This document provides information about a Molecular Biology Primer course offered at UC Berkeley in Fall 2016. The course is intended to provide an introduction to laboratory techniques in molecular biology. It will cover topics like cloning, cell culture, immunofluorescence, and protein assays. The goal is to prepare students for undergraduate research experiences by teaching them common skills and concepts expected in biology labs. The course will involve lectures, activities, homework assignments, and a final group presentation and research paper on an advanced molecular biology technique. Taking the course will benefit students seeking research opportunities by giving them a strong foundation in molecular biology skills and concepts.
This document provides information about a primer course on molecular biology taught at UC Berkeley. The course aims to introduce students to common laboratory techniques in molecular biology, such as PCR, cloning, cell culture and transfection. It will help students develop a strong foundation in molecular biology and facilitate their transition into research laboratories. The course involves lectures, activities and assignments, including a final presentation. It is graded on a pass/no pass basis based on attendance, participation, homework, a research paper, and the final project.
A Primer on Molecular Biology, Spring 2016 SyllabusBillal Ahmed
This document provides information about a primer course on molecular biology taught at UC Berkeley in Spring 2016. The course aims to introduce students to basic laboratory techniques in molecular biology, such as PCR, cloning, cell culture and transfection. It will prepare them for research experiences in university laboratories. The course involves lectures, activities, homework assignments, a research paper, and a final student presentation project. Taking the course will benefit students who wish to pursue research and provide a foundation for advanced science courses.
The document describes the Small World Initiative, a program that engages undergraduate students in crowdsourced research to discover new antibiotics. Students in introductory biology courses collect soil samples to isolate and identify antibiotic-producing bacteria. They upload their results to a shared database for analysis. The goal is to address the global problem of antibiotic resistance while enhancing STEM education. Over 20 colleges piloted the Small World Initiative curriculum, customizing it for their specific courses and student populations. Initial assessment found that students gained research skills and were more engaged than in traditional labs.
This document provides the syllabus for the Biology 100 lecture course titled "Great Experiments in Biology" being offered during the second summer session of 2008. The course will be taught on Mondays and Wednesdays from 5:30-8:40PM in Hurst 2. It will cover fundamental biological principles and topics through lectures and hands-on laboratory experiments. Students will be assessed through quizzes, lab reports, worksheets, and a terrarium presentation. The grading scale and policies on attendance, late assignments, and academic integrity are also outlined.
This syllabus outlines the course plan, instructor contact information, textbook requirements, assessments, grading criteria, policies, and tentative schedule for BIO 181 General Biology 1, a 4-credit course taking place from August 19th through December 9th, 2013. The course will cover biological principles at the molecular, cellular, and organismal levels through 16 weekly topics. Assessments will include 11 online quizzes, 4 proctored exams, and 15 online labs. The instructor's contact information, office hours, late policy, academic integrity policy, and disability support services are provided.
This syllabus outlines the course Biology 495 (Aquatic Entomology and Water Pollution) which will be taught in the spring 2006 semester. The course will meet on Tuesdays and Thursdays from 8:00-9:20AM for lecture and Tuesdays from 6:00-9:00PM for the laboratory component. The instructor is Dr. Jorge A. Santiago-Blay and his contact information is provided. The course will cover topics related to aquatic insects and their use as indicators of water pollution. Students will be assessed through exams, quizzes, homework, and class participation. Resources and policies are also outlined.
Santiago blay intro. biology, non-science majors spring-2010_syllabus_1suzshaff
This document provides information about the laboratory portion of the Biology 105 course, including instructor details, policies, grading, and required materials. The laboratory will develop skills in dissection, analysis, and data collection, paralleling lecture topics. Students must attend all classes and take assessments on time, contacting the instructor if they miss due to documented emergencies or conflicts. The laboratory score will be based on quizzes, a report, and presentation, with no extra credit offered.
Biology 301 Umuc Online Non Science Majorssuzshaff
This syllabus provides information for a course on human health and disease. It outlines the faculty contact, required materials, course description and goals. The course will survey mechanisms of disease and how they affect major organ systems. Emphasis will be placed on prevention through risk factor control and early detection. Students will learn about cell and tissue structure/function, as well as the roles of genes, proteins and cells in health and disease. Grading will be based on homework, discussions, a research paper and final exam. Academic integrity and late policies are also addressed.
This document provides information about a primer course on molecular biology taught at UC Berkeley. The course aims to introduce students to common laboratory techniques in molecular biology, such as PCR, cloning, cell culture and transfection. It will help students develop a strong foundation in molecular biology and facilitate their transition into research laboratories. The course involves lectures, activities and assignments, including a final presentation. It is graded on a pass/no pass basis based on attendance, participation, homework, a research paper, and the final project.
A Primer on Molecular Biology, Spring 2016 SyllabusBillal Ahmed
This document provides information about a primer course on molecular biology taught at UC Berkeley in Spring 2016. The course aims to introduce students to basic laboratory techniques in molecular biology, such as PCR, cloning, cell culture and transfection. It will prepare them for research experiences in university laboratories. The course involves lectures, activities, homework assignments, a research paper, and a final student presentation project. Taking the course will benefit students who wish to pursue research and provide a foundation for advanced science courses.
