Course Syllabus: Introduction To Life Science/SCI230

Course Syllabus
Introduction to Life Science/SCI230

Tosha Oliver, Ph.D.
Course Start Date: 11/08/2010

*Course End Date: 1/23/2010
* Winter Break Dates 12/20/10-1/3/11
Please print a copy of this syllabus for handy reference.
Please note the course syllabus is the ruling document in this course. Please adhere to all
deliverables and due dates as outlined in the course syllabus.
Copyright
Copyright ©2009 by University of Phoenix. All rights reserved.
University of Phoenix© is a registered trademark of Apollo Group, Inc. in the United States and/or
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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.

Facilitator Information
Tosha Oliver, Ph.D.
Snoliver@phoenix.email.edu (University of Phoenix)
Dr.Oliver2005@comcast.net (Personal)
860.402.8789 (EST)
Facilitator Availability
I am usually available from 7 p.m. - 8 p.m. weekdays and after 9 a.m. on

weekends (EST) in your classroom to participate and answer questions. I will be
offline for grading purposes most Fridays and Saturdays. As such, it is imperative
that you preview your weekly assignments that are typically due on Friday and/or
Saturday. For example, don’t wait until Friday to ask a question about Friday’s
deliverable. To this end, clearly identify questions in your Individual Forum, by
writing "Question" in the subject box of your message. If these times are not
convenient for you, please let me know, and I will be happy to accommodate
your schedule if at all possible. I provide you with these times to make it easier to
communicate with me, not to limit our contact and want you to know that, should
you need to contact me outside these time frames, you should not hesitate to do
so. If you post a question to your Individual Forum I will respond to you the next
time I check into class, with a goal of responding within 24 hours!
If you would like to speak by phone you may certainly call me. If I do not answer,
please leave a message with your name and contact number and I will return
your call as soon as possible. To ensure you reach me, please post a request for
phone communication in your Individual Forum to set up a time for you to call me
and/or identify your question as indicated above. I am here to help you succeed
in any way I can.
Below, please find my contact information. It is important that you retain this
information, and I encourage you to print it for future reference. For
emergencies, when you are not able to gain access to messages on the
Online Learning System (OLS), please send a message to both of my email
addresses.
Name: Tosha Oliver, Ph.D.
Axia College email address: Snoliver@email.phoenix.edu
Alternate email address: Dr.Oliver2005@comcast.net
Telephone number: 860.402.8789 (EST)

In the event a third party needs to contact me, please direct them to my contact
information listed under "facilitator information." No third party should use your
login credentials to gain access to the classroom.
Where to Go to Class
Main: This is the main forum for the class and is where discussion is conducted.
It has read-and-write access for everyone.
Chat-Room: This is a read-and-write access forum. It is designed as a place to

discuss issues not related to the course content. This is the forum to which we
will send our bios.
Course-Materials: This is a read-only forum, which means you can read

messages here but cannot send any. This is where I will post the course syllabus
and materials.
Individual Forum: You will see one forum with your name on it. This is a private
forum, shared only by you and me, the facilitator. Your classmates will not have
access to this forum. This is where I will post your feedback. You can also ask
questions here. However, if you have general questions about instructions of
assignments, please post those in the Main forum (under the weekly questions
thread), since other students may benefit by that exchange as well.
Assignments Section: This is where you will post all assignments as Microsoft
Word or PowerPoint ® documents, with the exception of discussion questions
and participation which are always posted in the Main Forum.
Policies
For class policies, please see the Policies link on the left side of the Materials
page for the course on eCampus. Faculty and students/learners will be held
responsible for understanding and adhering to all policies contained within that
link. University policies are subject to change so please be sure to read them at
the beginning of each class as it may have changed since your last class.
Policies may be slightly different depending on the modality in which you attend
class. If you have recently changed modalities it is important you read the
policies governing your current class modality.
Late Assignments
_
Late assignments receive a 10% deduction for each day they are late if
assignments are not posted by 11:59 p.m. M.S.T. on the day they are due.
Assignments more than 4 days late will not be accepted. In addition, all work
must be submitted as indicated in the syllabus or the late penalty will be
applied. Technological issues are not considered valid grounds for late
assignment submission. In the event of a University of Phoenix server outage,
students should submit assignments through email to the instructor and post to
the individual forum when systems are restored. Unless an Incomplete grade has
been granted, learner assignments submitted after the last day of class will
not be accepted.
Technical Support
Technical Support is available 24 hours a day, 365 days a year. Call 1-877-832-
4867, or use the e-mail support form. Answers to the most common issues are
found in the Knowledge Base by clicking Help, found at the top of every student
Web site.
Feedback
Each week, I will provide grades or scores and comments on assignments within
7 days of when they were submitted. I will send feedback to your Individual forum.
Grading Formula _
Points Grade
95+ A
90-94 A-
87-89 B+
84-86 B
80-83 B-
77-79 C+
74-76 C
70-73 C-
67-69 D+
64-66 D
60-63 D-
<59 F
Participation
Participation is very important as it contributes to the overall learning and
enjoyment of the class. For full participation credit, during participation weeks,
students are required to contribute two substantive discussion messages
four out of seven days each week in the Main Forum. Participation consists of
messages sent above and beyond graded assignments. That includes the initial
discussion question response, which will not count towards the class
participation requirement and will be evaluated separately. Only posts in
the Main classroom forum will count towards your class participation score. Both
quantity and quality are important considerations when posting substantive
messages. For this class, substantive means that your message has substance,
helps to further the discussion of course content and is roughly 150-200 words in
length. Substantive messages often include contributions of additional ideas and
sources, insights or questions about classmates' comments, connections to the
course readings, or ways of applying the lessons from the course. As a rule of
thumb, your substantive comments should be at least several sentences in
length.
Short comments, such as "Good idea" or "I agree," do not constitute substantive
posts on their own. Neither do comments that are unrelated to the topics at hand
(for example, "I saw that movie, too!") If you say you agree about something,
please explain why you agree, and add an additional insight or question.
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.
Course Topics & Objectives

