Course Materials
Textbook(s)
Starr, C. Basic Concepts in Biology. Thompson Learning.
BIOL 101 CD. The course modules are contained on this CD.
Description
(For students not majoring in a science.) An introduction to living things in light of our knowledge of physical, chemical and biological principles. The organization, processes, interdependence and variety of living things will be explored. Emphasis will be placed on understanding the impact of biological knowledge on human societies, and consideration will be given to current events that involved biological systems. Students may receive credit for only one of the following courses: BIOL 101 or BIOL 105.
Objectives
The goals of this course are to:
- foster an understanding of the relevance of the basic concepts of biology in everyday life
- provide insight into the simplicity and commonality that underlies complex and diverse living organisms
- demonstrate that life and living organisms are dynamic and continually evolving through time
- emphasize the significance of DNA in determining the composition, characteristics, reproduction, and behavior of an organism
- illustrate the interdependence of living organisms with each other and with their environments
- investigate the influence of human beings on the environment, including other living organisms
- introduce current scientific technologies and illustrate their relevance to the general public
- develop the ability to form sound scientific questions and answer them using the scientific method
Course Introduction
This course is an introductory and comprehensive study of the unifying themes and concepts in biology. Biology is the study of living things. In this course, we will move from relatively small non-living units to large living cells and even larger multicellular organisms, recognizing that the large cannot exist without the small. Throughout the course we’ll touch upon the scientific methods and practices, both historic and current, that have led to our understanding of living organisms.
Living organisms are built from a very specific set of building blocks – atoms, molecules, and cells. We will begin with a study of these building blocks and their importance to living things. Next, we will examine the ways in which these building blocks interact to provide the energy living things need to grow, move, work, think, and develop. The power and elegance of DNA and genes will be discussed, as well as their role in inheritance, human diseases, biodiversity, and evolution.
We’ll look at plants and animals to understand how atoms, molecules, and cells work together in balanced, interrelated systems that are critical to the health and well-being of living organisms. Biodiversity and its importance will be discussed and contrasted with the common fundamental characteristics all living organisms share. We’ll also look at the way living things interact with one another and with the non-living parts of their environment. These interactions play a major role in the overall health of populations, ecosystems, and planet earth.
The course is broken into five modules as follows:
- Module 1: The Molecular and Cellular Basis of Life
- Module 2: Cell Processes
- Module 3: DNA and Principles of Inheritance
- Module 4: Evolution and Biodiversity
- Module 5: Ecology
Grading Information
Your grade will be determined as follows:
| Homework Assignments (14 assignments, 10 points each) |
140 points |
| Final examination | 60 points |
| Total | 200 points |
Grading Scale
A = 180-200 points = 90-100%
B = 160-179 points = 80-89%
C = 140-159 points = 70-79%
D = 120-139 points = 60-69%
F = 0-119 points = 0-59%
Homework Assignments
Fourteen Homework Assignments are due in this class. Your instructor will provide you with information about how each of these assignments should be submitted. Each of these assignments:
- requires you to address the major topics covered during that particular week
- can be completed based upon your reading of the textbook and Modules
- should include a complete and thorough answer to the assigned questions and activities
- should be double-spaced and at least 3 pages in length
- will be graded 70% (7 points) on the accuracy of the content, and 30% (3 points) on correct spelling, grammar, paragraph and sentence organization, as well as overall organization of the assignment
Homework 1
A group of scientists made the following four observations: a) Three months ago the fish in a particular lake began to develop sores on their skin. b) Now, an increasing number of fish are washing ashore dead each week. c) A new industrial chemical plant located on the lake went into full production four months ago. d) A new housing development was built on a hill above the lake two months ago.
The scientists formulated two hypotheses to explain what was happening to the fish in the lake: 1) The chemicals being produced by the new industrial plant are causing the fish to develop sores. 2) A combination of the chemical produced by the plant, the chemicals used to fertilize the lawns and trees in the new housing development, and the likely increase of recreational activity on the lake due to the new housing development are causing the fish in the lake to develop sores and then to die.
Analyze and evaluate each of these hypotheses, and then fully describe the strengths and weaknesses of each.
