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Cell Biology & Genetics Course Syllabus BIO

Cell Biology & Genetics Course Syllabus BIO

Foundations of I - Biology & Course Syllabus BIO 201, Fall 2017, Sections 2 & 3 Dr. Corrette-Bennett

COURSE DESCRIPTION: This course serves as an introduction to the foundational concepts of biology for students who chosen the as a major or minor, or who need it to fulfill the scientific discovery intellectual perspective (SDIP). A combination of lectures, laboratory exercises, and assignments will introduce you to ways of observing and thinking about fundamental concepts and processes common to many (Biology, 8th edition, 2005) living (basic and , cells, acquisition, and genetics). Various resources in lecture and laboratory will be utilized to reinforce biological concepts, enhance the learning experience and use of scientific skills, and to improve critical thinking skills.

This course serves as the foundation for biology, , and environmental majors and as one of three introductory classes for all of the upper level biology courses. The concepts you learn during this course will be applied in your upper level courses.

Instructor: Joshua Corrette-Bennett, Ph.D. Office Phone: 724-946-7208 Office: Hoyt 217 e-mail: [email protected] Office hours: MW 2-3:30pm, R 2-3pm, F 10:30-11:30am

If I am not in my office during scheduled times I am probably somewhere nearby (another faculty member’s office, a research lab, etc.) and will return momentarily. Please be patient and wait by my office door for 5-10 minutes until I return. If I do not return in a timely manner, please leave a note on my door so I can contact you asap. If I am absent from my office during my office hours, I will leave a note on my door indicating where I have gone. You can always reach me by e-mail (preferable) or leave a message on my answering machine; I do not use text messaging. If it is a medical or family emergency and not during business hours, you can contact me at my home number: 724-657-1416.

REQUIRED: Text: BIOLOGY by Campbell and Reece, 11th edition Mastering Biology (Pearson Publishing on-line exercises); access code

Lab manual: WC Biology Faculty (2017) Laboratory Manual for Biology 201. (Each lab exercise will be available on D2L the Friday before lab or it will be handed out as a worksheet at the beginning of lab.) Quad-lined notebook (for lab)

BIO 201 course pages on D2L: Much of the material for this course can be obtained from the text- book, the lecture, and labs D2L on course pages. Students are expected to download and print off material such as Labs and specific assignments. It is up to the student to decide whether or not they want to simply download or print off materials such as Powerpoints, on-line information, on-line assignments, and reading lists.

DEPARTMENT OBJECTIVES, COURSE OBJECTIVES, and MEANS of ASSESSMENT: Our world is increasingly influenced by natural phenomena and ethical quandaries that require reason and a basic understanding of the natural world in which we live. With this in mind, students who successfully complete this course shall understand how course objectives align with department objectives and:

Department Objectives Course Objectives MOA > demonstrate breadth of knowledge about current > develop an appreciation for, and a college > exams biological concepts and principles, including level understanding of, biological concepts that > quizzes recognition of the inter-relatedness of knowledge are fundamental to most living organisms (the > lab notebook among the various biological sub-disciplines chemical basis of life, cell and > research papers , cell , energy acquisition > demonstrate an understanding of diversity, and use, , principles of , organization, and functioning of the living world DNA structure and function, and ) sufficient to insure informed participation in society and to exhibit a capacity for bioethical decision-making

> utilize observational, investigational, and critical- > be familiar with the importance of > lab quizzes thinking skills, including the ability to develop new exploration and the process of scientific > lab notebook ideas, to design, implement, and evaluate scientific inquiry; demonstrate proficiency with this > skills workshops concepts and theories, and to assess, interpret and method of inquiry in the field and lab understand data and their meaning (developing and testing hypotheses, collecting data, interpreting results, and discriminating > participate effectively in collaborative learning among valid and invalid conclusions) with students and faculty

> communicate scientific ideas through written > demonstrate proficiency with reading > information and oral presentation scientific literature, discover the “art” of literacy assignments scientific notation, and understand the > lab notebook > participate effectively in collaborative learning structure, style and purpose of scientific > skills workshops with faculty and students writing. > research papers > Capstone > effectively communicate important assignment concepts, hypotheses, materials and methods, results, and conclusions in a clear and concise manner