Introduction to Biology and the Scientific Method
· Identify characteristics of living organisms.
· Summarize the major theories of biology.
· Define each step of the scientific method.
· Apply the scientific method to a real-life scenario.
Cells—An Introduction
· Defend or dispute concepts on cell theory or spontaneous generation.
· Compare and contrast the structures of prokaryotic and eukaryotic cells.
· Differentiate between the internal structures and functions of plant and animal
cells.
Cells—The Building Blocks of Life

· Describe the processes and outcomes of mitosis and meiosis.
· Identify an endangered ecological property.
· Describe the processes of photosynthesis and cellular respiration.
DNA, Chromosomes, and Genetics

· Identify DNA’s fundamental role in inheritance.
· Explain the role of chromosomes in inheritance.
· Describe Gregor Mendel’s investigations into the patterns of inheritance.
Physiology
· Compare and contrast physiology of living organisms.
· Explain the relationship between human organ systems.
Evolution
· Discuss the impact of natural selection in evolution.
· Describe the evidence in support of evolution by natural selection.
· Analyze the implications of the patterns of evolution.
Biodiversity
· Evaluate a current theory about the origin of life on Earth.
· Describe an endangered ecological property.
· Compare characteristics of organisms within the kingdom Animalia.
Biotechnology and Ecology

· Weigh the value of biotechnology and related ethical issues.
· Describe the relationship of ecology with population growth and community
interactions.
The Biological World

· Correlate current environmental issues with human activities.
· Assess the interconnectedness of human activities and the biological world.
Course Materials
Pruitt, N. L., & Underwood, L. S. (2006). Bioinquiry: Making connections in
biology (3rd ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Axia College’s Writing Style Handbook, available online at

https://axiaecampus.phoenix.edu/Writing_Style_Handbook_AxiaUOP.pdf
Electronic Resources
Please Note: All required text and materials are found on the Materials tab of the
student web page. The student web page can be accessed through the Axia
College of University of Phoenix Student and Faculty Web site at
https://axiaecampus.phoenix.edu/
Pruitt, Underwood: BioInquiry: Making Connections in Biology, 3rd Edition Student

Companion Web site at http://bcs.wiley.com/hebcs/Books?action=index&itemId=0471473219&bcsId=2118
Supplemental Resources
Purdue University Online Writing Lab (August 7, 2009). APA Formatting
and Style Guide. Retrieved August 13, 2009, from
http://owl.english.purdue.edu/owl/resource/560/01/.
Point Values for Course Assignments
ASSIGNMENTS Points
CheckPoint: Living Organisms (Week 1) 30
Assignment: The Scientific Method (Week 1) 80
Discussion Questions & Ongoing Participation (Week 2) 65
Exercise: UNESCO Research (Week 3) 10
Assignment: Mitosis and Meiosis (Week 3) 80
CheckPoint: Basic Processes - (Week 5) 40
Assignment: Human System Presentation (Week 5) 80
CheckPoint: UNESCO Research Outline (Week 7) 40
Assignment: Scientific Taxonomy and Earth’s Biodiversity Presentation

80
(Week 7)
CheckPoint: Capstone (Week 9) 50
Final Project (Week 9, Day 6) 250
Total 1000
Week One
Introduction to Biology and the Scientific Method

· Identify characteristics of living organisms.
· Summarize the major theories of biology.
· Define each step of the scientific method.
· Apply the scientific method to a real-life scenario.
ASSIGNMENTS
1. Read objectives and welcome.
2. Read instructor’s bio and post your own bio.

