Syllabusdoc4577

CENTRAL TEXAS COLLEGE
SYLLABUS FOR BIOL 1406
GENERAL BIOLOGY
Spring 2006
Sem e s t er Hours Credit: 4
LECTURE INSTRUCTOR: Timothy Anderson, Ph.D.
LABORATORY INSTRUCTOR: Sandra Whisler
OFFICE: NS103 1 PHONE: 526- 1633
OFFICE HOURS: Tuesday- Thursday 10:30 AM -12:00 PM.
EMAIL: Timothy.And er s o n@ctcd. e d u
I. INTRODUCTION
A. General Biology 1406 is an introductory, one- semester course
survey of contemporary biology that covers the chemical basis
of life, structure and function of the cell, molecular biology,
genetics, energy flow in nature, and evolution. As a 4-credit
hour course, there are two 1-hour 20- minute lectures a week.
The corresponding laboratory requires two 1-hour 20 minute
labs.
The laboratory course provides practical experience and
reinforcement of the topics discussed in the lecture.
B. This course satisfies the Biology requirement in most curricula.
C. This course is occupationally related and serves as preparation
for careers in science.
D. Prerequisite: Minimum THEA score for math and the minimum
THEA score for reading is 240. All students must test or have
equivalent scores.
II. LEARNING OUTCOMES
Upon successful completion of this course, General Biology 1406, the
student will:
A. Work independently and cooperatively to use scientific methods
during
laboratory investigations.
B. Use critical thinking and scientific problem- solving to make
informed decisions in a real- world context.
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C. Relate evolution as the core theme of biology and understand
that evolution accounts for both the diversity and the unity of
living things.
D. Describe the structure and function of macromolecules and
recognize the role of carbon in the molecular diversity of life.
E. Explain the effects of water’s polarity.
F. Recognize that cells are the basic structure of all living things
and occur as different cell types which have specialized parts
that perform specific functions.
G. Describe the form and function of cellular membranes and relate
the importance of the structure of the plasma membrane to the
transport of materials into or out of the cell.
H. Describe the key roles of cell division. Identify the phases of the
cell cycle and be able to compare mitosis in different types of
cells.
I. Describe metabolic processes and energy transfers.
J. Demonstrate and communicate an understanding of the
structure, function, and role of nucleic acids.
K. Describe the connection between genes and proteins.
L. Examine the mechanisms of genetics in eukaryotic organisms,
viruses, and bacteria.
M. Describe and relate the practical application of DNA technology.
N. Describe the evolution of populations and identify the causes of
microevolution.
III. INSTRUCTIONAL MATERIALS
A. Required Text: Campbell, Neil A., Jane B. Reece, and Lawrence
G. Mitchell. Biology . 7th edition, Ca.: Addison Wesley
Longman, Inc., 2005. (ISBN: 0-8053- 7146- x)
B. Require Laboratory Manual: Central Texas College, Central
Texas College Laboratory Manual . Third edition. Central Texas
College, 2005.
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C. Required: Answer sheet (scantron) for each test; available at
the bookstore.
D. Suggested Materials: Pack, Phillip E. and Jerry Bobrow.
Advanced Placement Biology Examination: Preparation Guide
(Advanced Placement) .
E. Computer instructional materials:
Cyber- Ed. Inc. Multimedia CD-ROMs in the computer room,
building 150.
(Students are not required to purchase these CD-ROMs.)
Interactive Study Partner for Biology, by Campbell, Reece,
Mitchell
(Located in the jacket of the Campbell textbook.)
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IV. COURSE REQUIREMENTS:
Students are expected to put in 100% effort to understand the
concepts presented in general microbiology. This effort will include
reading the text in advance of lecture, attendance in all classes,
attentiveness and participation in class, maintenance of excellent
class notes and regular study. Details are provided below:
A. You will be given a lecture schedule which details the reading
requirements. Reading should always be done before the
corresp on din g lecture to ensure that you have the
appropriate background to understand the lecture material.
B. You must take excellent notes during class. This means much
more than simply copying anything the instructor writes on the
board. You must include enough in your notes that you could
repeat the lecture for someone else in your own words.