> demonstrate a sense of scientific integrity and responsibility. > participate in co-curricular educational > demonstrate proficiency with basic > information opportunities that enhance interactions with faculty computer, internet and skills literacy assignments and other students outside of the classroom > lab notebook > demonstrate proficiency with time- > the College > acquire a foundation of knowledge and skills that management, self-motivation, and self- LMS prepare them for a wide range of professions assessment of learning > seminars > Capstone > cultivate an interest in, and appreciation for assignment the ways in which the biological sciences are relevant to our daily

The ultimate goal of all these objectives is to have students realize the potential of using multiple biological perspectives, skills, and tools for understanding biological processes and solving problems. The broader goal is to provide students with skills and have students make well-informed decisions about current and future scientific discoveries and how they relate to culture and the surrounding of living organisms. CLASS STRUCTURE & : Each week there will be 3 one-hour sections (Hoyt 291), using lecture/discussion format, and 1 three-hour lab/research section (Hoyt 342). Please bring each of the following to lectures: required textbook, lecture notes, and any assigned readings. Please bring all of the above to lab along with your lab notebook, lab manual (as pages become available) and any pre-lab assignments because numerous assignments in lab require the use of resources and concepts discussed during lecture. products are not permitted in buildings. Unauthorized electronic devices are not allowed in the classroom or laboratory (e.g., cell phones, MP3 devices). When a student’s cell phone rings/buzzes during class/lab, or a student answers their cell phone or engages in text messaging during class/lab, they disrupt the learning environment. Points will be deducted from their total class grade for any of these distractions (1 point for the first occurrence; 2 points for the second; 4 points for the third; etc.) I will make exceptions to this rule if you tell me that you are waiting for a call prior to that class and it pertains to a personal or medical emergency. Students are more than welcome to bring a laptop to lecture, but are not allowed to connect to the Internet unless the class exercise requires it. If a student has software or files opened other than what is necessary for class, I will ask the student to close them immediately.

ACCESSIBILITY STATEMENT: Westminster College actively strives for the full of all our students. Students with disabilities who require access solutions for environmental or curricular barriers should contact Faith Craig, Director of Disability Support Services, located in 209 Thompson-Clark Hall, phone: 724-946-7192, e-mail: [email protected]". If you have any of learning, or physical disability (documented or un-documented) that might affect your performance, please stop by my office within the first week of classes.

ATTENDANCE POLICY: While there is no numerical penalty for missing class lectures, I have noticed a strong correlation between classes missed by a student and their grade (the more classes missed, the lower the exams scores, etc.). You are responsible for any material covered if absent from class regardless of the reason. Class notes must be obtained from classmates. Handouts or assignments can be obtained from me during my office hours. If you have questions and need help regarding material missed during an absence, I will be more than happy to sit and discuss the material with you during office hours, but I will not repeat the entire lecture or lab and can only be of help if you have read and thought about the material before our meeting. Attendance for exams and labs is required. Please identify any conflicts between these required course activities and college sponsored activities or events and report them to me prior to the absence. The only excused absences for exams or labs are the ones stated in the Westminster catalog. Fortunately there are multiple lab sections for this course offered throughout the week and all sections work on the same lab exercise each week. If a student cannot make the regularly scheduled lab, they can attend one of the other lab sessions. However, students are only allowed to make-up two labs and are responsible for coordinating this with the faculty member of the other section and me the week prior to the lab. Any exams that conflict with college sponsored activities must be identified by the student and taken prior to the scheduled exam date. Any medical or personal conflicts with exams must be brought to my attention immediately and passed onto the Dean of Academic Affairs for approval. Any absences from lab must be made-up that week and must be approved by the instructor and the professor teaching the other lab section. Absences due to illness must be reported to the center and require a formal written excuse from the Health Center or your doctor otherwise they will be counted as unexcused and counted against discretionary points (deduction).

