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SCI/230
Introduction to Life Sciences
Version 7
2/1/12
SCI/230
SCI/230 Introduction to Life Science
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Faculty Notes
SCI/230
SCI/230 Introduction to Life Science
Faculty Materials
BOOKS, SOFTWARE, OR OTHER COURSE MATERIALS
Simon, E. J., Reece, J. B., & Dickey, J. L. (2010). Campbell essential biology with physiology (3rd
ed.). San Francisco, CA: Pearson Benjamin Cummings.
ASSOCIATE PROGRAM MATERIALS
The Associate Level (Axia) Writing Style Handbook, available online at
https://ecampus.phoenix.edu/secure/aapd/CWE/pdfs/Axiawriting_style_handbook.pdf
Faculty Notes
Page 3
SCI/230 Introduction to Life Science
Course Overview
COURSE DESCRIPTION
This course applies a broad, conceptual understanding of biology. Students are introduced to
scientific ideologies and concepts that not only shape our biological world, but also shape us as
humans. Students examine the scientific method, evolution and biodiversity, the biology of cells,
energy systems, the dynamics of inheritance, and the effect humans have on the environment.
The text emphasizes methods and the theoretical foundations of ideas, while minimizing isolated
facts. It stresses the integration of ideas, making connections that form our understanding of the
living world.
TOPICS AND OBJECTIVES
Week One: Introduction to Biology and the Scientific Method




Identify characteristics of living organisms.
Describe the levels of life and the three domains of living organisms.
Apply each step of the scientific method.
Describe atomic structure and organic compounds.
Week Two: Cells




Compare the structures of prokaryotic and eukaryotic cells.
Differentiate between plant and animal cells.
Describe photosynthesis and cellular respiration.
Describe mitosis and meiosis.
Week Three: Cells, continued




Compare the structures of prokaryotic and eukaryotic cells.
Differentiate between plant and animal cells.
Describe photosynthesis and cellular respiration.
Describe mitosis and meiosis.
Week Four: DNA, Chromosomes, and Genetics




Describe the principles of genetics.
Apply the principles of Mendelian genetics.
Explain the role of chromosomes in inheritance.
Describe the structure and function of DNA.
Week Five: DNA, Chromosomes, and Genetics, continued




Describe the principles of genetics.
Apply the principles of Mendelian genetics.
Explain the role of chromosomes in inheritance.
Describe the structure and function of DNA.
Week Six: Evolution and Physiology


Explain the role of natural selection in evolution.
Describe the evidence in support of evolution by natural selection.
Faculty Notes
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SCI/230 Introduction to Life Science


Explain how new species evolve.
Explain how organisms evolved physiologically in response to their environment.
Week Seven: Evolution and Physiology, continued




Explain the role of natural selection in evolution.
Describe the evidence in support of evolution by natural selection.
Explain how new species evolve.
Explain how organisms evolved physiologically in response to their environment.
Week Eight: Ecology and Biodiversity




Describe the basic structure and interactions of a healthy ecosystem.
Differentiate between logistic and exponential growth.
Recognize the importance of biodiversity.
Explain a threat to biodiversity.
Week Nine: Ecology and Biodiversity, continued




Describe the basic structure and interactions of a healthy ecosystem.
Differentiate between logistic and exponential growth.
Recognize the importance of biodiversity.
Explain a threat to biodiversity.
Faculty Notes
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SCI/230 Introduction to Life Science
Week One Faculty Notes
TOPICS AND OBJECTIVES
Introduction to Biology and the Scientific Method