Homework 2
In your own words, explain:
- why an understanding of chemistry is important to the study of biology and understanding living organisms
- the parts, features, and organization of a carbon atom
- the physical and chemical relationship between covalent bonds, protons, electrons, neutrons, atoms (such as carbon, hydrogen, oxygen, nitrogen), amino acids, and proteins
Homework 3
In your own words, describe:
- the similarities and differences between eukaryote and prokaryote cells
- based upon the specialized functions of membranes and the organelles found in eukaryote cells, describe the various functions that a eukaryote cell performs and takes part in
Homework 4
- In your own words:
- describe an everyday process that you engage in (such as going to work or making dinner) that mimics a metabolic pathway. In your description, be sure to point out which aspects of this everyday process represent individual chemical reactions; the correct order or sequencing of the chemical reactions; the substrates, products, and enzymes of each chemical reaction.
- explain the role that enzymes play in chemical reactions, how enzymes perform their function, and the various factors that affect the function of enzymes.
Homework 5
In your own words:
- explain the overall purpose of photosynthesis, glycolysis, the Krebs cycle, and the electron transport system
- explain how photosynthesis, glycolysis, the Krebs cycle, and the electron transport system are linked to one another in nature – be specific in your explanation and in your explanation include energy and the various molecules that are used as substrates and products in these various pathways
- predict what would happen in a particular organism (such as a human being) if the enzyme that catalyzes the second step in glycolysis (the conversion of glucose-6-phosphae to fructose-6-phosphate) does not function properly (i.e. predict the consequences for this organism in terms of glycolysis, the Krebs cycle, and electron transport); explain your predictions
Homework 6
In your own words describe each of the following items:
- the overall purpose of mitosis and meiosis
- the events that occur during each stage of mitosis and meiosis
- the purpose of the events that occur during each stage of mitosis & meiosis – i.e. why must the events in stage occur in order for the inheritance of traits to proceed in a predictable and nonrandom manner
Homework 7
“G” represents the dominant allele determining the color green in flowers, while “g” represents the recessive allele determining the color white in flowers. Based on this information answer the following questions:
- What alleles does a heterozygous plant have, and where are these alleles located?
- Use a Punnett Square to represent the breeding of two heterozygous plants.
- What is the relationship between meiosis and the Punnett Square in this mating?
- Explain the difference between genotype and phenotype, as well as how they are related to one another. In the plant described above, identify the genotypes and phenotypes.
- How many green-flowered plants might possibly be produced as a result of this mating, and what are the genotypes of these plants?
- How many white-flowered plants might possibly be produced as a result of this mating, and what are the genotypes of these plants?
- If “G” and “g” are co-dominant alleles, rather than dominant and recessive alleles, what color flowers would you expect GG, Gg, and gg plants to produce? Explain why this is so.
- In general, is it possible for two plants to have different genotypes but to have the same phenotype? Explain your answer.
Homework 8
In your own words, answer the following questions:
- The following represents the order of nucleotides in one strand of a DNA molecule: ATGCCATCGGCCAACTGA. What is the order of the nucleotides in the other strand of this DNA molecule?
- Explain the various chemical and physical reasons why A and T are paired in a DNA molecule, and why C and G are paired in a DNA molecule.
- Explain why the process of DNA replication is considered to be an enzyme-catalyzed chemical reaction; indicate the substrates, products, and enzymes involved in this process.
Homework 9
The following represents the order of nucleotides in one strand of a gene that encodes a peptide (a protein) that is 5 amino acids long: ATGCCATCGGCCAACTGA. Based on this information answer the following questions:
- What is the order of nucleotides in the mRNA molecule transcribed from this gene?
- How many codons are there in this mRNA molecule?
- What is the order of the amino acids in the protein translated from this mRNA molecule?
- Does the number of codons in the mRNA molecule equal the number of amino acids in the protein? Explain why these numbers either do or do not match one another.
- Assume now that this gene has been mutated as follows (only one strand of this gene is shown, and the mutation is indicated by a lower case letter): ATGCCATCGGaCAACTGA. What effect does this mutation have on the amino acid sequence encoded by this gene? What potential effect does this mutation have on the peptide (protein) encoded by this gene?