C. Regular and punctual attendance is essential for success in this
course. Attendance will be taken at the beginning of each
lecture and laboratory session. Students arriving LATE to class
are responsible for seeking out the instructor at the end of the
class session and amending the attendance record. Failure to
have the atten d a n c e she et amend e d , for any reason,
constitut e s an abs en c e . Students who exceed the maximum
4 permissible number of absences (as defined in the CTC
Catalog) WILL BE dismissed from the course with a grade of
“FN” . Lecture and laboratory sessions will begin promptly at
the designated hour, and students are required to be in the
classroom or laboratory on time. Students who are consistently
tardy and/or absent will be counseled and further penalties will
result if the behavior continues.
D. If you must be absent from any class meeting, it is YOUR
responsibility to find out what happened in class while you were
gone. Make friends with one or more other students in class so
that you can ask them what happened and secure any
assignments which were given during your absence. Absence
on a previous class day is NO EXCUSE for not having completed
homework for the current class. The policy governing missed
exams and quizzes is detailed below in the appropriate section.
E. This course, like most other science courses, builds on itself and
on past courses. Concepts presented at the beginning of the
course will recur, be expanded on and provide the foundation for
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later material. If you do poorly on an exam, it is important that
you go back over the material to be sure that you understand it.
If you do not, it will likely come back to haunt you later in the
course. Your exam will be available for review in the
instructors’ office for a period of 1 week following the
sched ul e d exam week.
F. Office hours are posted on your instructor’s office door. You are
welcome to come by if you have any questions about anything
in lecture, or if you wish to ask about something that interests
you. If you do not understand something, office hours are the
time and the place to be sure of getting help. If the office hours
conflict with your schedule, your instructor will make an
appointment to meet with you at a mutually convenient time.
G. The following excerpt comes from your textbook and I think you
will find it invaluable. The pyramid of learning is as follows. We
remember about:
10% of what we read
20% of what we hear
30% of what we see
50% of what we see and hear
70% of what we discuss with others
80% of what we experience personally
95% of what we teach to someone else
H. There are NO planned Extra credit possibilities.
V. METHODS OF EVALUATION
General Biology 1406 course grade is based on a total of 700 points.
LECTURE EXAM- Three @ 100 points 300 points
LAB TEST-Three @ 75 points 225 points
LONG LAB REPOR- One @ 85 points 85 points
SHORT LAB REPORT-One @ 40 points 40 points
DAILY QUIZES 100 points
FINAL LECTURE EXAM- One @ 150 points 150 points
________
COURSE TOTAL: 800 points
You may drop your lowes t grade on one Lecture exam or
Lab exam (I, II or III), but NOT both, or drop a grad e of
“0” for a miss e d exam, (100 or 75 points depen din g on
exam). If you miss an exam for any reason there is NO
dropping your lowest exam grade. All stud en t s must
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write the Final compreh e n s iv e lecture exam. There are no
exception s . All exam s must be written in your regist er e d
class time.
To keep track of your current average in the course, make a
chart for yourself showing points possible and points earned.
Divide the total points you have earned by the total possible as
of that date and find your percentage.
Assign m e n t Name Points Possible Points Earned
Determination of Semester Grade:
Percentage Points Grade
90%- 100% 700- 630 points A
80%- 89% 629- 560 points B
70%- 79% 559- 490 points C
60%- 69% 489- 420 points D
0%- 59% 419 - 0 points F
B. Make- up lecture examinations and lab examinations WILL NOT
be given! If you have a legitimate conflict with a regularly
scheduled lecture exam time, you must contact the instructor at
least 24 hours in advance to arrange to take the exam early but
not after the scheduled exam. Emergencies include any event
that causes you to miss the exam: car problems, car wrecks, sick
children, being sick yourself, oversleeping……….etc.
C. All exams are announced in advance; a complete schedule is
contained in the course syllabus. You must write the exam
during the lab or lecture time for which you are officially
registered. There are no exceptions.
Exams are primarily graded by Scantron machine (100AS).
Bring a Scantron sheet to each exam. If ever there is a
discrep a n c y betw e e n an answ er in your exam booklet and
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an answ er on your Scantron shee t, the answ er on your
Scantron shee t will be used.
D. Bonus 21 points (3%)
The instructor has the right to add from 0 to 3% to your final
grade based on your attendance, participation, and
preparedness for both lecture and lab classes. This is earned
and is not a guarantee to anyone.
VI. NOTES AND ADDITIONAL INSTRUCTIONS FROM THE
INSTRUCTOR
A. Instructor’s Office Hours: Students are welcome to visit the
instructor in his office (NS 1031) during his regularly scheduled
office hours (listed in p. 1 of this syllabus).
