Dates listed for quizzes and exams are fixed and will not change during the semester. The schedule and pace of topics, however, is tentative and subject to change based on the needs of the course. Please check regularly to ensure you have the most up-to-date version.
|C||Day||Date||Topic||New Topics, Keywords||Readings||Info||What's Due?||Rating|
|2||Tu||9/3||How do we collect, represent and use data?||Science as a process, graphing.|
How can we represent and explain our thinking about how biology works?
What constitutes a scientific argument?
claims, evidence, warrants
|HW1 posted in D2L|
How do we construct scientific explanations?
How are models and narrative forms of scientific explanation different/similar?
Models: structures, relationships, functions
Narratives: frame, articulate, check
Group contract (in class).
What is the structure of genetic information? How is it organized?
|chromosomes, DNA, genes, alleles||Ch 5 (pp86-90).||HW2 posted in D2L.||[ninja_forms_display_form id=2]|
Integrating our understanding of chromosomes, DNA, genes, and alleles.
Phenology Project - Overview
|nucleotides, genomes, karyotypes, homology||Ch. 16, review||
HW3 posted in D2L
|HW2. Pea Alleles||[ninja_forms_display_form id=2]|
|7||Th||9/19||What do alleles do? Where do they come from?||alleles, proteins, mutations||Ch. 17|
|8||Tu||9/24||Putting it all together - nucleotides to phenotypes.||alleles, proteins, mutations, phenotype|
Putting it all together - nucleotides to phenotypes.
|HW3:Baseline Data for Phenology Project|
How do we represent and explain the flow of information from genome to phenotype?
How is genetic information transferred to future generations of cells?
Melanin case study in dogs.
mitosis, cell cycle
|11||Th||10/3||How is genetic information transferred to future generations of organisms?||meiosis, sexual reproduction, independent assortment||Ch. 13|
|14||Tu||10/15||Can we predict patterns of traits in offspring? What happens when the standard "rules" are broken?||Punnett squares, co-dominance, incomplete dominance, epistasis, pleiotropy, polygenic inheritance, environmental effects (pp. 265-275), sex-linkage and linked alleles (289-293), crossing over/recombination (p. 258; 294-295)|
|15||Th||10/17||Counting alleles in a population - what does change mean?||allele frequencies, evolution||Ch. 23|
|16||Tu||10/22||How does genetic variation interact with environment?||selection, genetic drift||Ch. 23|
|18||Tu||10/29||How does genetic variation interact with environment? (contd)||Ch. 23|
|19||Th||10/31||Case: Antibiotic Resistance|
|20||Tu||11/5||What is a species? How do we represent relatedness among species?||speciation, phylogenetic trees (aka phylogenies)||Ch. 24||HW5. Antibiotic Resistance Model|
|22||Tu||11/12||Population Biology 1||Ch. 53||HW6. Populations 1|
|23||Th||11/14||Population Biology 2||Ch. 53||HW7. Populations 2|
|24||Tu||11/19||How do populations interact?||Ch. 54||HW8. Wolf Population|
|26||Tu||11/26||How do matter and energy move in biological systems?||Ch. 55|
|27||Th||11/28||No class: Happy Thanksgiving!|
|28||Tu||12/3||Carbon and Climate||Ch. 55, 56|
|29||Th||12/5||TBA||Ch. 56||HW9. Final Data Phenology Project. Due Friday, 12/6 by 5pm.|
|30||Tu||12/10||FINAL EXAM, 7:45-9:45am|