- In your own words explain:
- the physical and chemical relationship between chromosomes, codons, DNA, genes, genomes, and nucleotides
- how genes and proteins determine physical and chemical traits – your discussion should occur at the level of molecules, and should include a discussion of the genetic code, transcription, translation, and the structure and function of proteins
Homework 10
In your own words:
- state the principles of evolution, including the value and necessity of evolution for species and populations
- explain the interacting roles that DNA and the environment play in evolution
- explain the differences between natural selection and artificial selection
- describe the principles and usefulness of the Hardy-Weinberg rule
- describe the various ways in which new species evolve
Homework 11
In your own words:
- explain the difference between microevolution and macroevolution, and describe the various processes that contribute to each
- explain which of the following types of evidence is the most precise indicator of an evolutionary relationship between two organisms: fossils, comparative morphology, patterns of development, protein similarities, nucleic acid similarities
- summarize the current theories in biology that explain the origin 1) of the first life forms and 2) organelles
Homework 12
In your own words:
- describe the value and utility of a commonly-agreed upon classification scheme in biology
- explain why the original three kingdom classification scheme has been expanded to the current six kingdom system
- state the six kingdoms in the currently used classification scheme in biology, nd summarize the general characteristics of the organisms that fall into each kingdom
Homework 13
In your own words:
- describe the difference between population size, population density, population distribution, and population growth
- describe the difference between species, populations, and communities
- explain what the term carrying capacity means, and describe the various factors that contribute to different carrying capacities in highly developed and third world populations
- describe in detail the various factors that contribute to the size of a population (be sure to consider all of the topics that have been discussed in chapters 27-29 of your textbook)
Homework 14
In your own words:
- explain the structure and value of ecosystems and biodiversity
- summarize the flow of carbon, nitrogen, and phosphorus, and water through both the biotic and abiotic components of ecosystems; explain why the flow and availability of these particular resources is vital to the survival of living organisms (in this regard, be sure to answer at the level of molecules and think back to the first weeks of this course)
- state modern human activities and technologies that have negatively impacted the environment, describe how they have negatively impacted the environment, and suggest one possible solution for each of these problems
Proctored Final Exam
A proctored final examination is required this class. Your instructor will provide you with more information about the format and content of the exam.
Course Schedule
| Week 1: | Read:
Review & Study:
Submit: Homework 1 |
| Week 2: | Read
Review & Study
Submit: Homework 2 |
| Week 3: | Read
Review & Study
Submit: Homework 3 |
| Week 4: | Read
Review & Study
Submit: Homework 4 |
| Week 5: | Read
Review & Study
Submit: Homework 5 |
| Week 6: | Read
Review & Study
Submit: Homework 6 |
| Week 7: | Read
Review & Study
Submit: Homework 7 |
| Week 8: | Read
Review & Study
Submit: Homework 8 |
| Week 9: | Read
Review & Study
Submit: Homework 9 |
| Week 10: | Read
Review & Study
Submit: Homework 10 |
| Week 11: | Read
Review & Study
Submit: Homework 11 |
| Week 12: | Read
Review & Study
Submit: Homework 12 |
| Week 13: | Read
Review & Study
Submit: Homework 13 |
| Week 14: | Read
Review & Study
Submit: Homework 14 |
| Week 15: | Proctored Final Exam |
Additional Information
Cross Curricular Initiatives
UMUC has cross-curricular initiatives that must be met in every course. They are:
- effective writing
- competence in information technology
- historical perspectives
- international perspectives
- civic responsibility
- information literacy
Here is additional information about those initiatives from the UMUC Undergraduate catalog:
“Cross-curricular initiatives, promoted both by specific courses and by integration throughout all program, build the student’s ability to analyze, synthesize, and integrate knowledge, perspectives, and techniques. The cross-curricular requirements in effective writing, competence in information technology, historical and international perspectives, civic responsibility, and information literacy ensure that students are able to:
- define problems, develop and articulate informed judgments, and think critically and systematically
- function in professional roles requiring an appreciation and understanding of the interdependency among all disciplines in the global workplace
- put learning in the context of historical events and achievements through time
- function responsibly as adult citizens of the world, engaging and negotiating different perspectives and exercising ethical judgment in their personal and professional lives”
Course Modules
Course modules are located on the CD.
Academic Policies
- Attendance: Individualized learning courses do not have class attendance. However, you have regular study and other assignments with deadlines.
- Contact Information: You are responsible for keeping your contact information current. This is necessary for receiving both your returned assignments and other information.
- Proctored Exams: A proctored final exam is required for successful completion of this course. UMUC will mail your exams directly to the education center you designated on your application. If you will not be in close proximity to that education center, the Exams Clerk will coordinate directly with your proctor.It is your responsibility to schedule your final exam within the designated period according to the procedures at your education center.Further questions on the exam process should be directed to the Distance Education Office or your education center.
