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PRINCIPLES OF BIOLOGY 1210-001, -070

SUMMER 2017 T & H 10:45-12:45 pm JTB310
or T & H 3:30-5:30 pm Sandy Room 106
Quiz, Exam and Due dates are set, Lecture dates are approximate
MB due Monday at 11:59pm no extensions

DATE # TOPIC DUE READ

T May 16 1 Introduction
2 How to Study
H May 18 3 Properties that Unify Life 1
4 Scientific Method 1
M May 22 MB Intro and Chapter 1
T May 23 5 The Chemistry of Life: Atoms start using TP 2
5 The Chemistry of Life: Bonds 2
May 24 last day to drop
H May 25 6 The Chemistry of Life: Hydrogen Bonds and Polarity 2
7 The Chemistry of Life: Water QUIZ 1 2
M May 30 MB Chapter 2 takes a few hours so get started soon
M May-29 J MEMORIAL DAY no discussion
T May 30 8 The Chemistry of Life: pH 2
9 Macromolecules: Proteins and Nucleic Acids 3
H Jun 1 10 Macromolecules: Carbohydrates 3
11 Macromolecules: Lipids QUIZ 2 3
M Jun 5 MB Chapters 3 and 4
T Jun 6 12 Cells: Sizes and types 4
12 Cells: Organelles for Protein Production (read slides #13) 4
H Jun 8 14 Transport across Membranes Article #1 due 5
14 Transport across Membranes QUIZ 3 5
M Jun 12 MB Chapter 5
T Jun 13 15 Energy and ATP 5
16 Energy and Enzymes 5
H Jun 15 17 Cellular Respiration: Glycolysis and Krebs 6
18 Cellular Respiration: Electron Transport Chain QUIZ 4 6
M Jun 19 MB Chapter 6 and 7
T Jun 20 19-20 Photosynthesis 7
H Jun 22 !!! EXAM I (Lectures 1-20, Chapters 1-7) no phones
Jun 23 last day to W
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M Jun 26 MB Chapter 8
T Jun 27 21 Chromosomes 8
22 Cell Division: Mitosis 8
H Jun 29 23 Making Babies: Meiosis 8
24 Meiosis QUIZ 5 8

M Jul 3 MB Chapter 9
T Jul 4 J Independence Day HOLIDAY no class

H Jul 6 25 Mendels First Law 9

26 Mendels Second Law QUIZ 6 9

M Jul 10 MB Chapter 10 part 1 25 Questions due

T Jul 11 27 Variations on Mendel 9
28 Human Genetics 9

H Jul 13 29 DNA Structure 10

30 DNA Replication QUIZ 7 10

M Jul 17 MB Chapter 10 part 2

T Jul 18 31 Transcription 10
32 Translation QUIZ 8 10

H Jul 20 !!! EXAM II (Lectures 21-34, Chapters 7-10)

no phones, bring simple calculator

M Jul 24 MB Chapter 13 Pioneer Day HOLIDAY no discussion

T Jul 25 35 Natural Selection Article #2 due 13
36 Hardy-Weinberg and Allele Frequency 13
H Jul 27 37 Macroevolution: Speciation 14
38 Food Webs and Nutrient Cycles QUIZ 9 37-38 skim

M Jul 31 MB Chapter 37
T Aug 1 39 Population Ecology PROJECT due 37-38 skim
40 Human Ecological Footprint 37-38 skim
H Aug 3 !!! EXAM III (Comprehensive, Lectures 1-40, Chapters 1-14, 37-38)
no phones, bring simple calculator
Study Exam I and II, Quizzes and new material since Exam II
for -001 and -070 3:00 pm - 5:00 pm JTB310
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PRINCIPLES OF BIOLOGY SUMMER 2016 BIOL 1210-001 and 1210-070

Knowledge is not something you passively acquire and accumulate, but

something you construct, explore and test. What you wonder about, you
remember. What you generate, you know.