ATTENDANCE POLICY: (information located after the course schedule)

EXAMS: There will be four exams throughout the semester followed by a comprehensive final that combines material from all four exams. The four exams and the comprehensive final are worth ~50% of the course grade. The fourth semester exam and comprehensive final will be administered on the date set by the final exam period (review syllabus) and in the same room where we meet for lectures. Attendance for exams is required. Please identify any conflicts between these and college sponsored activities or events and report them to the instructor in advance of the activity. The only excused absences for exams or labs are the ones stated in the Westminster catalog (college-sponsored activities; personal medical emergencies, etc.) and students are only allowed to make-up two labs.

LABS, LAB NOTEBOOKS, SKILLS WORKSHEETS, and RESEARCH ARTICLES: Labs - The best way to learn the process of scientific inquiry is by doing scientific inquiry - a hands- on approach. A number of the laboratory exercises in your lab manual are based on the "inquiry method" as opposed to "cookbook science". The inquiry method requires you, the student, to make observations or identify problems, propose one or more hypotheses, design experiments, analyze and evaluate the data, and then draw conclusions. It is in your best interest to read the labs prior to the scheduled lab period because all labs require some type of pre-lab preparation and summary that will be checked as soon as you enter the lab and counted towards part of your lab grade. Preparation involves reading the lab exercise, writing down important background information, purpose of lab, and basic methods. You will be given some type of assessment quiz at the beginning, during, or at the end of each lab (worth 5 points each). Any notes given at the beginning of the lab should be written down in your lab notebook for future reference. If a student is late for lab (the door is closed) and an assessment quiz is given at the beginning of the lab, he/she will earn a 0 for the quiz and must wait in the hall until it is finished. Lab Modules – Students will complete three lab modules during the course of the semester. Each lab module spans a 2-3 week period and provides students with the following opportunities: 1) demonstrate proficiency with the in the lab and in field (develop and test hypotheses, collect data, interpret results, and discriminate among valid and invalid conclusions), 2) demonstrate proficiency with reading scientific literature, 3) discover the “art” of scientific notation, 4) understand the structure, style and purpose of scientific writing, 5) effectively communicate important concepts, hypotheses, materials and methods, results, and conclusions, 6) learn how to collaborate with your peers, 7) apply statistical analysis to biological data, and 8) demonstrate proficiency with time-management, self-motivation, and self-assessment of learning. Multi-week modules should also dispel the notion of science as a cookbook process that has a specific beginning and ending. When done properly, the scientific process is really a reiterative process of trial and error that involves continual formative assessment of predictions, data, and conclusions. Students should make a habit of writing all observations, results, rough graphs, experimental plans, ideas, background research, and null and alternative hypothesis (when appropriate) in the lab notebook. All observations and results collected during lab are regarded as “raw data” and must be included in the notebook. Lab Notebooks – Maintaining a lab notebook is an essential part of scientific documentation and analysis. This provides you, along with any others in your “scientific community,” with documentation of all your thoughts, hypotheses, ideas, observations, data analysis, conclusions, etc. You must use a quad lined notebook for lab. 5 points will be deducted from your lab total grade for using anything other than the required lab notebook. Guidelines for lab notebook organization and formatting will be handed out and discussed during the first week of classes or at the beginning of the first lab. Try to make a habit of writing as much as possible in your lab notebook. You must use pen; pencil is not permitted. Mistakes in your lab notebook should only be crossed out with a single line or large X, not scribbled over. If the instructor or TA notices that you’re writing things down on scrap paper or in one notebook and transferring all the information to your “official” lab notebook, points will be deducted from your grade. Lab notebooks will be collected every so often during the semester and graded based on attention to detail, the presence and presentation of data and processed results, organization, and inclusion of Discussions and references. (The last two only pertain to labs for which you do not write a research article.) Lab modules for which students must write in their notebooks will be worth 30 pints each. Research Article and Information Literacy – Information collected during one of the lab modules will be converted into a research article, with a format that is similar to articles published in the Biological Honors Society undergraduate journal (BIOS). More detailed guidelines and examples for writing the research article will be handed out during the semester. Research articles will require significant amounts of background research before writing the report. Raw data will need to be “processed” (converted into tables, graphs, etc.) and analyzed. The research article must be submitted to a drop box on the D2L lab course page by the due date. Information Literacy is crucial to the scientific process. Information literacy assignments are embedded into the lab portion of this class so that students are introduced to various sources of scientific information and begin to understand what types of sources are most useful for the scientific method. For this course, the primary goals of information literacy will be to 1) introduce students to sources of information and assess the scientific community's ability to educate itself and the public, 2) develop the ability to distinguish between primary, secondary, and tertiary literature, and 3) develop confidence and skills necessary to recognize, evaluate, and summarize scientific literature. The first module involves a guided information literacy assignment and will be worth a total of 30-35 pts.

