information in cells is from DNA to RNA to proteins. Explain this

process in detail. Why do you think this two –step process evolved instead of a simpler one-step process, for instance, from DNA directly to protein?

Weekly Reminders

Discussion Questions & Participation

The initial response to each discussion question will not count toward the class participation requirement and will be evaluated separately. Remember to substantively participate in class discussions 4 out of 7 days during the week. Only posts in the Main classroom forum will count towards your class participation score.

Summary of Week 4 Deliverables

Assignment Location Due

Discussion Question 1 Main Forum Day 2

 Discussion Question 2 Main Forum  Day 4

 Participation Main Forum  Ongoing

Week Five

Physiology · Compare and contrast physiology of living organisms. · Explain the relationship between human organ systems.

ASSIGNMENTS

1. Review Appendix B as a supplemental resource.

2. CheckPoint: Basic Processes

· Due Date: Day 5 [post to the Assignment section of eCampus as a Microsoft® Word document]· Select one basic physiological process from the following list:

Acquire and process nutrients Get rid of waste Reproduction Obtain information about and respond to external environment Movement

· Write a 200- to 300-word response explaining how that physiological process differs among the following organisms:

Bacteria Grasshopper Fish Bear

3. Assignment: Human System Presentation

· Due Date: Day 6 [post to the Assignment section of eCampus as a Microsoft® PowerPoint presentation]· Create a 5- to 7- slide presentation on a human organ system (title and reference slides do not count toward the slide requirement).

· Select one of the following organ systems: Nervous Hormonal Digestive

Respiratory Cardiovascular Circulatory Urinary Skeletal-Muscular Reproduction Immune

· Address the following points in your presentation: What is the purpose of the system? What body parts make up the system? What are the purposes of those parts? Select one other organ system: How do the systems interact and support

each other?

· Include detailed speaker’s notes on each slide.

· Format your references according to APA standards.

· Post your presentation as a Microsoft® PowerPoint document to the Assignment section of eCampus.

Weekly Reminders

Summary of Week 5 Deliverables

Assignment Location Due

Basic Processes

Post to the Assignment section of eCampus as a Microsoft ® Word document

Day 5

 Human System Presentation

Post to the Assignment section of eCampus as a Microsoft ® PowerPoint document

 Day 6

Week Six

Evolution · Discuss the impact of natural selection in evolution. · Describe the evidence in support of evolution by natural selection. · Analyze the implications of the patterns of evolution.

ASSIGNMENTS 1. Read Ch. 2, 9, & 15 in Bioinquiry. 2. Read Appendix F. 3. Review Appendix B as a supplemental resource. 4. Discussion Question 1

· Due Date: Day 2 [Main forum]

· Post your response to the following: Describe an example of how natural selection influenced the evolution of a particular species. Include outside sources if applicable.

· Review a classmate’s post and discuss additional conditions that might have contributed to the selection process.

5. Discussion Question 2

· Resource: Appendix B

· Due Date: Day 4 [Main forum]

· Post your response to the following: Given Darwin’s Theory of Evolution, what scientific evidence best supports evolution by natural selection?

· Use at least two outside sources. Refer to Appendix B under Week Six, if you need help with your search.

· Review another student’s explanation and provide any additional evidence to support his or her explanation.

Weekly Reminders

Discussion Questions & Participation

The initial response to each discussion question will not count toward the class participation requirement and will be evaluated separately. Only posts in the Main classroom forum will count towards your class participation score. Remember to participate in the class discussions 4 out of 7 days during the week.

Summary of Week 6 Deliverables

Assignment Location Due

Discussion Question 1 Main Forum Day 2

 Discussion Question 2 Main Forum  Day 4

 Participation Main Forum Ongoing

Week Seven

Biodiversity · Evaluate a current theory about the origin of life on Earth. · Describe an endangered ecological property. · Compare characteristics of organisms within the kingdom Animalia.

ASSIGNMENTS 1. Review Appendix B as a supplemental resource.