Identify characteristics of living organisms.
Describe the levels of life and the three domains of living organisms.
Apply each step of the scientific method.
Describe atomic structure and organic compounds.
Weekly Overview
Week One introduces students to the building blocks of life, characteristics of living organisms,
and the scientific method. The Levels of Life assignment allows students to see connections
between inorganic matter and living organisms. Meanwhile, The Scientific Method assignment
allows students to apply the scientific method in a simulation and in their everyday lives.
Assignment Notes
Assignment: Levels of Life
Purpose of Assignment
Understanding the building blocks of life will allow students to better understand the more
complex topics of cells and cell processes which will be studied later in the course. Students must
complete charts that describe atoms, organic compounds, and the characteristics of living
organisms. Then, they must write an essay that makes connections between the atoms that build
organic compounds, which build the organisms and the characteristics of living organisms in all
three domains of life.
Resources Required
Levels of Life Worksheet located on the student website
Ch. 1 & 3 and the “Fluoride in the Water” and “Some Basic Chemistry” sections of Ch. 2 of
Campbell Essential Biology With Physiology
Grading Guide
Student written responses to Part III should explain how the atoms make up organic compounds,
which make up all living organisms, addressing all three domains. Responses must be 200 to 300
words. Answers to Parts I and II should be similar to the answer keys below.
Answer Key for Levels of Life Assignment, Due in Week One
Atomic Structure
Subatomic Particle
Charge
Location in an Atom
Proton
Positive
Nucleus
Neutron
Neutral
Nucleus
Electron
Negative
Cloud around nucleus
Faculty Notes
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SCI/230 Introduction to Life Science
Organic Compounds
Large Biological
Molecule
Atoms it Contains
Monomer(s)
Function(s) in Living
Organisms
Carbohydrate
C, H, and O
Monosaccharides
Source of energy
Lipid
C, H, and O
Glycerol and fatty
acids
Cushions and insulate organs;
builds cell membranes
Protein
C, H, O, N, and S
Amino acids
Helps chemical reactions,
provides support and structure,
provides transport within bodies
and provides movement of body
Nucleic Acid
C, H, O, N, and P
Nucleotides
Stores and transmits genetic
information
Characteristics of a Living Organism
1. Order – exhibit complex but ordered organization.
2. Regulation – adjust internal environment.
3. Growth and development – genes control growth and development.
4. Energy utilization – take in and use energy to perform life’s activities.
5. Response to the environment – respond to environmental stimuli.
6. Reproduction – reproduce their own kind.
7. Evolution – populations change over time.
Assignment: The Scientific Method
Purpose of Assignment
The scientific method is an important process used in scientific studies and everyday life. This
assignment helps students gain insight into the steps of the scientific method and how it is
applied in scientific studies and in real life.
Resource Required
Scientific Method activity on the student website
Faculty Notes
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SCI/230 Introduction to Life Science
Grading Guide
Responses should be in students’ own words and apply the steps of the scientific method to both
the simulated experiment and the real-life problem. Responses must be around 350 words in
length.
Written Assignment Grading Form for Scientific Method Assignment, Due in Week One
Points Earned
XX/60
Additional Comments:
Content and Development
60 Points
All key elements of the assignment are covered in
a substantive way. The paper includes the
following:
 Approximately 350 words in length
 Applies the steps of the scientific method to
both the experiment from the Scientific Method
activity and a real-life problem
The content is comprehensive, accurate, and
persuasive.
The paper develops a central theme or idea
directed toward the appropriate audience.
 The steps of the scientific method are applied
to the experiment from the Scientific Method
activity and a real-life example.
The paper links theory to relevant examples and
uses the vocabulary of the theory correctly.
 The real-life example can be anything taken
from an everyday occurrence, but it must be
placed into the context of the scientific method.
Major points are stated clearly; are supported by
specific details, examples, or analysis; and are
organized logically.
The introduction provides sufficient background on
the topic and previews major points.
The conclusion is logical, flows from the body of the
paper, and reviews the major points.
Points Earned
XX/15
Additional Comments:
Readability and Style
15 Points
Paragraph transitions are present, logical, and
maintain the flow throughout the paper.
The tone is appropriate to the content and
assignment.
Sentences are complete, clear, and concise.
Sentences are well constructed, strong, and varied.
Sentence transitions are present and maintain the
flow of thought.
Points Earned
XX/15
Additional Comments:
Mechanics
15 Points
The paper—including tables and graphs, headings,
title page, and reference page— is consistent with
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SCI/230 Introduction to Life Science
APA formatting guidelines and meets course-level
requirements.
Intellectual property is recognized with in-text
citations and a reference page.
Rules of grammar, usage, and punctuation are
followed.
Spelling is correct.
Points Earned
XX/90
Total
90 Points
Overall Comments:
Faculty Notes
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SCI/230 Introduction to Life Science
Week Two Faculty Notes
TOPICS AND OBJECTIVES
Cells




Compare the structures of prokaryotic and eukaryotic cells.
Differentiate between plant and animal cells.
Describe photosynthesis and cellular respiration.
Describe mitosis and meiosis.
Weekly Overview
Week Two introduces the topics of cells and cell processes. During this discussion week, there is
one assignment, the Cells Assignment, in which students will discover the differences between
prokaryotic and eukaryotic cells. A comparison of these cells is continued in the discussion
questions, as well as in comparing plant and animal cells. The roles of photosynthesis, cellular
respiration, and cell reproduction are also discussed.
Assignment Notes
Discussion Questions are due this week.
Assignment: Cells
Purpose of Assignment
In this assignment, students explore the similarities and differences between prokaryotic and
eukaryotic cells. This provides a knowledge base for the Week Two discussion questions and the
Week Three assignments.
Resources Required
Prokaryotic and Eukaryotic Cell activity on the student website
Prokaryotic and Eukaryotic Cells Worksheet
Ch. 4 of Campbell Essential Biology With Physiology
Grading Guide
Students must capture a screenshot of the conclusion screen of the Cells Activity. They must
include a list describing three similarities and three differences between prokaryotic and
eukaryotic cells. In their own words, students must also describe at least five functions of internal
structures of either of these cells. Refer to pp. 58–70 of the text.
Faculty Notes
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SCI/230 Introduction to Life Science
Week Three Faculty Notes
TOPICS AND OBJECTIVES
Cells, continued