Goals: If you intellectually engage in this course it will help you understand the process
of science as a way of seeking knowledge and give you a framework of the
concepts in biology. Biology is central to understanding the world around us. My
goal is to help you become "biologically literate"capable of using biological
concepts to make decisions in your roles as individual, family caretaker, citizen and
member of the biosphere. Can a pill make you thin? Do vaccines cause autism?
Are the oceans and forests inexhaustible resources? How many people can the
earth sustain? These are important questions for all of us and require biological
literacy. In this course we will sample several levels of biological organization, from
molecules to organisms to ecosystems, and we will discover the patterns, cycles
and emergent properties that are key to the study of life.

Instructor: Rene J. Dawson, Ph.D. dawson@biology.utah.edu

office hours: JTB 335 T & H 12:45-1:45 pm is open office (no appointment
needed), or by appointment, or after afternoon class in Sandy. Your questions,
suggestions, and comments are always welcomed. The only email question
that I will not answer is I missed class yesterday, did you say anything
important?... What did you cover today? Post to discussion board and ask your
peers how far I got and if there were any reminders/announcements in class.
Feel free to come visit to talk about how to study or any biology topic, BUT I will
not make appointments for the last week of class to discuss your grade.
Those meeting stress me out and there is nothing to be done about grade
outcomes during the last week of school except for you to study hard for the final.
I do not give extra credit to individuals or bump the grade of individuals no matter
how much they cry or tell me that if they dont get a better grade they will lose a
scholarship, etc Work every day to avoid stressing about your grade at the end.

Teaching Assistants: You are free to go to either, both or neither of the discussions for
this class. Please do the ASQ before you come to discussion so you can ask
informed questions. You rob yourself of learning opportunities if you
passively sit and have someone show you how to answer these questions.
Contact TAs on Canvas to set up an individual or small group meeting (at their
convenience).
DAY TIME PLACE TA
Monday 10:45-11:35am JTB 310 Trevin Michael
Wednesday 12:55-1:45pm JTB 310 Kacey Davis
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Text: Our textbook is available in the University bookstore: Campbell Biology:

Concepts & Connections Second Custom Edition for U of U by Reece, Taylor,
Simon, Dickey and Hogan. Packaged with MODIFIED mastering biology access
code for $107. The reading assignments are included in the lecture schedule. It
is important to keep current on reading and to come to class prepared to actively
listen. It will be to your advantage to do the problems at the end of the chapters
and definitely all the problems in the Assigned Study Questions.

Points: Course grade will be determined by percentage of 550/650 total points.

Cumulative scores of 90%, 80%, 70% or 60% will guarantee grades of not less
than A-, B-, C- and D- respectively.
Quizzes 100 points - Nine quizzes (12.5 points each) will help assess your
comprehension and help you to stay current between exams. Drop the
lowest score or missed quiz. No make ups since you get to drop one.
Exams 300 points - Two midterms and one comprehensive final (100 points
each). Taking exams or quizzes early can be prearranged, please try to give
me one week notice. ABSOLUTELY no late makeup exams unless situation
was unavoidable, unpredicted, extremely dire and you have official
documentation from a Doctor, Police Officer, etc. (I slept in doesnt count)
Articles 20 points A summary and five great questions about a variety of topics
from Scientific American. You must turn in two assignments. Approved
topics and detailed instructions will be listed on Canvas in Homework folder
Project 30 points - A list of at least 25 well worded, specific questions addressing
areas that you are curious about, and a four page "exploration" on one of
the questions. Additional details will be listed on Canvas in Homework folder
Mastering online quizzes 100 points See How to Register for MODIFIED
MasteringBiology in Getting Started folder on Canvas. REQUIRED
ASSIGNMENTS are posted every week and due Monday at 11:59pm.
Sorry, no extensionsfor any reasons, no matter how direBUT everyone
gets to miss 100 mastering points and still get full credit. There will be a total
of about 1350 mastering points and your percentage out of total points
(minus 100) gives you the percentage of 100 class points you have earned.
Mastering scores are visible on mastering site but visible not on Canvas
until the end of the semester.
TP clicker 100 points Optional but recommended. In class questions will be
given almost daily with Turning Point clickers RF keypads (clickers) to
encourage active participation. Questions may review previous lecture or
highlight reading material for that day. See How to Register your Clicker
instructions on Canvas under Files and Getting Started. Clickers are not
extra credit but will help buffer your exam scores. If you use the clicker your
total class points will be 650. If you dont use a clicker or your clicker grades
hurt your total grade, I will drop them and your total points will be 550.
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Rescoring exams or quizzes: If you believe that your score is incorrect, you may
submit your exam/quiz for rescoring, subject to the following conditions:
Exams/quizzes written in pencil are NOT eligible for re-scoring. If you expect to
submit your exams for re-scoring, write your answers in pen! All re-scores must
be requested in writing by 7 days after exams/quizzes are returned. Do NOT
write ANYTHING on your exam! Exams will not be re-scored if they have been
altered in any way (a random subset of exams will be photocopied before they
are returned to students). Make a copy of the exam to keep and turn in the
original version with your regrade request on a separate piece of paper (stapled
to your exam). Be specific and use sound scientific reasoning to explain why your
answer should have been awarded more points (my answer deserves more
points is not sufficient justification). What about the question mislead you? What
were you thinking? Why do you deserve partial or full credit? Much can be
learned (by both of us) by closely examining missed concepts.