2. CheckPoint: UNESCO Research Outline

· Resources: Appendix A and Developing an Outline Web site

· Due Date: Day 5 [post to the Assignment section of eCampus as a Microsoft® Word document]· Review the Developing an Outline Web site at http://owl.english.purdue.edu/handouts/general/gl_outlin.html Follow the instructions when developing your outline for the final project.

· Approach this project from the perspective of someone searching for funding to support preservation programs.

· Develop an outline that identifies the ecological uniqueness of the plant and animal life in your chosen property and address the following:

Describe the diversity of life forms found in the area. Describe the biological interrelationships among the life forms in the area.The human intrusions threatening the area.The protections that exist to safeguard and preserve the area. The efforts that have been made to further this preservation. What an individual can do to help preserve the diversity of the area.

· Post your outline as a Microsoft® Word document to the Assignment section of eCampus.

4. Assignment: Scientific Taxonomy and Earth’s Biodiversity Presentation

· Resource: University of Michigan Museum of Zoology Web site

· Due Date: Day 6 [post to the Assignment section of eCampus as a Microsoft® PowerPoint document]

· Go to the University of Michigan Museum of Zoology Web site at http://animaldiversity.ummz.umich.edu/site/index.html

· Review the information under the topics Mammals, Insects, Birds, and Echinoderms.

· Select two mammals, two insects, two birds, and two echinoderms to research.

· Develop a 9- to 11- slide presentation that addresses the following points: List and briefly describe the eight species you have selected. What are the characteristics that classify all the species you have selected

in the kingdom Animalia? Mammals

What are two or three characteristics shared by the two mammals you selected?

What are two or three differences between the two mammals? To what order does each of the mammal species you selected belong? Describe why they are classified under that order. List two other species that belong to those same orders.

Insects What are two or three characteristics shared by the two insects you

selected? What are two or three differences between the two insects? To what order does each of the insect species you selected belong? Describe why they are classified under that order. List two other species that belong to those same orders.

Birds What are two or three characteristics shared by the two birds you selected? What are two or three differences between the two birds? To what order does each of the bird species you selected belong? Describe why they are classified under that order. List two other species that belong to those same orders.

Echinoderms What are two or three characteristics shared by the two echinoderms you

selected? What are two or three differences between the two echinoderms? To what order does each of the echinoderm species you selected belong? Describe why they are classified under that order. List two other species that belong to those same orders.

· Format your references according to APA standards. Please note the 9-11 slide requirement does not include the title or reference slide.

· Post your presentation as Microsoft® PowerPoint document to the Assignment section of eCampus.

Weekly Reminders

Final Project

The UNESCO Research Outline will serve as the foundation for your final project due Week 9, Day 6. Please see The Owl at Purdue for assistance developing an outline and using APA format.

Summary of Week 7 Deliverables

Assignment Location Due

CheckPoint: UNESCO Research Outline Post to the Assignment section of eCampus as a Microsoft ® Word document

 Day 5

Scientific Taxonomy and Earth’s Biodiversity Presentation

Post to the Assignment section of eCampus as a Microsft ® PowerPoint document

 Day 6

Week Eight

Biotechnology and Ecology · Weigh the value of biotechnology and related ethical issues. · Describe the relationship of ecology with population growth and community interactions.

ASSIGNMENTS 1. Read Ch. 7 & 16 in Bioinquiry. 2. Review Ch. 15 in Bioinquiry and Appendix B as a supplemental resource. 3. Discussion Question 1

· Resource: Ch. 7 in Bioinquiry

· Due Date: Day 2 [Main forum]

· Research and choose an example from one of the following categories of biotechnology:

Agricultural and environmental uses Medical and legal uses Historical uses

· Post your response to the following: For your biotechnology example, provide at least two ways the use of this biotechnology could benefit society and two ways this biotechnology could be harmful.

· Review another student’s example and provide a pro, a con, or your perspective on the topic.

4. Discussion Question 2

· Due Date: Day 4 [Main forum]

· Post your response to the following: Describe the plant life, animal life, and geology of the ecosystem in the area in which you live. What populations and communities are present? How dependent is your community on this ecosystem? What are the limiting factors of the ecosystem?