Compare the structures of prokaryotic and eukaryotic cells.
Differentiate between plant and animal cells.
Describe photosynthesis and cellular respiration.
Describe mitosis and meiosis.
Weekly Overview
The main processes of cell reproduction and metabolism are the focus of Week Three. Students
must create a presentation comparing mitosis and meiosis in the Cell Reproduction assignment.
Cellular respiration and photosynthesis are described in the Cell Energy assignment.
Connections are made between cellular respiration, photosynthesis, and global warming.
Assignment Notes
Assignment: Cell Reproduction
Purpose of Assignment
This assignment illustrates the similarities and differences between mitosis and meiosis. Students
must create a presentation comparing the two forms of cell reproduction and answering which
cells use each, when they use them, and identify when in each process the main differences
occur.
Resource Required
Ch. 8 of Campbell Essential Biology With Physiology
Figure 8.15 in Ch. 8 of Campbell Essential Biology With Physiology.
Grading Guide
Presentations should be created using Voki™ speaking avatars, Microsoft® PowerPoint®
presentations of at least 5 slides with detailed speaker notes, Prezi™ presentations,
VoiceThread™ collaborative multimedia slide shows, Digital StorytellerSM movies, Glogster™
interactive posters, or websites. Answers should be similar to those in the following answer key.
Answer Key for Cell Reproduction Assignment, Due in Week Three
What types of cells and organisms undergo mitosis and meiosis?
Mitosis and meiosis occur in all eukaryotic organisms—with a few rare exceptions. Within
organisms body cells (somatic cells) undergo mitosis. Only the cells that produce gametes
(sperm and eggs) undergo meiosis. Refer to pp. 121 & 122 of the text.
When do organisms use each process?
Mitosis occurs to allow an organism to grow or replace lost or damaged cells. Meiosis occurs to
produce genetically different cells with half the number of chromosomes, the gametes, in
preparation for sexual reproduction. Refer to p. 121 of the text.
Faculty Notes
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SCI/230 Introduction to Life Science
Review the illustration of each process in Figure 8.15 on p. 134 (Ch. 8) of the text. In which
phases do the important differences occur? How do these differences affect the end results?
In prophase I and metaphase I of meiosis, the pairs of homologous chromosomes come together
and a process called crossing over occurs. Homologous chromosomes do not pair up in mitosis.
In anaphase and telophase of mitosis, the chromosomes are pulled apart into sister chromatids
and are placed into separate daughter cells. In anaphase I and telophase I of meiosis,
homologous chromosomes separate and are placed into separate daughter cells. In meiosis II,
the phases closely match those of mitosis.
The result of these differences is that mitosis produces four genetically identical cells with the
same number of chromosomes as the parent cell; meiosis produces four genetically different cells
with half the number of chromosomes as the parent cell. Refer to p. 134 of the text.
What would happen to an organism if either process stopped?
If mitosis stopped, an organism would not be able to grow or replace lost or damaged cells. If
meiosis stopped, organisms could not produce gametes for sexual reproduction. Without
gametes with half the number of chromosomes, sexual reproduction would result in offspring with
double the number of chromosomes. Refer to pp. 121 to 134 of the text.
Presentation Grading Form for Cell Reproduction Assignment, Due in Week Three
Points Earned
XX/70
Additional Comments:
Content and Development
70 Points
All key elements of the assignment are covered in
a substantive way. The presentation includes the
following:
 Which types of cells and organisms undergo
mitosis and meiosis
 When organisms use each process
 Identifies in which phases the important
differences occur and how they affect the end
results
 Explains what would happen to an organism if
either process stopped
 Consists of at least 5 slides—or similar
depending on medium—appropriate for the
speaker’s audience
 Includes detailed speaker notes on each slide
The content is comprehensive, accurate, and
persuasive.
 The presentation includes visual aids and uses
relevant graphics.
 Text is limited to approximately 5 lines with
approximately 5 words per bulleted item.
 Appropriate font sizes are used.
The presentation develops a central theme or idea
directed toward the appropriate audience.
The presentation links theory to relevant examples
and uses the vocabulary of the theory correctly.
Major points are stated clearly; are supported by
specific details, examples, or analysis; and are
Faculty Notes
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SCI/230 Introduction to Life Science
organized logically.
The introduction provides sufficient background on
the topic and previews major points.
The conclusion is logical and reviews the major
points.
Points Earned
XX/15
Additional Comments:
Readability and Style
15 Points