Canvas Files: Class information will be posted in folders on Canvas. Click on Files to
see the list of folders. There are folder for Getting Started Procedures, How to
get an A (How to Study and Advice), Homework and EC to upload, and Slides.
The Assigned Study Questions (ASQ) will help you learn the material and
prepare for exams. You need to DO these-hopefully several times on the hard
questions-but you do not need to turn them in. (It is almost impossible to do well
on quizzes and exams without doing ASQ. Think of these as your practice
exams.) see https://utahtacc.zendesk.com/hc/en-us/articles/205654094
for Canvas orientation Call Help Desk 581-4000 or Media Services 581-6494.
Post biology and procedural questions to the Canvas DISCUSSION board
so your peers can answer. The TAs and I will monitor the discussion board to
make sure their information is accurate, or to answer if no one else does.
Students who answer their peers questions benefit the class as a whole but also
benefit themselves because they have clarified the concept in their own heads,
and I notice their names for consideration as future TAs! J

Uploading Assignments to Canvas: Graded Homework like Article Summaries, Extra

Credit (EC), 25 Questions, and Project exploration will be uploaded directly to
Canvas. Not via email and not as hard copy. To submit on Canvas:
1. On the left column of the class Canvas page you can see links for
Announcements, Assignments, Discussions, Grades, etc
2. Click on Assignments link to view upcoming assignments. If the link is not
visible and the due date is within a few days email me!!
3. Click on the name of the assignment you want to submit (like Article 1).
4. You should now be able to see the assignment instructions, the type of
submission (file upload), and the file types (pdf, doc, and rtf NOT docX,
odt, .wps, pages, Google docs etc) The preferred form for all uploaded
documents is .pdf Learn how to convert documents to pdf, it is easy.
Google save as pdf for the specifics with your system. What I do is
click on print (command P) even if I am not hooked up to a printer, and
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then select PDF to the left and Save as PDF. When your concept maps
are hand drawn, scan them and make a pdf. Do not use your cell phone or
ScanCam to take a picture of a document. Computer labs on campus
have scanners that you can use for free. The only time you can turn in
hard copies is if your concept maps are too large to scan.
5. Click the Submit Assignment button on top right.
6. Select File Upload as submission type and choose the file you want to upload.
PDF format is preferred. Submissions may be limited to pdf, doc, and rtf. If
the upload doesnt work check you file type.
7. Click on Submit Assignment button on bottom. Some students forget to do
this. Make sure you get verification and can see that your file is turned it.
You should see a green check mark and Turned in! and the icon of your
document. Click on the icon to make sure you uploaded the right
document and viewable. It is your responsibility to double check that
your document is properly submitted. For more details see
http://guides.instructure.com/s/2204/m/4212/l/41972-how-do-i-submit-an-
online-assignment

