welcome to bio 212! - mercer universityfaculty.mercer.edu/huber_ta/huber bio...

Welcome to BIO 212!

Please sign the appropriate class roll below and fill out the

brief lab group survey.

Monday Wednesday ThursdayHuber lab Huber lab Martin lab

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Properties of Life

http://images.amazon.com/images/P/B00009NH9P.01.LZZZZZZZ.jpg

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BIO 212.002

1. Anglea, Catherine G2. Kamitani, Ryo H3. Mattis, Hopeton 4. Ogundu, Princess I5. Patel, Jayna S6. Qureshi, Mohammad A7. Ravikumar, Keerthika8. Watson, Felice M9. Zainab, Mehak

BIO 212.001

1. Bishop, Ashleigh L2. Byrd, Max S3. Cotton, Derek 4. Garcia, Yessica E5. Granger, Austin C6. Gulzar, Musab7. Johnson, Jasmine 8. King, Malcom L9. Lorenzen, Alyssa M10. Mcguire, Ryan P11. Nelson, Dustin W12. Owens, Rachel L13. Parks, Julia N14. Parrish, Molly L15. Redford, Carleigh M16. Shah, Shailey C17. Warchol, Raquel I18. Wilson, Carley A

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BIO 212.003

1. Brown, Tiana M2. Delbridge, Robert L3. Deleon, Alan L4. Ford, Earl G5. Huynh, Jonathan T6. Noon, Bailey A7. Patel, Bhavan8. Patel, Karishma M9. Patel, Kruti A10. Quan, Brenda T11. Robards, Sadie M12. Rooyakkers, Margaret L13. Saxena, Arjit 14. Siouzios, Allison J15. Speshock, Alyson C16. Sultan, Maryam 17. Thompson, Sarah G18. Turner, Jabaria T19. Washington, Imani A20. Williams, Alicia M21. Williams, John T22. Woghiren, Tobi E

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Course title: BIO 212.001, .002, and .003 - Introduction to Biology II

Instructors: Dr. Tom Huber, 215 WSC, 478-301-2714; Ms. Breonna Martin, 113 WSC, 478-301-2836

Class sections: BIO 212.001 (Huber) BIO 212.002 (Huber) BIO 212.003 (Martin)

Lecture: MWF 8:00-8:50 WSC LH Lecture: MWF 8:00-8:50 WSC LH Lecture: MWF 8:00-8:50 WSC LH

Recitation: T 12:15- ~1:05 WSC 207 Recitation: R 12:15- ~1:05 WSC 209 Recitation: R 8:00- ~8:50 WSC 209

Lab: M 2:00-5:00 WSC 207 Lab: W 2:00-5:00 WSC 207 Lab: R 8:50-11:50 WSC 209

Office hours: As posted on faculty office doors and Website or by appointment

Website: http://faculty.mercer.edu/huber_ta/huber BIO 210/huberbio212f17index/huberbio212f17.htm

Prerequisites: A grade of C or better in BIO 211 and a grade of C or better in CHM 112 or CHM 115; or CHM 222

Required texts: Urry LA, et al. 2017. Campbell Biology, 11th ed. Menlo Park, California: The Benjamin/Cummings Publishing Company,

Inc. 1284 pp. ISBN: 978-0-134-09341-3

Knisely K. 2013. A Student Handbook for Writing in Biology, 4th Edition. Gordonsville, Virginia: W.H. Freeman and

Company. 296 p. ISBN: 978-1464150760 (At least one copy per laboratory group; each student planning to major or

minor in biology or a related interdisciplinary field should purchase his or her own copy.)

Lab Manual: Purchase from departmental secretary and read the first lab before the first laboratory period

http://faculty.mercer.edu/huber_ta/huber BIO 210/huberbio212f17index/huberbio212f17.htm

Figure 40: Attributes employers seek on a candidate’s résumé

Attribute % of respondents

Ability to work in a team 79.8Leadership 77.2Communication skills (written) 75.6Problem-solving skill 74.1Strong work ethic 73.1Analytical/quantitative skills 72.0Communication skills (verbal) 67.4Initiative 65.3

National Association of Colleges and Employers, Job Outlook 2012, November 2011

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Figure 41: Employers rate the importance of candidate skills/qualities

Skill/Quality Weighted average rating

Ability to work in a team structure 4.60Ability to communicate with persons

inside and outside the organization 4.59Ability to make decisions and solve

problems 4.49Ability to obtain and process information 4.46Ability to plan, organize and prioritize

work 4.45Ability to analyze quantitative data 4.23

National Association of Colleges and Employers, Job Outlook 2012, November 20111 = Not important; 2 = Not very important; 3 = Somewhat important; 4 = Very important; 5 = Extremely important 7

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Release the Bear: Responsibility vs. Accountability

Success in BIO 212 is more likely if you …1. Attend class every day … and be engaged in the lecture.2. Attend class every day … focus and take good notes.3. Attend class every day … and review the lecture and take the

quiz on the website before the next lecture.4. Take recitation and laboratory seriously … they re-present

some of the most difficult and/or important concepts, and provide the opportunity for deep learning.

