Course title

Pre-requisite

Course description

Course Description
Biology A is the first course introducing biological methods; themes; and history. The course is presented in a multi-media format; using interactive modules; online labs; narrated animation; text and videos to present the study of life on this planet in thirty memorable; varied; and easily understood lessons. The student is required to respond in threaded discussions; research reports; and exams. The subjects presented in Biology A include cell theory; genetics; and molecular biology.
Materials
Computer with Internet connectivity
Materials for Labs are listed on the instructions page with each lab
Course Objectives
• Introduce students to the biological world and to the methods of analyzing; classifying; and modeling the great diversity of living organisms.
Topics to be Covered:
Unit 1:Molecular Biology
Unit Description
Biology is a science. It is the science that studies living things. As such; it is a pure science. Biology has also improved the life of humans in this world by giving us an understanding of how life works; and how we can make it work better. In this endeavor; it is an applied science. Biology uses many of the same tools that other sciences use; such as measurement; hypotheses; and experimentation; but it is a science that largely uses observations; rather than experiments. You can be a biologist simply by observing the living world around you; and you will appreciate life much better as you come to know the basic principles upon which it is built.
Unit Objectives
• Understand the role of the cell and cellular processes.
• Understand how science is a process for generating knowledge.
• Identify individual; cultural; and technological contributions to science
Lesson 1: What Good is It?
Lesson Description
The by-products of biological research have made modern life safer; more convenient; and more interesting.
Lesson Objectives
• Describe how human curiosity and needs have influenced science; impacting the quality of life worldwide.
• Explain the process by which accepted ideas are extended or challenged by scientific innovation.
Lesson 2: Measuring the Model
Lesson Description
Accuracy and precision limit the capacities of measurement; but measurement generates information that can be displayed in text; in graphs; and on charts.
Lesson Objectives
• Develop questions from observations that transition into testable hypotheses.
• Analyze how societal and cultural issues affect science (Linnaeus example).
Lesson 3: It’s All Chemistry
Lesson Description
Biology is based upon chemistry; and chemical terminology and concepts are basic to biological understanding.
Lesson Objectives
• Describe the role of organic and inorganic molecules to life.
• Explain the importance of water to the cell.
Lesson 4: Correlations
Lesson Description
The basic goal of research is to discover correlations between variables. Correlations between stem width and height in plants serve as a possible example.
Lesson Objectives
• Conduct an investigation on a research design that is scientifically based.
• Demonstrate safe and ethical procedures.
Lesson 5: Let’s Eat
Lesson Description
Animals must eat what their body needs. The basic compounds of life include carbohydrates; lipids; proteins; and nucleic acids.
Lesson Objectives
• Describe the role of organic and inorganic molecules to life.
• Describe the role of energy in cellular growth; development; and repair.
Unit 2: Cell Theory
Unit Description
Soon after the invention of the microscope; biologists realized that all living things were composed of cells. As observations improved; researchers recognized that bacteria were everywhere; but that their cells were different from the cells in plants or humans. Bacterial cells did not specialize nor depend on one another. A single bacterium can live quite well by itself; or it can divide and begin a colony. Bacteria; as one-celled organisms; do not have the specialized structures in their cells that higher plants and animals do. They consist mainly of a cell membrane and protoplasm; that goo with all the molecules of life within it. Higher organisms not only give each cell a specialty; such as a skin or a heart cell; but they also have specialized organelles within the cell; such as a nucleus or mitochondrion. The bacteria are called prokaryotes (primitive cells) and the higher plants and animals are called eukaryotes (true cells). Eukaryotes grow as a unit; with each type of cell contributing to the success of the organism. Prokaryotes grow as individuals. In this unit you will study the way that each type of cell functions; particularly the role of the cell membrane in regulating the flow of materials into and out of the cell.
Unit Objectives
• Understand the role of the cell and cellular processes.
• Understand the organization of living things.
• Formulate predictions; questions; or hypotheses based upon observations.
Lesson 6: Parts of the Cell
Lesson Description
What you see when you look at a cell under the microscope are the things that make the cell function; including membranes; cytoplasm; and organelles.
