Teaching Portfolio
Christopher I. Brandon Jr., Ph.D.
Introduction:
This teaching portfolio has been compiled so that an assessment of my credentials as an educator may be simplified. It is divided into four sections including: 1) my educational background, 2) my philosophy of teaching, 3) a section on my views regarding evaluation and grading, 4) my academic experience and 5) a sample syllabus for an introductory to biology course as well as a sample exam I have written for a previous class.
I will be happy to entertain any questions or comments and can be reached via phone (678-407-5825), or e-mail at: cbrandon@ggc.edu.
I. Educational Background:
I received my Bachelor of Science degree in Agricultural Animal Science with an emphasis on the Equine Sciences in 1990 from the College of Agriculture, University of Kentucky. Along with the basic core curriculum, this degree program focused on the basic animal sciences including reproductive physiology of farm animals, animal breeding, animal nutrition, and feeds and feeding. To fulfill the requirements for the equine production portion, classes such as equine management, equine science, farriers: principles and practices, and equine breaking and training were successfully completed.
My experiences at the University of Kentucky inspired me to pursue my education further, and in 1993 I enrolled in the Master of Science program at the College of Veterinary Medicine, University of Georgia. My master's research focused on the biochemical characterization of equine spermatozoa and seminal plasma with the ultimate goal of utilizing specific biochemical markers within sperm cells and seminal plasma as alternatives to traditional stallion fertility evaluation. My masters program was truly rewarding, as I was able to publish two manuscripts in refereed journals as primary author and several publications as corresponding author in the discipline of reproductive physiology. I obtained my Master of Science degree in 1997, and was immediately accepted into the doctoral program in the Department of Physiology and Pharmacology, College of Veterinary Medicine, University of Georgia.
My doctoral research dealt with the characterization of two adenosine receptors subtypes on equine macrophages: the eA2A and eA3 receptors, respectively. Adenosine has long been know to provide a protective effect on inflammatory and ischemic tissue; as endotoxemia is an inflammatory disease, the hypothesis was that activation of one or both of these receptors during the initial stages of the disease can circumvent some of its deleterious side effects. The primary objectives of this research was to: 1) heterologously express the equine A2A and A3 receptors in Human Embryonic Kidney 293 cells (HEK293), 2) establish the pharmacological signature of the expressed equine A2A and A3 receptors, and 3) to demonstrate the functionality of the expressed receptors in cell signaling assays – specifically through an agonist mediated concentration-dependent inhibition of TNFa-stimulated NF-kB activity. I successfully defended my dissertation in June, 2004, and received my doctoral degree in August, 2004.
Probably the most rewarding part of my graduate program was being afforded the opportunity to teach various age groups ranging from elementary school children to veterinary practitioners. I soon realized how much I enjoyed and benefited from these experiences and it was at this point that I decided education was the profession I desired. I believe that with my scientific background, lab training, and formal teaching experience, I am qualified as an educator in the discipline of the biological sciences.
II. Teaching Philosophy
The late Ernest L. Boyer of the Carnegie Foundation for the Advancement of Learning suggested that scholarship is comprised of four different components: the scholarship of discovery, the scholarship of integration, the scholarship of application, and the scholarship of teaching; it is these four components that collectively define the academic activities and university programs of a college or university. Boyer went on to say that while each component is no better than the other with all four bearing equal weight, he argued that our recent understanding of scholarship has been too narrowly focused on basic research, with other functions such as teaching flowing from, rather than being on a par with research. Using this as a foundation, my teaching philosophy is centered on the scholarship of teaching, the requirements that are necessary to achieve excellence in teaching as well as the implementation of those requirements, and what it means to be an established and influential professor. Collectively, there are three components:
First and foremost, the modern day college professor is a SCHOLAR. Being a scholar means possessing both the depth and breadth of knowledge in your field. Additionally, regardless of the level of expertise in ones chosen field, the modern day professor must be in tune with the advances that have been made in his or her discipline. In this light, the professor must be prepared to further their own knowledge base to keep up with the prevailing trends in the particular field. Therefore, being a scholar means a commitment to continually asking questions, testing new ideas, evaluating results, sharing results with colleagues, and always looking for ways to improve.
