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SCI/230 Introduction to Life Sciences Version 7 2/1/12 SCI/230 SCI/230 Introduction to Life Science Program Council The Academic Program Councils for each college oversee the design and development of all University of Phoenix curricula. Council members include full-time and practitioner faculty members who have extensive experience in this discipline. Teams of full-time and practitioner faculty content experts are assembled under the direction of these Councils to create specific courses within the academic program. Copyright Copyright © 2012, 2009, 2008, 2007, 2006, 2005 by University of Phoenix. All rights reserved. University of Phoenix® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft®, Windows®, and Windows NT® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix® editorial standards and practices. 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 Page 4 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 Page 5 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 Page 6 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 Page 7 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 Faculty Notes Page 8 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 Page 9 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 Page 10 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 Page 11 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 Page 12 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 Page 13 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 Page 15 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 Page 17 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 Page 18 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 Page 19 SCI/230 Introduction to Life Science 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