Lesson Objectives
• Compare the form and function of prokaryotic and eukaryotic cells and their cellular components.
• Describe the levels of organization in living things.
Lesson 7: Osmosis
Lesson Description
Osmosis is a form of passive transport that works even when the organism; such as a carrot; is dead.
Lesson Objectives
• Evaluate scientific information for relevance to a given problem.
• Explain the process by which accepted ideas are challenged or extended by scientific innovation.
Lesson 8: Types of Cells
Lesson Description
There are distinctive organelles that differentiate between prokaryotes and eukaryotes; plants and animals.
Lesson Objectives
• Compare the form and function of prokaryotic and eukaryotic cells and cellular components.
• Analyze mechanisms of transport into and out of cells.
Lesson 9: More Osmosis
Lesson Description
Diffusion is also a form of passive transport and; with osmosis; brings many of the nutrients into the cell.
Lesson Objectives
• Communicate results clearly and logically.
• Distinguish between pure and applied science.
Lesson 10: Energy and Transport
Lesson Description
The mechanisms of active and passive transport on a cellular level are impressive examples of molecular adaptations.
Lesson Objectives
• Analyze the mechanisms of active and passive transport.
• Compare the form and function of prokaryotic and eukaryotic cellular components.
Unit 3: Energy and Growth
Unit Description
The source of almost all energy in the living world is the Sun. However; the Sun does not directly power anything but the plants and fungi that can use its light to produce chemical energy. All other living things use the chemical energy stored in the photosynthetic producers. Cellular respiration is the process by which stored chemical energy is used by each cell to power all its processes. Overall; the reactions of photosynthesis and cellular respiration are exact opposites; but the details on how each process proceeds are far from simple. The story of how energy from the Sun becomes the energy of life is complex; but interesting and it illuminates how life adapts to the world we live in.
Unit Objectives
• Understand the organization of living things and the role of energy within those systems.
• Evaluate experimental design; analyze data to explain results and propose further investigations.
• Design models.
Lesson 11: Photosynthesis
Lesson Description
Photosynthesis allows life to access the energy of the Sun to drive the processes of life. It is a detailed process involving many molecules and structures.
Lesson Objectives
• Compare the form and function of prokaryotic and eukaryotic cells and the cellular components.
Lesson 12: Metabolism
Lesson Description
The general term used for all biochemical processes in the body is metabolism; which can be measured by the uptake of energy-rich compounds or the release of carbon dioxide or other energy-poor compounds.
Lesson Objectives
• Interpret data that have a variety of possible relationships between variables.
• Analyze how specific cultural or social issues affect the development of science.
Lesson 13: Cellular Respiration
Lesson Description
Heterotrophs must obtain energy from nutrients using the reverse process of photosynthesis; cellular respiration.
Lesson Objectives
• Compare the processes of photosynthesis and cellular respiration in terms of energy flow; reactants; and products.
• Describe the purposes and processes of cellular respiration.
Lesson 14: Cycling the Carbon
Lesson Description
Photosynthesis and cellular respiration are the major parts of the carbon cycle; which cycles carbon from the atmosphere into living organisms and back again.
Lesson Objectives
• Evaluate scientific information for relevance to a given problem.
• Design models to represent real world scenarios; such as the carbon cycle.
Lesson 15: Cell Reproduction
Lesson Description
Mitosis is the process by which a cell divides its chromosomes in preparation for cell reproduction. The cell’s life cycle is easily seen in the various stages of mitosis.
Lesson Objectives
• Describe the purposes and processes of cellular reproduction.
Unit 4: Heredity
Unit Description
Biology made a significant leap forward when the nature of heredity was discovered. Gregor Mendel; a studious Austrian monk; first formulated the basic patterns of inheritance. His work was expanded when other researchers found the substance; DNA; that carried the genetic information. Surprisingly; the 25;000 genes that make up the human genome are carried in a code consisting of only four bases. It is the sequence of the bases that carries the genetic information. Such a simple code allows mutations to expand the diversity of traits; giving the species an advantage when responding to changes in the environment.
Unit Objectives
• Understand the genetic basis for heredity and the resulting genetic diversity.
• Communicate results of investigations.
Lesson 16: Sex and the Cell
Lesson Description