· Due Date: Day 1 [post to the Chat Room forum]
3. Read Appendix A regarding the final project requirements.
4. Read Ch. 1 in Bioinquiry.
5. Review Appendix B as a supplemental resource.
6. CheckPoint: Living Organisms

· Resource: Appendix C
· Due Date: Day 5 [post to the Assignment section of eCampus as a Microsoft®
Word document]
· Use the table in Appendix C and fill in the missing characteristics that make up
a living organism.
7. Assignment: The Scientific Method

· Resources: Appendix D and Scientific Method Web site
Word document]
· Review Appendix D.
· Open the Scientific Method Web site at
http://biology.clc.uc.edu/courses/bio104/sci_meth.htm
· Follow the instructions at the bottom of the Web page to choose a hypothesis
and prediction about growing plants.
· Click on Do the Experiment. The results of the experiment you chose will
appear. Write a 700- to 1,050-word paper that describes how you would conduct
the experiment for your chosen hypothesis:
· Include an example of how you have used the scientific method in a real-life
situation.
· Explain each step of the scientific method as it applies to (1) your Web
experiment and (2) your real-life example. (Your paper should include a total of
two explanations of the scientific method.)
· Format your paper, in-text citations, and references according to APA
standards.
· Post your paper to the Assignment section of eCampus as a Microsoft® Word
document.
Weekly Reminders
Late Policy
The late policy will be strictly enforced. A 10% daily penalty will be imposed on
all late work and late work will not be accepted 5 or more days after the due date.
Please note that late work will not be accepted after the course ends,
regardless of the due date.
Summary of Week 1 Deliverables
Assignment Location Due
Post Bio Chat Room Day 1
Post to the Assignment

section of eCampus as
CheckPoint: Living Organisms Day 5
a Microsoft® Word
document

section of eCampus as
Assignment: The Scientific Method Day 6
a Microsoft® Word
document
Week Two
Cells—An Introduction
· Defend or dispute concepts on cell theory or spontaneous generation.
· Compare and contrast the structures of prokaryotic and eukaryotic cells.
· Differentiate between the internal structures and functions of plant and animal
cells.
ASSIGNMENTS
1. Read Ch. 4, 5, 10, & pp. 422-436 in Bioinquiry.
2. Discussion Question 1
· Due Date: Day 2 [Main forum]
· Post your response to the following: Choose one theory—spontaneous
generation theory or cell theory—and select one statement that corresponds to
the theory you want to refute or support:
Spontaneous generation theory

1. Frogs come from muddy soil because they always appear in that environment.
2. Flies come from rotten meat because they always appear where meat is
rotting.
Cell theory
1. Without the invention of the microscope, the cell theory would not have been
possible.
2. All living things are made up of cells.
· Provide evidence for or against the statement you chose.
· Include proper APA citation of outside sources if applicable.
· Read another student’s post and provide another piece of evidence for his or
her claim.
· Resources: Ch. 4 of Bioinquiry and the Prokaryotes vs. Eukaryotes activity
· Review Ch. 4 (pp. 98-105) and the Prokaryotes vs. Eukaryotes activity at
http://higheredbcs.wiley.com/legacy/college/pruitt/0471473219/bioinquiries/ch04/
Flash/p0438_b.htm
· Post your response to the following: Describe two similarities and two
differences between eukaryotic cells and prokaryotic cells. Why do you think
eukaryotic cells developed? Describe how eukaryotic cells are similar to a
production line.
Weekly Reminders
Discussion Questions
The initial response to a discussion question will not count towards the class
participation requirement and will be evaluated separately.
Only posts in the Main classroom forum will count towards your class
participation score.
Participation
Remember to substantively participate in class discussions 4 out of 7 days during

the week.
Discussion Question 1 Main Forum Day 2
4 of 7
Participation Main Forum
days
Week Three
Cells—The Building Blocks of Life

· Describe the processes and outcomes of mitosis and meiosis.
· Identify an endangered ecological property.
· Describe the processes of photosynthesis and cellular respiration.
ASSIGNMENTS
1. Review Appendix B as a supplemental resource. Please note, the final paper
is Due Week 9, Day 6.
2. Exercise: UNESCO Research

· Resources: Appendix A and UNESCO Web site
· Due Date: Day 5 [Assignment section]
· Approach this project from the perspective of someone searching for funding to
support preservation programs.
· Review the ecological properties that are displayed on the World Heritage in
Danger List on the United Nations Educational, Scientific, and Cultural
Organization (UNESCO) Web site at http://whc.unesco.org/en/danger
· Choose a property that you would be interested in supporting. This will be the
topic for your final paper. (Note: Some places on the World Heritage in Danger
list are not natural properties. Do not use cultural, archeological, or architectural
sites for this project).
· Research at least three references about the property other than the UNESCO
site.
· Post the name of the property that you have chosen for your final paper and an
APA formatted reference list of the three sources you researched to the
Assignment section of eCampus as a Microsoft ® Word document.
3. Assignment: Mitosis and Meiosis

