Unformatted text preview: Bio 201 in Spring 2010 contact info and oﬃce hours are in “Staﬀ Info” on Bio 201 Blackboard page Professor True – course director Professor Wiens Lecture TAs: Mark Jonas (head TA), John Waldron Undergraduate TAs: Annaﬁ Chowdhury, Stephanie Serrano, Sara PhoOadis Diane Pauciullo – Course Administrator (makeup exams) Ellen Lopez ‐ Course Administrator (enrollment, grading) Professor True Professor Wiens • University Rules forbid cell phones in classes. • We enforce these rules. • If your cell phone goes oﬀ in class, we will ask you to leave. MWF 11:45‐12:40 Union Auditorium Check Blackboard for • Announcements • SYLLABUS (more on next slide) • Other documents including lecture pdfs, TA bullet pts from each lecture For all logisOcal (e.g. drop/add) quesOons relaOng to the course: Ellen Lopez ROOM G‐04 CMM/BLL 632‐8543 see BB for enQre syllabus For questions about course content
• • Ask the TAs The TAs are your MAIN resource for all quesOons about the content of this course • TA oﬃce hours on Staﬀ InformaOon in BB • TA E‐mails (see Blackboard) (keep it BRIEF) • E‐mail a`er 5 PM the day before an exam will not be answered before the exam • See me or Prof. Wiens a`er class Come to my oﬃce hours • Life Sciences 678 • WF 1‐2 Prof. Wiens’s oﬃce hours will be posted on BB • • Textbook: Life: The Science of Biology 8th Edition (Custom Version for SBU Bio 201 in Bookstore) Sadava, Heller, Orians, Purves, Hillis OTHER EDITIONS NOT SUPPORTED • Readings for each lecture are in the syllabus
– Please try to read them before the lecture – TAs can help with access problems to online content Grading
• Grade breakdown
– 3 MID TERMS - lowest grade dropped, average of remaining 2 will be 60% of grade – 1 FINAL EXAM : 40% of grade • Mid term exams are given during lecture period here in the Union Auditorium – Makeups only for MEDICAL EMERGENCY OR BEREAVEMENT WITH DOCUMENTATION (e.g. NOTE FROM MEDICAL PROFESSIONAL) – No other excuses acceptable • PPPPPP Mid term exams • Mid term exams are given during lecture period here in Union Auditorium – – – – Feb. 24, Mar. 17, Apr. 21 Be on Qme! Doors close 10 minutes aZer exam starts More details later University Policy Statements in Your Syllabus (#1) • UNIVERSITY NOTICE REGARDING PERSONAL CONDUCT: The University at Stony Brook expects students to maintain standards of personal integrity that are in harmony with the educaQonal goals of the insQtuQon; to observe naQonal, state, and local laws and University regulaQons; and to respect the rights, privileges, and property of other people. Faculty are required to report disrupQve behavior that interrupts faculty’s ability to teach, the safety of the learning environment, and/or students’ ability to learn to Judicial Aﬀairs. University Policy Statements in Your Syllabus (#2) • ACADEMIC INTEGRITY SYLLABUS STATEMENT: Each student must pursue his or her academic goals honestly and be personally accountable for all submihed work. RepresenQng another person's work as your own is always wrong. Any suspected instance of academic dishonesty will be reported to the Academic Judiciary. For more comprehensive informaQon on academic integrity, including categories of academic dishonesty, please refer to the academic judiciary website at hep://www.stonybrook.edu/uaa/ academicjudiciary/ University Policy Statements in Your Syllabus (#3,4) • If you have a physical, psychological, medical, or learning disability that may impact your course work, please contact Disability Support Services at (631) 632‐6748 or hhp:// studentaﬀairs.stonybrook.edu/dss/. They will determine with you what accommodaQons are necessary and appropriate. All informaQon and documentaQon is conﬁdenQal. • Students who require assistance during emergency evacuaQon are encouraged to discuss their needs with their professors and Disability Support Services. For procedures and informaQon go to the following website: hhp:// www.sunysb.edu/ehs/ﬁre/disabiliQes.shtml Read ‘Biology in the News’ on Bio 201 BB page for Factoids. • One will be given in class each lecture based on these news stories • A few will be on the exam. • Today’s factoid (not based on a news story): The name of the guy with the caterpillar on his face is Adam extra credit • choose one recent paper from the journals Evolu&on or Ecology Le.ers and write a one page, 250‐400 word summary including – (a) what the paper was trying to ﬁnd out – (b) what organism(s) was used (if any) – (c) what kind of data were obtained (e.g. DNA, lab observaQons, ﬁeld observaQons, etc.) – (d) what did the authors conclude? – see demo in this lecture on how to access these • submit on BB in Assignments folder • note: this uses Safe Assign (see slides below re: plagiarism) • TA John Waldron will be grading these • full points will be worth 10 extra points (out of 55) on the ﬁnal exam Plagiarism • Broad sense: represenQng another person’s work and/or ideas as your own • Speciﬁcally in wriQng: the copying word for word of any amount of text from a published or unpublished source without a citaQon – Down to even a fragment of a sentence (~5‐6 words) – unpublished sources include your classmates • =Academic dishonesty, can be the basis of academic probaQon, suspension, marks on transcript, expulsion • Don’t ever do it ‐ you will be caught – Can someQmes use quotes – However, in scienQﬁc wriQng, we very seldom use quotes of more than a few words How do I avoid unintenQonally plagiarizing? • Read the material to be cited and then close it, and summarize in your own words what the point was. • It will oZen seem that the published source says it the best way – There’s always a diﬀerent way if you think about it Thought quesQons on the Bio 201 BB Forum • posted each week • forums run by Undergraduate TAs • parQcipaQon with intelligent comments and answers is requested but not required – NO extra credit involved – can use the message threads to ask quesQons about course content • good parQcipants throughout the semester may be rewarded with a chochkie hhp://www.urbandicQonary.com If you have ﬂu symptoms • Please stay home • All material is available online – lecture powerpoints (pdfs) – lecture bullet points from TAs – factoids will appear in the lecture powerpoints (unlike in the past) What is life? Most living organisms… • • • • • • • •
(Sadava section 1.1) Are made of cell(s) Harbor geneQc informaQon Use geneQc informaQon in reproducQon Within a species are related geneQcally and have a disQnct evoluQonary history Can take molecules from their environment and convert them into new molecules Can obtain energy from the environment and use this energy to perform work Can control the condiQons of their internal environment Interact with other organisms – Within and/or between species Ecosystem Fundamental requirements of organisms: • Survival Growth Reproduction Community • • Population Individual How are species adapted to their environment? AdaptaQon • e.g. leaves of plants; Sadava ﬁg. 1.3 Deciduous tree (Maple) Evergreen tree (Spruce) Aquatic plant (Water lily) Climbing vine (e.g. squash) Carnivorous plant (pitcher plant) Why study this stuﬀ? • It’s interesQng • It’s important for everyone – What is our place in our environment? – Where do diseases come from? – Where does our food come from? – How are we changing our environment? Where do diseases come from? Staph infections Where do diseases come from?
<- 3 subtypes How can we understand ecosystems?
Light O2 CO2 Sugars H2O How are we changing our environment? What is science? • Trying to understand the world through observaQon and experimentaQon • Modern science: the ScienOﬁc Method – ObservaQon ‐> Hypothesis ‐> Experiment/Test ‐> Reﬁnement of hypothesis ‐> test again • repeat What is science? • If it’s not testable, it’s not science • If results are not independently repeatable, they are not accepted • Natural processes are testable. Supernatural ones are not. – => Supernatural explanaQons are not part of science. • ComparaQve Two types of experiments (Sadava sec. 1.3.3) • Ch.1 frog experiment: ponds with diﬀerent environmental condiQons and diﬀerent species that could interact with frogs – Compares an outcome of interest in natural condiQons with diﬀerences in measurable variables • Controlled – One variable is manipulated by invesQgator, all others are controlled – Tests the eﬀect of the manipulated variable on a variable outcome of interest (the response variable) • Ch.1 frog exeriment – Experimentally controlled variable was: ? – Response variable was: ? InducOve vs. deducOve methods • InducQon: from the speciﬁc to the general – ObservaQons and experiments on speciﬁc instances are assumed to apply to most or all instances: generality – General conclusion is made from the weight of evidence (oZen staQsQcal) of many observaQons/ experiments • DeducQon: from the general to the speciﬁc – A series of premises which lead to a conclusion that must be true if all the premises are true • Premises are seen as general “laws” • Conclusion is for a speciﬁc case of interest • Most scienQﬁc research uses which one? What is a scienQﬁc theory? • It’s not a hunch or speculaQon • A set of interrelated, well‐tested hypotheses that is supported by a large body of observaQonal and experimental data. – Theories are not absolute truth ‐ they can always be reﬁned and augmented. – Important: ScienQﬁc theories are always open to new tests. – Hypotheses and theories are accepted and rejected based on weight of evidence What is a theory? • • • • Atomic theory GravitaQonal theory Quantum theory Much of biochemistry and human medicine is based on well established theoreOcal frameworks – These are always evolving • EvoluQonary theory • Solid scienQﬁc theories lead to: – Smarter and more expansive hypotheses and research programs (new knowledge) – Useful and reliable technology (e.g. disease therapies) "Nothing in biology makes sense except in the light of evoluQon.” ‐Theodosius Dobzhansky (1973) www.pbs.org/.../06/ 2/image_pop/l_062_04.html "If evoluQon is a play, then ecology is the stage upon which it is performed." ‐Marston Bates (1960) http://hbs.bishopmuseum.org/dipterists/images/bates-m.gif ...
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- Spring '08
- Carnivorous plant, University Policy Statements, • • , – – , EvoluQonary theory •