Secondly, the professor today needs to possess a constellation of important PROFESSIONAL SKILLS. These include the ability to design a good syllabus and a strong curriculum, proper planning and time management skills, the competent use of a variety of teaching methods, the overall effective application of communication skills, as well as the use of appropriate evaluation tools for both students and instructors alike. In my opinion, the course syllabus is the most important document that the students will receive throughout the school term, as a properly written syllabus will leave nothing in question. With course goals and expected outcomes clearly stated, the syllabus can serve as a road map for the student’s ultimate success in the course. Additionally, with the complexity and diversity of the modern day student population, there are certain challenges that must be overcome which will ultimately assist the students in learning effectively and efficiently. One of the great challenges facing the professoriate in many cases is that a single teaching method will not work for all students. With this in mind, the modern day professor must attempt to create in the classroom a dynamic environment where change can occur every day in order to help students become more successful. Fortunately, we are on the brink of a revolution that provides us with tools and resources not available in the past. Thus, the educator today must be able to keep up with the advancing technologies in open education, and to utilize these resources to the fullest extent - both within as well as outside of the classroom. To that end, the professor should have a strong interest in and commitment to using the newest forms of technology to help each student learn in the most effective way possible. In this way both students and instructors can seek and acquire new approaches to teaching and learning that best fit the instructional objectives of the course and total curriculum. Thus, faculty members and students will be able to explore together all promising areas of educational technology as a way of maximizing learning within the academic community. Additionally, assessment is an integral component of any class to ascertain if students are achieving the stated course objectives and outcome goals; this course assessment will also serve as a reflection on the professor’s ability in relaying the didactic information in the course to the student, and how it relates in a real world setting. With this in mind, it is important to assess students early and often and make these assessments available to them in a timely manner so that they can monitor their own progression toward the stated course outcome goals.
Lastly, the modern day professor is also a PERSON. This person needs to be well-adjusted, and able to relate to students with diverse backgrounds and abilities. The professor, as a human being, needs to be one who can stimulate and motivate the highest levels of achievement possible. However, it must be understood that a student must take responsibility for his or her own education, and become an active learner; in this light, the students are active collaborators in their own learning both inside as well as outside of the confines of the classroom. This requires that the student become actively engaged in acquiring the knowledge and skills necessary to become proficient in the subject at hand as well as their chosen profession. Along with the students accepting this responsibility, a considerable amount of responsibility should also be brought to bear on the professor as well. Today’s professor should be able to effectively communicate the course objectives and outcomes goals to the student, challenge the students to become critical and independent thinkers both within the context of the course as well as within society as a whole, develop the students intellectual curiosity throughout the course, and to encourage students to be aware of the process of their own learning through self-reflection and self-assessment. I believe that an effective teacher is one who sets high but realistic standards, serves as a role model, and inspires students to demand more of themselves than they otherwise would.
III. Evaluation and Grading
In my opinion, evaluation is one of the most vital aspects in the field of education. Evaluation of students indicates how they are assimilating the information that is presented, while evaluation of the instructor demonstrates how effectively the information is being presented. In this section, I present my views on these topics, and how I utilize evaluation in my teaching career.
Student Evaluation:
The norm for student evaluation is obviously periodic testing. In this regard, I am a proponent of exams that cover a lesser amount of material, and that are given at shorter intervals. I believe that students (particularly those carrying a heavy course load) will be more successful in a class if tests are given at intervals of three to four weeks, and cover a smaller range of topics. For a laboratory-based class, I feel that this still holds true although it is not as practical as this time has been set aside for lab activities. However, I believe that adequate testing in the lab can still be achieved through scheduled quizzes of 10 to 15 minutes duration, which are given at the end of each lab section. This will insure that the students are not only obtaining the tactile knowledge that a lab course provides, but, through the use of quizzes, they will also understand how this erudition fits in with the course subject as a whole. As for final exams, I am a proponent of comprehensive finals. While these are at times difficult for students to prepare for, comprehensive finals are important in that it will indicate that the students with quality marks (A's and B's) have truly mastered the subject material. Regarding grading, I am an advocate of criterion referenced grading versus norm referenced evaluation. It is my belief that students should be evaluated based on their own performance, and not how they compare with their classmates
While testing is the primary form of student evaluation, I also believe in authentic assessment of students; in other words, I feel it is important to use a variety of practical methods to evaluate students along with standard test scores. In the lab setting, this will certainly come in the form of lab book grading, with sections on hypotheses, materials and methods, results, and conclusions, which will be critically evaluated for every experiment performed. In the lecture setting, I feel that an alternative form of grading can come through student oral presentations. I believe that public speaking is an art that is vital to master in this day and age, and these presentations will help the student to become comfortable with this form of communication. While this may be somewhat difficult in larger classes, I believe this goal can still be achieved by breaking the class into smaller sections and utilizing teaching assistants to help in the evaluation process.