· Resources: Ch. 5 and Appendix B;
www.bios.niu.edu/johns/genetics/meiosis.ppt
· Due Date: Day 6 [Assignment section]
· Post your answers to the following questions to the Assignment section of
eCampus as a single Microsoft ® Word document:
Multiple-Choice Format (highlight your answer in red)

1. If a typical somatic cell has 32 chromosomes, how many chromosomes
are expected in each gamete of that organism?
A. 32 B. 64. C. 16 D. 0 E. 46
2. (a)Name two proteins known to be involved in the regulation of the mitotic
cell cycle. (b) Name one protein which appears to serve as a significant
tumor suppressor by triggering cell suicide in some cases.
A. (a) glycine, arginine (b) cdk
B. (a) phosphatase, cyclins (b) p53
C. (a) cdc2 kinase, enzymes (b) hexokinase
D. (a) cdc2 kinase, cyclins (b) p19
E. (a) cdc2 kinase, cyclins (b) p53
3. What is the outcome of synapsis, a significant event in meiosis?

A. Side by side alignment of non-homologous chromosomes
B. Dyad formation
C. Monad movement to opposite poles
D. Side by side alignment of homologous chromosomes
E. Chiasma segregation
4. During interphase of the cell cycle, mitosis or meiosis,

A. DNA recombines
B. sister chromatids move to opposite poles
C. the nuclear membrane disappears
D. RNA replicates
E. DNA content essentially doubles.
Short Answer Format (highlight your

answer in red)
5. Contrast the end results of meiosis with those of mitosis.
6. Given the end results of the two types of division, why is it necessary for
homologs to pair during meiosis and not desirable for them to pair during
mitosis?
7. Contrast the genetic content and the origin of sister versus non-sister
chromatids during their earliest appearance in prophase I of meiosis. How
might the genetic content of these change by the time tetrads have aligned
at the equatorial plate during metaphase I?
8. Discusstwo evolutionarily significant benefits of meiosis, which are not

present in mitosis.
· Copy and paste the 8 questions above into a Microsoft ® Word document,
highlight your responses in red and post the assignment to the Assignment
section of eCampus as a single Microsoft ® Word document.

UNESCO Research Exercise section of eCampus as a Day 5
Microsoft® Word document

Mitosis and Meiosis Assignment section of eCampus as a Day 6
Microsoft® Word document
Week Four
DNA, Chromosomes, and Genetics

· Identify DNA’s fundamental role in inheritance.
· Explain the role of chromosomes in inheritance.
· Describe Gregor Mendel’s investigations into the patterns of inheritance.
ASSIGNMENTS
1. Read Ch. 3, 6, 11, & 12 in Bioinquiry.
2. Review Ch. 5 in Bioinquiry.
Have you ever tried to pack too much into a suitcase? Then, you know what a
challenge it can be to fit a large amount of material into a small space. Think
about the amazing elegance of the DNA molecule—fitting a blueprint for the
entire organism, from the hair color to the code for every single enzyme, into a
tiny nucleus.
· Resource: Ch. 6 of Bioinquiry
· Post your response to the following:

• What are some of the benefits of squeezing so much data into virtually
every cell in the body?
• Why did humans not evolve with one central repository of DNA rather than
having it replicated throughout the body?
• Assume that the hereditary information carried in genes and DNA is
responsible for many differences observed in humans and other living
things. How could just four different bases in DNA strands be responsible
for the almost endless variety found in nature?
· Resources: Ch. 6 of Bioinquiry.

· Post your response to the following:
• The flow of information in cells is from DNA to RNA to proteins. Explain this
process in detail.
• Why do you think this two –step process evolved instead of a simpler one-
step process, for instance, from DNA directly to protein?
Weekly Reminders
Discussion Questions & Participation
The initial response to each discussion question will not count toward the class
participation requirement and will be evaluated separately. Remember to
substantively participate in class discussions 4 out of 7 days during the week.
Only posts in the Main classroom forum will count towards your class
participation score.
Participation Main Forum Ongoing

Week Five
Physiology
· Compare and contrast physiology of living organisms.
· Explain the relationship between human organ systems.
ASSIGNMENTS
2. CheckPoint: Basic Processes

Word document]
· Select one basic physiological process from the following list:
• Acquire and process nutrients
• Get rid of waste
• Reproduction
• Obtain information about and respond to external environment
• Movement
· Write a 200- to 300-word response explaining how that physiological process

differs among the following organisms:
• Bacteria
• Grasshopper
• Fish
• Bear
3. Assignment: Human System Presentation

PowerPoint presentation]
· Create a 5- to 7- slide presentation on a human organ system (title and
reference slides do not count toward the slide requirement).
· Select one of the following organ systems:

• Nervous
• Hormonal
• Digestive
• Respiratory
• Cardiovascular
• Circulatory
• Urinary
• Skeletal-Muscular
• Reproduction
• Immune
· Address the following points in your presentation:

• What is the purpose of the system?
• What body parts make up the system?
• What are the purposes of those parts?
• Select one other organ system: How do the systems interact and support
each other?
· Include detailed speaker’s notes on each slide.
· Format your references according to APA standards.
· Post your presentation as a Microsoft® PowerPoint document to the

Assignment section of eCampus.
Weekly Reminders
Post to the
Assignment section of
Basic Processes eCampus as a Day 5
Microsoft ® Word
document
Human System Presentation Post to the Day 6

Assignment section of
eCampus as a
Microsoft ®
PowerPoint document
Week Six
Evolution
· Discuss the impact of natural selection in evolution.
· Describe the evidence in support of evolution by natural selection.
· Analyze the implications of the patterns of evolution.
ASSIGNMENTS
1. Read Ch. 2, 9, & 15 in Bioinquiry.
2. Read Appendix F.
· Post your response to the following: Describe an example of how natural

selection influenced the evolution of a particular species. Include outside sources
if applicable.
· Review a classmate’s post and discuss additional conditions that might have
contributed to the selection process.
· Resource: Appendix B
· Post your response to the following: Given Darwin’s Theory of Evolution, what
scientific evidence best supports evolution by natural selection?
· Use at least two outside sources. Refer to Appendix B under Week Six, if you
need help with your search.
· Review another student’s explanation and provide any additional evidence to

support his or her explanation.
Weekly Reminders
The initial response to each discussion question will not count toward the class
participation requirement and will be evaluated separately. Only posts in the
Main classroom forum will count towards your class participation score.
Remember to participate in the class discussions 4 out of 7 days during the
week.

Week Seven
Biodiversity
· Evaluate a current theory about the origin of life on Earth.
· Describe an endangered ecological property.
· Compare characteristics of organisms within the kingdom Animalia.
ASSIGNMENTS
2. CheckPoint: UNESCO Research Outline
· Resources: Appendix A and Developing an Outline Web site

Word document]
· Review the Developing an Outline Web site at
http://owl.english.purdue.edu/handouts/general/gl_outlin.html Follow the
instructions when developing your outline for the final project.
· Approach this project from the perspective of someone searching for funding to
support preservation programs.
· Develop an outline that identifies the ecological uniqueness of the plant and
animal life in your chosen property and address the following:
•Describe the diversity of life forms found in the area.
• Describe the biological interrelationships among the life forms in the area.
•The human intrusions threatening the area.
•The protections that exist to safeguard and preserve the area.
•The efforts that have been made to further this preservation.
•What an individual can do to help preserve the diversity of the area.
· Post your outline as a Microsoft® Word document to the Assignment section of

eCampus.
4. Assignment: Scientific Taxonomy and Earth’s Biodiversity Presentation
· Resource: University of Michigan Museum of Zoology Web site

PowerPoint document]
· Go to the University of Michigan Museum of Zoology Web site at
http://animaldiversity.ummz.umich.edu/site/index.html
· Review the information under the topics Mammals, Insects, Birds, and
Echinoderms.
· Select two mammals, two insects, two birds, and two echinoderms to research.
· Develop a 9- to 11- slide presentation that addresses the following points:

• List and briefly describe the eight species you have selected.
• What are the characteristics that classify all the species you have selected
in the kingdom Animalia?
Mammals
• What are two or three characteristics shared by the two mammals you
selected?
• What are two or three differences between the two mammals?
• To what order does each of the mammal species you selected belong?
• Describe why they are classified under that order.
• List two other species that belong to those same orders.
Insects
• What are two or three characteristics shared by the two insects you
selected?
• What are two or three differences between the two insects?
• To what order does each of the insect species you selected belong?
Birds
• What are two or three characteristics shared by the two birds you selected?
• What are two or three differences between the two birds?
• To what order does each of the bird species you selected belong?
Echinoderms
• What are two or three characteristics shared by the two echinoderms you
selected?
• What are two or three differences between the two echinoderms?
• To what order does each of the echinoderm species you selected belong?
· Format your references according to APA standards. Please note the 9-11
slide requirement does not include the title or reference slide.
· Post your presentation as Microsoft® PowerPoint document to the Assignment

section of eCampus.
Weekly Reminders
Final Project
The UNESCO Research Outline will serve as the foundation for your final project
due Week 9, Day 6. Please see The Owl at Purdue for assistance developing an
outline and using APA format.