B. Contacting the Instructor: The instructor may be reached during
his regularly scheduled office hours at 526- 1633. When the
instructor is not in his office, messages may be left with the
Science Department secretary or on the Science Department
answering machine at 526- 1288. Students will refrain from
calling the instructor at his home.
C. Unethical Behavior: Cheating in any form will not be tolerated.
Individuals observed to be cheating on an examination will
receive a grade of zero on that particular examination. Giving
information about an examination to someone who has not yet
taken the examination is considered a form a cheating.
Likewise, seeking information from an individual who has
already taken the examination is considered a form of cheating.
Individuals observed to be giving or seeking such information
will receive a grade of zero on that particular examination.
D. Arriving Late to Take and Examination: Students will have a
maximum of one hour and 20 minutes to take lecture exams
(two hours for the final exam) and one hour and 20 minutes to
take laboratory exams, starting with the time that the exam
booklets are passed out. Students arriving late to take an
examination will not be given any additional time to take the
exam; they will return their exam booklets at the same time as
students who arrived on time.
E. Course Withdrawal: It is the student’s responsibility to officially
withdraw from a course if circumstances prevent attendance.
Any student who desires to, or must, officially withdraw from a
course after the first scheduled class meeting must file a Central
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Texas College Application for Withdrawal (CTC Form 59). The
withdrawal form must be signed by the student.
CTC Form 59 will be accepted at any time prior to Friday of the
12 th
week of classes during the 16- week fall and spring
semesters. The deadline for sessions of other lengths is:
10- week sessions Friday of the 7 th
week
8 – Week sessions Friday of the 6 th
week
5 - Week sessions Friday of the 3 rd
week
The equivalent date (75% of the semester) will be used for
sessions of other lengths. The specific last day to withdraw is
published each semester in the Schedule Bulletin. A student who
officially withdraws will be awarded the grade of “W” provided
the student’s attendance and academic performance are
satisfactory at the time of official withdrawal. Students must file
a withdrawal application with the College before they may be
considered for withdrawal.
A student may not withdraw from a class for which the instructor
has previously issued the student a grade of “FN” for
nonattendance.
F. Administrative Withdrawal: An administrative withdrawal may be
initiated when the student fails to meet College attendance
requirements. The instructor will assign the appropriate grade
in CTC Form 59 for submission to the registrar.
G. Incomplete Grade: The College catalog states, “An incomplete
grade may be given in those cases where the student has
completed the majority of the coursework but, because of
personal illness, death in the immediate family, or military
orders, the student is unable to complete the requirements for a
course. …”Prior approval from the instructor is required before
the grade of “IP” for Incomplete is recorded. A student who
merely fails to show for the final examination will receive a zero
for the final and an “F” for the course.
H. Cellular Phone s and Beepers : Cellular phones and
beepers will be turned off while the student is in the classroom
or laboratory. If your cell phon e rings or buzze s while
taking an exam consid er your exam finish ed at that time
and I will collect it . If there is a reason why you should be
contacted leave your number with Student Life Services, 254-
526- 1258 , and they will come to notify you. Under no
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circumstances should you ever leave the classroom to take a
call. If you do leave the class you will be marked absent for that
days’ attendance records and not permitted to return.
I. Americans with Disabilities Act (ADA): Students requiring
accommodations for disabilities are responsible for notifying the
instructor. Reasonable accommodations will be granted in full
compliance with federal and state law and Central Texas College
policy.
J. Instructor Discretion: The instructor reserves the right of final
decision in course requirements.
K. Civility: Individuals are expected to be cognizant of what a
constructive educational experience is and respectful of those
participation in a learning environment. Failure to do so can
result in disciplinary action up to and including expulsion. Any
type of student behavior that interferes with the rights of fellow
students will not be tolerated, and students engaging in such
behavior will be asked to leave the classroom. Such behavior
includes, but is not limited to, (1) incessant chatting with a
fellow student will other students are attempting to hear the
instructor, (2) popping bubble gum, and (3) habitually asking
irrelevant questions. Civility includes the following:
• Being in class on time
• Staying in class for the entire class period
• Leaving class early only after informing your instructor –
prior to class – of an unavoidable conflict requiring your
early departure; if possible, position yourself close to the
door for minimum disruption of the class
• Making sure your cellular phone is turned off, so that it
does not ruing during the class
• Avoiding such uncivil conduct as talking, sleeping, reading
papers/magazines, or working on some other class
homework assignment
• Using socially acceptable language in classroom
discussions
• Not making disparaging or degrading remarks about other
students
L. Letters of Reference: Letters will be written on a case by case
basis.
