Week Mtg

Learning
Outcomes/Competency

Activities (Common Teaching

Strategies)

Common
Assessment/Evaluation

1. Lectures (Concepts 1.1 to 1.4)

1. Test/worksheet
http://www.helpteaching.co
m/questions/Scientific_Met
hod/College

Course Orientation
Discuss
Course Outline
1. To identify the unifying
themes in biology and how they
relate with concepts in other
disciplines
2. To examine selected
milestones in biology
emphasizing the use of the
scientific method as a tool and
collaboration as a strategy
3. To solve problems using the
scientific method
4. To explain evolution as the
core theme in biology

2
3

Topic

1. To explain some basic

concepts of chemistry that apply
to the study of life
2. To gain understanding on the
structure and function of the
molecules of life

The Unifying Concepts of

Life
The Themes of Biology
and the Scientific Inquiry
a. Four themes of life and
evolution
b. The scientific process
c. Science, technology and
society

Unit 1: The Chemistry of

Life
The Molecules of Life
a. The Elements and
Compounds
b. Water and Life
c. Carbon and
Biomolecules

2. Video showing (to be identified)

3. Reading: The Nature of Science

and the Scientific Method.
2. Essay writing:
www.geosociety.org/educate/Natur A Family Traditional Belief
eScience.pdf
or Practice: Use the
scientific method to justify
Teachers guide:
or explain it.
The real process of science and
flowchart Understanding Science
undsci.berkeley.edu/article/0_0_0/
howscienceworks

1. Reiterate concepts in
composition of matter and
properties of carbon and water;
lecture (Chapters 2 to 4; Mader:
Chapters 2 to 3)

1. Quiz on examining the

different food labels
2. Examine different food
labels and their
significance

2. Video showing
3. Biology of protein. Interactive
http://star.mit.edu/biochem/
4. Mastering Homework:
Explain the effects of varying the
amounts of the different
macromolecules in your diet (such

3.Quiz material:
http://ocw.mit.edu/courses/
biology/7-012introduction-to-biology-

as saturated fats, proteins,

simple/complex carbohydrates).

1. To diagram a cell and describe

the structure and function of its
organelles
2. To differentiate eukaryotic
from prokaryotic cells
3. To examine the tools and
techniques in studying cells

Unit 2: The Basic Unit of

Life
A Tour of the Cell
a. . Cell structure and
function

1. Lecture (Chapter 6; Mader:

Chapter 4)
2. Video showing

b. Prokaryotic vs.
Eukaryotic cells

1. Test
2. Group presentation:
Explain how insulinproducing cells are like
dysfunctional factories
when a person is diabetic

c. Tools and techniques in

studying cells
3

1. To diagram the cell membrane

structure
2. To identify the properties and
functions of a living membrane
3. To illustrate passage of
substances across membranes
4. To describe mechanisms by
which cells receive, process and
respond to signals from other
cells

a. Membrane structure

1. To examine the flow of matter

and energy and how it is
regulated in a living cell
2. To explain how the
photosynthetic process feeds life
on Earth
3. To explain how cells
transform energy to fuel life
processes

The Energy of Life: An

Introduction to Metabolism
and Energy
a. Metabolism

1. Lecture (Chapters 7 and 11;

Mader: Chapter 5)

1. Test (draw the diagram

and ID the parts)

2. Video showing

2. Peer criticism activity

b. Cell communication

b. Energy and enzymes

Cellular Respiration

3. Group presentation:
Group 1: Insulin signaling
Group 2: Sex hormone signaling
(As one group explains; the other
group makes a critique). Apply the
two mechanisms of chemical
signaling to insulin signaling and
sex hormone signaling
1. Lecture (Chapter 8; Mader:
Chapter 6)

Test

2. Video showing
1. Lecture (Chapter 9; Mader:
Chapter 8)
2. Video showing

Test

Photosynthesis,

3. Group report:
Explain how a H+ gradient and
oxygen are both necessary for
oxidative phosphorylation.
1. Lecture (Chapter 10; Mader:
Chapter 7)

Test

2. Video showing

9
10

6, 7

3. Group report:
Explain what kind of sunlight is
used by the plant and why sunlight
is necessary and explain how trees
are carbon sinks. Describe where
the mass of a tree comes from and
explain how the mass is made.
EXAM 1 (Do Chapter Review)

11

12,
13

Unit 3: The Genetic Basis

of Life
Cell Cycle and Mitosis

1. To differentiate the mechanics

of cell division in eukaryotes and
bacteria and its control system
2. To differentiate the mechanics
of meiosis from mitosis
Meiosis and Chromosomes
3. To examine how traits are
transmitted from parents to
offspring and how sexual
reproduction contributes to
genetic variation

1. Lecture (Chapter 12; Mader:

Chapter 9)

1. To describe the chromosomal

basis for the transmission of
genes or traits from one
generation to the next
2. To discuss the DNA as the
carrier of genetic information

