xid-63761_1 - Bio 201 in Spring 2011 contact info and...

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Unformatted text preview: Bio 201 in Spring 2011 contact info and office hours are in “Faculty Info” on Bio 201 Blackboard page Professor True – course director Professor Schneider Graduate TA: John Waldron Undergraduate TAs: see below Diane Pauciullo – Course Administrator (exams) LynePe Giordano ‐ Course Administrator (enrollment) Professor True Professor Schneider • 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 registraXon quesXons: LynePe Giordano ROOM G‐05 Biology Learning Labs For all grading/exam quesXons” Diane Pauciullo ROOM G‐05 Biology Learning Labs Undergraduate TAs (UGTAs) •  Ruhani NanavaN •  Jamie Lee •  Jenny Abraham •  e‐mails are listed on Staff InformaNon in BB •  office hours will be posted in BB as soon as they are set •  Office hours will be held in Life Sciences 026 For questions about course content •  •  •  Ask John W and the UGTAs •  they are your MAIN resource for all quesXons about the content of this course •  TA office hours on Faculty InformaXon 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. Schneider a^er class Prof. True’s office hours •  Life Sciences 678 •  W,F 1‐2 Prof. Schneider’s office hours •  Life Sciences 114 •  W,F 1‐2 waiNng list •  Bio 201 for Spring 2011 is currently full with a long waiNng list –  no more than a handful of students ever get off the waitlist •  see LyneVe Giordano in Undergraduate Biology for informaNon on posiNon # in the waiNng list Textbook: Life: The Science of Biology 9th 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 Union Auditorium –  Makeups only for MEDICAL EMERGENCY OR BEREAVEMENT WITH DOCUMENTATION (e.g. NOTE FROM MEDICAL PROFESSIONAL) –  No other excuses acceptable •  PPPPPP see BB for enNre syllabus Mid term exams •  Mid term exams are given during lecture period here in Union Auditorium –  –  –  –  –  Mar. 2, Mar. 30, Apr. 27 Be on Nme! Doors close 10 minutes a\er exam starts computer graded (scantron) mulNple choice more details later more info •  Bio 201 does not use clickers •  Bio 201 does not have assignments on Bioportal –  these are for Bio 205 if you see them weekly pracNce quesNons •  A\er the last lecture of the week, we will post two quesNons from the content of each of that week’s lectures –  same format as on exams –  not meant to be comprehensive review, just some pracNce extra credit •  Each week, undergraduate TAs will ask 4 different thought quesNons in the Forum on BB. •  Full extra credit will be obtained by parNcipaNng thoughcully in at least one discussion in at least nine of the 13 weeks of class. –  parNal credit is possible •  parNcipants will be tracked and compiled into a list by the UGTAs –  uncivil and/or non‐producNve parNcipaNon of any kind will be deleted and culpable students will be ineligible to receive extra credit •  A full extra credit score will be worth 10 percentage points on the final exam. 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 educaNonal goals of the insNtuNon; to observe naNonal, state, and local laws and University regulaNons; and to respect the rights, privileges, and property of other people. Faculty are required to report disrupNve 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 submiVed work. RepresenNng 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 informaNon on academic integrity, including categories of academic dishonesty, please refer to the academic judiciary website at hPp://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 hVp:// studentaffairs.stonybrook.edu/dss/. They will determine with you what accommodaNons are necessary and appropriate. All informaNon and documentaNon is confidenNal. •  Students who require assistance during emergency evacuaNon are encouraged to discuss their needs with their professors and Disability Support Services. For procedures and informaNon go to the following website: hVp:// www.sunysb.edu/ehs/fire/disabiliNes.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): Prof. True’s daughter’s name is Ru‐Jun What is life? Most living organisms… •  •  •  •  •  •  •  •  Are made of cell(s) Harbor geneNc informaNon Use geneNc informaNon in reproducNon Within a species are related geneNcally and have a disNnct evoluNonary 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 condiNons of their internal environment Interact with other organisms –  Within and/or between species Sadava Life 9th ediNon •  Ch. 1 secNon 1 (What is life).... common properNes of all life: Fundamental requirements of organisms: •  •  Growth •  ecosystem Survival Reproduction How are species adapted to their environment? How do species interact? AdaptaNon •  e.g. leaves of plants Deciduous tree (Maple) Evergreen tree (Spruce) Aquatic plant (Water lily) Carnivorous plant (pitcher plant) Climbing vine (e.g. squash) Why study this stuff? •  It’s interesNng •  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 observaNon and experimentaNon •  Modern science: the ScienXfic Method –  see next slide The scienNfic method 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 explanaNons are not part of science. Two types of experiments •  ComparaNve –  Compares an outcome of interest in natural condiNons with differences in measurable variables •  see example on upcoming slide •  Controlled –  One variable is manipulated by invesNgator, all others are controlled –  Tests the effect of the manipulated variable on a variable outcome of interest (the response variable) •  see example on upcoming slide a controlled experiment research by Tyrone Hayes and colleagues a comparaNve experiment research by Tyrone Hayes and colleagues InducXve vs. deducXve methods •  InducNon: from the specific to the general –  ObservaNons and experiments on specific instances are assumed to apply to most or all instances: generality –  General conclusion is made from the weight of evidence (o\en staNsNcal) of many observaNons/experiments –  Sadava text: Hayes et al. used inducNon to formulate possible answers to the quesNon: “What is causing frog developmental abnormaliNes?” •  DeducNon: 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 –  Sadava text: Hayes et al. used deducNon to formulate predicNon based on the hypothesis: “Atrazine exposure causes frog developmental abnormaliNes.” A well designed experiment: •  can potenNally provide support or falsify a hypothesis •  the best experiments provide support for a specific hypothesis in exclusion of most or all other hypotheses –  these are fairly rare –  many experiments provide evidence for or against hypotheses but also indicate that the hypothesis is too simple •  system is more complicated than originally thought falsificaNon •  frog atrazine experiment –  atrazine in the environment was associated with feminizaNon of male frogs •  ‘correlaNon’ is not ‘causaNon’ •  laboratory experiment would have falsified the hypothesis of atrazine causing the anomalies if there was no difference between treated and control frogs –  a hypothesis is only scienNfic if it has the potenXal of being rejected by observaNon or experiment What is a scienNfic theory? •  It’s not a hunch or speculaNon •  A set of interrelated, well‐tested hypotheses that is supported by a large body of observaNonal and experimental data. –  Theories are not absolute truth ‐ they can always be refined and augmented. –  Important: ScienNfic 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 GravitaNonal theory Quantum theory Much of biochemistry and human medicine is based on well established theoreXcal frameworks –  These are always evolving •  EvoluNonary theory •  Solid scienNfic 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 evoluNon.” ‐Theodosius Dobzhansky (1973) www.pbs.org/.../06/ 2/image_pop/l_062_04.html "If evoluNon 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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