Comprehensive Course Syllabus
Scientific Inquiries in Biology – Molecular Genetics
Course Description:
Scientific Inquiries - Biology is a one-semester course that is required of all IMSA
sophomores who have not taken a high school level biology course or who have
not passed the IMSA biology placement exam. The course addresses four broad
conceptual areas: cell structure and function, evolution, heredity, and
metabolism.
INSTRUCTOR(S):
 Sarah O’Leary-Driscoll [email protected]
Office : B157
 Megan Schrementi [email protected] Office: B161
 Don Dosch
[email protected]
Office: B161
Meeting Room: B108
Meeting Days & Times:
O’Leary- D AC 2-5, AC 12-15, BD 16-19
Schrementi- BD 12-15
Dosch BD 6-9
Essential Content:
What is Scientific Inquiries- Biology?
This course addresses questions which will help students to understand concepts
fundamental to the field of biology. These main questions are outlined below, but
are not all encompassing of the material we will cover.
1. What are the different structures and functions fundamental to biological
life?
a. What are the different structures contained in cells (and their
functions)?
b. What are the differences between Prokaryotic and Eukaryotic
Cells?
c. What are proteins made of?
d. How do proteins function in specific ways? How do they facilitate
necessary reactions in the cell? (Enzymes)
e. What is the structure of a chromosome?
f. What is the structure of DNA?
2. How is genetic material used in the cell? (Protein Synthesis)
a. How does transcription result in “usable” copies of the DNA?
b. How does translation turn information from the DNA into a protein
product?
c. How is the gene itself structured for protein synthesis to happen?
3. How do cells function differently at different times, or from other types of
cells in an organism?
a. How is protein synthesis regulated?
b. The lac operon is a model for regulation. How does the presence
of lactose result in changes in an E.coli cell?
c.
4. What is the life cycle of a cell?
5. How is DNA replicated? When in the cycle does it occur?
a. How did Meselson and Stahl determine the correct model of DNA
replication?
b. What is the molecular process by which DNA replicates?
6. Heredity is how genetic traits can be passed on from one generation to
the next. How does the process by which cells containing the genetic
material are made? (Meiosis)
a. How does meiosis relate to the genotypes and phenotypes of the
next generation?
b. How do Mendel’s laws help to describe what is happening with the
chromosomes in meiosis?
c. How do genotypes determine phenotypes in various patterns?
7. How is the field of science organized?
a. What determines whether an idea or concept is “scientific”?
b. How is the process of science unique?
c. What differentiates theories, laws, and hypotheses?
8. Why is Evolution the overarching Theory of the biological field?
a. What mechanisms are occurring that result in changes over time?
b. How does Evolution explain similarities and differences in genetics
and physical structures between organisms?
c. What are some examples of Evolution “in action” and its impact on
organisms/ecosystems?
7. Antibiotic Resistant Bacteria are the product of Evolutionary mechanisms we
are currently occurring, and being influenced by humans. How have they
developed?
a. What unique characteristics of bacteria facilitated this rapid Evolution?
b. How can human behavior inhibit the growth of resistant bacteria?
SSLs and Outcomes:
IA. Students expected to demonstrate automaticity in skills, concepts, and
processes that enable complex thought by
 Completing homework activities and assigned reading to support content, IA
 Becoming adept at identified lab skills, NA
 Demonstrating competence on quizzes and FA
 By applying content knowledge in alternative scenarios and new problems. FA
IB. Students expected to construct questions, forge connections and deepen
meaning
 informally in discussion groups, during set up and analysis of labs, and when
observing data from experiments and IA
 in formal assessments. FA
IC. Students expected to precisely observe phenomena and accurately record
findings
 through lab experiments and assessments FA/ IA
 through analysis of data generated from experiments. FA /IA
ID. Students expected to evaluate the soundness and relevance of information
and reasoning
 by evaluating sources for research papers FA
 in analysis of experiments completed in lab FA
 through explanation of models of phenomena in biology. FA
IIA. Students confront misconceptions
 by completing a pre-assessment for the evolution unit NA
 processing information on the nature of science FA
 discussing the results in class IA
 completing a follow-up assessment to determine extent of resolution of
misconceptions. IA
IIIA. Students use appropriate technologies as extensions of the mind
 through daily use of computers and tablets, including web sources and videos
NA
 by using the course website as a resource NA
 using computers to create graphical representations and perform other analysis
of laboratory data FA /IA/ NA
 through use of standard laboratory equipment NA
IIIB. Students recognize, pursue, and explain substantive connections within and
among areas of knowledge
 by studying the chemistry behind the biology FA
 by studying the connections between sub-sections within biology IA
IIIC. Students recreate models and systems in biology, such as cell theory,
evolution, DNA synthesis, as well as structures and functions of the cell and DNA,
etc.,
 in classroom discussion and activities IA
 as well as in formal assessments. FA
VB. In order for students to make reasoned decisions which reflect ethical
standards, and act in accordance with those decisions, students
 are made aware of what plagiarism is, its ethical implications, and
repercussions of plagiarizing; IA
 are made aware of the scientific and ethical significance of accurately
representing data (vs. not skewing data to fit expectations IA
 and assessed for the authenticity of written work and the efficacy of analysis of
lab experimentation. FA
Instructional Design and Approach:
Key to the experience of Scientific Inquiries in Biology is a student’s active
participation in the process of scientific investigation. Students work individually
and cooperatively to build models, draw inferences from observations, make
conclusions based on data. They must communicate conclusions and
explanations orally and in writing. These experiences develop laboratory skills
fundamental to research in the biological sciences.