1. Lecture (Chapters 15 and 16;

Mader: Chapter 11)

Basis of Inheritance:
a. Chromosomal
a.1. Mendelian inheritance
a.2. Sex-linked genes
a.3. Genetic recombination
a.4. Abnormalities
b. Molecular

2. Video showing
1. Lecture (Chapters 13 and 14;
Mader: Chapter 10)
2. Video showing

2. Video showing

1. Test
2. Mastering Homework:
a. Explain the
consequences of specific
stages of mitosis failing.
b. Explain how cancer cells
disobey the rules that
normal cells follow in the
cell cycle and in cell
growth
1. Test
2. Problem exercises on:
a. Genetic crosses that
determine if a trait is
dominant or to determine
an individuals genotype.
2. Calculating probabilities

b.1. DNA and proteins

when given pedigrees.

3. Make a stand
Describe some ethical and
medical issues arising from
Downs Syndrome testing.

14

1. To describe the flow of

information from gene to protein
2. To explain genetic mutations
3. To differentiate expression of
genes in bacteria and eukaryotes
4. To describe gene regulation in
normal and cancer cells

Gene expression and

regulation
a. From gene to protein
b. Differential expression
of genes

1. Lecture (Chapters 17 and 18;

Mader: Chapters 12 to 13)
2. Video showing on genetic
testing

1. Test
2. Activity on tracing the
path of the central dogma
of molecular biology

3. Discuss what it means when we

say a gene is actionable.
4. Make a stand on genetic testing
in embryos, in children or adults
with and without disease, and of
cancer genomes.
5. Internet exploration of databases
(e.g. NCBI)

15

1. To understand the biology of

viruses and their role as diseasecausing agents

Viruses, Biotechnology and

Genomics

6. Additional reading:
1. The AveryMacLeodMcCarty
experiment.1944. J of
Experimental Medicine. How did
the authors come to the conclusion
that it is DNA, and not protein,
that is the carrier of genetic
information?
1. Lecture (Chapters 19, 20 and
21; Mader: Chapter 14 and 20)
2. Video showing

2. To describe DNA technology

as a tool for understanding
global problems

1. Test

3. To take part in discussions on

social and ethical issues in
biotechnology
16

EXAM 2

9
17

To survey lifes diversity by: a)

tracing the evolutionary history
of a species or group of species
b) analyzing the relationships in
the three-domain system

Unit 4: The Diversity of

Life
The Tree of Life
a. Phylogeny and
Systematics
a.1. Tools in Phylogeny
b. The Three-Domain
System

18

10

To survey the adaptations and

diversity within the domains
Archaea, Bacteria and Eukarya

19
20

11
21

1. To explain evolution as: a)

descent with modification
(Darwinian), b) as a change in
genotype of the population, and
c) as a pattern and process of
change
2. To discuss evidences on
evolution as a unifying theory to
explain about the living world

Parade of:
a. Archaea
b. Bacteria
c. Eukarya
c.1. Protists
c.2. Fungi
c.3. Parade of Plants
c.4. Parade of Animals
Unit 5: The History and
Distribution of Life
Introduction to
Evolution
a. Darwinian View of Life
a.1. Origin of species and
common ancestry
a.2. Natural selection

1. Lecture (Chapter 26; Mader;

Chapter 19)
2. Video showing
3. The Diversity of Life
http://www.ovguide.com/biologythe-unity-and-diversity-of-life1. Lecture (Chapters 27 to 34;
Mader: Chapters 20, 21, 22, 23, 28
and 29)
2. Video showing
3. Enriching our vocabulary:
Master common prefixes and
suffixes and use them in getting an
idea about the different Domains
1. Lecture (ChaptersT 22 and 24;
Mader: Chapter 15)
2. Video showing

1. Test
2. Optional Activity:
Construct a cladogram

1. Test
2. Cladogram construction
List down all the
plants/invertebrates around
your house/boarding
house/dorm and
draw a correct cladogram
for them

1. Test
2. Mastery Homework
a. Why is the study of
evolution a science?
Group work:
b. Discuss an evidence for
Evolution
(use Journal articles as
references)

22

12

23,
24

To examine: a) hypotheses
History of Life on Earth
regarding the origin of life, b)
a. Conditions on early
evidences about the rise and fall Earth
of groups of organisms over time
b. Fossil records
b.1. From unicellular to
multicellular organisms
b.2. From water to land
habitats

1. To define ecology and its

connection to biology
2. To examine: a) factors that
determine the major life zones,
b) factors that control the
distribution of species, and c)
ecological concepts operating at
the different organizational
levels (population, community,
ecosystem and biosphere)
3. To apply ecological concepts
in the conservation of the
diversity of life

c. Biogeography
c.1. Plate tectonics
c.2. Adaptive radiation and
extinction
Introduction to Ecology
a. The Biosphere and
Climate Patterns