BIOL 1406 page 9

M. Appointments: If you have an appointment it must be scheduled
outside class time. Do not show up for a class and then ask to
leave early. Most appointments are known in advance and it is
YOUR responsibility to adjust your schedule accordingly. If this
is not possible you may still receive credit for the missed lecture
or lab by attending another scheduled section.
VII. COURSE OUTLINE
A. LESSON ONE: (Biochemistry: Chapters 1-5)
1. Learning Outcomes : Upon successful completion of this
lesson, the student will:
a. Explore the levels of biological organization.
Chapter One
b. Identify the eleven themes that unify biology and
indicate their importance. (Table 1.1)
c. Understand that evolution accounts for life’s unity
and diversity.
d. Describe how biologists use various forms of inquiry
to explore life.
e. Describe an atom in terms of particle charge, atomic
number, atomic weight and valence. Chapter Two
f. Identify the major elements found in living things.
g. Apply the rules that govern the energy levels of
electrons for the first eighteen elements.
h. Describe and recognize covalent and ionic bonding.
i. Recognize the importance of molecular bonding and
distinguish among strong and weak bonds and give
examples of each.
j. Describe how chemical reactions make and break
chemical bonds.
k. Distinguish between polar and nonpolar molecules
and relate polarity to the behavior of that molecule.
Chapter 3
l. Describe how the unique chemical and physical
properties of
water influence life on earth.
m. Recognize the reactions of acids, bases, and buffers
in aqueous solutions.
n. Recognize the role of carbon in the molecular
diversity of life, its characteristics, and its various
forms of organizational groups. Chapter 4
o. Identify the basic functional groups found in
macromolecules.
p. Define molarity.
q. Describe the structure and function of the four
macro - molecules and recognize examples for each
BIOL 1406 page 10

group. Chapter 5
r. Define polymers, monomers, dehydration synthesis
and hydrolysis and relate them to their role in the
synthesis and breakdown of macromolecules.
s. Recognize and give examples of four levels of
protein conformations and relate them to
denaturation.
2. Learning Activities:
This Learning outcome will be evaluated in Unit One Test.
3. Equipment and Materials:
Cyber Ed. Inc. Multimedia CD-ROM: Biochemistry
Textbook: Chapters 1-5
B. LESSON TWO: The Cell
1. Learning Outcomes:
Upon successful completion of this lesson, the student will:
a. Compare the relative size of various cells. Chapter 6.
b. Compare eukaryotic and prokaryotic cells.
c. Describe the structure and function of the cell wall in
prokaryotic cells and eukaryotic cells having a cells
wall.
d. Describe the location of the cell’s genetic
instructions and the location of protein synthesis.
e. Describe the endome mbrane system of eukaryotic
cells.
f. Identify the structure, composition, and function of
cell organelles.
g. Relate structure to function in various eukaryotic cell
types.
h. Compare and contrast the structures of plant and
animal cells; identifying the structures unique to
plant cells.
i. Describe the structure and functions of the
cytoskeleton.
2. Learning Activities: This Learning outcome will be
evaluated in Unit One Test.
3. Equipment and Materials;
Cyber Ed. Inc. Multimedia CD-ROM: Inside the Cell
Textbook Chapter 6
C. LESSON THREE: The Plasma Membrane
1. Learning Outcomes: Upon successful
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completion of this lesson, the student will:
a. Identify the components of the fluid mosaic model of
the cell membrane and describe the various roles of
the various proteins found in and on the cell
membrane. Chapter 7
b. Describe the role of carbohydrates on the external
side of the plasma membrane.
c. Describe how membrane structure results in
selective permeability.
d. Define passive transport and active transport
processes. List the types of passive and active
transport.
e. Relate the processes of active and passive transport
to the maintenance of cellular homeostasis.
f. Compare hypertonic, hypotonic, and isotonic
solutions and predict the path of movement of water
and solutes in given examples.
g. Describe how solute size and molar concentration
affect the
process of diffusion through a selectively permeable
membrane.
h. Relate osmotic potential to solute concentration and
water potential.
i. Describe the effects of water gain or loss in animal
and plant cells.
j. Describe bulk transport across the plasma
membrane.
k. Describe the extracellular matrix of animal and plant
cell.