Slide transitions are present, logical, and maintain
the flow throughout the presentation.
The tone is appropriate to the content and
assignment.
Sentences are complete, clear, and concise.
Points Earned
XX/15
Additional Comments:
Mechanics
15 Points
The presentation is laid out with effective use of
headings, font styles, and white space.
Intellectual property is recognized with in-text
citations and a reference page.
Rules of grammar, usage, and punctuation are
followed.
Spelling is correct.
Points Earned
XX/100
Total
100 Points
Overall Comments:
Assignment: Cell Energy
Purpose of Assignment
In this assignment, students learn about the roles of photosynthesis and cellular respiration in the
metabolism of cells, how the processes are connected within ecosystems, and their roles in
global warming.
Resource Required
Cell Energy Worksheet
Grading Guide
Ch. 6 & 7 of Campbell Essential Biology With Physiology
Responses should answer the questions similarly to the following answer key.
Answer Key for Cell Energy Assignment, Due in Week Three
Cellular respiration:
Faculty Notes
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SCI/230 Introduction to Life Science
What is cellular respiration and what are its three stages?
It is the “aerobic harvesting of chemical energy from organic fuel molecules” (Simon, Reece, &
Dickey, 2010, p. 94). The three stages are glycolysis, citric acid cycle, and electron transport.
Refer to p. 96 of the text.
What is the role of glycolysis? Include the reactants and the products. Where does it occur?
The role of glycolysis is to split a glucose molecule into two pyruvic acid molecules with a net gain
of two ATP. Glucose is a reactant and pyruvic acid and ATP are the products. It occurs in the
cytoplasm of cells. Refer to pp. 96 & 97 of the text.
What is the role of citric acid cycle? Include the reactants and the products. Where does it occur?
The citric acid cycle completes the breakdown of glucose into CO2 while collecting electrons and
generating a small amount of ATP. The reactants are acetic acid, ADP, NAD+ and FAD; products
are CO2, ATP, NADH, and FADH2. It occurs in the matrix of the mitochondria. Refer to pp. 96 &
98 of the text.
What is the role of the electron transport system? Include the reactants and the products. Where
does it occur?
During electron transport, electrons captured from glucose fall down the electron transport chain
to oxygen to release energy in the form of ATP. The reactants are NADH, FADH2, and oxygen;
the products are H2O and ATP. It occurs across the inner mitochondrial membrane in the
mitochondria. Refer to pp. 96 & 99 of the text.
Photosynthesis:
What is the overall goal of photosynthesis?
The goal is to use light energy to transform carbon dioxide and water into chemical energy of
sugar. Refer to p. 108 of the text.
Because photosynthesis only occurs in plants, why is it essential to animal life?
A waste product of photosynthesis, oxygen, fuels cellular respiration in animals. Animals also
depend on plants to convert carbon dioxide into sugars via photosynthesis. Refer to pp. 93 & 109
of text.
What is the role of the light reactions? Include the reactants and the products. Where does it
occur?
During the light reactions, chlorophyll absorbs solar energy which is converted into chemical
energy of ATP and NADPH. The reactants are water, NADP+ and ADP; the products are ATP,
NADPH and oxygen (O2). It occurs in the thylakoid membranes inside chloroplasts. Refer to p.
110 of the text.
What is the role of the Calvin cycle? Include the reactants and the products. Where does it occur?
In the Calvin cycle, the products of the light reactions are used to power the production of sugar
from carbon dioxide. The reactants are CO2, NADPH, and ATP; products are sugar, NADP+, and
ADP. Refer to pp. 110 & 115 of the text.
Summary
Faculty Notes
Page 14
SCI/230 Introduction to Life Science
Explain how photosynthesis and cellular respiration are linked within ecosystems.
Producers such as plants make sugar (glucose) and oxygen during photosynthesis. Producers
and consumers use the oxygen and sugar to release energy in the form of ATP during cellular
respiration. The waste products of cellular respiration are water and carbon dioxide, which the
producers will use again, along with sunlight, in photosynthesis. Refer to p. 93 of text.
Visit the NASA website (http://data.giss.nasa.gov/gistemp/graphs/) and research global
temperature changes. How has global warming affected overall temperatures? What effects do
cellular respiration and photosynthesis have on global warming?
Between 1880 and 2000, the average global temperature has risen between 0.8 and 1.2 degrees
C. In general, global warming is caused by an increase in carbon dioxide levels. Excess carbon
dioxide levels can be caused by less photosynthesis—due to a decrease in producers or an
increase in consumers—or can cause an increase in the rate of photosynthesis.
Faculty Notes
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SCI/230 Introduction to Life Science
Week Four Faculty Notes
TOPICS AND OBJECTIVES
DNA, Chromosomes, and Genetics