I also feel that most students benefit greatly from feedback so that they can learn from their mistakes and, to this end, I am a proponent of formative evaluation. In this regard I strive to meet with all my students at least once during the school semester (preferably around mid-term) to discuss their performance and any particular difficulties I see them having. For students that are having greater difficulty with the course material, I attempt to visit with them on several occasions throughout the term. While this may be somewhat impractical with a large class size, I still feel that it is important so that students can improve themselves in the class standings.
Instructor Evaluation:
Just as student evaluation is critical in the monitoring of their scholastic development, so to is evaluation of the instructor. As periodic testing is the norm in student evaluation, the written teacher evaluation commonly distributed at the end of each course is the standard. However, this is somewhat limited in that often times there oftentimes are very few comments made by students (i.e. the instructor is simply rated on a numerical scale), and these evaluations are administered at the end of the course. In this case, improvements can only be made for subsequent classes, but not for the one at hand.
To bolster these end-of-the-term evaluations, I am beginning to implement mid-term evaluations as well, and I strongly encourage students to make anonymous personal comments. Additionally, I periodically remind my students during the term of my office hours and/or e-mail address, and encourage them to stop by or send a message with any comments, questions, or suggestions regarding the teaching style and presentation of materials. As stated in my philosophy section, I believe instructors should develop a good rapport with his or her students, and this strategy can help to generate this type of relationship.
In addition to the evaluation of instructors by the students, I feel that peer review is also essential; preferably by an individual who is teaching a similar subject area. As time permits, I periodically invite colleagues to sit in on several class sessions, and critically evaluate my teaching method, delivery of material including oratory skills, teaching aids, and the ability to answer student’s questions clearly and concisely. I feel that the importance of peer review is multidimensional because: 1) teaching is difficult to learn alone, 2) student evaluations are not enough, 3) teaching excellence is a professional responsibility, and 4) it changes the focus from an emphasis on teaching to an emphasis on student learning. As mentioned earlier, instruction is a learning process for both the student as well as for the instructor, and evaluation of both individuals is the cornerstone for developing a class environment that is beneficial for all.
IV. Academic Experience
Instruction:
· Principles of Biology I/Principles of Biology Lab (BIOL 1107K-01, BIOL 1107K-02). Georgia Gwinnett College, Lawrenceville, GA. Fall 2009.
· Principles of Cell Biology/Cell Biology Lab (BIOL 3400/3400L). Georgia Gwinnett College, Lawrenceville, GA. Spring 2009.
· General Biology I/General Biology Lab (BIOL 1101/1101L). Georgia Gwinnett College, Lawrenceville, GA. Spring 2009.
· Introductory Microbiology/Microbiology Lab (BIOL 3300/3300L). Georgia Gwinnett College, Lawrenceville, GA. Fall 2008.
· General Biology/General Biology Lab (BIOL 1101/1101L). Georgia Gwinnett College, Lawrenceville, GA. Fall 2008.
· Freshmen Seminar (GGC 1000). Georgia Gwinnett College, Lawrenceville, GA. Fall 2008.
· Anatomy, Physiology and Histology (BIOL 3600). Georgia Gwinnett College, Lawrenceville, Georgia. Spring 2008
· Principles of Cell Biology (BIOL 1600). Georgia Gwinnett College, Lawrenceville, Georgia. Spring 2008
· Cell Biology (BIOL 3400). Georgia Gwinnett College, Lawrenceville, Georgia. Fall 2007.
· Principles of Biology II (BIOL 1108). Georgia Gwinnett College, Lawrenceville, Georgia. Spring 2007.
· Principles of Biology I (BIOL 1107). Georgia Gwinnett College, Lawrenceville, Georgia. Fall 2006, Fall 2007.
· Principles of Biology I (BIOL 1107). East Georgia College, Swainsboro, Georgia. Fall semester 2004, Spring semester 2005. This course is an introduction to the science of biology. Topics covered include the chemical and cellular basis of life, genetics, and evolutionary biology.