Skills Workshops - While the scientific method is the cornerstone of scientific inquiry, strong observation skills are also necessary. Also, more advanced types of scientific observation and inquiry often involve more advanced equipment. The skills workshops are used to hone observational skills as well as introduce students to various types of equipment and basic skills commonly used at this level of biological research. After successful completion of a skills workshop, it is expected that students will be able to use or apply such skills in future labs and course work. Also, student mastery of these skills will be assessed during subsequent labs. Skills Worksheets – Worksheet will be handed out at the beginning of each skills workshop. All observations, calculations, and results collected during this type of lab are regarded as “raw data” and must be written down on the worksheet. Unless told otherwise by the instructor, students will be required to hand in the worksheet prior to leaving the lab. Each worksheet is worth 20 pts.

MASTERING BIOLOGY: The departm9ent has decided to utilize an on-line learning and assessment tool provided by the same publishing company (Pearson) that produced your textbook. You will be shown how to access this tool at the beginning of the semester and will be given an access code that is specific for this class. Each student will be given an opportunity to answer a series of questions (14-20/chapter) designed to assess their knowledge of each chapter. Due dates for completion of each chapter exercise are marked on the syllabus and on the calendar on the Mastering Biology site.

BIOLOGY SEMINARS: You will be required to attend two biology seminars during the semester. Attendance at each seminar will be worth a total of 30 points (15 points each). Biology luncheons such as student internship presentations will not count for seminar credit, but they will provide important information for students seeking contacts, employment, or reference experience. Approved seminars will be posted throughout the semester. If a seminar does not show up on the approved list and student would like to attend a seminar for credit, she/he must ask the instructor prior to attending the lecture. If a student attends a seminar that has not been approved, credit will be determined at the discretion of the instructor.

SENIOR CAPSTONE or URAC POSTER SESSION: Foundations students will have the opportunity to attend and review biology and molecular biology senior capstone projects during the Capstone Defense (fall semester) or the Undergraduate Research and Arts Celebration (spring semester). Foundations students will be assigned one poster and given a sheet that has specific questions for assessing the goals, methods and outcomes for that poster. The worksheet must be completed and turned in before leaving the event. A student can earn up to 15 points for this assignment.

DISCRETIONARY POINTS: Throughout the semester each instructor will utilize a variety of learning tools to augment student instruction and assessment of course and student goals. These include, but are limited to, announced or unannounced quizzes at the beginning of lectures or labs, group assignments, problem sets, participation and attitude in lecture and lab.

COURSE GRADING:

Point breakdown Lecture Exams (100 pts. ea.) 400 points Comprehensive Final 100 points Mastering Biology Assessments 100 points Lab Notebooks 90 points Lab Assessment quizzes (5 pts. ea.) 35 points Lab Skills Worksheets (20 pts. ea.) 80 points Lab Research Paper (70 pts. for each) 140 points Biology Seminars (15 pts. ea.; 2) 30 points Senior Capstone or URAC poster 15 points Discretionary 10 points Total 1,000 points

Grading A...... 93% or greater C+..... 77% - 79.95% D-..... 60% - 62.95% A-...... 90% - 92.95% C...... 73% - 76.95% F...... below 60% B+..... 87% - 89.95% C-...... 70% - 72.95% B...... 83% - 86.95% D+...... 67% - 69.95% B-...... 80% - 82.95% D...... 63% - 66.95%

ACADEMIC INTEGRITY: Academic integrity is one of the cornerstones of any academic community and an essential component of the scientific process. Much of the progress achieved over the past two centuries by various scientific disciplines, such as physics, chemistry, engineering and biology, is a direct result of academic rigor and integrity. Scientific theories such as gravity, , atomic theory and evolution are constructed from the observations and experimentation of many individuals, all relying on the accuracy and authenticity of previous work and each other’s work.