Sexual reproduction involves the union of complementary DNA. The process which prepares the cell for sexual reproduction is called meiosis and extends the mechanisms of mitosis to halve the number of chromosomes.
Lesson Objectives
• Describe the purposes and processes of cellular reproduction.
• Describe how meiosis and fertilization maintain genetic diversity.
Lesson 17: Simulating Genetics
Lesson Description
Breeding is an art long practiced by humans; but only since Mendel has there been an understanding of what happens when genes combine.
Lesson Objectives
• Use descriptive statistics to analyze data.
• Predict the effect of a change in a specific factor on a human population.
Lesson 18: Mechanisms of Heredity
Lesson Description
Mendel’s experiments defined the terms and procedures which geneticists have used ever since to analyze heredity.
Lesson Objectives
• Explain how meiosis and fertilization maintain genetic diversity.
• Explain how genetic diversity occurs and results in phenotypic diversity.
Lesson 19: Genetics Among Groceries
Lesson Description
Dominance does not always result in prevalence. In other words; dominant genes do not always form a majority of the genetic pool of a population.
Lesson Objectives
• Predict the outcome of an investigation based upon probability.
• Support conclusions with logical scientific arguments.
Lesson 20: Crosses and Pedigrees
Lesson Description
The concepts of genotype and phenotype must be understood in order to explain inheritance.
Lesson Objectives
• Explain how genotypic variation occurs and results in phenotypic diversity.
Unit 5: Molecular Genetics
Unit Description
When looking at the molecular mechanisms of heredity; you soon find that life puts a high value on genetic diversity. There are processes; such as crossing-over; whose only apparent function is to provide another variation of the inheritance pattern in the offspring. Sexual reproduction seems to be another mechanism for increasing the number of variations in the genome. The reason for such diversity is apparent—it increases the chance that the species will survive changes in the environment. Each new unique individual becomes another hope for survival of the whole population.
Unit Objectives
• Understand the molecular basis of heredity and the resulting genetic diversity.
• Evaluate available resources for an investigation.
Lesson 21: Enter DNA
Lesson Description
The discovery of the double-helix structure of DNA led the way to understanding the mechanisms of heredity on a molecular basis.
Lesson Objectives
• Explain how genotypic variation occurs and results in phenotypic diversity.
• Analyze the relationships among DNA; genes; and chromosomes.
Lesson 22: Moldy Bread
Lesson Description
When there is no lack of nutrients; growth occurs at an exponential rate until it meets a limiting factor.
Lesson Objectives
• Evaluate the design of an investigation to identify possible sources of procedural error.
• Describe how human curiosity and needs have influenced science.
Lesson 23: Purines and Pyrimidines
Lesson Description
DNA replication is simply the hydrogen bonding of purines to pyrimidines; made sure by the extension of the sugar-phosphate backbone.
Lesson Objectives
• Describe the molecular basis of heredity; including DNA replication and protein synthesis.
Lesson 24: Exponential Growth
Lesson Description
Exponential growth is modeled by the formula f(x) = 2x. The base of 2 is used because cells only divide in 2; rather than 3 or 4.
Lesson Objectives
• Predict the outcome of an investigation based upon modeling.
• Produce graphs that communicate data.
Lesson 25: Order and Disorders
Lesson Description
Reproduction is not perfect. There are diseases and mutations that are characteristic of problems with the mechanisms of reproduction.
Lesson Objectives
• Describe the molecular basis of heredity.
• Describe how genotypic variation occurs and results in phenotypic diversity.
Unit 6: Genetic Engineering
Unit Description
Knowing the mechanisms of heredity gives us insight into the relationship between all life forms. The similarity of DNA gives us a measure of the closeness of the relatedness between two species. Even within a species; the variability of DNA determines the genetic diversity of the species. The Human Genome Project; for example; found that any two humans are alike in 999 out of their 1000 DNA bases. Other apes vary a bit more; mammals even more; and lower forms of life are quite different. However; as genetic engineering is now making clear; every form of life is capable of change. Now that the genetic code is known; humans can make those changes to serve their own interests. The big question; however; is; “Should we?”
Unit Objectives
• Understand the scientific principles and processes involved in biological evolution.
• Design and conduct controlled investigations.
• Identify individual; cultural; and technological contributions to scientific knowledge.
Lesson 26: Genetic Fingerprints
Lesson Description
The discovery of DNA as the genetic material has led to a whole new branch of applied biology called genetic engineering. DNA fingerprinting is one of its major achievements.