Lectures: In this survey course, I will select and emphasize material that will help you
build a framework for biological literacy. Lectures will include abstract principles
and concrete examples to illustrate and help you make sense of those concepts.
These examples are not "tangents" nor are they the only important details you
need to know. The goal of lecture is to coach you through your reading and
studying, not to repeat everything that is in the text. Yes you need to attend class,
as there may be test questions from lectures topics not in text. The lecture
numbers on the preceding schedule are by topic not necessarily class period. Even
if lecture gets behind or ahead I will lecture in the order given on the first page.
Due dates and dates of quizzes/exams are on the schedule and will NOT change
even if lecture gets behind or ahead. Please do NOT phone or email me to ask
Did I missed anything? when you are not class! Get a phone number or email
address from a fellow student so that you can ask them how far we got in lecture
on the day(s) that you miss. I want you to feel comfortable asking questions in
class if a concept isnt clear, but I dont want the first 10 minutes of class to be
wasted on procedural questions. Please read the class emails that I send. I am
happy to help you after class or over email. Or better yet ask your peers on
discussion board.

Electronics: Laptops and tablets may be used in class for following lecture powerpoints
or note taking. Do not disturb your peers by playing games, facebooking (is that a
verb?), tweeting, snapchating, tendering etc. The ability to multitask is a myth
and it is rude. Please turn off all cell phones prior to entering the classroom. If
you are on call it can be on vibrate. Nonprogrammable calculators may be used
in exams when appropriate, you may not use the calculator on your phone.
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WEB sites for further exploration:

https://www.khanacademy.org tutorials
http://learn.genetics.utah.edu Utahs Genetics Science Learning Center
http://biology-pages.info GREAT online biology text, bookmark it!
http://www.ncbi.nlm.nih.gov National Center for Biotechnology Information
http://www.accessexcellence.org The National Health Museum, News, Timelines
http://earthtrends.wri.org World Resources Institute, Earth Trends
http://tolweb.org/tree/phylogeny.html Tree of Life
let me know if you find other sites that help you study

\UNIVERSITY POLICIES:
Drops and Withdrawals: The drop policy of this class is consistent with that of the University: the last
day to drop (delete) classes is Friday 22 January. Classes dropped before this date will not
appear on transcripts. The last day to withdraw from classes is Friday 4 Mar. After 4 Mar,
withdrawal requires approval of the cognizant Dean, which is only granted for compelling non-
academic reasons.

Incompletes: University policy allows assignment of a grade of incomplete (I) if 20% or less of the course
work remains unfinished. I will consider assigning an incomplete (I) only under EXCEPTIONAL
circumstances unrelated to academic performance, and only if a student is passing the course
with a C- or better when the Incomplete is requested.

Wellness: Personal concerns such as stress, anxiety, relationship difficulties, depression, cross-cultural
differences, etc., can interfere with a students ability to succeed and thrive at the University of
Utah. For support and confidential consultation, contact the Center for Student Wellness, 426
SSB, 801-581-7776. http://www.wellness.utah.edu

Equal Access: The University of Utah seeks to provide equal access to its programs, services and
activities for people with disabilities. If you will need accommodations in the class, reasonable
prior notice needs to be given to the Center for Disability Services, 162 Olpin Union Building,
581-5020 (V/TDD). CDS will work with you and me to make arrangements for accommodations.
All written information in this course can be made available in alternative format with prior
notification to the CDS.

Discrimination and Harassment policies: I have zero tolerance for any Discriminatory or Harassing
behavior. If you or someone you know has been harassed or assaulted, you are encouraged to
report it to the Title IX Coordinator in the Office of Equal Opportunity and Affirmative Action, 135
Park Building, 801-581-8365, or Office of the Dean of Students, 270 Union Building, 801-581-
7066. To report to the police, contact the Department of Public Safety,
801-585-2677(COPS). Please see Student Bill of Rights, section E
http://regulations.utah.edu/academics/6-400.php

MUSE Project: Do you want to learn about research, community engagement, or other opportunities at
the U? Check out http://muse.utah.edu/

Code of Students Rights and Responsibility http://www.regulations.utah.edu/academics/6-400.html

