The Pradeep Biology Course Syllabus for Fall 2011 outlines a comprehensive and structured approach aimed at deepening students' understanding and engagement with the biological sciences, particularly through the lens of scientific literature and effective communication. This document sets forth a detailed plan for Biology 410, a directed readings course, which includes an array of instructional strategies, from critical analysis of scientific papers and literature searches to leading journal discussions. With a team of experienced instructors across several sections and a clear breakdown of grading based on presentations, participation, assignments, and quizzes, the course is meticulously designed to cater to the needs of biology majors. Grading criteria are explicitly stated, emphasizing the importance of class engagement, timely submission of assignments, and adherence to the academic support structure for those facing coursework challenges. The syllabus also incorporates policies on class etiquette, emergency procedures, and accommodations for students with disabilities, ensuring a comprehensive learning environment. Scheduled topics cover intriguing subjects like obesity, genetically engineered plants, and evolutionary relationships, encouraging students to explore a broad spectrum of biological inquiries. The course schedule is thoughtfully organized to balance presentations/discussions with quizzes and assignments, fostering an interactive and participative classroom atmosphere. Detailed guidelines for leading discussions and evaluating journal articles provide students with a clear roadmap for success in the course, underscoring the expectation for critical thinking and active participation. Furthermore, the document offers practical advice for accessing online resources, highlighting the importance of technology in modern scientific research. The grading form included at the document's conclusion establishes a clear framework for assessing student performance, emphasizing the value of thorough understanding, clear presentation, and active engagement in the subject matter.
Question | Answer |
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Form Name | Pradeep Biology Form |
Form Length | 5 pages |
Fillable? | No |
Fillable fields | 0 |
Avg. time to fill out | 1 min 15 sec |
Other names | pradeep biology class 11 pdf download, pradeep class 11 biology book pdf download, pradeep class 11 biology pdf download, pradeep biology class 11 |
COURSE SYLLABUS
Biology 410, Directed Readings, Fall 2011
Instructors: Section A = Karr, Wilkerson, Wright Section B = Ball, Trentham Section C = Boyce, Hopkins
Rooms: DSC 217/ 318 / 207
Phone: See directory for individual numbers or call main office at x3250
Office Hours: Posted on office doors
Texts: 1) Handouts (departmental faculty) 2)
COURSE OBJECTIVES:
This course is designed for the student majoring in Biology. The objectives of this course are to introduce the student to critical analysis of scientific papers, literature searches/library use, and to provide experience in leading a journal discussion. Students will lead discussions of select scientific papers, both current and classical.
GRADING: |
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Grading will be based upon the following: |
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Area |
Point Value |
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1 |
– Presentation/Discussion |
40 |
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2 |
- Class Participation |
15 |
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3 |
- Assignments |
15 |
[2 x 7.5pts] |
4 |
- Quizzes on background info |
30 |
[5 x 6pts] |
Assignments are due at the beginning of the class period (see schedule on next page). Please make an extra copy to keep with you for the discussion which will follow. Students will be expected to participate in a number of activities and projects including field trips, scientific reports, literature searches, and especially the group discussion sessions.
The final grade will be assigned as follows: A =
C =
In addition there may be other writing/homework assignments/quizzes; points will be specified at time of assignment. Late assignments will be docked 10% for each weekday late.
The instructors reserve the right to change this syllabus/grading procedure. The class will be notified verbally of such changes. NO “extra credit projects” are allowed. Your grade will be based on the
criteria specified above. If you are having trouble with the course, see your instructor or contact the Academic Support Center (early in the semester – do not wait until the end of the semester). If you are absent from class it is your responsibility to obtain what was covered, announcements, assignments, etc. Any questions/concerns about a grade received must be brought to the attention of your instructor within one week of receiving that grade - otherwise the grade stands.