The document describes the Small World Initiative, a program that engages undergraduate students in crowdsourced research to discover new antibiotics. Students in introductory biology courses collect soil samples to isolate and identify antibiotic-producing bacteria. They upload their results to a shared database for analysis. The goal is to address the global problem of antibiotic resistance while enhancing STEM education. Over 20 colleges piloted the Small World Initiative curriculum, customizing it for their specific courses and student populations. Initial assessment found that students gained research skills and were more engaged than in traditional labs.
This document provides the syllabus for the Biology 100 lecture course titled "Great Experiments in Biology" being offered during the second summer session of 2008. The course will be taught on Mondays and Wednesdays from 5:30-8:40PM in Hurst 2. It will cover fundamental biological principles and topics through lectures and hands-on laboratory experiments. Students will be assessed through quizzes, lab reports, worksheets, and a terrarium presentation. The grading scale and policies on attendance, late assignments, and academic integrity are also outlined.
This syllabus outlines the course plan, instructor contact information, textbook requirements, assessments, grading criteria, policies, and tentative schedule for BIO 181 General Biology 1, a 4-credit course taking place from August 19th through December 9th, 2013. The course will cover biological principles at the molecular, cellular, and organismal levels through 16 weekly topics. Assessments will include 11 online quizzes, 4 proctored exams, and 15 online labs. The instructor's contact information, office hours, late policy, academic integrity policy, and disability support services are provided.
This syllabus outlines the course Biology 495 (Aquatic Entomology and Water Pollution) which will be taught in the spring 2006 semester. The course will meet on Tuesdays and Thursdays from 8:00-9:20AM for lecture and Tuesdays from 6:00-9:00PM for the laboratory component. The instructor is Dr. Jorge A. Santiago-Blay and his contact information is provided. The course will cover topics related to aquatic insects and their use as indicators of water pollution. Students will be assessed through exams, quizzes, homework, and class participation. Resources and policies are also outlined.
Santiago blay intro. biology, non-science majors spring-2010_syllabus_1suzshaff
This document provides information about the laboratory portion of the Biology 105 course, including instructor details, policies, grading, and required materials. The laboratory will develop skills in dissection, analysis, and data collection, paralleling lecture topics. Students must attend all classes and take assessments on time, contacting the instructor if they miss due to documented emergencies or conflicts. The laboratory score will be based on quizzes, a report, and presentation, with no extra credit offered.
Biology 301 Umuc Online Non Science Majorssuzshaff
This syllabus provides information for a course on human health and disease. It outlines the faculty contact, required materials, course description and goals. The course will survey mechanisms of disease and how they affect major organ systems. Emphasis will be placed on prevention through risk factor control and early detection. Students will learn about cell and tissue structure/function, as well as the roles of genes, proteins and cells in health and disease. Grading will be based on homework, discussions, a research paper and final exam. Academic integrity and late policies are also addressed.
Organochlorine Pesticides in Fruits & Vegetables v2zq
Organochlorine Pesticides in Fruits & Vegetables - Resources for Healthy Children www.scribd.com/doc/254613619 - For more information, Please see Organic Edible Schoolyards & Gardening with Children www.scribd.com/doc/254613963 - Gardening with Volcanic Rock Dust www.scribd.com/doc/254613846 - Double Food Production from your School Garden with Organic Tech www.scribd.com/doc/254613765 - Free School Gardening Art Posters www.scribd.com/doc/254613694 - Increase Food Production with Companion Planting in your School Garden www.scribd.com/doc/254609890 - Healthy Foods Dramatically Improves Student Academic Success www.scribd.com/doc/254613619 - City Chickens for your Organic School Garden www.scribd.com/doc/254613553 - Huerto Ecológico, Tecnologías Sostenibles, Agricultura Organica www.scribd.com/doc/254613494 - Simple Square Foot Gardening for Schools - Teacher Guide www.scribd.com/doc/254613410 - Free Organic Gardening Publications www.scribd.com/doc/254609890 ~ pesticideresearch.com
This document provides administrative and instructional details for a Life Sciences module, including:
- Contact information for the lecturer, Ms. J. Williamson, and department secretary.
- General student responsibilities and policies around attendance, assignments, and sick tests.
- An introduction to the module's purpose of teaching life science content to FET learners and list of learning outcomes.
- An outline of the module's content covering human body systems, plant hormones, and teaching strategies.
- Details on assessment composition, requirements, and schedule.
This document provides a syllabus for an AP Biology course taught at BrainworX Academy during the 2020-2021 school year. The course will meet daily from August 3, 2020 to May 21, 2021 in room 206 of the CTECH building. The instructor is Tim Welsh, who can be contacted by cell phone or email. The course aims to develop students' skills in collaboration, preparation for work and higher education, and innovation in biology. Key topics covered include evolution, biological systems, heredity, and interactions with the environment. Students will learn through inquiry-based labs and applying scientific practices to enduring understandings and big ideas. Formative and summative assessments will evaluate students' mastery of concepts and application of skills
This document provides the syllabus for the STEM 352: STEM 2 course offered at Teachers College of San Joaquin. The syllabus outlines the dates, times, instructor contact information, course description, learning outcomes, assignments, grading policy, schedule, and expectations for the course. The course focuses on examining STEM curriculum, active learning strategies, and student assessment. Students will learn STEM education pedagogy and make connections between STEM education and Common Core and NGSS standards. The syllabus provides the framework and requirements for students to develop skills in STEM curriculum design and instruction.