Weekly Reminders

Discussion Questions & Participation

Discussion question responses will not count towards the class participation requirement and will be evaluated separately. Only posts in the Main classroom forum will count towards your class participation score. Remember to participate 4 out of 7 days during the week.

Summary of Week 8 Deliverables

Assignment Location Due

Discussion Question 1 Main Forum Day 2

 Discussion Question 2 Main Forum  Day 4

 Participation  Main Forum  Ongoing

Week Nine

The Biological World · Correlate current environmental issues with human activities. · Assess the interconnectedness of human activities and the biological world.

ASSIGNMENTS

1. Capstone CheckPoint You have read about Earth’s numerous ecosystems and the biological diversity that inhabits them. Unfortunately, many of these habitats and the species that inhabit them are under threat from human encroachment through agricultural activities such as logging, pollution, or war. · Due Date: Day 5 [post to the Assignment section of eCampus as a Microsoft® Word document]· Post a 200- to 300-word response to the following questions:

What role, if any, do you think people should play in preserving those regions threatened by human encroachment?

How should the interests of competing groups be balanced? Example: Drilling in the Arctic—environmental groups oppose the plan on the grounds of the destruction to the habitat; those in favor argue that tapping into he oil there would be good for the economy and decrease reliance on foreign oil.

What about when the habitat is not within the U.S. borders? Many international conservation groups are working to save the rainforest—what rights do people have to interfere with how another sovereign nation chooses to manage its lands? If the government of Bolivia is willing to allow millions of acres of jungle to be destroyed to promote the logging industry (which provides employment to their citizens), should people intervene? Why or why not?

2. Final Project: UNESCO Paper

· Resource: Appendix A located in the course materials forum and at the end of the course syllabus.

· Due Date: Day 6 [post to the Assignment section of eCampus as a Microsoft® Word document]· Write a 1,400- to 1,750-word paper assessing the ecological property you

chose for your final paper. Identify the ecological uniqueness of the plant and animal life in your chosen property and address the following:

Describe the diversity of life forms found in the area. Describe the biological interrelationships among the life forms in the area. The human intrusions threatening the area. The protections that exist to safeguard and preserve the area. The efforts that have been made to further this preservation. What an individual can do to help preserve the diversity of the area. What additional measures to insure the preservation of the property would

you propose? What will be lost if intrusion goes unchecked? Appeal to the biological

diversity.

· Format your paper, in-text citations, and references according to APA standards.

· Post your paper as a Microsoft Word attachment to the Assignments Section.

Weekly Reminders

Final Week Requirements

Late Policy

The late policy will be strictly enforced. A 10% daily penalty will be imposed on all late work and late work will not be accepted 5 or more days after the due date. Please note that late work will not be accepted after the course ends, regardless of the due date. No exceptions!

Summary of Week 9 Deliverables

Assignment Location Due

Capstone CheckPointPost to the Assignment section of eCampus as a Microsoft ® Word document

Day 5

Final Project: UNESCO Paper

Post to the assignment section of eCampus as a Microsoft ® Word document

 Day 6

Axia College MaterialAppendix A

Final Project Overview and TimelineFinal Project Overview1. Research an ecological property on the World Heritage in Danger List on the United Nations

Educational, Scientific, and Cultural Organization (UNESCO) Web site at http://whc.unesco.org/en/danger Research the property using sources other than the UNESCO site. (Some places on the World Heritage in Danger List are not natural properties. Do not use cultural, archeological, or architectural sites for this project.)

2. Locate at least three Web sites or references other than the UNESCO Web site.

3. Approach this project from the perspective of someone searching for funding to support preservation programs.

4. Create an outline in Week Seven to help organize the information for your final paper that identifies the ecological uniqueness of the plant and animal life in your chosen property. Your outline must address the following:

Describe the diversity of life forms found in the area. Describe the biological interrelationships among the life forms in the area. The human intrusions threatening the area. The protections that exist to safeguard and preserve the area. The efforts that have been made to further this preservation. What an individual can do to help preserve the diversity of the area.