Lesson Objectives
• Analyze; using DNA analysis; the degree of relatedness among species.
• Explain how genotypic and phenotypic variation can result in adaptations that influence an organism’s success in an environment.
• Explain the molecular basis of heredity.
Lesson 27: Enzymes and Proteins
Lesson Description
Enzymes are protein catalysts specific to one biochemical reaction. Their operation is essential to life.
Lesson Objectives
• Develop questions from observations that transition into testable hypotheses.
• Specify the requirements for a valid scientific theory (logical; peer reviewed; respectful of evidence).
Lesson 28: Genetic Engineers
Lesson Description
The techniques of genetic engineering make the entire genome of all life available as tools for manipulation of the protein synthesis process.
Lesson Objectives
• Demonstrate ethical behavior in all science inquiry.
• Describe how human needs have influenced scientific inquiry.
Lesson 29: You and Enzymes
Lesson Description
Does heat deactivate an enzyme? Only you can decide how to investigate the question.
Lesson Objectives
• Identify the resources needed for an investigation.
• Design an appropriate protocol for an investigation.
Lesson 30: Finally!
Lesson Description
The final exam and case study discussion wrap up the first course.
Lesson Objectives
• Demonstrate mastery over the biological concepts of genetics; reproduction; and cell theory.
Assessment of Concepts and Skills/Evaluation of Student Progress
Pretests
Pretests assess a student’s prior knowledge of the content in a unit. These questions are taken directly from the unit exam but do not count toward a student’s grade.
Workbook Questions
Workbook questions are presented to students after most activities containing content. They assess a student’s knowledge of the content immediately after they view/learn the content. Workbook questions typically include multiple choice; true/false; and/or fill-in-the-blank questions.
Checkpoints
Checkpoints assess a student’s knowledge of the concepts taught in a lesson. Typically; multiple choice and true/false questions are presented.
Exams (including Vocabulary Exam)
Exams assess a student’s knowledge of the concepts taught in a unit. Typically; multiple choice and true/false questions are presented.
The Vocabulary Exam assesses a student’s knowledge of several key terms taught throughout the entire course. Typically; multiple choice and true/false questions are presented.
Final Exam
The Final Exam assesses a student’ knowledge of all of the content taught throughout the entire course. Typically; multiple choice and true/false questions are presented.
Discussion Boards
Discussions assess a student’s knowledge of the content taught in each lesson of a unit through answering questions and discussing the content with fellow students.
Unit 1
What determines whether the results of biological progress have positive or negative results in human society?
Unit 2
Does cell organization; or developmental processes in higher animals; support the theory of evolution of higher organization from lower life forms?
Unit 3
How is photosynthesis adapted to local conditions? Do harsh conditions restrict life or multiply its adaptations?
Unit 4
How do twins affect the diversity among humans? What influences the development of humans?
Unit 5
Do awards and recognition furnish the major motivation for scientific inquiry? What motivates researchers?
Unit 6
Of what advantage are the molecular mechanisms of aging? Can they be adjusted for longer life? Should they?
Unit Labs (Each lab is introduced by a discussion of the principles involved and is concluded by a written report.)
Unit 1 1) Measurement Limitations
1) Examine a ruler.
2) Determine the "least count;" or the smallest difference that can be measured by the ruler.
3) Measure four small objects with the ruler; writing down the measurements as you do them.
4) Then do the measurements one more time; without referring to your previous measures.
5) Compare your two measures and determine the precision of the measurements.
6) Name the object along with its measurement. (Example: cracker 5.6 cm)
2) Correlations: How are Stem Cross-Section and Stem Height Related?
The purpose of the this lab is to see if there is a relationship between stem cross-section and height in plants.
1)Choose five different plants around your house that have roots; stems; and leaves.
2)Using the ruler or other measuring device; measure the diameters of each stem. Write the measures down.
3)Using the same device; measure how high the plant is above the ground. Again; write the measures down.
4)Calculate the cross-sectional area of each stem (3.14 x the radius squared. The radius is one-half the diameter.) For example; if the diameter is 1.0 centimeters; the radius is 0.50 centimeters. The cross-sectional area is 3.14 x 0.50 x 0.50; or 0.79 square centimeters.
5) Make a table showing the height; the diameter; and the cross-sectional area of each plant.
6) Analyze the data. Does your data show any relationship between the cross-sectional area and the height?