CheckPoint: UNESCO Research Outline section of eCampus as a Day 5
Microsoft ® Word document

Scientific Taxonomy and Earth’s Biodiversity section of eCampus as a
Microsft ® PowerPoint Day 6
Presentation
document
Week Eight
Biotechnology and Ecology

· Weigh the value of biotechnology and related ethical issues.
· Describe the relationship of ecology with population growth and community
interactions.
ASSIGNMENTS
1. Read Ch. 7 & 16 in Bioinquiry.
2. Review Ch. 15 in Bioinquiry and Appendix B as a supplemental resource.
· Resource: Ch. 7 in Bioinquiry
· Research and choose an example from one of the following categories of

biotechnology:
• Agricultural and environmental uses
• Medical and legal uses
• Historical uses
· Post your response to the following: For your biotechnology example, provide
at least two ways the use of this biotechnology could benefit society and two
ways this biotechnology could be harmful.
· Review another student’s example and provide a pro, a con, or your

perspective on the topic.
· Post your response to the following: Describe the plant life, animal life, and
geology of the ecosystem in the area in which you live. What populations and
communities are present? How dependent is your community on this ecosystem?
What are the limiting factors of the ecosystem?
Weekly Reminders
Discussion question responses will not count towards the class participation
requirement and will be evaluated separately. Only posts in the Main classroom
forum will count towards your class participation score. Remember to participate
4 out of 7 days during the week.

Week Nine
The Biological World

· Correlate current environmental issues with human activities.
· Assess the interconnectedness of human activities and the biological world.
ASSIGNMENTS
1. Capstone CheckPoint
You have read about Earth’s numerous ecosystems and the biological diversity
that inhabits them. Unfortunately, many of these habitats and the species that
inhabit them are under threat from human encroachment through agricultural
activities such as logging, pollution, or war.

Word document]
· Post a 200- to 300-word response to the following questions:
• What role, if any, do you think people should play in preserving those
regions threatened by human encroachment?
• How should the interests of competing groups be balanced? Example:
Drilling in the Arctic—environmental groups oppose the plan on the
grounds of the destruction to the habitat; those in favor argue that tapping
into he oil there would be good for the economy and decrease reliance on
foreign oil.
• What about when the habitat is not within the U.S. borders? Many
international conservation groups are working to save the rainforest—what
rights do people have to interfere with how another sovereign nation
chooses to manage its lands? If the government of Bolivia is willing to
allow millions of acres of jungle to be destroyed to promote the logging
industry (which provides employment to their citizens), should people
intervene? Why or why not?
2. Final Project: UNESCO Paper
· Resource: Appendix A located in the course materials forum and at the end of
the course syllabus.

Word document]
· Write a 1,400- to 1,750-word paper assessing the ecological property you
chose for your final paper. Identify the ecological uniqueness of the plant and
animal life in your chosen property and address the following:
• Describe the diversity of life forms found in the area.
• The human intrusions threatening the area.
• The protections that exist to safeguard and preserve the area.
• The efforts that have been made to further this preservation.
• What an individual can do to help preserve the diversity of the area.
• What additional measures to insure the preservation of the property would
you propose?
• What will be lost if intrusion goes unchecked? Appeal to the biological
diversity.
· Format your paper, in-text citations, and references according to APA

standards.
· Post your paper as a Microsoft Word attachment to the Assignments Section.
Weekly Reminders
Final Week Requirements
Late Policy
The late policy will be strictly enforced. A 10% daily penalty will be imposed on
all late work and late work will not be accepted 5 or more days after the due date.
Please note that late work will not be accepted after the course ends,
regardless of the due date. No exceptions!
Post to the Assignment section of

Capstone CheckPoint eCampus as a Microsoft ® Word Day 5
document
Post to the assignment section of

Final Project: UNESCO
eCampus as a Microsoft ® Word Day 6
Paper
document
Axia College Material
Appendix A
Final Project Overview and Timeline
Final Project Overview
1. Research an ecological property on the World Heritage in Danger List on the United Nations
Educational, Scientific, and Cultural Organization (UNESCO) Web site at
http://whc.unesco.org/en/danger Research the property using sources other than the UNESCO site.
(Some places on the World Heritage in Danger List are not natural properties. Do not use cultural,
archeological, or architectural sites for this project.)
2. Locate at least three Web sites or references other than the UNESCO Web site.
3. Approach this project from the perspective of someone searching for funding to support preservation
programs.
4. Create an outline in Week Seven to help organize the information for your final paper that identifies
the ecological uniqueness of the plant and animal life in your chosen property. Your outline must
address the following:

5. Write a 1,400- to 1,750-word paper expanding on the topics researched for your UNESCO Research
Outline. Address the following in the final paper:

• What additional measures to insure the preservation of the property would you propose?
• What will be lost if intrusion goes unchecked? Appeal to the biological diversity.
6. Use at least three Web sites or references other than the UNESCO Web site.
7. Cite your references in APA format.
Final Project Timeline