5. Write a 1,400- to 1,750-word paper expanding on the topics researched for your UNESCO Research Outline. Address the following in the final paper:

Describe the diversity of life forms found in the area. Describe the biological interrelationships among the life forms in the area. The human intrusions threatening the area. The protections that exist to safeguard and preserve the area. The efforts that have been made to further this preservation. What an individual can do to help preserve the diversity of the area. What additional measures to insure the preservation of the property would you propose? What will be lost if intrusion goes unchecked? Appeal to the biological diversity.

6. Use at least three Web sites or references other than the UNESCO Web site.

7. Cite your references in APA format.

Final Project TimelineAssessment milestones are implemented throughout this course to help you budget your time wisely and work on your project throughout the course. As outlined below, some suggestions are made to assist you in creating your final research project. If you complete these suggestions, you will be on the right track to complete your project successfully.

Due in Week Three: Submit the UNESCO Research Exercise due at the end of this week. Search the UNESCO Web site for an endangered property and locate at least three Web sites or references other than the UNESCO Web site to further research your specific property.

Due in Week Seven: Submit the UNESCO Research Outline assignment due at the end of this week. Address all topics presented in the syllabus for this assignment.

Due in Week Nine: Submit the UNESCO Paper assignment to complete the final project, due on Day 6 of this week.

Axia College MaterialAppendix B

Supplemental Web sites

Week One

The Scientific Method (Ch. 1; Assignment)

http://www.accessexcellence.org/RC/AB/BC/Elegant_Experiments.html

Week Two

Prokaryotes and Eukaryotes (Ch. 4; DQ 2)

http://www.biology.arizona.edu/cell_bio/tutorials/pev/main.html

Plant and Animal Cells’ Structures and Functions (Ch. 4; CheckPoint)

http://www.cytochemistry.net/Cell-biology/

http://bio.rutgers.edu/~gb101/lab1_cell_structure/section8_frames.html

Week Three

Mitosis and Meiosis (Ch. 5; CheckPoint)

http://bio.rutgers.edu/~gb101/lab10_meiosis/meiosis_web/index10.html  

http://www.biology.arizona.edu/cell_bio/tutorials/cell_cycle/cells3.html

Photosynthesis and Cellular Respiration (Ch. 10 and pp. 422-436; Assignment)

http://people.ku.edu/~jbrown/chloroplast.html

http://biology.clc.uc.edu/courses/bio104/cellresp.htm

Animation of the Electron Transport System (ETS): http://www.sp.uconn.edu/~terry/images/anim/ETS.html

Week Four

DNA (Ch. 6; DQ 1)

Basics: http://gslc.genetics.utah.edu/units/basics/tour/

Dolan DNA gene almanac: http://www.dnalc.org/home.html

Genes:http://people.ku.edu/~jbrown/gene.html

Build a DNA molecule: http://gslc.genetics.utah.edu/units/basics/builddna/

Chromosomes (Ch. 5; DQ 2)

Human chromosomes with links to excellent graphics:http://www.accessexcellence.org/RC/VL/GG/human.html

Human chromosomes and human genetic disorders:http://gslc.genetics.utah.edu/units/disorders/karyotype/

Role of genes in human health:http://ghr.nlm.nih.gov/ghr/page/Home

Gregor Mendel and Genetics (Ch. 3; CheckPoint)

Classical genetics:http://anthro.palomar.edu/mendel/Default.htm

Week Five

Human Organ Systems (Ch. 12; Assignment)

http://www.innerbody.com/htm/body.html

Digestive Tract Multimedia: http://corptrain.phoenix.edu/axia/sci241/sci241-digestivetract.html

Week Six

Evolution (Ch. 2)

Hominid species (DQ 1, CheckPoint): http://www.talkorigins.org/faqs/homs/species.html

Darwin's finches (DQ 2):http://people.rit.edu/rhrsbi/GalapagosPages/DarwinFinch.html