How to study: Biology is not suited to rote memorization. "Facts" are meaningless
without the context of the procedures and patterns of thought that characterize this
science. Thinking scientifically takes practice, and active reading, listening, and
problem solving are good practice. Many students learn best in interactive
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contexts, so please create informal study groups outside of class. You will learn,
understand and retain much more if you have good study habits starting NOW.
The University recommends 2-3 hours of study outside of class for each credit
hour. That means studying 8-12 hours per week for this class. Keep your notes
and handouts in order. Learning biological terms is like learning a new language;
keep a vocabulary list and look up definitions promptly. Write questions and look
for 'big picture' patterns. Keep asking yourself "What is the main concept?"
Chapter summaries will help you identify main concepts. Read them before and
after chapter. Compare and contrast the information. Try outlines and concept
maps. Don't get buried in the details-most are meant to support main concepts.
This course has amazing breadth; and may require new study techniques.
DO NOT TRY TO CRAM! Read the How to Get an A folder.

What did students who earned an A do in lecture (or related to lecture)?

Attended lecture regularly, paid close attention, took their own detailed notes (they wrote more than just
the words on the slides).

Reviewed their notes after each lecture and identified the concepts they didn't understand. Rewrote or
typed their notes after each lecture to help review them.

Printed off slides after lecture and added what they wrote in their notes to the slides.

Read the textbook either before or after attending class, covering the parts of the chapters discussed in
lecture and integrated the information with their lecture notes.

How did the students who earned an A study each week?

Read the book carefully to clear up any confusion about lecture topics.

Read the chapter summaries in the book to get an overview of the material

Focused on understanding the Mastering Biology homework not just getting it done. Keep a record of
which questions where challenging or missed and why.

Wrote detailed answers to the study questions every week. Marked questions that were challenging
and before viewing the key, they looked up the answers themselves as a way to check their
understanding of the material.

Drew their own diagrams to illustrate concepts.

Filled out the macromolecules and Central Dogma summary charts and studied it. Used these as
examples to make other charts to study.

Made up acronyms, stories or songs to help them remember information.

Rewrote or organized answers to study questions and notes as way to review them.
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How did the students who earned an A study closer to the exam?

Reviewed answers to the study questions, notes and lecture slides.

Tried to answer study questions without any notes in as much detail as possible. Did practice multiple-
choice test questions in the Study Area section of Mastering Biology.

Explained the concepts to others to make sure they really knew the information.

How much time did the students who earned an A spend studying?

They studied a little bit every week leading up to the exam.

The average amount of time they spent studying close to the exam was ten hours, not including the
amount of time they spent every week leading up to the exam. (Almost all of them spread those ten hours
over several days.)

Learning objective of this course arranged by chapter

Upon completion of this course students will be able to:
1. Explain the definition of biology, life, science, and evolution.
2. Describe lifes underlying chemical composition: electrons, protons, neutrons, atoms,
bonds; emergent characteristics of water and pH scale.
3. Describe the molecular basis of life in terms of the four major classes of biological
macromolecules.
4. Catalog and contrast the structures that comprise prokaryotic, animal, and plant cells.
5. Describe the cellular bases of energy conversion, enzymatic promotion of chemical
reactions, and transport across selectively permeable membranes.
6. Outline the process of cellular respiration with particular emphasis on the inputs and
outputs of each stage.
7. Outline the process of photosynthesis with particular emphasis on the inputs and
outputs of each stage.
8. Draw and describe the roles of cellular reproduction in living cells, including the
processes and outcomes of mitosis and meiosis.
9. Explain how genotype controls phenotype in simple Mendelian inheritance patterns
and some common variations. Apply these patterns to calculate genetic
probabilities.
10. Describe how the structure of DNA relates to its functions of self-replication and the
flow of genetic information through the cell.
11. List the various means by which cells can control the flow of genetic information
from gene to protein.
12. Describe the techniques and societal implications of gene cloning, DNA profiling,
genomics, and human gene therapy.
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13. Describe Darwin's theory of evolution, the evidence for evolution, and how
populations may evolve through natural selection and other mechanisms.
14. Explain the processes of speciation and macroevolution, and the significance of
phylogeny in studying these topics.
37. Describe energy flow through communities and chemical cycles. Use examples to
describe the structure and dynamics of communities and ecosystems.
38. Discuss the importance of biodiversity. Demonstrate an understanding of the impact
of science on society. Use examples to explain how abiotic factors affect the
distribution of species and determine the locations and characteristics of Earth's
biomes.