Any student with a disability which requires special accommodations must notify the instructor and submit appropriate documentation to David Humphrey, Kathleen Manley Wellness Center, phone
TENTATIVE COURSE SCHEDULE
August |
26 |
Introduction |
September |
2 |
Assignment - Boyce |
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9 |
Assignment - Wright |
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16 |
Artificial Sweetener and Obesity (Boyce) |
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23 |
Student discussion/presentation |
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30 |
Genetically Engineered Eggplant (Trentham) |
October |
7 |
Student discussion/presentation |
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21 |
Brain Changes (Hopkins) |
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28 |
Student discussion/presentation |
November |
4 |
Electroreception in Guiana dolphin (Wilkerson) |
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11 |
Student discussion/presentation |
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18 |
Evolutionary relationships of jawed vertebrates (Karr) |
December |
2 |
Student discussion/presentation |
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12 |
(Monday) Final Period 3 |
Each student, working in a team of 2, will choose an article from the list of choices, present the key points of the article, and lead a discussion on it. You may not use
All class members must also read the article prior to coming to class and have the article with them for the discussion. You will be expected to ask questions and in other ways contribute to the discussion. At the beginning of the class periods when student discussions are held, there will be a quiz over the background information. If you are tardy you will have less time to complete the quiz.
Additional policies:
∙Please have cell phones set to “off” or silent (vibrate) mode.
∙Regulations prohibit the distribution of grades via
Science Disclaimer:
This course covers scientific information as it is currently understood. As is its nature, all science is subject to revisions and/or change as newer, more accurate information becomes available. Therefore, all material presented in this class should be approached with an open mind, studied carefully, and critically considered.
Emergency statement:
If an emergency arises in this classroom, your instructor will inform you of actions to follow to enhance your safety. As a student in this class, you are responsible for knowing the location of the nearest emergency evacuation route. These directions appear on the maps posted on the walls throughout this building. If police or college officials order us to evacuate the classroom
or building, follow the posted emergency route in an orderly manner and assist those who might need help. To receive emergency messages, set your cellular phones on silent mode before entering this classroom. If you observe or receive an emergency alert, immediately inform your instructor.
Absence Policy:
College policy requires students to attend all classes and attendance will be taken. When possible, prior permission for missing a class should be obtained from your instructor. Attendance at all class
meetings is required and a student is responsible for all the work. Students will be allowed to make- up class work missed with no penalty (or, at the instructor’s discretion, the assignment may be
dropped) if the absence was caused by documented illness, death of immediate family member, or participation in
24 hours (or as soon as possible if hospitalized). If the student misses the number of times the class meets in 4 weeks, the student will be dropped from the class with an “F” – regardless of the reason
for the absences.
Please note in the Fall 2011 schedule the following dates: |
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Last day to drop without receiving a grade |
Wed. Aug 31 |
Midterm grades turned in |
Fri. Oct 14 |
Last day to drop and receive a W |
Wed. Nov 2 |
(Courses dropped after this date receive a WF) |
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BIOL 410 Directed Readings
(For students seeking teacher licensure)
Knowledge and Skills covered in this course:
Understand how scientists and technologists create, describe, disseminate, and refine new knowledge within their disciplines. (Biology
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Suggestions for Leading a Discussion of a Journal Article
1- Goal of Assignment
Our goal is to encourage you to learn how to critically evaluate information presented to you in the form of scientific data. Our intent is to examine primary research articles in a presentation that will involve group discussion. Your job is to introduce the paper by giving us some very brief background information and explain the methods involved, and then lead a discussion of the data. It is also your responsibility to give us the authors’ interpretation of the data, as well as your own.
2- What to look for in Reading the Article
The primary literature, detailing the results of various research projects, is one of the most rigorous forms of scientific communication. These publications have all gone through the process of peer
review by fellow scientists, but may still contain numerous "problems". These problems may include irrelevant background information, incomplete or vague descriptions of the methods, equivocal results, or faulty interpretation of the data. It is up to the reader to decide how believable a given study is. Multiple interpretations are best left to novels. Good data will lead to common interpretations.