Violations of academic integrity are included, but not limited to, those found in the College catalog, along with the process, consequences and stipulations. While the academic community and scientific process is severely undermined by any of these violations, the biology department would like students to pay particular attention to the categories of “plagiarism” and “providing false information”. Failure to acknowledge or document your sources is called plagiarism and will be handled in accordance with Westminster's academic integrity policy. Plagiarism covers any material used for assignments mentioned above (textbooks, journal articles, lab partners or fellow students, internet sites, other faculty, etc.). If a student must use the words of another person, credit must be given to that source or person (i.e. direct quotes, paraphrasing of statements or ideas, thoughts or concepts that are not "common knowledge"). Research shows that studying in groups is one of the most productive ways of learning. This can mean explaining a difficult concept to a friend or asking for help with explanations. It can also mean asking a friend to edit your completed assignment for mistakes. While faculty and the administration strongly encourage student collaboration and the use of all available resources when studying or researching topics, it is important that the student (1) properly acknowledge the origins of their information and (2) process this information in a way that allows them to reach their own conclusions and express concepts in their own words. In order to achieve these goals, the student must learn proper citation of scientific resources, must have a thorough understanding of the material, and be willing to accept and learn from constructive criticism. We believe that you, the student, have the ability to think for yourself and form your own conclusions. (You shouldn’t be paying thousands of dollars just to learn how to cut and paste or pay someone even more to write it for you.) Westminster’s policy on academic integrity is clearly stated in the College catalog http://www.westminster.edu/acad/pdf/undergraduate_catalog.pdf.

Providing false or fabricated information is another serious violation of scientific integrity (lab notebooks, formal lab reports). Obtaining laboratory results from another source or person and/or fabricating results will result in a minimum penalty of zero for the assignment or a failing grade for the course. Any written assignments or formal lab reports may be submitted to Turnitin.com for the purpose of confirming originality. Academic dishonesty applies to any student participating in activities listed in the College catalog either for their own or for another’s benefit. Other forms of academic dishonesty that are not tolerated by this discipline include, but are not limited to:

A. Lending of one’s work to another so that he/she may turn it in as his/her own. B. Claiming to have attended a seminar or colloquium when one has not actually done so (or attempting to receive attendance credit when one has come significantly late or has left significantly early) C. Stealing class materials from students, the professor, or the library and inhibiting others from using library materials or other resources necessary for the class. D. Any inappropriate, disruptive, and/or aggressive behavior toward any other student in the classroom (e.g., threatening, bullying, intimidating.)

Tentative schedule for Fall 2017 term: Mastering Biology Exercise for that chapter must be completed before the day highlighted in gray.