· Principles of Biology II (BIOL 1108). East Georgia College, Swainsboro, Georgia. Fall semester 2004, Spring semester 2005. This course is an introduction to the science of biology. Topics covered include cellular genetics, evolutionary biology, plant and animal form and function, and ecology.
· Anatomy and Physiology I (BIOL 2511). East Georgia College, Swainsboro, Georgia. Fall semester 2004, Spring semester 2005. This course is an introduction to the structure and function of the human body.
· Anatomy and Physiology II (BIOL 2512). East Georgia College, Swainsboro, Georgia. Fall semester 2004, Spring semester 2005. This course is a continuation of BIOL 2511 and serves as an introduction to the structure and function of the human body.
· Introductory Microbiology (BIOL 2611). East Georgia College, Swainsboro, Georgia. Fall semester 2004, Spring semester 2005. This course is an introduction to the study of microorganisms including prokaryotic and eukaryotic organisms. Primary topics include the history of microbiology, bacteria, bacterial disease, viruses, protozoa, and the control of microorganisms.
· Problem Solving I and II (PROB 1101 and 1102). East Georgia College, Swainsboro, Georgia. Summer semester 2005, Fall semester 2005. This is an interdisciplinary course series in science and mathematics, and both are required for biology majors. Students taking this course series conduct research projects in the area of biology, chemistry, geology, mathematics or physics over the course of the semester under faculty guidance. An emphasis is placed on the interdisciplinary nature of the sciences.
Continuing Education:
· The 16th Annual Georgia Conference on College and University Teaching – Poster Session, Kennesaw State University, April 2009.
· Human Anatomy and Physiology Society (HAPS) annual meeting. Macon State College, March, 2009
· Advances in G-Protein Coupled Receptor (GPCR) Research. Science Webinar Series. June 17, 2008.
· Governor’s Teaching Fellows Teaching and Learning Conference. The Institute of Higher Education and Center for Teaching and Learning. University of Georgia, January 2008.
· Resistance & Sensitivity to Molecularly Targeted Therapies in Lung Cancer, GIST, & Other Solid Tumors: Mechanisms, Challenges, and Future Solutions. Webinar hosted by Biosymposia. December 14, 2007
· The SoTL Commons: A Conference for the Scholarship of Teaching and Learning. Georgia Southern University, Statesboro, GA. November 1-2, 2007.
· Governor’s Teaching Fellow. Governor’s Teaching Fellows Program – Faculty Development Symposium. The Institute of Higher Education and Center for Teaching and Learning. University of Georgia. May 2007.
· Interactive Physiology Focus Group. Strategies for Success Science Education Workshop. Auburn University, Auburn, Alabama, Saturday, November 11, 2005.
· Strategies for Success Science Education Workshop. Auburn University, Auburn, Alabama, Saturday, November 12, 2005.
· Medical College of Georgia 2004 Academic Advisors Conference. Medical College of Georgia, Augusta, Georgia. September 24, 2004.
V. Sample Syllabus
Professor:
Dr. Christopher I. Brandon Jr.
Office: A-1763
Office Phone: 678-407-5825
Cell Phone: 770-990-7920
Office Hours: I do not have set office hours for the fall semester. However, if you need to meet with me, I am available by appointment Monday through Friday. My weekly calendar is posted on WebCT/Blackboard
E-mail: cbrandon@ggc.edu
Personal Web Site: http://facultyweb.ggc.usg.edu/cbrandon/
Course Information:
Class Time: Wednesday and Friday: 9:30 a.m. à 10:45 a.m.
Class Location: A-1185
Lab Time: Monday 8:00 a.m. à 10:45 a.m.
Lab Location: A-1390
Course Prerequisites:
MATH 0099, READ 0098, ENGL 0099
Co/Prerequisite:
CHEM 1211K
Course Outcome Goals:
Upon successful completion of Biology 1107, the students will have the capacity to:
1. Apply biological knowledge to real world problems
2. Critically assess and utilize scientific information
3. Demonstrate knowledge of the structure, function, and metabolism of macromolecules
4. Differentiate between prokaryotic vs. eukaryotic cell structure and function
5. Understand the molecular basis of inheritance
6. Understand the molecular mechanisms that regulate gene expression
Integrated Educational Experience Goals:
The IEE goals are a set of learning outcomes achieved in all GGC graduates. These outcomes are achieved as a result of learning experiences across the academic and student affairs programs. This course directly contributes to the goals that are in bold below.