2. Learning Activities :
Evaluation of these Learning Outcomes will be Part of Unit
Two Test.
3. Equipment and Materials
Computer Materials:
Cyber Ed. Inc. Multimedia CD-ROM: Inside the Cell;
Plasma Membrane & Cellular Transport
Textbook Chapter 7.
D. LESSON FOUR: Introduction to metabolism
Upon successful completion of this lesson, the student will:
a. Understand the law of thermodyna mics that govern
an organism’s metabolism
b. Describe exergonic reactions and endergonic
BIOL 1406 page 12

reactions.
c. Describe the structure and function of ATP and
relate how ATP powers cellular work.
d. Describe an enzyme in terms of its function in
chemical reactions, and their substrate/product
relationship.
e. Identify the effect on initial reaction rates produced
by changes in temperature, pH, enzyme
concentration, and substrate concentration.
f. Describe and recognize examples of the following
terms related to enzymes: active site, cofactors,
competitive inhibitors, noncompetitive inhibitors.
g. Describe how the regulation of enzyme activity helps
control metabolism.
2. Learning Activities : The Learning outcomes will be
evaluated in Test Two.
3. Equipment and Materials :
Computer assignment:
Cyber Ed. Inc. Multimedia CD-ROM: Enzymes
Textbook Assignment: Chapters 8.
E. LESSON FIVE: Cellular Respiration
lesson, the student will:
a. Describe the role of cellular respiration in the cell’s
energy cycle.
b. Write a summarized formula for cellular respiration.
c. Describe how catabolic pathways yield energy
during cellular respiration.
d. Explain the role and importance of REDOX reactions
in metabolism.
e. Describe the stages of cellular respiration: glycolysis,
citric acid cycle, and oxidative phosphorylation;
electron transport and chemiosmosis. Describe
where these processes occur.
f. Give the major steps of glycolysis and identify the
enzyme responsible for the catalysis of each step.
g. Describe the Citric Acid Cycle.
h. Understand the role of FAD and NAD in the process
of respiration.
i. Describe the pathway of electron transport.
j. Describe how the mitochondrial membrane couples
electron transport to oxidative phosphorylation.
Understand the importance of the proton- motive
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force
k. Describe how the catabolism of carbohydrates,
proteins, and fats relates to cellular respiration and
identify when they enter the Citric Acid Cycle.
l. Identify the number of ATP molecules produced
during each
phase.
m. Describe alcohol fermentation and lactic acid
fermentation and other related processes.
n. Compare the end products of aerobic and anaerobic
respiration and identify the types of organisms
employing each.
These learning outcomes will be evaluated during Unit
Two Test.
Cyber Ed Inc. Multimedia: Respiration
Textbook: Chapter 9
F. LESSON SIX: (Photosynthesis)
lesson, the student will be able to:
a. Distinguish between autotrophic and heterotrophic
nutrition.
b. Relate chloroplastic structures to their function.
c. Write a summary equation for photosynthesis
d. Identify the two stages of photosynthesis.
e. Explain the role of REDOX reactions in
photosynthesis .
f. Describe the electromagnetic spectrum and relate
how visible light drives photosynthesis.
g. List the wavelengths of light that are most effective
for photosynthesis.
h. Explain what happens when chlorophyll or accessory
pigments absorb photons.
i. Describe a tentative model for the organization of
the thylakoid membrane.
j. Explain the components of photosyste ms I and II,
and explain their function.
k. Trace electron flow through photosystem II and I.
l. Describe how the Light Reaction converts solar
energy to the chemical energy of NADPH and ATP.
m. Describe how the Calvin Cycle uses ATP and NADPH
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to convert CO2 to sugar.
n. Summarize the carbon- fixing reactions of the Calvin
cycle and describe changes that occur in the carbon
skeleton of the intermediates. Relate the role of CO2
and RuBP.
o. Compare cyclic and noncylic electron flow and
explain the relationship between these components
of the light reaction.
p. Describe chemiosmosis and where it occurs.
q. Describe photophosphorylation in chloroplasts.
2. Learning Activities
These learning outcomes will be evaluated in Unit Three
Test.