Date Topic (Campbell et al.) Laboratory August 28 (M) Introduction, Ch. 1 No Formal Lab, but we will be August 30 (W) Ch. 1; Ch. 2: Chemical Context of Life meeting to discuss lab preparation. September 1 (F) Ch. 2: Chemical Context of Life September 4 (M) Ch. 2: Chemical Context of Life September 6 (W) Ch. 3: Water & pH Module #1 – Information Literacy September 8 (F) Ch. 3: Water & pH September 11 (M) Ch. 4.2-4.3: Carbon September 13 (W) Ch. 5: Module #1 – Information Literacy September 15 (F) Ch. 5: Macromolecules September 18 (M) Ch. 5: Macromolecules September 20 (W) EXAM I (1, 2, 3, 4, 5) Skills Workshop #1: Solutions, pH September 22 (F) Ch. 6.2-6.8: The Cell September 25 (M) Ch. 6.2-6.8: The Cell September 27 (W) Ch. 6 & Ch. 7: Membrane Struct. & Func. Skills Workshop #2: Spectro- September 29 (F) Ch. 7: Membrane Struct. & Func. photometer October 2 (M) Ch. 7: Membrane Struct. & Func. October 4 (W) Ch. 8.1-8.4: Introduction to Metabolism Module #2: Investigating Biological October 6 (F) Ch. 9: October 9 (M) Ch. 9: Cellular Respiration October 11 (W) Ch. 9: Cellular Respiration Module #2: Investigating Biological October 13 (F) EXAM II (Ch. 6, 7, 8, 9) Enzymes October 16 (M) Ch. 11.1-11.4: Cell Communication October 18 (W) Ch. 11.1-11.4: Cell Communication Module #2: Investigating Biological October 20 (F) Ch. 12: The Enzymes Oct 21(Sat) - 24(Tue) Fall Mid-Term Break - NO CLASSES October 25 (W) Ch. 12: The Cell Cycle & No Lab This week October 27 (F) Ch. 12: The Cell Cycle & Mitosis October 30 (M) Ch. 13: November 1 (W) Ch. 13: Meiosis Skills Workshop #3: Microscopy November 3 (F) Ch. 14: Mendel and Genetics November 6 (M) Ch. 14: Mendel and Genetics November 8 (W) Ch. 14: Mendel and Genetics Module #3: DNA Analysis November 10 (F) EXAM III (Ch. 11, 12, 13, 14) November 13 (M) Ch. 15: Chromosomal Inheritance November 15 (W) Ch. 15: Chromosomal Inheritance Module #3: DNA Analysis November 17 (F) Ch. 16: Molecular Inheritance November 20 (M) Ch. 16: Molecular Inheritance No Lab This week Nov 22(Wed) - 26(Sun) Thanksgiving Break - NO CLASSES November 27 (M) Ch. 17: From to November 29 (W) Ch. 17: From Genes to Protein Skills Workshop #4: December 1 (F) Ch. 17: From Genes to Protein December 4 (M) Ch. 18.2, 18.5: Reg. of Expression December 6 (W) Ch. 18.2, 18.5: Reg. of No Lab December 8 (F) Remaining material & Course Evals Section 3: Dec. 12 (Tue.) 8am-10:30am EXAM IV (Ch. 15, 16, 17, 18) & COMPREHENSIVE FINAL Section 2: Dec. 12 (Tue.) 11:30am-2pm

BIO 201 MAKE-UP POLICY

Attendance of lectures is not mandatory, but we will be covering significant amounts of material each day so it is in your best interest to attend lectures. If a student misses lecture for any reason, the student is responsible for material we covered in class. This means reading appropriate sections from the book, getting lecture notes from one or two other students in the class, and identifying things that are not clear. If you have an excused absence (see the College catalog), see me as soon as possible with questions about the material and I will spend as much time as needed answering your questions. Any missed quizzes or graded assignments completed during lecture can only be made up if the student provides a valid excuse (see college catalog) within 48 hours of returning to campus or getting out of the health center or hospital. If a valid excuse is not provided or is not considered valid by the instructor, that assignment will count as a zero.

Exams are required. Any absence from an exam due to a college-sponsored activity must be identified by the student, explained to the instructor, and the exam must be taken prior to the regularly scheduled exam time and at a time that is convenient for both the student and the instructor. Making up an exam due to an unexpected absence caused by a medical or immediate family (parent, siblings, grandparents, children, guardian) emergency requires an formal excuse (for medical) or permission from the Academic Dean, and the exam must be made up within 48 hours of returning to campus. Any requests to make up the missed exam due to something that is a medical or immediate family emergency and is made 48 hours after the exam or after being discharged from a medical facility will not be honored.

Labs are required. Any absence from a lab due to a college-sponsored activity or medical emergency must be identified by the student, and the student is responsible for identifying an alternative lab for make-up (sometime during that same week) and contacting the instructor of that lab section. If a student fails to identify a conflict and/or does not make arrangements for a make-up lab, the student will either receive a zero (e.g. skills workshop) or be penalized for each lab missed (e.g. research module; 5 points subtracted from their lab notebooks score on that module for each lab missed). Making up a lab due to an unexpected absence caused by a medical or immediate family emergency (parent, siblings, grandparents, children, guardian) requires a formal excuse (for medical) or permission from the Academic Dean, and the lab must be made up before the subsequent lab period. If a student does not make an effort to arrange a make-up with their instructor or attend an alternative section in the required time, the student will either earn a zero (e.g. skills workshop) or be penalized (e.g. research module; 5 points subtracted from their lab notebooks score on that module for each lab missed). Any requests to make up the missed lab due to something that is a medical or immediate family emergency and is made 48 hours after the exam or after being discharged from a medical facility will not be honored. Any lab assignments or research articles handed in after the due date and without a college-approved excuse will be penalized 5% of total possible points for each day late (1 minute late = 1 day late). Students who miss a lab assessment quiz will be allowed one make-up at the instructor's discretion, but the student must initiate the request and the make-up quiz must be completed before the next lab.

