About Bil 150

I. Introductions:

        Instructor:          Charles H. Mallery


        Office:                 Merrick Building - Room 304

        Time & Place:   fall - section OT -   9:40am   to 10:55am - TR
                                          - section   T -    6:00pm to   7:15pm - T
                                   summer - section A - 8:30am to 10:30am - MTWRF


       Workshops:       fall - section T - 6:00pm to 7:15pm.
                                    summer - section A - WF - 9:45-10:30am.

II. BIL 150 Course Class Presentation/Lecture Procedures:
     The web based lecture outlines & class material are the class notes designed to allow
     one to to learn biology at their own learning pace. These web site pages themselves
     present "baseline material" we all must learn, including starred links, which are
     to enhance learning, and explain in greater detail a concept present in lecture.

if a web link is starred, then you are responsible for content at that link; if a figure is listed [ fig 11.1* ] or figure* you are responsible for its content.
you are responsible for these icons as well		Paradigms - current scientific concepts based upon existing data; an outstanding clear current model, which we should learn.
		Text Book Descriptions about a topic we should read.
		Thought Questions to foster your understanding of a concept.

      Additionally, there are many www-learning links that aren't starred, but allow a learner
            (you) to delve into an area of self-interest, build your knowledge base, and increase your
             biological knowledge.

    >  if a web-link is NOT starred, you NOT responsible for its content on tests.

    > Making NOTES*:             an anecdote about taking class notes at U.M.

III. Some Goals for our Biology 150 Class...

to clearly explain the fundamental concepts of life and of cells at the
                   cellular, genetic, and organismal levels of biological organization.

based upon - Transforming Undergraduate Education for Future Research Biologists.
                   Committee on Undergraduate Biology Education
                   National Research Council (2003)
                   18 Central Themes [of 85 Significant Concepts] Every Biology Student Should Know.

   we will stress: Application of the Scientific Method within the discipline of biology
                   Cell origins, organization, and structure
                   Principles of Chemistry and Physics that apply to Biology
                   Principles of Evolution, especially molecular evolution
                   Modern Molecular Genetics
                   Physiological applications of Homeostasis (constancy of cell environment).

   I will attempt to tell "a Saga" about some of the key experiments that epitomize modern biology

   We will assess the knowledge you have acquired via testing.

IV. PEDAGOGICAL THEMES of COURSE:

    To Learn a BROAD BASE of SCIENTIFIC FACTS...
         a foundation of factual knowledge is necessary for understanding
         biological concepts; unless one knows a fundamental set of
         observations or "facts" beforehand, it is difficult to explain the
         significance of a concept.


   To Become BIOLOGICALLY LITERATE...
         names, terms, definitions, 18 themes all biologists should know:
         the great experiments of biology taught via practical applications.

   To Learn the SCIENTIFIC METHOD...
         begin to think like a scientist/biologist
         recognize the cost* of doing science in America
         examine the myth of scientific certainty
                21st Century Scientism*

       Back to Blackboard

SKIP THE MATERIAL BELOW.....

   To Learn & appreciate the HISTORICAL CONTEXT of Biology...
            science changes society (we live in a technocratic age of science)
            egotism can drive science
               20th century = age of physicist & chemist;
                   but 21st century is the age of the Biologist

    To see the RELEVANCE of Biology...
            how does your own body work
            how/why did family member(s) get a certain disease

   To Learn Biology for SOCIETAL REASONS...
            where do we fit into Nature?
            what may I do to protect our Earth?
            prior concepts? - are my prior concepts correct or incorrect
            to enhance your own personal knowledge base.

We'll use an INQUIRY based approach to the Science of Biology...

- the emphasis will be placed upon inquiry & experimentation.

- look at case history's of experiments & the data for interpretations,
     look for competing hypotheses & identify what is yet unknown.

- the baseline facts of an introductory course may change change with time,
     but the analytical skills you learn here will serve you for a lifetime.

           Exactly what does Inquiry Based Research Include?*

an inquiry based research approach includes...

Asking Questions & Analyzing Data to find Answers...

- for each new concept or testable experiment... We Ask Ourselves:

         1.   What motivated researchers to do this experimental study?

         2. How were the experiments designed?

         3. What new methods or analytical techniques were needed?

         4. How unpredicted was the outcome?

         5.   How did the researchers interpret their data?

         6.   Has subsequent work changed our understanding?

        7.    Did a discovery influence future course of Biology?

Biology is a collaborative endeavor, so we'll also be using
    Social Learning Communities which we call...     Workshops*:

    The Workshops are Social Learning Communities, where student participation is the basis for llearmin. your role is that of a Learner and also as a teacher, to help others in your Workshop Community benefit from your knowledge. Small Study Groups are one reason students who major in the sciences persist in the sciences, rather than switching to another major.

   Mastering biology involves "learning" the content of the subject matter, but also "learning to be" a biologist... a full participant in the field of biology, which means acquiring the practices and norms established by the practioneers of biology, kind of like apprenticing or supervised graduate study. The idea is to engage new students, as yourself, in learning by productive exchange and inquiry.

    Your Social Learning Community will do practice problem sets* that are designed to help you become more familiar with the material presented in class in a student oriented environment. The Workshops employ Peer Led Team Learning, a concept where other biology students (majors) facilitate a series of practice problems for currently enrolled students. As you review the lecture material, a Peer Mentor will encourage engagement by asking questions or initiating discussions about the material. Lecture provides the content, the Peer Mentor stimulates social learning interaction, and you gain a better understanding through focused conversation.

IV. Book - Campbell Biology
       by Lisa Urry, M. Cain, S. Wasserman, P. Minorsky, R. Jackson, & Jane Reece,
       Pearson Education -   12th edition 2020 56 chapters and 1464 pages - (way too much)
        Campbell Biology Gateway  & Amazon

Book has 3 main objectives...
1. it explains biological concepts clearly & accurately in an engaging
          narrative within context of unifying themes of molecules, energy,
          & evolution.
2. it helps you, as a student (learner), develop a more positive
           & realistic impression of science & how it is done
3. it stresses inquiry based learning by looking at how biologists think,
            by presenting real data to be interpreted by the student,
            offering evidence for competing hypotheses,
            and referring to works in progress,
            and noting what biologists do not know.

You cannot review a presentation lecture just once & understand it completely:
   REPETITION is a key ingredient in learning fact based materials.

> The lectures & book are a resource for 2 main themes for our study of biology...
         1. Biological Principles COMMON to ALL living organisms:
                a) cell chemistry
                b) cell structure
                c) cell function
                d) cellular genetics
         2. Examples of how particular organisms work, in their own habitats,
                especially via some vertebrate examples (e.g., homeostasis).

   Remember our class presentations will be available in Blackboard...
                            a) anytime (24/7)
                            b) anywhere (you may choose to connect to the internet)

    If you have comments or suggestions, email me at cmallery@miami.edu

     University of Miami Home Page | Biology Home Page | Dr. Mallery's Home Page |

     copyright c2021,   Charles Mallery,
                                   Merrick Building room 304
                                   Dept of Biology, University of Miami, Coral Gables, FL 33146


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