Describe the principles of genetics.
Apply the principles of Mendelian genetics.
Explain the role of chromosomes in inheritance.
Describe the structure and function of DNA.
Weekly Overview
The discussions in Week Four focus on Mendelian genetics and DNA. Students explore Mendel’s
principles, analyze patterns of inheritance using pedigrees, and describe the structure and
function of DNA.
Assignment Notes
Discussion Questions are due this week.
Faculty Notes
Page 16
SCI/230 Introduction to Life Science
Week Five Faculty Notes
TOPICS AND OBJECTIVES
DNA, Chromosomes, and Genetics, continued




Describe the principles of genetics.
Apply the principles of Mendelian genetics.
Explain the role of chromosomes in inheritance.
Describe the structure and function of DNA.
Weekly Overview
In Week Five, the topics of DNA and genetics are studied. The DNA assignment allows students
to understand how codes in the DNA are transcribed and translated into traits of organisms. The
Genetics assignment takes this idea further and applies Mendelian genetics using Punnett
squares and pedigrees.
Assignment Notes
Assignment: DNA
Purpose of Assignment
The structure and function of DNA is explored in this assignment. Students will study how codes
in the DNA (genotype) are transcribed and translated into traits (phenotype) of the organism.
Resources Required
DNA Worksheet located on the student website
Ch. 10 of Campbell Essential Biology With Physiology
Grading Guide
Responses should be around 100 words each and answer the questions similarly to the following
in the answer key.
Answer Key for DNA Assignment, Due in Week Five
Describe the structure of DNA.
The basic building blocks of DNA are nucleotides. Nucleotides are joined together by covalent
bonds resulting in a sugar-phosphate backbone with the nitrogenous bases sticking out like ribs.
Two of these strands are connected between the nitrogenous bases by hydrogen bonds. The
nitrogenous base adenine (A) must bind with thymine (T) and guanine (G) binds with cytosine
(C). Together the two strands twist to form a double helix. Refer to pp. 174–176 of the text.
How does an organism’s genotype determine its phenotype?
Genes (genotypes) are DNA codes that specify the synthesis of proteins. The actions of proteins
result in phenotypes. Refer to p. 178 of the text.
Describe each stage of the flow of information starting with DNA and ending with a trait.
Faculty Notes
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SCI/230 Introduction to Life Science
DNA is transcribed, or copied, into an intermediate called RNA in the nucleus. Transcription
results in messenger RNA, or mRNA. Before leaving the nucleus, the mRNA is processed to
remove unneeded segments. The finished mRNA leaves the nucleus and enters the cytoplasm
for translation to begin when the mRNA attaches to a ribosome. The ribosome builds a new
polypeptide based on the sequence of the mRNA. Polypeptides join and fold to form proteins.
Simply put, DNA directs the synthesis of mRNA in transcription and mRNA directs the synthesis
of the protein in translation. Refer to p. 185 of the text.
Assignment: Genetics
Purpose of Assignment
In this assignment, students describe and apply the principles of genetics by analyzing two
pedigrees to determine if the traits shown are dominant or recessive. In their analysis, students
must complete Punnett squares to determine the genotypes of two individuals from the
pedigrees.
Resources Required
Genetics Assignment Worksheet
Ch. 9 of Campbell Essential Biology With Physiology
Grading Guide
Responses should answer the questions similarly to the following answer key.
Answer Key for Genetics Assignment, Due in Week Five
Cystic Fibrosis
According to the pedigree, is cystic fibrosis inherited as a dominant or as a recessive trait?
Explain how you made your conclusion using evidence from the pedigree and the principles of
genetics.
According to the pedigree, cystic fibrosis is inherited as a recessive trait because it skips
generations. That means there are instances where a child has cystic fibrosis and neither of his
or her parents have the disease. Examples of evidence include the second son in generation II
has the disease and neither of his parents have it. Likewise, two girls and a boy in generation IV
have the disease while none of their parents have it; a girl in generation V has the disease and
neither of her parents has it. Because each person inherits one allele from each parent, a child
with cystic fibrosis can inherit one recessive allele from each heterozygous parent without the
disease.
What would a Punnett square that shows how the son in generation IV (marked with an A)
inherited cystic fibrosis look like?
The genotype of the son in generation IV must be homozygous recessive (cc) because the
disease is recessive. Neither parent has the disease yet their son does, so they must both be
heterozygous (Cc).
Parent Cross: Cc x Cc
C
Faculty Notes
c
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SCI/230 Introduction to Life Science
C
CC
Cc
c
Cc
cc
Huntington’s Disease
According to the pedigree, is Huntington’s disease inherited as a dominant or recessive trait?
Explain how you drew your conclusion using evidence from the pedigree and the principles of
genetics.
According to the pedigree, Huntington’s disease is inherited as a dominant trait because it never
skips parents. That means that in every instance that a child has the disease, at least one of his
or her parents also has the disease. Evidence is that every person who has it has at least one
parent with the disease; for example, the second daughter and the son in generation II have the
disease and their father also has the disease. Because each person inherits one allele from each
parent, a person with Huntington’s disease (heterozygous for the disease) must inherit one
dominant allele from one parent who would also have the disease, and a recessive allele from the
other parent.
What would a Punnett square that shows how the first daughter in generation II (marked with a B)
did not inherit Huntington’s disease look like?
The genotype of the daughter in generation II that did not inherit the disease must be
homozygous recessive (hh). Her mother also does not have the disease so her genotype must
also be homozygous recessive (hh). Her father has the disease, yet he has children who do not,
so his genotype must be heterozygous (Hh).
Parent cross: hh x Hh
h
h
H
Hh
Hh
h
hh
hh
What is the role of chromosomes in the inheritance of genetic traits such as cystic fibrosis and
Huntington’s disease.
Each chromosome carries one allele, an alternative copy of a gene. People have two copies of
each chromosome (except for males’ sex chromosomes) and therefore carry two alleles for each
gene. One chromosome is inherited from a person’s mother and one is inherited from a person’s
father. Therefore, people inherit one allele from each parent; for example, a person inherits one
cystic fibrosis allele from his or her father and one from his or her mother. Likewise, all people
inherit one Huntington’s disease allele from their mothers and one from their fathers.
Faculty Notes
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Week Six Faculty Notes
TOPICS AND OBJECTIVES
Evolution and Physiology