- Course Load: One traditional face-2-face course, or 3 semester hours (s.h.), is considered a normal course load for a student who is fully employed. This course load will require at least six hours of class time per week and approximately 12 hours per week of additional out-of-class study time. Although there is no “face-2-face” class time with individualized learning courses, a student should expect approximately 9 to 12 hours per week of study time and additional time in preparing assignments for a 3 semester hour individualized learning course.Students should carefully and realistically assess other commitments before registering for more than 6 s.h. a term. In no case may a student register for more than 9 s.h. a term without permission from the UMUC-Europe registrar in Heidelberg. Permission to register for more than 9 s.h. is based on demonstrated academic excellence at UMUC. A minimum grade point average of 3.5 and an enrollment history indicating success in carrying a heavier-than-average course load at UMUC are required.
- Academic Research: Learn more about academic research through UMUC at http://www.ed.umuc.edu/de/defacguide/academic-research.htm.
Grading Policies
The Mark of “I”
The mark of I (Incomplete) is exceptional. It is given only upon the request of a student whose work in a course has been satisfactory, and who is unable to complete the course because of illness or other circumstances beyond his or her control. In no case will the I be recorded for a student who has not completed the major portion (60%) of the work in the course. The student must consult with the instructor and present documentation substantiating the reasons for requesting the Incomplete.
The instructor makes the final decision concerning the granting of the Incomplete. When recording the Incomplete on the Final Grade Report, the instructor will state the quality of the student’s work to date, the requirements remaining, and the deadline – not to exceed six months – for completion of the work. If the student does not complete the requirements of the course within six months from the course end date, the student cannot thereafter make up the Incomplete. The mark of I will become terminal and subsequently may not be changed. An Incomplete not removed after six months is converted to the grade of F.
It is the responsibility of the student, not of the Education Center nor of UMUC, to arrange with the instructor for the assignment of and subsequent removal of an Incomplete. Students should realize that it is virtually impossible to remove an I after transfer out of the European Division. A student no longer in contact with the instructor who assigned the I should write to the instructor, c/o UMUC, Unit 29216, APO AE 09102, and the mail will be forwarded. An I cannot be removed by an X or W. A student who elects to repeat the course must register, pay the full fees, and repeat the entire course. In such cases, the mark of I for the first attempt is not changed if the course is repeated. For purposes of academic retention, the mark of I is counted as hours attempted. It is not used in determining grade point averages.
For Bowie State University graduate courses, an Incomplete not removed after one year is converted to the grade of F. For University of Maryland, College Park graduate courses, an Incomplete not removed after six months becomes terminal and subsequently may not be changed.
Mark of “W”
If for whatever reason a student is no longer able to participate in the class, the student should formally withdraw. When a student officially withdraws, a W is assigned. The W can be posted only when it is documented by an Application for Withdrawal (UMGR-003). For purposes of academic retention, the mark of W is counted as attempted hours. It is not used in determining grade point averages. Students that neglect to withdraw formally, may receive the grade of Fn (Failure for non-attendance).
Students in online distance education classes which span over two terms cannot withdraw after the Friday before the final week of the class. Additional information for students receiving VA educational benefits and financial aid can be found in the VA and Financial Aid sections of the Catalog.
Academic Dishonesty
Academic dishonesty is failure to maintain academic integrity. It includes, but is not limited to, obtaining or giving aid on an examination, having unauthorized prior knowledge of an examination, doing work for another student, and plagiarism. Academic dishonesty can result in severe academic penalty, including failure in the course and/or dismissal from the institution.
Plagiarism is the presentation of another person’s idea or product as one’s own. Examples of plagiarism are: copying verbatim and without attribution all or part of another’s written work; using phrases, charts, figures, illustrations, computer programs, or mathematical or scientific solutions without citing the source; paraphrasing ideas, conclusions or research without citing the source; and using all or part of a literary plot, poem, film, musical score, computer program, or other artistic product without attributing the work to its creator.
Students can avoid unintentional plagiarism by carefully following accepted scholarly practices. Notes taken for papers and research projects should accurately record sources of material to be cited, quoted, paraphrased or summarized, and research or critical papers should acknowledge these sources in footnotes or by use of direct quotations.
UMUC provides an interactive Web-based tutorial on plagiarism through its online writing center called “How to Avoid Plagiarism” at http://www.umuc.edu/prog/ugp/ewp_writingcenter/modules/plagiarism/start.html
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