This document provides the course syllabus for an introductory biology course at UIST Ohrid. The syllabus outlines general course information including the instructor, credit hours, textbooks, course objectives, student learning outcomes, methods of instruction and assessment, grading policies, and course requirements. The main goals of the course are for students to understand key biological concepts and be able to relate biology to everyday life. Students will be evaluated based on exams, tests, lab reports, and assignments.
This document provides the syllabus for the STEM 352: STEM 2 course offered at Teachers College of San Joaquin. The syllabus outlines the dates, times, instructor contact information, course description, learning outcomes, assignments, grading policy, schedule, and expectations for the course. The course focuses on examining STEM curriculum, active learning strategies, and student assessment. Students will learn STEM education pedagogy and make connections to Common Core and Next Generation Science Standards. The course uses a design thinking model and has students complete a course project applying the model to develop a STEM lesson plan.
This document contains the syllabus for the STEM 352: STEM 2 course offered at Teachers College of San Joaquin. The syllabus outlines the dates, instructor contact information, course description, learning outcomes, assignments, grading policy, schedule, and policies for the course. The course focuses on examining STEM curriculum and pedagogy through labs, a field trip, and a culminating individual course project applying design thinking to develop a STEM experience aligned with academic standards.
Kurt Haubold has experience teaching both high school and college students. He has a Master's in Education from the University of Southern California and has worked as a volunteer teacher aide and student teacher at Boulder Preparatory High School. He is currently helping a college student with algebra and geometry classes while seeking a permanent teaching position.
This document provides a syllabus for a STEM education course offered by Teachers College of San Joaquin. The syllabus outlines the course objectives, which include describing STEM pedagogy, identifying connections to education standards, and constructing STEM lessons. It also details assignments, grading policies, and a schedule of topics. The course will examine STEM curriculum and teaching strategies, and require students to complete a course project applying design-thinking processes to develop a STEM experience aligned with academic standards.
The document provides information on the Master Course in Plant and Animal Biotechnology offered at the University of Udine in Italy. The objective of the 2-year program is to educate students in key concepts and technologies in biotechnology and provide them with leadership skills to work in the field. The course covers topics such as biotechnology regulations, animal reproduction, genomics, plant and animal molecular nutrition, plant biotechnology, and more. Students gain knowledge and skills through lectures, laboratory work, and a final thesis project. The course is taught entirely in English to provide an international educational experience.
BIO1100, Non-Majors Biology 1
Course Description
Study of the principles of biology including the scientific method, cell theory, cellular process, theories of heredity and
evolutionary theory, ecology, human physiology, and a survey of the diversity of organisms.
Prerequisites
None
Course Textbook
Belk, C., & Meier, V. B. (2013). Biology: Science for life with physiology (4th ed.). Upper Saddle River, NJ: Prentice Hall.
Note: Unit Assignments, excluding Discussion Boards, will be completed in MasteringBiology. Access is provided through
a link on the Blackboard Course Menu.
Course Learning Objectives
Upon completion of this course, students should be able to:
1. Analyze scientific information and apply it to aspects of living organisms and the environment.
2. Differentiate among the various processes that occur in living organisms.
3. Relate chemistry and chemical processes to living organisms.
4. Identify structures and functions of the human body.
5. Evaluate various disease states of the human body.
6. Relate the importance of plants to living organisms and the environment.
7. Evaluate evolution and natural selection to the origin of life.
8. Evaluate the effect of various human practices on the environment.
9. Relate genetics and scientific research to human lives.
10. Conduct virtual lab simulations and experiments.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Objectives: Each unit contains Unit Learning Objectives that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Written Lectures: Each unit contains a Written Lecture, which discusses lesson material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in each unit to aid
students in their course of study.
5. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular
attention to Key Terms as they represent important concepts within the unit material and reading.
6. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications
regarding these assignments are provided in the Academic Policies listed in the Course Menu bar.
BIO 1100, Non-Majors Biology
Course Syllabus
BIO1100, Non-Majors Biology 2
7. Unit Assessments: This course contains eight Unit Assessments, one to be completed at the end of each unit.
Assessments are composed of multiple choice and written response questions.
8. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or
course content related questions.
9. Student Break Room: This communication forum allows for casual conversation with your cla ...
ScienceSchool of Science and TechnologySCIN130Introduc.docxbagotjesusa
Science
School of Science and TechnologySCIN130
Introduction to Biology with Lab4 Credit Hours
8 Week Course
Prerequisite(s): None
Table of Contents
Instructor Information
Evaluation Procedures
Course Description
Grading Scale
Course Scope
Course Outline
Course Objectives
Policies
Course Delivery Method
Academic Services
Course Materials
Selected Bibliography
Course Description (Catalog)
SCIN130 Introduction to Biology w/ Lab (4 Credits) This course introduces students to the biological systems within their associated environments. The course furnishes an understanding of biological principles and the properties of life. Topics covered in this course include the structure and function of plants and animals, cell biology principles, genetics, reproduction, development and growth, biological diversity, principles of evolution, and interactions among organisms and with their environment. Online laboratory experiences are incorporated which are designed to correspond to, complement, and reinforce the concepts presented in the assigned reading material. The lab involves study through interactive simulations, videos, and animations which will be provided to the student in the form of exercises provided throughout the semester.