1. Clearly communicate ideas in written and oral form
2. Demonstrate creativity and critical thinking in inter- and multidisciplinary contexts
3. Demonstrate effective use of information technology
4. Demonstrate an ability to collaborate in diverse and global contexts
5. Demonstrate an understanding of human and institutional decision making from multiple perspectives
6. Demonstrate an understanding of moral and ethical principles
7. Demonstrate and apply leadership principles
8. Demonstrate quantitative reasoning
Course Material Needed:
Required Text: Biology, 8th Edition; Campbell and Reese, packaged with MasteringBiology
Text Web Site: MasteringBiology
http://www.masteringbiology.com/
Required Lab Book: Biology, Timpte
Grading Policy:
Simply put, your GPA will be calculated by adding the number of points you have earned (from exams, quizzes, lab assignments, as well as homework and other assignments), and dividing that by the total points possible. Grade distribution is as follows (grades will not be rounded up):
|
Letter Grade |
Percentile |
|
A |
90-100% |
|
B |
80-90% |
|
C |
70-80% |
|
D |
60-80% |
|
F |
< 60% |
Graded Events:
Examinations: Four exams will be given for a total of 100 points each; each exam will be comprised of a combination of multiple choice, and/or matching questions, as well as essays
Ø The dates for exams will be announced at least one week in advance.
Comprehensive Final Examination - 200 points: The final exam will have the same format as the semester exams, and will be composed of 50% review questions (questions from previous exams), and 50% assessment questions.
Homework Assignments: I will assign six to ten homework problem sets during the course of the semester; each assignment will be worth 20 points each; these assignments will be administered via WebCT/Blackboard or the MasteringBio website. These will be due one week from the assigned date. Late homework assignments will not be accepted.
Announced Quizzes: There will be six to ten announced quizzes given during the semester. Each quiz is worth a total of 10 points, and administered predominantly via WebCT or the MasteringBio website. Quizzes will be comprised of multiple choice, matching and/or short answer questions.
Research Paper: Each student will select a topic of interest within the biological sciences from which to report upon. The grade assigned (100 points total) will be based on a written report (five page minimum not including references) on the topic that will illustrate the students depth and breadth of understanding the subject matter, as well as the significance to the particular biological discipline. Important dates are as follows:
· September 2nd: Research Paper Proposal Submission
· September 30th: Research Paper Literature Review Table Due
· October 28th: Research Paper Outline Due
· December 4th: Final Research Paper Submission
Oral Presentations: Mandatory oral presentations (approximately 10 min) will be given by every student in class (50 points). Presentations will be given during the lab period on November 23rd – no exceptions. The points earned will be determined by the quality of the presentation and your ability to respond to questions posed by myself or your classmates; all presentations will be given in PowerPoint format (I will help with this for those who are not familiar with the application).
Laboratory Assessment: Your laboratory grade will be determined by your grades on pre-lab quizzes and your final practical exam. There will be 10 pre-lab quizzes that are worth 10 points each (100 points total), and one lab practical worth 100 points.
The lab practical will be administered on the last scheduled laboratory day for the semester – Monday, November 30th at 8 a.m.
THE FINAL GRADE WILL BE DETERMINED BY DIVIDING THE TOTAL POINTS EARNED BY THE TOTAL POINTS ATTEMPTED.
Grading Policy for Integrated Classroom and Laboratory Course (K Course)
This K course is an integrated classroom and laboratory learning experience with a single final course grade determined from the proportional weight of the classroom and laboratory experience. The grade received in BIOL 1107K includes 75% classroom and 25% laboratory. Students must earn a grade of C or higher in both classroom and laboratory to successfully complete BIOL 1107K and earn a final course grade of C or higher. If a D or F is earned in either portion the student must repeat both the classroom and laboratory experience. As an example final grade calculation, a student in BIOL 1107K earns a 95% (A grade) in the classroom experience and a 55% (F grade) in the laboratory experience. Although the proportional percentage is [(0.75x95)+(0.25x55)]=85%, the student’s overall final grade will be a D for the course. Proportional percentages below 60% result in an overall final grade of F in the K course.