Attending two seminars is required. Because there are multiple seminars throughout the semester, there is no excuse for not being able to attend two. Students who do not attend the required number of seminars will earn a zero for each required seminar missed.

Mastering biology assignments are required. Because these assignments are extremely short, students have at least two days to finish each assignment, and students have access to each assignment well before each one is due, there is no excuse for not finishing the assigned chapter quizzes in a timely manner.

Attending a Capstone (Fall semester) or URAC (Spring semester) presentation is required. Accommodations will be made for students who have a conflict due to a college-sponsored activity, a medical emergency, or an emergency dealing with an immediate family member, as long as the student informs the instructor prior of the event. Any requests to make up the missed event due to something that is a medical or immediate family emergency and is made 48 hours after the event or after being discharged from a medical facility will not be honored. Suggestions for doing well in this class:

• Effective note-taking during lecture and lab. If you have difficulty with this, check your notes with one or more students in the class. If you miss something that was said, don’t hesitate to ask other students or the professor questions—it will probably help clarify things for everyone in the classroom. Taking notes is an essential skill that many undergraduates undervalue or never learn. It applies to any/all jobs and disciplines. Develop your own shorthand so you can take notes quickly without losing details, even if it means you are the only one who can decipher your notes.

• Reading the assigned lecture material for lectures and labs. Some of what we cover may be familiar to you from high school biology classes, but we will be covering lots of material and with some degree of detail. We move quickly and it is easy to get behind. If you do not have time to read the material being covered before lecture or lab, at least read the Chapter headings and subheadings and review each figure and table associated with the assigned reading, then read it more thoroughly that night. Quizzes will be given prior to lab so reading the lab manual is essential.

• Attend each class and laboratory session.

• Maintain a positive attitude about the course and learning the material. Examine the feelings and attitudes you’re bringing to this course. Are they constructive? Realize that this course is designed to prepare you for a successful career in the natural sciences or something that involves the natural sciences. The faculty teaching this course have selected and developed the assignments and lab exercises to enhance student learning and critical thinking.

• Use faculty office hours. Whenever you have any questions or problems with understanding the textbook, readings, or my lectures, stop by my office early on in the course. Remember, I am here to help and guide you, but I will not do it for you. Take advantage of the Learning Center whenever possible.

• Plan ahead for a test. Spend at least 5-7 days (yes, that’s 5-7 days) preparing for the test, 1-2 hours each night, then get a decent sleep the night before the test (or at least 4 -5 hours).

• Study where you are free from distractions (e.g. noise, TV, roommates). To study means to concentrate, understand, and commit certain material to memory. Recall of course material can be enhanced by organizing material into processes, practical applications, and associations. Repeating words and ideas out loud or in the presence of a study group and rewriting them in your own words can also help with long-term memory. If studying for more than 1 hour, take a break every 45-50 minutes, walk around and reward yourself for your efforts, but the break should only be 5-10 minutes.

• Form study groups with those who are taking the same class, sit next to in class, or have as lab partners. Cover your notes and quiz yourself or each other as you study. Encourage each other to study rather than talk gossip. Unlike high school, studying in college can be fun and should build a network of trusted friends. You only need to get together for a short while. Then you can go back and brush up on material that you might have missed or that requires more studying.

• Design your own test questions, especially for multiple choice and essay questions. The purpose of this exercise is not to guess what questions are going to be on the test. Instead, think about it as a way to arrange material and prepare your mind to read and answer specific types of questions.

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