Table of Contents
Course Scope
This course is an introduction to the biological systems within their associated environments. It includes a basic introduction to biological systems, the interaction of these systems, and the structure and function of cells and animal organ systems. Because it is a survey course of a broad subject, it will out of necessity cover each topic with a broad brush. Specific topics will include basic principles in the study of life, cells and how they transform energy, DNA and cell reproduction, biological diversity and its evolution, anatomy and physiology of plants, anatomy and physiology of the various animal organ systems, ecology, and the biosphere. In addition to utilizing the assigned biology electronic text, this course is combined to include a virtual laboratory component which uses simulated laboratories to provide the student with a deeper and practical understanding of the basic principles of biology. Unlike an actual laboratory class, with beakers and test tubes, you are able to repeat labs as often as you like, perform experiments without harming live animals, and conduct experiments that may be difficult to perform in an actual lab environment due to time, cost, or location. This course promises to give you a much greater understanding of the complexities that are the study of life.
Table of Contents
Course Objectives
The successful student will fulfill the following learning objectives:
CO-1 Describe the approaches used and the basic tenets of the science of biology.
CO-2 Identify the principles of evolution.
CO-3 Describe the structure and division of living cells.
CO-4 Explain DNA biology and how it influences cancer and other diseases.
CO-5 Compare and contr.
This document is a syllabus for a general biology course taught online by Dr. Matt Pearcy from January to May 2015. The syllabus outlines instructor contact information, course details including credits, description and materials, learning outcomes, assessments including exams and quizzes, grading criteria, policies on attendance, withdrawals, academic integrity, disability support, and preventing harassment. The course covers key biology topics like cells, genetics, and evolution through online lectures, labs, and proctored exams taken at a testing center.
The document provides guidance on developing a research plan for a thesis or dissertation. It discusses selecting a research topic and advisor, seeking funding, establishing a committee, developing goals and objectives, conducting a literature review, outlining the research method and analysis, addressing intellectual merit and broader impacts, creating timelines and evaluations, and publishing results. The overall purpose is to map out the student's dissertation research and demonstrate their vision and preparation to conduct independent scholarly work.
Rachel Buckley is seeking a job in the biomedical field. She has experience as a teaching assistant and undergraduate researcher at Auburn University, where she is pursuing a Bachelor's degree in Biomedical Sciences. Her research involves using CRISPR/Cas9 to edit genome fragments in Drosophila melanogaster. She has also worked as a production assistant and sales associate. Buckley maintains a 3.48 GPA and is involved in various honors programs, research, and volunteer activities related to her field of study.
The document discusses scaffolding problem-based learning (PBL) through module length problems at the University of Leicester's Interdisciplinary Science programme. It found that initially, PBL delivery led to surface learning and poor exam results. Interventions like pre-session preparation materials, feedback sessions, and subject-specific teaching fellows improved student marks and engagement. A student focus group indicated the changes, especially use of teaching fellows, benefited their learning. While limited by a small cohort, the results suggest scaffolding can help students, particularly those with strong or weak first year performance.
Intro to Human Physiology BMP27M1(BMP22M1) Guide 2022.pdfThabisoGwiji
This document provides information about an Intro to Human Physiology course for the Bachelor of Medical Sciences (Physiology) program in 2022. It lists the course coordinators and their contact details. It outlines the course structure, attendance policy, conduct policy, assessment details, textbook information, and weekly timetable. The course covers topics like cellular structure and function, transport mechanisms, signaling, homeostasis, and muscle physiology over 15 weeks. Assessment includes continuous assessment, tests, and a final exam.
This document is a course syllabus for Biology 102 at Harrisburg Area Community College. It provides information about the instructor, Rob Swatski, as well as details about the course such as meeting times, required materials, grading policies, learning outcomes, and course description. The course is a 4 credit hour class that covers basic energy reactions in living things, metabolism, organ systems, heredity, reproduction, evolution, and classification of animal kingdoms. Students are required to purchase two textbooks and complete a lab component. Grades will be posted online through the college's learning management system.
This document provides the syllabus for a 16-week online Biology 181 course. It outlines the instructor's contact information, course description and learning outcomes, textbook requirements, assessment details including 4 proctored exams and 11 online quizzes, grading criteria, policies on attendance, withdrawals, academic integrity, disabilities, and the tentative class schedule. The schedule lists the topics, chapters, and lab activities covered each week to address the learning outcomes.
Organochlorine Pesticides in Fruits & Vegetables v2zq
Organochlorine Pesticides in Fruits & Vegetables - Resources for Healthy Children www.scribd.com/doc/254613619 - For more information, Please see Organic Edible Schoolyards & Gardening with Children www.scribd.com/doc/254613963 - Gardening with Volcanic Rock Dust www.scribd.com/doc/254613846 - Double Food Production from your School Garden with Organic Tech www.scribd.com/doc/254613765 - Free School Gardening Art Posters www.scribd.com/doc/254613694 - Increase Food Production with Companion Planting in your School Garden www.scribd.com/doc/254609890 - Healthy Foods Dramatically Improves Student Academic Success www.scribd.com/doc/254613619 - City Chickens for your Organic School Garden www.scribd.com/doc/254613553 - Huerto Ecológico, Tecnologías Sostenibles, Agricultura Organica www.scribd.com/doc/254613494 - Simple Square Foot Gardening for Schools - Teacher Guide www.scribd.com/doc/254613410 - Free Organic Gardening Publications www.scribd.com/doc/254609890 ~ pesticideresearch.com
This document provides administrative and instructional details for a Life Sciences module, including:
- Contact information for the lecturer, Ms. J. Williamson, and department secretary.