Grading Format (This is tentative):
|
Exams |
Total Points |
|
Final Grade |
Points Needed |
|
Four Exams |
400 |
|
A (90-100) |
1062-1180 |
|
Final Exam |
200 |
|
B (80-89) |
944-1061 |
|
Quizzes (6) |
60 |
|
C (70-79) |
826-943 |
|
Homework (10) |
200 |
|
D (60-69) |
708-825 |
|
Oral Presentation |
50 |
|
F (< 60) |
< 708 |
|
Research Paper* |
100 |
|
|
|
|
Lab Assignments (12) |
120 |
|
|
|
|
Lab Practical |
50 |
|
|
|
|
Total: |
1,180 |
|
|
|
*Points for the oral presentation are as follows: 5 points for topic selection and submission, 10 points for literature review table and submission, 15 points for outline and submission, and 70 points for final paper submission. 100 points total.
Class Session Schedule: Biology 1107
This schedule is subject to change.
|
WEEK |
TOPIC |
|
Week 1:
|
Chapter 1: Introduction: Themes in the Study of Life Chapter 2: The Chemical Context of Life |
|
Week 2: |
Chapter 3: Water and the Fitness of the Environment |
|
Week 3: |
Chapter 4: Carbon and the Molecular Diversity of Life |
|
|
Exam #1 |
|
Week 4: |
Chapter 5: The Structure and Function of Macromolecules |
|
Week 5: |
Chapter 6: A Tour of the Cell |
|
Week 6: |
Chapter 7: Membrane Structure and Function |
|
|
Exam #2 |
|
Week 7: |
Chapter 8: An Introduction to Metabolism |
|
Week 8: |
Chapter 9: Cellular Respiration: Harvesting Chemical Energy |
|
Week 9: |
Chapter 10: Photosynthesis |
|
|
Exam #3 |
|
Week 10: |
Chapter 11: Cell Communication |
|
Week 11: |
Chapter 12: The Cell Cycle |
|
Week 12: |
Chapter 13: Meiosis and Sexual Life Cycles |
|
|
Exam #4 |
|
Week 13: |
Chapter 16: The Molecular Basis of Inheritance |
|
Week 14: |
Chapter 17: From Gene to Protein |
|
Week 15: |
Chapter 18: Regulation of Gene Expression |
Laboratory Session Schedule: Biology 1107
This schedule is subject to change.
|
Date |
Lab # |
Laboratory Exercise |
|
8-17 |
1 |
Introduction to the Lab; Lab Safety; The Scientific Method, Pages 1-16 |
|
8-24 |
2 |
Measurements: Molarity, pH, Pages 17-24, 25-32 |
|
8-31 |
3 |
Macromolecules, Pages 33 -44. |
|
9-7 |
NONE |
No Lab: Labor Day Weekend |
|
9-14 |
4 |
Microscopy, Pages 45- 72 |
|
9-21 |
5 |
Osmosis: Handout |
|
9-28 |
6 |
Enzymes: Handout |
|
10-5 |
7 |
Enzymes: Pick your variable |
|
10-12 |
8 |
Respiration, Pages 73-86 |
|
10-19 |
9 |
Photosynthesis, Pages 87-98 |
|
12-26 |
10 |
Mitosis, Pages 99-108, pop beads |
|
11-2 |
11 |
DNA puzzles, Pages 109-124; DNA isolation: Handout |
|
11-9 |
12 |
DNA fingerprint exercise; PCR lab: Handout |
|
11-16 |
13 |
Gels on PCR |
|
11-23 |
NONE |
Oral Presentations |
|
11-30 |
NONE |
Laboratory Practical |
Academic Enhancement Center
The Academic Enhancement Center (AEC) provides free drop-in tutoring for GGC students. Tutoring is available in many subjects including reading college texts, writing assignments, grammar focus, research and citation, college algebra, calculus, chemistry, and physics. The AEC is located on the 2nd floor of building B in B 2400 and B 2450. Specific information and hours of operation for the AEC can be found http://www.ggc.edu/index.php/GGC-Students-Student-Success-Programs-AEC.html.
School of Science and Technology Policies:
Attendance Policy
Ø You are expected to attend every class. Failure to attend class will affect your grade.
o Students will be allowed to miss a maximum of five classroom or laboratory sessions over the course of the fall semester without incurring an academic penalty (REGARDLESS OF THE CIRCUMSTANCES). Any absences beyond this will result in a 10 point deduction from your total point score for each additional class period missed. Attendance will be taken for both classroom and laboratory sessions prior to each class; if you arrive after the attendance has been taken for that day, you will be counted as absent. Avoiding this is simple: attend all classes as well as labs and arrive on time.