Assessment milestones are implemented throughout this course to help you budget your time wisely and
work on your project throughout the course. As outlined below, some suggestions are made to assist you
in creating your final research project. If you complete these suggestions, you will be on the right track to
complete your project successfully.
 Due in Week Three: Submit the UNESCO Research Exercise due at the end of this week.
Search the UNESCO Web site for an endangered property and locate at least three Web sites or
references other than the UNESCO Web site to further research your specific property.
 Due in Week Seven: Submit the UNESCO Research Outline assignment due at the end of this
week. Address all topics presented in the syllabus for this assignment.
 Due in Week Nine: Submit the UNESCO Paper assignment to complete the final project, due on
Day 6 of this week.
Appendix B
Supplemental Web sites
Week One
The Scientific Method (Ch. 1; Assignment)
http://www.accessexcellence.org/RC/AB/BC/Elegant_Experiments.html
Week Two
Prokaryotes and Eukaryotes (Ch. 4; DQ 2)
http://www.biology.arizona.edu/cell_bio/tutorials/pev/main.html
Plant and Animal Cells’ Structures and Functions (Ch. 4; CheckPoint)
http://www.cytochemistry.net/Cell-biology/
http://bio.rutgers.edu/~gb101/lab1_cell_structure/section8_frames.html
Week Three
Mitosis and Meiosis (Ch. 5; CheckPoint)
http://bio.rutgers.edu/~gb101/lab10_meiosis/meiosis_web/index10.html
http://www.biology.arizona.edu/cell_bio/tutorials/cell_cycle/cells3.html
Photosynthesis and Cellular Respiration (Ch. 10 and pp. 422-436; Assignment)
http://people.ku.edu/~jbrown/chloroplast.html
http://biology.clc.uc.edu/courses/bio104/cellresp.htm
Animation of the Electron Transport System (ETS):

http://www.sp.uconn.edu/~terry/images/anim/ETS.html
Week Four
DNA (Ch. 6; DQ 1)
Basics: http://gslc.genetics.utah.edu/units/basics/tour/
Dolan DNA gene almanac:

http://www.dnalc.org/home.html
Genes:
http://people.ku.edu/~jbrown/gene.html
Build a DNA molecule:

http://gslc.genetics.utah.edu/units/basics/builddna/
Chromosomes (Ch. 5; DQ 2)
Human chromosomes with links to excellent graphics:

http://www.accessexcellence.org/RC/VL/GG/human.html
Human chromosomes and human genetic disorders:

http://gslc.genetics.utah.edu/units/disorders/karyotype/
Role of genes in human health:

http://ghr.nlm.nih.gov/ghr/page/Home
Gregor Mendel and Genetics (Ch. 3; CheckPoint)
Classical genetics:
http://anthro.palomar.edu/mendel/Default.htm
Week Five
Human Organ Systems (Ch. 12; Assignment)
http://www.innerbody.com/htm/body.html
Digestive Tract Multimedia:

http://corptrain.phoenix.edu/axia/sci241/sci241-digestivetract.html
Week Six
Evolution (Ch. 2)
Hominid species (DQ 1, CheckPoint):

http://www.talkorigins.org/faqs/homs/species.html
Darwin's finches (DQ 2):

http://people.rit.edu/rhrsbi/GalapagosPages/DarwinFinch.html
Divergent & convergent evolution in birds
(CheckPoint):
http://bioweb.cs.earlham.edu/9-12/evolution/HTML/converge.html
Examples of animals of convergent evolution (CheckPoint):

http://animals.about.com/gi/dynamic/offsite.htm?
zi=1/XJ&sdn=animals&cdn=education&tm=23&gps=49_38_1416_856&f=00&su=p284.5.420.ip_&tt=2&bt=1&bts
=1&zu=http%3A//cas.bellarmine.edu/tietjen/Evolution/convergent_evolution_examples.htm
Adaptive radiation (CheckPoint):

http://higheredbcs.wiley.com/legacy/college/pruitt/0471473219/explorations/ch_02/exploration2_3c.html
Evolution overview (All Week 4 assessments):

http://evolution.berkeley.edu/
Week Seven
Biodiversity (Ch. 9; Assignment)
http://www.nbii.gov/portal/server.pt
http://research.amnh.org/biodiversity/
The 25 richest and most threatened hotspots on the earth:

http://www.biodiversityhotspots.org/xp/Hotspots
The world atlas of biodiversity:

http://stort.unep-wcmc.org/imaps/gb2002/book/viewer.htm
Week Eight
Biotechnology (Ch. 7; DQ 1)
Advances in agricultural biotechnology:

http://www.whybiotech.com/
Genetic engineering controversies:

http://www.greenpeace.org/international_en/campaigns/intro?campaign_id=3942
Genetic engineering:
http://www.pmac.net/ge.htm
Human genome project: http://www.ornl.gov/sci/techresources/Human_Genome/home.shtml
Ecology (Ch. 15 & 16)
Biome/Habitat animal printouts (DQ 2): http://www.enchantedlearning.com/biomes/
Population ecology (CheckPoint): http://www.ento.vt.edu/~sharov/PopEcol/lec1/whatis.html
World population clock (CheckPoint): http://www.census.gov/main/www/popclock.html
World in the balance (CheckPoint): http://www.pbs.org/wgbh/nova/worldbalance/numbers.html
Most populous countries (CheckPoint): http://geography.about.com/cs/worldpopulation/a/mostpopulous.htm