- General student responsibilities and policies around attendance, assignments, and sick tests.
- An introduction to the module's purpose of teaching life science content to FET learners and list of learning outcomes.
- An outline of the module's content covering human body systems, plant hormones, and teaching strategies.
- Details on assessment composition, requirements, and schedule.
This document provides a syllabus for an AP Biology course taught at BrainworX Academy during the 2020-2021 school year. The course will meet daily from August 3, 2020 to May 21, 2021 in room 206 of the CTECH building. The instructor is Tim Welsh, who can be contacted by cell phone or email. The course aims to develop students' skills in collaboration, preparation for work and higher education, and innovation in biology. Key topics covered include evolution, biological systems, heredity, and interactions with the environment. Students will learn through inquiry-based labs and applying scientific practices to enduring understandings and big ideas. Formative and summative assessments will evaluate students' mastery of concepts and application of skills
This document provides the syllabus for the STEM 352: STEM 2 course offered at Teachers College of San Joaquin. The syllabus outlines the dates, times, instructor contact information, course description, learning outcomes, assignments, grading policy, schedule, and expectations for the course. The course focuses on examining STEM curriculum, active learning strategies, and student assessment. Students will learn STEM education pedagogy and make connections between STEM education and Common Core and NGSS standards. The syllabus provides the framework and requirements for students to develop skills in STEM curriculum design and instruction.
This document provides the course syllabus for an introductory biology course at UIST Ohrid. The syllabus outlines general course information including the instructor, credit hours, textbooks, course objectives, student learning outcomes, methods of instruction and assessment, grading policies, and course requirements. The main goals of the course are for students to understand key biological concepts and be able to relate biology to everyday life. Students will be evaluated based on exams, tests, lab reports, and assignments.
This document provides the syllabus for the STEM 352: STEM 2 course offered at Teachers College of San Joaquin. The syllabus outlines the dates, times, instructor contact information, course description, learning outcomes, assignments, grading policy, schedule, and expectations for the course. The course focuses on examining STEM curriculum, active learning strategies, and student assessment. Students will learn STEM education pedagogy and make connections to Common Core and Next Generation Science Standards. The course uses a design thinking model and has students complete a course project applying the model to develop a STEM lesson plan.
This document contains the syllabus for the STEM 352: STEM 2 course offered at Teachers College of San Joaquin. The syllabus outlines the dates, instructor contact information, course description, learning outcomes, assignments, grading policy, schedule, and policies for the course. The course focuses on examining STEM curriculum and pedagogy through labs, a field trip, and a culminating individual course project applying design thinking to develop a STEM experience aligned with academic standards.
Kurt Haubold has experience teaching both high school and college students. He has a Master's in Education from the University of Southern California and has worked as a volunteer teacher aide and student teacher at Boulder Preparatory High School. He is currently helping a college student with algebra and geometry classes while seeking a permanent teaching position.
This document provides a syllabus for a STEM education course offered by Teachers College of San Joaquin. The syllabus outlines the course objectives, which include describing STEM pedagogy, identifying connections to education standards, and constructing STEM lessons. It also details assignments, grading policies, and a schedule of topics. The course will examine STEM curriculum and teaching strategies, and require students to complete a course project applying design-thinking processes to develop a STEM experience aligned with academic standards.
The document provides information on the Master Course in Plant and Animal Biotechnology offered at the University of Udine in Italy. The objective of the 2-year program is to educate students in key concepts and technologies in biotechnology and provide them with leadership skills to work in the field. The course covers topics such as biotechnology regulations, animal reproduction, genomics, plant and animal molecular nutrition, plant biotechnology, and more. Students gain knowledge and skills through lectures, laboratory work, and a final thesis project. The course is taught entirely in English to provide an international educational experience.
BIO1100, Non-Majors Biology 1
Course Description
Study of the principles of biology including the scientific method, cell theory, cellular process, theories of heredity and
evolutionary theory, ecology, human physiology, and a survey of the diversity of organisms.
Prerequisites
None
Course Textbook
Belk, C., & Meier, V. B. (2013). Biology: Science for life with physiology (4th ed.). Upper Saddle River, NJ: Prentice Hall.
Note: Unit Assignments, excluding Discussion Boards, will be completed in MasteringBiology. Access is provided through
a link on the Blackboard Course Menu.