Unit 2 1)Osmosis: The purpose of this lab is to correlate the concentration of salt to the crispness of a carrot in a solution.
1. Prepare a table to record your data; consisting of three columns and two rows. In the first row; record the data on an unsaturated carrot. In the second row; record the data of the carrot saturated in the solutions you prepare.
2. Prepare three water solutions: a) a salt solution of 5 tablespoons of salt in one cup of water; b) a salt solution of 1 tablespoon of salt in one cup of water; and c) one cup of pure water without salt.
3. Cut up a carrot into three pieces; measure their length and diameter; check their crispness; and insert one piece into each solution.
4. Let sit for at least 1 hour. Extract the carrot pieces and measure the length and diameter. Check for crispness. Compare the carrots to what they were before they were put into the solutions.
2)Passive Transport: Analyze the data collected in the Osmosis lab and write a report detailing how passive transport affects the crispness of a carrot.

Unit 3 1)Metabolism in Yeast: Signs of Metabolic Activity
1. Examine the contents of a packet of yeast (Brewer's or Baker's). Note if there are any signs of metabolic activity; such as gas production or changes in shape.
2. Add the contents to one cup of water. Note any signs of metabolic activity.
3. Add 2 tablespoons of brown sugar. Wait five minutes. Note any signs of metabolic activity.
2) Yeast in Bread
1. Mix 1 cup water; 3 tablespoons of sugar; and 1 teaspoon of yeast in a mixing bowl.
2. Put the bowl in a warm place for 10-15 minutes.
3. Note how the appearance of the yeast changes.
4. Mix in 2 cups of flour.
5. Put the bowl in a warm (NOT HOT) place for 30 minutes.
6. Describe the changes in the mixture.
7. Examine a slice of bread from a bakery or store. Note the texture.

Unit 4 1)Distribution Curves
1. Measure the length of 10 grapes (or kernels of corn) and record each length.
2. Using a calculator; find the mean (or average) length. (Add the lengths of all 10 measurements and divide by 10.)
3. Identify the variation by finding the largest and the smallest length and subtracting it from the mean. 2)Dominance and Prevalence
1. Go to a grocery store and observe the corn in the produce section.
2. Do you see different colors or types of corn? How many?
3. Which type is most common? Is it the dominant color type? Why or why not?

Unit 5 1)Charting Exponential Growth in Bread Mold
1. Obtain a slice of bread; preferably old; but soft. You will use it to study the pattern of mold growth. (If you saved the bread you made in Lesson 14; use it.)
2. Examine it closely; noting the texture and color; and the presence or absence of mold. If mold is present; measure the diameter of the mold spot.
3. Leave the bread in a warm; moist environment for a minimum of two days. Write a report on the growth of the mold on the bread. Mention how big it is; how quickly it grew; and; if it did not grow; what you think will help it grow.

Unit 6 1)Catalase demonstration
1. Using a blunt (not sharp) scraper or your fingernail; scrape a little sample from a non-skin surface; such as your ear or your tongue; that would include a few live cells.
2. Spread the sample onto a glass or ceramic plate. Add two or three drops of the hydrogen peroxide solution. Check for bubble formation.
3. A strong reaction will have vigorous bubbling; a weak reaction will have only a few bubbles. A negative reaction has no bubbles.
4. Note the strength of the reaction.
2)Design experiment to test effect of heat on catalase: Does cooking or processing deactivate enzymes? In this lab; you will design your own way of answering the question. We will pass along some tips on doing so; but you will have to do most of the design of the lab yourself.

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• LBIO
• Biology

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