1. Lecture (Chapters 52 to 56;

Mader: Chapters 16, 17, 44 to 47)

b. Major Ecosystems
c. Speciation and
Macroevolution
d. Population and
Ecosystem Ecology

Plants
a. Structure, Growth and
Development

EXAM 3
Alternative strategy:
Comparison of Plant and
Animal
1. Lecture (Chapters 35 to 39;
Mader: Chapters 24 to 27)
2. Video showing

b. Resource acquisition and

1. Test
2. Group work:
Draw a phylogenetic tree
given a list of organisms
and traits.

1. Test
2. Individual work:
What is ecological
footprint?
How many Earths do we
need to support our current
lifestyle?
3. Call to action (essay
writing):
Practical changes in my
(and familys) lifestyle to
reduce my ecological
footprint

e. Biodiversity and
Conservation Biology
Unit 6: The Form and
Function of Life

1. To examine the evolution of

vascular and non-vascular plants
2. To describe the structure,
growth and development of
vascular plants

2. Video showing

2. Video showing

13, 14 25

26,
27

1. Lecture (Chapter 25; Mader:

Chapter 18)

(Keeton - Biology
textbook)
Test

transportation
c. Soil and plant nutrition
d. Responses to signals

28

15

29

30

1. To examine the evolution of

vertebrates
2. To describe the structure,
growth and development of
animals
3. To examine diversity in form
and function in animals
4. To describe how anatomy and
physiology relate to an animals
interaction with the environment
and its management of energy
use

e. Reproduction in
flowering plants
Animal
a. Form and function
(organ systems)

2. Video showing
a. Circulation and Gas
exchange

1. Lecture (Chapters 42 and 44;

Mader: Chapter 32, 35 and 36)

b. Osmoregulation and
excretion

2. Video showing or invite a

community doctor for a specific
topic

a. Immunity

1. Lecture (Chapters 43 and 45;

Mader: Chapters 33 and 40)

a. Locomotion and support

31

Test

b. Nutrition

b. Hormones and the

Endocrine System

16

1. Lecture (Chapters 40 and 41;

Mader: Chapters 31 and 34)

b. Nervous system
a. Reproduction

2. Video showing

Test

1. Test
2. Short paper:
Can I have the chicken pox
twice?

1. Lecture (Chapters 48 to 50;

Mader: Chapters 37 to 39)
1. Lecture (Chapters 46 to 47;
Mader: 41 and 42)

b. Animal development
2. Video showing

1. Test
2. Group report:
How do different
contraceptives work?
3. Make a stand:
To use or not use
contraceptives

32

EXAM 4
FINAL EXAM (Comprehensive)

Laboratory course outline

Week
Meeting (3
hours each)
1
1
2

3
4
5

6
7
8
9
10
11

3
4
5
6
7
8
9
10

11
12
13
14
15
16
17
18
19
20
21
22

Topic

Common Teaching
Strategies
Exercise 1: Observation and descriptions
Laboratory manual
Exercise 2: Formulation, testing of hypothesis Laboratory manual
and experimental design (proper review of
literature)
Exercise 3: The use of models and controls
Introduce Special Problem as requirement
(include use of Statistics)
Introduce the use of microscope and concept of Laboratory manual
cell
Exercise 4: Plant tissues
Exercise 5: Animal tissues
Laboratory manual
Exercise 6: Cellular respiration
Laboratory manual
Exercise 7: Photosynthesis
Laboratory manual
Review (mock exam)
Exam 1
Start Special Problem using format prescribed Laboratory manual
in manual (group of 3 students to work under Laboratory manual
faculty research projects with emphasis on
simple problems and the use of the scientific
method)
Exercise 8: Phylogeny and Systematics Three Laboratory manual
Domains of Life
Exercise 9: Ecological Investigations
Laboratory manual
Exercise 10: Plant Form and Function

Laboratory manual

Exercise 11: Animal Form and Function

Laboratory manual

Review
Exam 2

Common Assessment and

Evaluation

12

23
24
25
26

13
14

27
28
29
30
31
32

15
16

Special Problem Progress Report

Laboratory manual

Exercise 12: Microbes

Laboratory manual
Exercise 13: Plant reproduction and Laboratory manual
development
Exercise 14: Vertebrate
growth
and Laboratory manual
development
Review
Exam 3
Special Problem Defense
According to prescribed format and evaluated
by a panel

References
Main:
J. B. Reece, et al. 2013. Campbell Biology. 10th ed. Benjamin Cummings,
ISBN-13: 978-0321775658, ISBN-10: 032177565 (the 9th or 8th eds
can also be used)
Suggested:
Freeman, Scott. Biological Science. Upper Saddle River, NJ: Prentice Hall, 2002. ISBN: 9780130819239.
Mader, S. Biology, 8th ed. 2004. McGraw-Hill.Kimballs Biology Pages.http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/