Explain the role of natural selection in evolution.
Describe the evidence in support of evolution by natural selection.
Explain how new species evolve.
Explain how organisms evolved physiologically in response to their environment.
Weekly Overview
In Week Six, students discuss the role of natural selection in the evolution of organisms. They
also describe evidence that supports the theory of evolution, focusing on the physiological
adaptations of animals.
Assignment Notes
Discussion Questions are due this week.
Faculty Notes
Page 20
SCI/230 Introduction to Life Science
Week Seven Faculty Notes
TOPICS AND OBJECTIVES
Evolution and Physiology, continued




Explain the role of natural selection in evolution.
Describe the evidence in support of evolution by natural selection.
Explain how new species evolve.
Explain how organisms evolved physiologically in response to their environment.
Weekly Overview
In Week Seven, students must create a presentation to explain the process of evolution by
natural selection and describe how new species evolve in the Evolution assignment. The
Physiology assignment requires students to make connections between the physiological
adaptations of organisms and how they relate to the environment in which they evolved.
Assignment Notes
Assignment: Physiology
Purpose of Assignment
In this assignment, students must make connections between an organism’s physiology and the
environment in which it evolved.
Resources Required
Organism diagrams
Ch. 17 & 21 of Campbell Essential Biology With Physiology
Grading Guide
Answers should include at least two examples of the organism’s physiological traits and the
selective pressure in the environment for which it is adapted. Clear connections should be made
between physiology and the advantages that physiology lends the organism in its environment.
Responses should be between 350 to 700 words in length.
Answer Key for Physiology Assignment, Due in Week Seven
Refer to Ch. 17 and 21 through 27 of the text.
Written Assignment Grading Form for Physiology Assignment, Due in Week Seven
Points Earned
XX/50
Additional Comments:
Content and Development
50 Points
All key elements of the assignment are covered in
a substantive way. The paper includes the
following:
 Must be 350 to 700 words in length
 Makes connections between physiology and
Faculty Notes
Page 21
SCI/230 Introduction to Life Science
the advantages that physiology lends the
organism in its environment
 Explains how the organism in the diagram has
evolved physiologically to become suited to its
environment
 References the diagram
The content is comprehensive, accurate, and
persuasive.
The paper develops a central theme or idea
directed toward the appropriate audience.
The paper links theory to relevant examples and
uses the vocabulary of the theory correctly.
 Includes at least two examples of the
organism’s physiological traits and the
selective pressure in the environment for which
it has adapted
Major points are stated clearly; are supported by
specific details, examples, or analysis; and are
organized logically.
The introduction provides sufficient background on
the topic and previews major points.
The conclusion is logical, flows from the body of the
paper, and reviews the major points.
Points Earned
XX/10
Additional Comments:
Readability and Style
10 Points
Paragraph transitions are present, logical, and
maintain the flow throughout the paper.
The tone is appropriate to the content and
assignment.
Sentences are complete, clear, and concise.
Sentences are well constructed, strong, and varied.
Sentence transitions are present and maintain the
flow of thought.
Points Earned
XX/10
Additional Comments:
Mechanics
10 Points
The paper—including tables and graphs, headings,
title page, and reference page— is consistent with
APA formatting guidelines and meets course-level
requirements.
Intellectual property is recognized with in-text
citations and a reference page.
Rules of grammar, usage, and punctuation are
followed.
Spelling is correct.
Points Earned
XX/70
Total
70 Points
Overall Comments:
Faculty Notes
Page 22
SCI/230 Introduction to Life Science
Assignment: Evolution
Purpose of Assignment
Evolution by natural selection is the concept on which all of biology is based and is therefore
important for students to understand. Students must choose a species and explain how natural
selection influences its evolution, including the process of speciation.
Resource Required
“The Origin of Species” section in Ch. 14 of Campbell Essential Biology With Physiology
Grading Guide
The presentation must include 7 to 10 slides, include detailed speaker notes, and answer the
questions similarly to the following answer key.
Answer Key for Evolution Assignment, Due in Week Seven
How may your species have evolved?
Answers should include variation in at least one trait in the chosen species and a selective force
in the environment. Some versions of the trait should be selected for, making those members
more likely to reproduce, passing on the adaptation. Refer to pp. 252 & 253 of the text.
Describe the mechanism of speciation, in general, and apply the mechanism to the species you
researched.
Answers can describe either allopatric speciation or sympatric speciation, although it is not
necessary for the student to state which one they are describing. Answers should include a form
of reproductive isolation—examples could be geographic barriers such as mountains, canyons,
lakes or seas or changes in sexual selection—which stops gene flow between the two
populations’ gene pools. While the two populations are separated they both evolve separately in
response to their own environments. Once enough genetic differences accrue that members of
the two groups cannot successfully interbreed, speciation has occurred. Refer to pp. 272–276 of
the text.
Include evidence that supports your speciation hypothesis.
Evidence could include the fossil record, biogeography, comparative anatomy, comparative
embryology or molecular biology. Refer to pp. 248–251 of the text.
What role does natural selection play with this species? What role does it play with evolution in
general? Does that apply to this species?
Answers should indicate that natural selection influences the evolution of the species. This
answer can be combined with the answer to the first question. Refer to pp. 252 & 253 of the text.
Presentation Grading Form for Evolution Assignment, Due in Week Seven
Points Earned
XX/70
Additional Comments:
Content and Development
70 Points
All key elements of the assignment are covered in
a substantive way. The presentation includes the
following:
Faculty Notes
Page 23
SCI/230 Introduction to Life Science