Divergent & convergent evolution in birds

(CheckPoint):

http://bioweb.cs.earlham.edu/9-12/evolution/HTML/converge.html

Examples of animals of convergent evolution (CheckPoint):http://animals.about.com/gi/dynamic/offsite.htm?zi=1/XJ&sdn=animals&cdn=education&tm=23&gps=49_38_1416_856&f=00&su=p284.5.420.ip_&tt=2&bt=1&bts=1&zu=http%3A//cas.bellarmine.edu/tietjen/Evolution/convergent_evolution_examples.htm

Adaptive radiation (CheckPoint): http://higheredbcs.wiley.com/legacy/college/pruitt/0471473219/explorations/ch_02/exploration2_3c.html

Evolution overview (All Week 4 assessments):http://evolution.berkeley.edu/

Week Seven

Biodiversity (Ch. 9; Assignment)

http://www.nbii.gov/portal/server.pt

http://research.amnh.org/biodiversity/

The 25 richest and most threatened hotspots on the earth:http://www.biodiversityhotspots.org/xp/Hotspots

The world atlas of biodiversity:http://stort.unep-wcmc.org/imaps/gb2002/book/viewer.htm

Week Eight

Biotechnology (Ch. 7; DQ 1)

Advances in agricultural biotechnology:http://www.whybiotech.com/

Genetic engineering controversies:http://www.greenpeace.org/international_en/campaigns/intro?campaign_id=3942

Genetic engineering: http://www.pmac.net/ge.htm

Human genome project:  http://www.ornl.gov/sci/techresources/Human_Genome/home.shtml

Ecology (Ch. 15 & 16)

Biome/Habitat animal printouts (DQ 2): http://www.enchantedlearning.com/biomes/

Population ecology (CheckPoint): http://www.ento.vt.edu/~sharov/PopEcol/lec1/whatis.html

World population clock (CheckPoint): http://www.census.gov/main/www/popclock.html

World in the balance (CheckPoint): http://www.pbs.org/wgbh/nova/worldbalance/numbers.html

Most populous countries (CheckPoint): http://geography.about.com/cs/worldpopulation/a/mostpopulous.htm

Axia College MaterialAppendix C

Characteristics of Living Organisms

Ten characteristics distinguish an object or thing from an actual living organism. All 10 characteristics must be present simultaneously for something to be considered living.

The following table lists four of the 10 characteristics that make up a living organism. Fill in the remaining six characteristics:

Characteristics of a Living Organism

1. Composed of one or more cells

2. May evolve into a new type of organism

3. Carries out and controls a variety of chemical reactions

4. Produces offspring resembling itself

5.

6.

7.

8.

9.

10.

Axia College MaterialAppendix D

The Scientific Method Chart

Axia College MaterialAppendix F

Controversial Topics

One of the major objectives of this science class is to conduct critical thinking about oneself, others, and the environment. Some issues presented in this course have a history of strong emotional attachments. One of these issues is the theory of evolution and creationism. Other controversial topics are genetics, such as cloning and stem cell research. As these topics are covered, keep in mind what science is, what it is not, and what its limitations are. Science can only deal with ideas that can be tested via the scientific method. If a hypothesis, theory, or idea cannot be observed or tested in a controlled experiment and objectively analyzed with reported results, it does not fall under the purview of science.

Critical thinking is vital as evolution is studied, bringing about concepts of how changes seemingly occur in living organisms. Never accept something until you have thought it through. In other words, always question. This course promotes and maintains respect for each person’s ethical and religious views, but it must also align with the course topics and objectives. Pay special attention to ensure posts are relevant to the discussion, taking into consideration the text readings and other sources.

Philosophy, art, beauty, emotion, ethics, and religious beliefs cannot be tested by the scientific method and are not studied in science classes. That does not make them more or less important. With some topics, however, religious beliefs might surface, and at no time should anyone's beliefs be questioned. Remember, this is not a religion class; this is a science course, which introduces concepts that can be objectively observed or tested.