Ø Special arrangements to take a regular exam early must be made in advance in writing. Early exams are available only at my discretion and only under extreme circumstances.
Ø IF an emergency arises and you miss an exam you MUST notify me on the same DAY as the exam (or before). Notification by email, text or phone message is acceptable.
Ø At my discretion, make-up work may have a different format or different content from the regular assignment. Make-up work should be completed within two days of the original due date. Work missed due to unexcused absences will be given a grade of zero.
Ø If you feel that you are unable to complete your courses due to illness or family emergency, contact the Registrar’s Office to attempt to withdraw from your courses without penalty.
Course Changes
This course syllabus provides a general plan for this course. I reserve the right to make changes to the syllabus, including changes to assignments, projects, examinations, etc., in order to accommodate the needs of the class as a whole and fulfill the goals of the course.
Technology Covenant
Technology will be used to deliver content, provide resources, assess learning, and facilitate interaction, both within the classroom and in the larger learning community.
Course materials and Grading
You can expect to access the course materials and grades via WebCT*. You should check WebCT regularly, as course changes will always be announced and recorded on the course WebCT site (this grade book IS NOT the official gradebook).
Communication
Ø I prefer to have face-to-face conversations with you whenever possible as opposed to phone calls or e-mails. However, we may need to establish a time and place via email or by phone.
Ø I prefer e-mail for most situations; if that is not possible leave a message on my office or cell phone. Only call my cell phone in extreme circumstances. If you need to get in touch with me, but have to leave a message, you can expect to hear back from me that same day provided it is before 6 pm Monday through Friday. If you leave a message after 6 pm or on the weekend, expect me to return that message the following day (or the following Monday if on a weekend).
Ø When corresponding by email, I will communicate with you using only your GGC email address that you have been provided. You should check your GGC email every day. E-mails from other domains (e.g. yahoo.com, gmail.com, hotmail.com, etc.) will not receive replies due to the Family Educational Rights and Privacy Act (FERPA).
Ø Regarding communication with the class as a whole, log onto WebCT/Blackboard daily, I will be posting any class announcements on the main page. Also check the WebCT/Blackboard calendar frequently for upcoming tests, quizzes, or other assignments.
Expectations of Students
Ø All students at GGC need to have access to a computer. If you do not have one, computer labs are available on campus.
Ø Have you ever heard of 2 + 1 = success? What that means is you should be studying a minimum of two hours on your own for every hour spent in class. With that in mind, I expect you to study a minimum of six hours per week outside of class. This is one of many recipes for academic success.
Technology Changes
This covenant provides a general guideline for the course. I reserve the right to make periodic and/or necessary changes to the covenant, including: technology use and communication channels, in order to accommodate the needs of the class as a whole and fulfill the goals of the course.
Cell Phone Policy:
Prior to all classroom and laboratory sessions, cell phones will be turned off completely. On the dates of exams and/or quizzes, cell phones will not be permitted in the classroom or laboratory.
Georgia Gwinnett College Policies:
Health and Safety Policy:
Certain laboratories include use of strong acids, solvents and preservatives. Any pregnant women, hypersensitive individuals, or immunocompromised would report their condition to the instructor and to their physician, preferably before contact with the materials (see lab exercises). Additional instructions for lab will be presented during the first lab. Students are required to follow all instructions. Students failing to conform to lab rules and safety precautions will be first warned by removal from the lab. On second offense students will be removed from both lecture and lab.
Americans with Disabilities Act Statement
If you are a student who is disabled as defined under the Americans with Disabilities Act and require assistance or support services, please seek assistance through the Center for Disability Services. A CDS Counselor will coordinate those services.
Equal Opportunity Statement
No person shall, on the grounds of race, color, sex, religion, creed, national origin, age or disability, be excluded from employment or participation in, be denied the benefits of, or otherwise be subjected to discrimination under any program or activity conducted by Georgia Gwinnett College.
Affirmative Action Statement
Georgia Gwinnett College adheres to affirmative action policies designed to promote diversity and equal opportunity for all faculty and students.