Course Learning Objectives
Upon completion of this course, students should be able to:
1. Analyze scientific information and apply it to aspects of living organisms and the environment.
2. Differentiate among the various processes that occur in living organisms.
3. Relate chemistry and chemical processes to living organisms.
4. Identify structures and functions of the human body.
5. Evaluate various disease states of the human body.
6. Relate the importance of plants to living organisms and the environment.
7. Evaluate evolution and natural selection to the origin of life.
8. Evaluate the effect of various human practices on the environment.
9. Relate genetics and scientific research to human lives.
10. Conduct virtual lab simulations and experiments.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Objectives: Each unit contains Unit Learning Objectives that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Written Lectures: Each unit contains a Written Lecture, which discusses lesson material.
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in each unit to aid
students in their course of study.
5. Key Terms: Key Terms are intended to guide students in their course of study. Students should pay particular
attention to Key Terms as they represent important concepts within the unit material and reading.
6. Discussion Boards: Discussion Boards are a part of all CSU term courses. Information and specifications
regarding these assignments are provided in the Academic Policies listed in the Course Menu bar.
BIO 1100, Non-Majors Biology
Course Syllabus
BIO1100, Non-Majors Biology 2
7. Unit Assessments: This course contains eight Unit Assessments, one to be completed at the end of each unit.
Assessments are composed of multiple choice and written response questions.
8. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or
course content related questions.
9. Student Break Room: This communication forum allows for casual conversation with your cla ...
ScienceSchool of Science and TechnologySCIN130Introduc.docxbagotjesusa
Science
School of Science and TechnologySCIN130
Introduction to Biology with Lab4 Credit Hours
8 Week Course
Prerequisite(s): None
Table of Contents
Instructor Information
Evaluation Procedures
Course Description
Grading Scale
Course Scope
Course Outline
Course Objectives
Policies
Course Delivery Method
Academic Services
Course Materials
Selected Bibliography
Course Description (Catalog)
SCIN130 Introduction to Biology w/ Lab (4 Credits) This course introduces students to the biological systems within their associated environments. The course furnishes an understanding of biological principles and the properties of life. Topics covered in this course include the structure and function of plants and animals, cell biology principles, genetics, reproduction, development and growth, biological diversity, principles of evolution, and interactions among organisms and with their environment. Online laboratory experiences are incorporated which are designed to correspond to, complement, and reinforce the concepts presented in the assigned reading material. The lab involves study through interactive simulations, videos, and animations which will be provided to the student in the form of exercises provided throughout the semester.
Table of Contents
Course Scope
This course is an introduction to the biological systems within their associated environments. It includes a basic introduction to biological systems, the interaction of these systems, and the structure and function of cells and animal organ systems. Because it is a survey course of a broad subject, it will out of necessity cover each topic with a broad brush. Specific topics will include basic principles in the study of life, cells and how they transform energy, DNA and cell reproduction, biological diversity and its evolution, anatomy and physiology of plants, anatomy and physiology of the various animal organ systems, ecology, and the biosphere. In addition to utilizing the assigned biology electronic text, this course is combined to include a virtual laboratory component which uses simulated laboratories to provide the student with a deeper and practical understanding of the basic principles of biology. Unlike an actual laboratory class, with beakers and test tubes, you are able to repeat labs as often as you like, perform experiments without harming live animals, and conduct experiments that may be difficult to perform in an actual lab environment due to time, cost, or location. This course promises to give you a much greater understanding of the complexities that are the study of life.
Table of Contents
Course Objectives
The successful student will fulfill the following learning objectives:
CO-1 Describe the approaches used and the basic tenets of the science of biology.
CO-2 Identify the principles of evolution.
CO-3 Describe the structure and division of living cells.
CO-4 Explain DNA biology and how it influences cancer and other diseases.
CO-5 Compare and contr.
This document is a syllabus for a general biology course taught online by Dr. Matt Pearcy from January to May 2015. The syllabus outlines instructor contact information, course details including credits, description and materials, learning outcomes, assessments including exams and quizzes, grading criteria, policies on attendance, withdrawals, academic integrity, disability support, and preventing harassment. The course covers key biology topics like cells, genetics, and evolution through online lectures, labs, and proctored exams taken at a testing center.
The document provides guidance on developing a research plan for a thesis or dissertation. It discusses selecting a research topic and advisor, seeking funding, establishing a committee, developing goals and objectives, conducting a literature review, outlining the research method and analysis, addressing intellectual merit and broader impacts, creating timelines and evaluations, and publishing results. The overall purpose is to map out the student's dissertation research and demonstrate their vision and preparation to conduct independent scholarly work.
Rachel Buckley is seeking a job in the biomedical field. She has experience as a teaching assistant and undergraduate researcher at Auburn University, where she is pursuing a Bachelor's degree in Biomedical Sciences. Her research involves using CRISPR/Cas9 to edit genome fragments in Drosophila melanogaster. She has also worked as a production assistant and sales associate. Buckley maintains a 3.48 GPA and is involved in various honors programs, research, and volunteer activities related to her field of study.
The document discusses scaffolding problem-based learning (PBL) through module length problems at the University of Leicester's Interdisciplinary Science programme. It found that initially, PBL delivery led to surface learning and poor exam results. Interventions like pre-session preparation materials, feedback sessions, and subject-specific teaching fellows improved student marks and engagement. A student focus group indicated the changes, especially use of teaching fellows, benefited their learning. While limited by a small cohort, the results suggest scaffolding can help students, particularly those with strong or weak first year performance.