Explains how the chosen species may have
evolved
 Describes the mechanism of speciation and
applies it to the chosen species
 Includes evidence that supports the speciation
hypothesis
 Explains the role natural selection plays with
the species
 Consists of 7 to 10 slides appropriate for the
speaker’s audience
 Includes detailed speaker’s notes on each slide
The content is comprehensive, accurate, and
persuasive.
 The presentation includes visual aids and uses
relevant graphics.
 The text is limited to approximately 5 lines with
approximately 5 words per bulleted item.
 Appropriate font sizes are used.
The presentation develops a central theme or idea
directed toward the appropriate audience.
The presentation links theory to relevant examples
and uses the vocabulary of the theory correctly.
Major points are stated clearly; are supported by
specific details, examples, or analysis; and are
organized logically.
The introduction provides sufficient background on
the topic and previews major points.
The conclusion is logical and reviews the major
points.
Points Earned
XX/15
Additional Comments:
Readability and Style
15 Points
Slide transitions are present, logical, and maintain
the flow throughout the presentation.
The tone is appropriate to the content and
assignment.
Sentences are complete, clear, and concise.
Points Earned
XX/15
Additional Comments:
Mechanics
15 Points
The presentation is laid out with effective use of
headings, font styles, and white space.
Intellectual property is recognized with in-text
citations and a reference page.
Rules of grammar, usage, and punctuation are
followed.
Spelling is correct.
Points Earned
XX/100
Total
100 Points
Overall Comments:
Faculty Notes
Page 24
SCI/230 Introduction to Life Science
Faculty Notes
Page 25
SCI/230 Introduction to Life Science
Week Eight Faculty Notes
TOPICS AND OBJECTIVES
Ecology and Biodiversity




Describe the basic structure and interactions of a healthy ecosystem.
Differentiate between logistic and exponential growth.
Recognize the importance of biodiversity.
Explain a threat to biodiversity.
Weekly Overview
In Week Eight, students discuss the interactions and importance of biodiversity within ecosystems
and threats to biodiversity. The hypothesis that the changes in bird populations are a result of
global warming is discussed. Students describe how they would design an experiment to test the
hypothesis.
Assignment Notes
Discussion Questions are due this week.
Faculty Notes
Page 26
SCI/230 Introduction to Life Science
Week Nine Faculty Notes
TOPICS AND OBJECTIVES
Ecology and Biodiversity, continued