Cyber Ed. Inc. Multimedia: Photosynthesis
Textbook: Chapter 10
. G. LESSON SEVEN: The Cell Cycle
lesson, the student will be able to:
a. Identify the cellular organization of the genetic
material in eukaryotic cells.
b. Describe the functions of cell division and relate that
cell division distributes identical sets of
chromosomes to daughter cells.
d. Describe the phases of the cell cycle. Identify
structures found in each phase.
e. Discuss how the mitotic spindle distributes
chromosomes to daughter cells.
f. Describe cytokinesis and discuss the differences in
plant and
animal cells.
g. Describe cell division in prokaryotic cells.
h. Describe internal and external cues that help
regulate the cell cycle and describe what happens
when those cellular signals go wrong.
These Learning outcomes will be evaluated in Unit Three
Test
Cyber Ed. Inc. Multimedia CD-ROM: The Cell Cycle
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H. LESSON EIGHT: Meiosis and Sexual Life Cycles
Upon successful completion of this lesson, the student
should be able to:
a. Define genes and relate how offspring acquire
genes.
b. Describe the role of meiosis in sexual life cycles.
c. Describe the process of meiosis and identify
significant events in each stage
d. Describe synapses, tetrad, chiasma, sister
chromatids and crossing over. Know when they
occur.
e. Discuss the origins of genetic variation and discuss
its importance in the evolutionary mechanism of
natural selection.
f. Describe the haploid and diploid condition in cells.
g. Compare the results of meiosis in plants and
animals.
h. Define homologous chromosomes, fertilization, and
zygote.
i. Compare asexual reproduction and sexual
reproduction.
j. Compare mitosis and meiosis.
k. List the events that occur during the reproductive
cycle that result in genetic recombination.
These Learning outcomes will be evaluated in Unit Three
Test.
Cyber Ed. Inc. Multimedia: The Cell Cycle
I. LESSON NINE: Mendel and the Gene Idea
1. Learning Outcomes :
Upon successful completion of this lesson, the student will
be able to:
a. Discuss how Mendel brought an experimental and
quantitative approach to genetics.
b. Discuss the significance of Mendel’s discoveries to
the knowledge of genetics.
c. Describe Mendel’s First Law and Second Law and
BIOL 1406 page 16

relate the consequences of those laws to genetics.
Describe the application of the multiplicative law.
d. Construct a model for a monohybrid cross and a
dihybrid cross and evaluate the results.
e. Define alleles, homozygous, heterozygous, recessive
and dominant.
f. Describe dominance relationships and gene
interactions.
g. Discuss the relationship between genotype and
phenotype.
h Describe Incomplete Dominance, Codominance &
Multiple alleles. Give examples of each. Construct
and analyze a Punnett Square for each when given
specific information.
i. Describe recessively inherited disorders and
dominantly inherited disorders.
j. Discuss the chromosomal basis for Mendel’s laws
k. Identify sex chromosomes and relate this to sex-
linked conditions
l. Discuss the influences of the environment,
development, sex, and age on a genotype that may
result in different phenotypes.
m. Describe the significance of pleiotrophy and
epistasis.
n. Analyze a pedigree that reveals Mendelian patterns
in human inheritance.
o. Discuss the significance of the alteration of
chromosome number and list some examples of
human disorders due to chromosomal alterations.
p. Describe a Barr body and describe the impact it may
have on phenotype.
The Learning outcomes will be evaluated in Unit Three
Test.
Textbook: Chapters 14 & 15
Cyber Ed CDRom: Mendel’s Principles of Heredity
Investigating Heredity
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J. LESSON TEN: The Molecular Basis of Inheritance
1. Learning Outcomes :
be able to:
a. Describe the molecular structure of DNA and relate
the
importance of the pairing of the nitrogenous bases.