Attendance Policy
Tardies over 10 minutes are considered absences. Three tardies of less than 10
minutes are equal to one unexcused absence. Be advised that “stress days” are
not recognized by the academy. If you have a counselor excused absence, or an
unexcused absence, you will not be able to make up the missed work unless you
have discussed with the teacher ahead of time. If that is not possible, you should
see your teacher immediately as soon as you can to discuss your absence.
Book
There is no textbook for the course, as we wish for students to create their own
“book” from their course notes, the work they do with the material outside of class,
and the worksheets and handouts provided to them.
There is a traditional textbook available for those who request it, with the disclaimer
that we will not use or refer to the book in class, and we cannot guarantee that
the material is covered with the same depth, detail, or focus in the book as in the
course.
Notes and Organization
We expect students to follow the guidelines we have set in place for both their
note taking and reflection, as well as their organization (w/ binder, etc) for the
course. Both of these will be periodically assessed, and will contribute to the final
semester grade. Expectations have been outlined in the Notes pamphlet and Bio
success document.
Late Policy:
Students will have one “free pass” for late work, where they will be allowed to turn
in an assignment within 24 hours for no loss of credit. After that time, 10% will be
taken off of the final assignment grade each day.
This policy is only applicable to assignments approved by the SI Bio team, and may
not be used on notebook checks or quizzes. Once any SI Bio teacher hands back
the assignment, students will no longer be able to submit their work for credit. If
students indicate they want to use this opportunity, but then fail to turn in the
assignment within the time indicated, the pass is still considered used and void.
After this one chance, late work will not be accepted, and will earn a grade of 0.
This is not negotiable. Computer problems of any kind (including document
corruption, hard drive failure, problems with uploading to Moodle) will not be an
acceptable excuse.
Plagiarism
Plagiarism is unacceptable and will be dealt with as per IMSA policy on academic
dishonesty. Plagiarism includes, but is not limited to, knowingly using another
person’s work, whether it is a student or a research paper, as your own, improper
citations and bibliography, improper use of secondary sources, or any other
behavior that is deemed dishonest.
Help Sessions
There are help sessions on Wednesdays from 12-2 in B156. These are primarily
focused on group work with teachers and peer tutors as facilitators. Students will
be asked to sign in at the help sessions, only for our information. While it is a casual
setting, they may be asked to find another place to work if they are working on
other courses or being a distraction to other students.
Contacting teacher
If at all possible, see your teacher in person! If that is not possible, email them, but
be aware that it may take some time for them to get back to you, particularly if
you send a note after normal school hours. If you fail to get a response, go see
your teacher when you can, or send another note to inquire. (Please be mindful
of the tips for emailing your teacher we have posted on Moodle!)
Teacher Office Hours
If you find us in our office, unless we are currently in the middle of something, we
generally will be happy to work with you. However, we will have office hours in
which we can guarantee there is a teacher available to help you. We will post
these hours, and any changes to them, on Moodle.
Assessment
Assessments will include quizzes, tests, homework, and notebook grades. We will
also be gauging your progress in your learning skills and mindset, as defined on our
Biology Success document.
Students must have a passing Exam
average (including the Final exam) in
order to pass the course for the
semester.
Grading generally falls along the
following scale:
90% and above = A
80-89% = B
65-79% = C
Below 65% = D