Describe the basic structure and interactions of a healthy ecosystem.
Differentiate between logistic and exponential growth.
Recognize the importance of biodiversity.
Explain a threat to biodiversity.
Weekly Overview
Week Nine focuses on ecology and biodiversity. In the Human Population Growth assignment,
students analyze the human population for logistic or exponential growth and describe its effect
on the environment. In the Food Web Diagram assignments, students must create a food web of
their own and analyze it using the principles of ecology. Finally, they must evaluate a threat to
biodiversity within their diagram.
Assignment Notes
Assignment: Human Population Growth
Purpose of Assignment
Students learn about the two types of growth exhibited by all populations, logistic growth and
exponential growth, and what those types of growth look like when depicted in a graph. They
must then apply their knowledge by analyzing which type is exhibited by the human population
and what effect this may have on the environment.
Resources Required
Ch. 18 & 19 of Campbell Essential Biology With Physiology
Grading Guide
Responses should be up to 300 words in length and answer the questions similarly to the
following.
Answer Key for Human Population Growth Assignment, Due in Week Nine
Explain the two types of population growth.
“Exponential population growth describes the expansion of a population in an ideal, unlimited
environment” (Simon, Reece, & Dickey, 2010, p. 408). With more births than deaths, each
increase in population is larger than the previous one. The increasing rate of growth produces a
J-shaped growth curve. Natural environments cannot sustain exponential growth indefinitely. See
Figure 19.5 on p. 408 of the text.
“In logistic population growth, the growth rate decreases as the population size approaches
carrying capacity” (Simon, Reece, & Dickey, 2010, p. 409). Carrying capacity is the maximum
population size that an environment can support. When the population reaches the carrying
capacity its growth rate drops to zero. Logistic growth rate produces an S-shaped growth curve.
Faculty Notes
Page 27
SCI/230 Introduction to Life Science
See Figure 19.6 on p. 409 of the text.
Analyze the type of growth exhibited by the human population and its effect on the environment.
“The world’s [human] population is growing exponentially, but at a slower rate than it did in the
last century. The rate of increase, as well as population momentum, predicts the populations of
most developing countries will continue to increase in the foreseeable future” (Simon, Reece, &
Dickey, 2010, p. 419).
Natural resources such as farm land, grazing land and water will be depleted, and biomes will be
destroyed, causing loss of the species within those biomes. Refer to pp. 392 & 393 for the human
impact on biomes.
Assignment: Food Web Diagram
Purpose of Assignment
In this assignment, students create a food web diagram and analyze it using the principles of
ecology, such as describing interactions, labeling producers and consumers, identifying abiotic
factors, and evaluating the threats to biodiversity.
Resources Required
Food Web Diagram Activity
Ch. 18 of Campbell Essential Biology With Physiology
Grading Guide
Student Food Web Diagrams should show the flow of energy, list organisms, identify the
importance of biodiversity, label organisms as P for producers, C for consumers, and D for
decomposers, list and define food chains, describe interactions and evaluate potential hazards
caused by humans.
Answer Key for Food Web Diagram Assignment, Due in Week Nine
Refer to Ch. 18 of the text.
Written Assignment Grading Form for Food Web Diagram Assignment, Due in Week Nine
Points Earned
XX/70
Additional Comments:
Content and Development
70 Points
All key elements of the assignment are covered in
a substantive way. The diagram includes the
following:
 Shows the flow on energy of the food chain
 Lists organisms present in the ecosystem and
identifies their contribution to biodiversity
 Labels major organisms as producers,
consumers or decomposers
The paper includes the following:
 Describes the interactions of organisms in the
ecosystem
 Evaluates potential hazards caused by humans
Faculty Notes
Page 28
SCI/230 Introduction to Life Science


Lists abiotic factors present in the ecosystem
Lists and described the food chains present in
the ecosystem
o Name of the plant or animal
o What it eats
o What eats it
o How it has adapted to the ecosystem
The content is comprehensive, accurate, and
persuasive.
The paper develops a central theme or idea
directed toward the appropriate audience.
The paper links theory to relevant examples and
uses the vocabulary of the theory correctly.
Major points are stated clearly; are supported by
specific details, examples, or analysis; and are
organized logically.
The introduction provides sufficient background on
the topic and previews major points.
The conclusion is logical, flows from the body of the
paper, and reviews the major points.
Points Earned
XX/15
Additional Comments:
Readability and Style
15 Points
Paragraph transitions are present, logical, and
maintain the flow throughout the paper.
The tone is appropriate to the content and
assignment.
Sentences are complete, clear, and concise.
Sentences are well constructed, strong, and varied.
Sentence transitions are present and maintain the
flow of thought.
Points Earned
XX/15
Additional Comments:
Mechanics
15 Points
The paper—including tables and graphs, headings,
title page, and reference page— is consistent with
APA formatting guidelines and meets course-level
requirements.
Intellectual property is recognized with in-text
citations and a reference page.
Rules of grammar, usage, and punctuation are
followed.
Spelling is correct.
Points Earned
XX/100
Total
100 Points
Overall Comments:
Faculty Notes
Page 29
SCI/230 Introduction to Life Science
Associate Program Faculty Material
Instructions for Using the Written Assignment Grading Form
The grading form summarizes the points earned for a written assignment, usually focusing 70%
for content and development and 30% for readability, style, and mechanics. The form also
provides space in which you may comment on any area that needs special attention for
remediation or reinforcement. It is not necessary to provide a comment for each section or bullet
point.
In some cases, you may want to customize the form by adding or deleting lines to document
particular features or ideas that you will look for while grading the paper.
Each time you grade a student paper, copy the table and paste it at the end of the assignment.
When the grading process is complete, return the student’s paper, which now contains the
feedback form and score for the assignment.
1. Open the student’s attached Microsoft Word document.
2. Open a new Written Assignment Grading Form from the master file.
3. Copy and Paste the Written Assignment Grading Form at the end of the student paper.
4. Grade the paper, providing quality feedback on the content of the paper.
5. Complete the Written Assignment Grading Form, which is now in the student paper,
providing comments when applicable. It is not necessary to record a comment for every
item.
6. Enter the student’s score for each of the three main categories: content and
development, readability and style, and mechanics. Optionally, you may enter points for
each subcategory. Calculate and enter a total score.
Faculty Notes
Page 30