Name the type of bond between the bases and
discuss the significance.
b. Describe the structure of a nucleotide.
c. Relate the term antiparallel to the structure of DNA.
d. Describe the 5’ and 3’ end of a DNA molecule.
e. Describe how existing DNA serve as a template for
new complementary strands.
f. Describe the steps in replication, the enzymes
involved, and other proteins assisting in DNA
Replication. Identify where and when replication
occurs.
g. List and describe the major enzymes that proofread
DNA during its replication and repair damage in
existing DNA.
h. Describe the structure of RNA, list the three types of
RNA, and discuss the function of each type.
i. List the two main processes linking genes to protein.
j. Describe how nucleotide triplets specify specific
amino acids.
k. Describe the synthesis and processing of RNA during
transcription. Describe where it occurs.
l. Describe how eukaryotic cells modify RNA after
transcription.
m. Describe how translation is a RNA-directed process
and results in the synthesis of a polypeptide.
n. Describe the significance of the structure and the
function of transfer RNA in translation.
o. Identify the parts of the cell where translation occurs
and the cell organelles involved.
p. Describe the anatomy of a ribosome. Identify the A
site and the P site of a ribosome and describe their
function during translation.
q. Describe how a polypeptide becomes a functional
protein.
Describe the role of signal peptides in eukaryotic
cells.
r. Define mutation and describe several types that
occur in cells. Describe the effect of mutations.
BIOL 1406 page 18

These objectives will be evaluated in Unit Four Test.
Cyber Ed. Inc. Multimedia: DNA: The Molecule of Life
Cyber Ed. Inc. Multimedia: From DNA to Protein
Textbook: Chapter 16- 17
K. LESSON ELEVEN: The Genetics of Viruses and Bacteria & DNA
technology
1. Learning Outcomes
be able to:
a. Describe a typical virus and summarize the two
basic reproductive cycles.
b. Describe reproductive cycles of animal viruses.
c. Discuss the ongoing evolutionary relationship
between viruses and the genomes of their host cells.
d. Describe animal and plant pathogens.
e. Describe the diverse modes of infection and
replication in bacteria.
f. Describe the typical bacteria and discuss binary
fission.
g. Relate how rapid proliferation, structure of
chromosomes, and mutations affect the population
genetics of bacteria.
h. Describe genetic recombination in bacteria.
i. Describe the control of gene expression in bacteria
and explain how it affects the metabolism of
bacteria.
j. Describe how DNA technology makes it possible to
clone genes for basic research and commercial
application.
k. Define restriction enzymes and describe how they
are used to make recombinant DNA.
l. Discuss how genes can be cloned in recombinant
DNA vectors and the role of plasmids in that
process .
m. Define microevolution and recognize the role of
alleles.
2. Learning Activities
The Learning objectives will be evaluated in Unit Four Test.
BIOL 1406 page 19

Cyber Ed. Inc. Multimedia:
Viruses and Bacteria, Genetic Engineering, and
Evolution : Microevolution
Textbook: Chapter 18 & 20.
BIOL 1406 page 20

STUDY SKILLS
Studies show that at least three different techniques are required to commit
short term memory to long term memory. To commit information to long
term memory, follow these suggestions:
1. Attend lecture class and be on time. Missing just one lecture class
can lower your next test score.
2. Read the assignments in the textbook. This will familiarize you with
the terms and the alternate definitions.
3. Take good lecture notes. Since you cannot write every word from
the Power- Point presentation, copy underlined phases. Rewrite you
lecture notes within 24 hours adding definitions, diagrams, and
explanations from the textbook.
4. Study three hours for every one hour in class. Study daily rather
than waiting until the night before the test. If you were taking a
math course, you would not wait until the night before a test to do
all of your homework.
5. Actively participate in laboratory assignments. Laboratories consist
of the same materials covered in lecture, so reading the lab manual
is another way of accessing information. Answer the pre- lab and
post- lab questions.
6. Utilize the various CD-ROMs. The animations, practice tests, and
diagrams will be essential to your understanding of the concepts.
BIOL 1406 page 21

Lecture Schedule
Week 1 January 9 Course Introduction, Chapter 1
Week 2 January 16 Chapters 2, 3, and 4
Week 3 January 23 Chapter 5, TEST I
Week 4 January 30 Chapter 6
Week 5 February 6 Chapter 7
Week 6 February 13 Chapter 8, 9
Week 7 February 20 Chapter 9
Week 8 February 27 TEST II/Chapter 10
Week 9 March 6 Chapter 10, 12
Week 10 March 13 SPRING BREAK
Week 11 March 20 Chapter 12, 13
Week 12 March 27 Chapter 14
Week 13 April 3 Chapter15/ TEST III
Week 14 April 10 Chapter 16, 17
Week 15 April 17 Chapter 17
Week 16 April 24 Chapter 18
Week 17 May 1 FINALS WEEK
BIOL 1406 page 22

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