Intro to Human Physiology BMP27M1(BMP22M1) Guide 2022.pdfThabisoGwiji
This document provides information about an Intro to Human Physiology course for the Bachelor of Medical Sciences (Physiology) program in 2022. It lists the course coordinators and their contact details. It outlines the course structure, attendance policy, conduct policy, assessment details, textbook information, and weekly timetable. The course covers topics like cellular structure and function, transport mechanisms, signaling, homeostasis, and muscle physiology over 15 weeks. Assessment includes continuous assessment, tests, and a final exam.
This document is a course syllabus for Biology 102 at Harrisburg Area Community College. It provides information about the instructor, Rob Swatski, as well as details about the course such as meeting times, required materials, grading policies, learning outcomes, and course description. The course is a 4 credit hour class that covers basic energy reactions in living things, metabolism, organ systems, heredity, reproduction, evolution, and classification of animal kingdoms. Students are required to purchase two textbooks and complete a lab component. Grades will be posted online through the college's learning management system.
This document provides the syllabus for a 16-week online Biology 181 course. It outlines the instructor's contact information, course description and learning outcomes, textbook requirements, assessment details including 4 proctored exams and 11 online quizzes, grading criteria, policies on attendance, withdrawals, academic integrity, disabilities, and the tentative class schedule. The schedule lists the topics, chapters, and lab activities covered each week to address the learning outcomes.
1. A Primer on Molecular Biology, Fall 2016
Faculty Advisor
Barbara Meyer bjmeyer@berkeley.edu
Facilitators
Yvette Tran ytran@berkeley.edu
Liv Lansinger olansinger@berkeley.edu
Course Leadership Team
Howard Kim emersonhkim@berkeley.edu
Kristy Ku kristyku@berkeley.edu
Jordan Said jsaid@berkeley.edu
Anagh Sinha anaghsinha@berkeley.edu
Jasmine Deng jasminedeng@berkeley.edu
Prerequisites
-Interest in biology and science
-Ability to meet at the regularly scheduled time, Thursdays 5:00-6:30 PM in 88 Dwinelle
-Must have taken: Chem 1A or 4A
AP Bio or Bio 1A/1AL
Course Motivation
Laboratories are innovative factories that provide some of the greatest breakthroughs of the
century; every ounce of medicinal advancements are entirely based on research that is conducted
every day (usually at large institutions like UC Berkeley). However, to actually make these changes,
a particular toolkit needs to be employed; this class will give you the basis of this toolkit.
Course Description
This course is intended to provide an introduction to laboratory-based molecular biology.UC
Berkeley is one the finest research institutions in the world- especially in the realm of biology;
therefore, science majors here have the ability to partake in ground-breaking research with world-
renowned faculty.However,if accepted, there is a certain amount of information you’re expected to
have learned; this information is not explicitly taught in any lowerdivision course, and synthesizing
it on your own can be daunting and difficult.
This course is intended to bridge this gap; wewill be providing an insight into the basic techniques
that will be utilized in any molecular biology lab. Of course, going over every possible laboratory
mechanism is impossible; forthis reason, we’ll be discussing techniques that are the most common
and oftenassigned to undergraduates when they first join laboratory.This willfacilitate your
transition into the laboratory and also help you make the most of yourresearch experience,
2. whether you currently are working in one or intend to in the future. The instruction will be done
through a mixture of lecturing and group activities during class time.
CourseBenefits
This course willprovide an introduction to the concepts and skills professors expect undergraduate
researchers to pick up; often times, the students whomake the most of research (get publications,
awards, patents, and additional research-based stipends) are the ones whohave a strong
foundation and understanding of molecular biology.This course is aimed as being the first step in
developing that foundation. Furthermore, taking this course will also give you a kit of resources
that you can then use in your future studies at Berkeley. Most importantly, youwill develop a
passion for molecular biology and come to understand how the field is revolutionizing our world
today.
Key LearningOutcomes
At the end of this decal course, the students willbe able to:
● Understand the basic notions of research and what it has the potential to accomplish.
● Understand the fundamental tools utilized in a basic biological research laboratory and
their theoretical underpinnings.
● Understand the WHYbehind several key lab techniques (knowing how to interrelate the
classroom environment to the laboratory environment).
● Know how to apply to and attain a great research position within the UC Berkeley
community (usually in a URAP-independent process)
● Be able to readily read and analyze differentbiological publications.
● Learn techniques that can facilitate a student’s transition into a laboratory or research
environment. These techniques include, but are not limited to:
○ Proper note taking
○ Proper pipetting
○ Proper data-analysis
○ Proper equipment/reagent care
● Approach future science courses from an experimental mindset.
Course Grading
The course is graded on a P/NP basis. Regular attendance, participation and completion of
assignments is required for a Pass grade. In the case of habitual problems in any of these areas we
may ask students to drop the course, or in the worst case scenario, grant a NP grade. A rough
weighting of grade breakdown is as follows, with a minimum of 70% being required to pass
unconditionally.
3. Attendance 20%
Attendance will be taken every class. One unexcused absence is allowed, after which every
additional absence will be 3% off of the final grade. Absences for midterms with prior notice (at least
48 hours in advance) or emergencies are acceptable.
Participation 10%
In additionto attendingclass,students are expectedto actively participate during class. There
will begroupactivities andplentyof space during presentations for questions and contributions from
the students as well as event nights.