5. Read the website and the text before coming to class … you’ll have better ears.

6. Use the layout of the text to your advantage: key concepts, section and subsection headings, bold or italicized words, concept checks, figures and their legends, chapter reviews, and end of the chapter exercises.

7. Prepare all along … don’t cram! Think about your thinking.8. Get sleep the night before a test. 12

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How Learning Works: 7 Research-Based Principles for Smart Teaching

1. Students’ prior knowledge can help or hinder learning.2. How students organize knowledge influences how they learn and

apply what they know.3. Students’ motivation generates, directs, and sustains what they do

to learn.4. To develop mastery, students must acquire component skills,

practice integrating them, and know when to apply what they have learned.

5. Goal-directed practice coupled with targeted feedback are critical to learning.

6. Students current level of development interacts with the social, emotional, and intellectual climate of the course to impact learning.

7. To become self-directed learners, students must learn to assess the demands of the task, evaluate their own knowledge and skills, plan their approach, monitor their progress, and adjust their strategies as needed.

THEMES IN THE STUDY OF LIFE

•New properties emerge at successive levels of biological hierarchy.

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http://facultyweb.cortland.edu/klotz/Primary/corn-leaf-low.jpg

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http://cache3.asset-cache.net/gc/128585818-corn-stomata-guard-cells-epidermal-cells-and-gettyimages.jpg?v=1&c=IWSAsset&k=2&d=P9RUTn%2BfrDgiu4DwhUCzhVSoPAlPVd2ayKUD8KwQfj741atd2eSXOlYIfNm6Zjrt

Structure and function are correlated at each level.

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The cell is the basic unit of structure and function.

http://www.sbs.utexas.edu/mauseth/weblab/webcha

p8phloem/8.2-2.htmhttp://138.232.233.31/flucher/pic-ph-neuron.htmhttp://syi.hkcampus.net/~syi-kc/sperm.jpg

http://www.unlv.edu/Colleges/Sciences/Biology/Schulte/Anatomy/Leaves/PopulusStom

ata.jpg

http://www.haverford.edu/biology/Courses/bio300/BioGallery00/presentation.llem/EM/SEM%203D%20pho

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•New properties emerge at successive levels of biological organization.

•Life’s processes involve the expression and transmission of genetic information.

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A C C A A A C C G A G T

T G G T T T G G C T C A

U G G U U U G G C U C A

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•New properties emerge at successive levels of biological organzation.


•Life requires the transfer and transformation of energy and matter.

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•From molecules to ecosystems, interactions are important in biological systems.

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•The core theme: Evolution accounts for the unity and diversity of life.

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http://being.publicradio.org/programs/darwin/images/treeoflife2-thumb.jpg

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http://www.mendelweb.org/images/pisum2.GIFhttp://www.biotechnologie.de/BIO/Redaktion/Bilder/de/Foe

rderportraits/mendel-portraet,property=bild,bereich=bio,sprache=en.jpg

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SCIENTIFIC INQUIRY IN BIOLOGY

•In studying nature, scientists make observations and form and test hypotheses.

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•Science benefits from a cooperative approach and diverse viewpoints.

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MOM Ecuador – Summer 2014









•Science benefits from a cooperative approach and diverse viewpoints.

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Technique Description

1. Elaborative interrogation Generating an explanation for why an explicitly stated fact or concept is true (tends to be content rich)

2. Self-explanation Explaining how new information is related to known information, or explaining steps taken during problem solving (tends to be content free)

3. Summarization Writing summaries of to-be-learned texts

4. Highlighting/Underlining Marking potentially important portions of to-be-learned materials while reading

5. Keyword mnemonic Using keywords and mental imagery to associate verbal materials

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Technique Description

6. Imagery for text Attempting to form mental images of text materials while reading or listening

7. Rereading Restudying text material again after an initial reading

8. Practice testing Self-testing or taking practice tests over to-be-learned material

9. Distributed practice Implementing a schedule of practice that spreads out study activities over time

10. Interleaved practice Implementing a schedule of practice that mixes different kinds of problems, or a schedule of study that mixes different kinds of material, within a single study session

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Practice testing (with feedback) encompasses:

• Practice mental recall using actual or virtual flashcards … and then check the answer;

• Practice drawing of chemical structures or labeling diagrams … and then compare to the textbook’s drawings and diagrams;

• Cornell note-taking system (blank column for key terms, concepts and questions) … and then compare answers to those in your notes;

• Completing practice problems or questions in the body of a textbook, at the end of the textbook chapters, in supplemental websites associated with the textbook, and in on-line postings or posted previous tests … and then check your answers.

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For a summary/review of the research paper this idea is from see … http://www.ernweb.com/educational-

research-articles/learning-techniques-effective-study/

http://www.ernweb.com/educational-research-articles/learning-techniques-effective-study/

welcome to bio 212! - mercer universityfaculty.mercer.edu/huber_ta/huber bio...

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