3- How to Present Your Article
This is to be an informal discussion in which you will be responsible for initiating a critical evaluation of the data after giving a brief summary of the goals and methods of the study.
Include the following:
1)The title and authors of the article.
2)The date published and location of the study.
3)A very brief introduction to the topic, taken primarily from the introduction, but including your own supplementary reading. This should include why the authors undertook the
investigation. (You should plan on about 25 minutes for you discussion oriented presentation so do not spend too much time on introductory material – about 5 minutes.)
4)A brief overview of the general methods used, including any special materials.
5)A discussion of the data including the authors’ and your interpretations.
This is very important - direct your audience to the data. 6) A critique of the research and the writing style.
4- How You Will Be Graded
Not only the presenter, but each student, will be graded each day on his/her contribution to the discussions. If you do not volunteer comments, expect direct questions from the presenters or your instructors. See the grading information on the first page of the syllabus for details.
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Hints for Using Online Articles
Many papers are published online both in an “HTML” (webpage) version and in a “PDF” (“photocopy”) version. The PDF version is sort of like a photocopy of how the paper looked in
the actual journal and is usually the shorter version in terms of how many pages you will have to print out. The HTML version generally takes more pages to print out, but often has some interesting features:
∙The citations at the end of the paper may be
∙There may be links to
∙The figures may be easier to import to a PPT presentation from the HTML version.
∙There may be a link to abstracts of other articles by the authors of this paper.
∙There may be a link to a list of “similar articles”, which could be helpful next semester in
finding an article to present that meets the requirements in terms of when it was published and that is “just right” (not too long, not too short, not too many figures, not too few figures, etc.).
BIOLOGY 410 - DIRECTED READINGS – Grading Form
Names: (1) _______________________ (2) _______________________ Date ________
Topic _____________________________________Time Started______ Time Finished ______
Total Score_________/40 points maximum (subheading points as indicated)
1.___2. ___ |
Orientation to the Study (5 pts.) |
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Leaders briefly introduce the research (by whom, where, when, questions asked, include a |
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flow chart or diagram of the design of the research as a handout). |
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1.___2. ___ |
Presentation of Data (5 pts.) |
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Ahead of time, leaders break large data tables or complex figures into clearer, simpler |
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portions as handouts for the presentation. (Each “chunk” of data should be discussed by the |
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group before moving on to the next chunk of data.) |
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1.___2. ___ |
Discussion of the Data (8 pts.) |
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Leaders enlist the participation of specific class members to do the following, but are prepared |
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to correct misunderstandings. |
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Clarification of graph axes and column headings |
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Verbalization of hypotheses tested /questions investigated |
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Identification of statistically significant (and not significant) |
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comparisons of data |
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Identification of the specific data used to support conclusions |
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Evaluation of authors’ conclusions on the basis of the data |
1.___2. ___ Discussion of the Advantages and Shortcomings of the Paper (4 pts.)
Leaders elicit the participants’ evaluation of the paper, prompting them to explain their reasoning.
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Effectiveness of Writing |
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Experimental Design / Approach to the Problem |
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Clarity of Graphs and Tables |
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Overall Validity/Strength of Conclusions |
1.___2. ___ Summary of the Value of the Study – Why Should We Care? (4 pts.) Leaders promote a final
1.___2. ___ Maintaining Focus on the Topic and on the Supporting Data (4 pts.)
Leaders “step in” if the discussion gets off the subject or does not focus on whether the data supports the assertions made by the authors.
1.___2. ___ Encouraging Participation – Maintains Class Involvement (4 pts.)
Leaders maintain class involvement, asking specific questions (prepared ahead of time), if needed.
1.___2. ___ Demonstration of Breadth of Knowledge (6 pts.)
Leaders know more about the topic than what is in the article and find ways to introduce relevant information about the topic.
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