Homework 40%
There will be homework most weeks: this will usually be composed of a reading or video
accompanied by a homework set. The set of questions will likely be based on the assigned
reading/video and will provide additional insight into the concepts that we have discussed in class.
[Note: You will be expected to turn in homework for that week regardless of your attendance that
week. Any assignments turned in late (up to 1 week after the initial due date) will receive an
automatic 10% deduction off of the final score.]
Final project 30%
In groups,students will be expected to research a molecular biology technique not covered in
the DeCal(priorapprovalfromfacilitators required) andpresentthis techniqueto the restof the class.
As part of this, students will be expected to independently write a 2-3 page research paper on the
approvedtopicasdemonstrationofunderstandingofthematerial. Grading will be based on clarity of
information conveyed and relevance to approaching molecular biological questions.
Assignments
Students are expected to do the assigned reading/viewing every week and complete the
accompanied worksheet. This worksheet will be collected every week, graded both on accuracy of
answers and the basis of completion.
CourseSchedule
Day Course Content
9/8 Introduction, Course Overview, and General Laboratory Tips
-Icebreakers
-Research Background and Instructor Introductions
-Overview of Material, Grading, Policies and Course Expectations
- General Laboratory Tips
Homework Due Today: None
Reading: None
4. 9/15 Introduction to Molecular Biology
-Cell Theory and General Biology Review
-Central Dogma of Molecular Biology: Processes and Key Players
● Processes of Replication, Transcription, and Translation
-Macromolecular Structure, Function, and Detection
-General Classes of Enzymes
Homework Due Today: Complete Homework #1
Readings:
● Molecular Composition of Cells
● Introduction to Molecular Biology (powerpoint)
● Structure and Function of Cells
Videos:
● Primer on Molecular Biology: Introductory Video
● A Beginner’s Guide to Molecular Biology
9/22 Introduction to Experimental Principles and Design
-Experimental Set-up (Variables, Controls, Optimization)
-Experiment Troubleshooting
-Lab notebooks, pipetting, basic protocols
-Sterile Technique
Homework Due Today: Complete Homework #2
Readings: None
Videos:
● Hypothesis, Variables, and Controls
● Using a Micropipette
● Sterile Technique
9/29 Cloning Part I: Cloning Basics
- PCR
- Types of Cloning
- Restriction Enzyme Digestion
- Ligation
- Gel Electrophoresis
Homework Due Today: Complete Homework #3
Readings:
● The Polymerase Chain Reaction
5. Videos:
● Polymerase Chain Reaction (PCR)
● DNA Gel Electrophoresis
10/6 Cloning Part II: From Transformations to Minipreps
-Bacterial Transformation
-Plating, Colony Picking (Digest or Colony PCR), and Liquid Culture
-Plasmid Extraction (Mini/Midi/Maxi-preps)
Homework Due Today: Complete Homework #4
Readings:
● Bacterial Transformation
● Miniprep Guide and Protocol
Videos:
● Plasmid Miniprep Kit Protocol
● The Mechanism of Transformation with Competent Cells
● Competent Cell Transformation
● How to Perform Colony PCR
● How to Purify Molecular Grade Plasmid DNA
10/13 Cloning Part III: Screening and Stocking
-Restriction Enzyme “Test Digest”
-Interpreting DNA Sequencing Data
-Glycerol Stocks and Long-term Storage
-Lentiviral Gene Integration
Homework Due Today: Complete Homework #5
Readings:
● Restriction Enzyme Diagnostic Digests
● Lentiviral Plasmids Guide
● Analyzing DNA Sequencing Data
Videos:
● Blue White Screening of DNA clones
● DNA Cloning
● Preparation of a Bacterial Stock Plate from a Frozen Stock
● Creating Glycerol Stocks
10/20 Cell Culture and Transfections
-Cell Types and Maintenance
-Transfection: Theory and Practice
6. -Microscopy
Homework Due Today: Complete Homework #6
Readings:
● Cell Culture Basics Handbook
Videos:
● Cell Culture Training Video
● Thawing, Passaging, and Freezing Cells
● Transfection
● Plasmid DNA Transfection
10/27 GuestLecture/LightningTalk
Homework Due Today: Complete Homework #7
Readings: None
Videos: None
11/3 Immunofluorescence
-Antibody-Staining
-Visualization
No Homework Due Today
Readings:
● Immunofluorescence: A General Overview
Videos:
● Immunohistochemistry/Immunolabeling
● IHC Troubleshooting
● Flow Cytometry
11/10 How to Attain Undergraduate Research + Guest Speaker Panel
Homework Due Today: Complete Homework #8
11/17
Blots + Assays
- BCA and Bradford-Lowry Assays
- Western Blot + Visualization
- Southern Blot
- SDS-PAGE and Transfer
- Antibody-Probing
- ELISA
7. Homework Due Today: Complete Homework #9, Finalize Final Presentation Topic
Readings:
● Western Blotting: Principles and Methods
Videos:
● SDS-PAGE gel
● Western Blotting
11/24
ThanksgivingBreak (noclass)
Enjoy the week off!
12/1 Final Presentations
No Homework Due Today; Final Presentations and Research Papers Due Today
Reading: Nothing