Blooms Hierarchy of Thought

lowest 1. Remember
memorize, define, name, recall, list, identify, label
Can you recall the information?
2. Understand
summarize, describe, discuss, explain, paraphrase, predict
Can you explain the concepts?
3. Apply
interpret, illustrate, use ideas in different situations, solve problems,
modify, demonstrate, show, complete
Can you use the information?
4. Analyze
compare and contrast, ask questions, separate concepts into parts,
understand relationships, differentiate, examine, test
Can you distinguish between different parts?
5. Evaluate
argue, defend, judge, select, support, personal judgments,
determine relevance/significance, identify new frontiers,
Can you justify a stand or decision?
highest 6. Create
combine known facts with new idea, design, develop, assemble,
construct, compose, generate, invent, hypothesize, synthesize
Can you create a new product or point of view?

Modification of Bloom, B. S. (1956). Taxonomy of Educational Objectives, Handbook I:

The Cognitive Domain. New York: David McKay Co Inc.

A Guide for Learning Strategies in Biology -
Have a BLASt
(Bloomsbased Learning Activities for Students*)
*From Crowe et. al., (2009) CBE Life Sciences Education, 7: 368381.
Blooms level Individual activities
Remembering Practice labeling diagrams
List characteristics
Identify biological objects or components from
flash cards
Quiz yourself with flash cards
Take a selfmade quiz on vocabulary
Draw, classify, select, or match items
Write out the textbook definitions
Understanding Describe a biological process in your own
words without copying it from a book or another
source
Provide examples of a process
Write a sentence using the word
Give examples of a process
Applying Review each process you have learned and
then ask yourself: What would happen if you
increase or decrease a component in the system
or what would happen if you alter the activity of a
component in the system?
If possible, graph a biological process and
create scenarios that change the shape or slope
of the graph
Analyzing Analyze and interpret data in primary literature
or a textbook without reading the authors
interpretation and then compare the authors
interpretation with your own
Analyze a situation and then identify the
assumptions and principles of the argument
Compare and contrast two ideas or concepts
Create a map of the main concepts by defining
the relationships of the concepts using one or
twoway arrows
Evaluating Provide a written assessment of the strengths
and weaknesses of your peers work or
understanding of a given concept based on
previously determined criteria
Creating Generate a hypothesis or design an experiment
based on information you are studying
Create a model based on a given data set
Create summary sheets that show how facts
and concepts relate to each other
Create questions at each level of Blooms
Taxonomy as a practice test and then take the
test
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Group activities
Check a drawing that another student labeled
Create lists of concepts and processes that
your peers can match
Place flash cards in a bag and take turns
selecting one for which you must define a term
Do the above activities and have peers check
your answers
Discuss content with peers
Take turns quizzing each other about
definitions and have your peers check your
answer
Practice writing out old exam questions on
the board and have your peers check to make
sure you dont have too much or too little
information in your answer
Take turns teaching your peers a biological
process while the group critiques the content
Work together to analyze and interpret data in
primary literature or a textbook without
reading the authors interpretation and defend
your analysis to your peers
Work together to identify all of the concepts in
a paper or textbook chapter, create individual
maps linking the concepts together with
arrows and words that relate the concepts,
and then grade each others concept maps
Provide a verbal assessment of the strengths
and weaknesses of your peers work or
understanding of a given concept based on
previously described criteria and have your
peers critique your assessment
Each student puts forward a hypothesis about
biological process and designs an experiment
to test it. Peers critique the hypotheses and
experiments
Create a new model/summary sheet/concept
map that integrates each group members
ideas.