Appendix C
Characteristics of Living Organisms

Ten characteristics distinguish an object or thing from an actual living organism. All 10 characteristics must be
present simultaneously for something to be considered living.
The following table lists four of the 10 characteristics that make up a living organism. Fill in the remaining six
characteristics:
Characteristics of a Living Organism
1. Composed of one or more cells

2. May evolve into a new type of organism
3. Carries out and controls a variety of chemical reactions
4. Produces offspring resembling itself
5.
6.
7.
8.
9.
10.
Appendix D
The Scientific Method Chart

Appendix F
Controversial Topics
One of the major objectives of this science class is to conduct critical thinking about oneself, others, and the
environment. Some issues presented in this course have a history of strong emotional attachments. One of these
issues is the theory of evolution and creationism. Other controversial topics are genetics, such as cloning and stem
cell research. As these topics are covered, keep in mind what science is, what it is not, and what its limitations are.
Science can only deal with ideas that can be tested via the scientific method. If a hypothesis, theory, or idea cannot
be observed or tested in a controlled experiment and objectively analyzed with reported results, it does not fall under
the purview of science.
Critical thinking is vital as evolution is studied, bringing about concepts of how changes seemingly occur in living
organisms. Never accept something until you have thought it through. In other words, always question. This course
promotes and maintains respect for each person’s ethical and religious views, but it must also align with the course
topics and objectives. Pay special attention to ensure posts are relevant to the discussion, taking into consideration
the text readings and other sources.
Philosophy, art, beauty, emotion, ethics, and religious beliefs cannot be tested by the scientific method and are not
studied in science classes. That does not make them more or less important. With some topics, however, religious
beliefs might surface, and at no time should anyone's beliefs be questioned. Remember, this is not a religion class;
this is a science course, which introduces concepts that can be objectively observed or tested.

Course Syllabus: Introduction To Life Science/SCI230

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Course Syllabus

Introduction to Life Science/SCI230

Course Start Date: 11/08/2010

Please print a copy of this syllabus for handy reference.

Copyright ©2009 by University of Phoenix. All rights reserved.

Edited in accordance with University of Phoenix© editorial standards and practices.

I am usually available from 7 p.m. - 8 p.m. weekdays and after 9 a.m. on

Name: Tosha Oliver, Ph.D.

Axia College email address: Snoliver@email.phoenix.edu

Alternate email address: Dr.Oliver2005@comcast.net

Telephone number: 860.402.8789 (EST)

Chat-Room: This is a read-and-write access forum. It is designed as a place to

Course-Materials: This is a read-only forum, which means you can read

Course Topics & Objectives

Cells—The Building Blocks of Life

DNA, Chromosomes, and Genetics

Biotechnology and Ecology

The Biological World

Axia College’s Writing Style Handbook, available online at

Pruitt, Underwood: BioInquiry: Making Connections in Biology, 3rd Edition Student

Purdue University Online Writing Lab (August 7, 2009). APA Formatting

and Style Guide. Retrieved August 13, 2009, from

CheckPoint: Living Organisms (Week 1) 30

Assignment: The Scientific Method (Week 1) 80

Discussion Questions & Ongoing Participation (Week 2) 65

Exercise: UNESCO Research (Week 3) 10

Assignment: Mitosis and Meiosis (Week 3) 80

Discussion Questions & Ongoing Participation (Week 4) 65

CheckPoint: Basic Processes - (Week 5) 40

Assignment: Human System Presentation (Week 5) 80

Discussion Questions & Ongoing Participation (Week 6) 65

CheckPoint: UNESCO Research Outline (Week 7) 40

Assignment: Scientific Taxonomy and Earth’s Biodiversity Presentation

Discussion Questions & Ongoing Participation (Week 8) 65

CheckPoint: Capstone (Week 9) 50

Final Project (Week 9, Day 6) 250

Introduction to Biology and the Scientific Method

2. Read instructor’s bio and post your own bio.

3. Read Appendix A regarding the final project requirements.

4. Read Ch. 1 in Bioinquiry.

5. Review Appendix B as a supplemental resource.

6. CheckPoint: Living Organisms

7. Assignment: The Scientific Method

Summary of Week 1 Deliverables

Assignment Location Due

Post Bio Chat Room Day 1

Post to the Assignment

Post to the Assignment

Spontaneous generation theory

Remember to substantively participate in class discussions 4 out of 7 days during

Summary of Week 2 Deliverables

Assignment Location Due

Discussion Question 1 Main Forum Day 2

Discussion Question 2 Main Forum Day 4

Cells—The Building Blocks of Life

2. Exercise: UNESCO Research

3. Assignment: Mitosis and Meiosis

Multiple-Choice Format (highlight your answer in red)

3. What is the outcome of synapsis, a significant event in meiosis?

4. During interphase of the cell cycle, mitosis or meiosis,

Short Answer Format (highlight your

5. Contrast the end results of meiosis with those of mitosis.