Academic Respect
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Sample Exam:
Name: __________________________
Principles of Biology II, 1108-A Exam #2
October 21, 2005
This Exam is worth 104 points total. There are 10 multiple choice, and 10 matching questions worth three points each. Additionally, there are two discussion questions from which to expand upon; these are worth 20 points each. Two bonus question are also included worth three points and one point, respectively. Best of luck to you all.
Multiple Choice:
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1. |
What pair finally elucidated the three dimensional structure of deoxyribonucleic acid? |
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A) |
Hershey and Chase |
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B) |
Griffith and Franklin |
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C) |
Watson and Crick |
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D) |
Avery and McCloud |
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E) |
McCarty and McCloud |
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2. |
What phenomenon is known as Chargaff’s rule? |
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|
A) |
The regularity in the ratios of nucleotide bases in DNA: %Adenine = %Guanine, and %Cytosine = %Thymine for any given species |
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B) |
The concept that mitosis produces two genetically identical daughter cells |
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C) |
The concept that meiosis produces two genetically identical daughter cells |
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D) |
The regularity in the ratios of nucleotide bases in DNA: %Adenine = %Thymine, and %Guanine = %Cytosine for any given species |
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E) |
The concept that mitosis differs from that of cytokinesis |
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3. |
What scientific data provided the impetus for the elucidation of the three dimensional structure of deoxyribonucleic acid? |
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A) |
Watson and Crick’s ball and stick model |
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B) |
Rosalind Franklin’s X-ray crystallography data |
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C) |
Chargaff’s rule |
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D) |
Hershey and Chases T2 phages |
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E) |
None of the above |
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4. |
Regarding DNA replication, Watson and Crick proposed a model that predicted when a double helix replicates, each of the daughter molecules will have one old (parental) strand and one newly synthesized strand of DNA. This model was known as the |
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A) |
Conservative model |
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B) |
Dispersive model |
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C) |
Semi-conservative model |
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D) |
Super model |
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E) |
Swimsuit model |
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5. |
What enzyme catalyzes the elongation of new DNA at the replication fork? |
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A) |
DNA helicase |
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B) |
DNA polymerase |
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C) |
DNA ligase |
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D) |
Acrosin |
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E) |
DNA supermutase |
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6. |
What are the three primary components of DNA (deoxyribonucleic acid)? |
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A) |
Amino acids, protons, and neutrons |
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B) |
Protein chains, a pentose sugar, and a nitrogenous base |
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C) |
Adenosine base, three phosphate groups, and a pentose sugar |
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D) |
Deoxyribose sugar, a phosphate group, and a nitrogenous base |
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E) |
None of the above |
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7. |
In the process of DNA transcription, a copy of the genetic code is transcribed onto a molecule known as |
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A) |
Messenger RNA (mRNA) |
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B) |
Nucleosome |
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C) |
Ribosomal RNA (rRNA) |
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D) |
Transfer RNA (tRNA) |
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E) |
DNA polymerase |
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8. |
The phenomenon of protein synthesis is governed by two primary processes. The second of these is defined by the synthesis of the polypeptide by the sequential addition of amino acids based on the genetic code. This process is known as |
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A) |
Transcription |
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B) |
Translation |
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C) |
RNA splicing |
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D) |
Mutation |
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E) |
None of the above |
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9. |
_____ are noncoding regions of mRNA that must be first removed through the process of RNA splicing prior to nuclear translocation and the process of translation. |
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A) |
Exons |
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B) |
Missense mutations |
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C) |
Nonsense codons |
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D) |
Single nucleotide polymorphisms |
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E) |
Introns |
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10. |
The image below depicts a _____ molecule.
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A) |
mRNA |
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B) |
tRNA |
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C) |
Ribosome |
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D) |
Amino acid |
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E) |
None of the above |
Matching:
Use the following to answer questions 11-20:
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A. Leading |
I. 5' to 3' |
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B. Independent assortment |
J. Diploid |
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C. DNA backbone |
K. Lagging |
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D. M-phase |
L. Sex chromosomes |
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E. Restriction |
M. Crossing over |
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F. Okazaki |
N. Anticodon |
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G. Haploid |
O. S-phase |
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H. 3' to 5' |
P. Homologous chromosome pairs |
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11. |
The ribose sugar and phosphate groups of deoxyribonucleic acid comprise the _____. |
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12. |
DNA replication can only occur in the _____ direction. |
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13. |
DNA is replicated in a continuous fashion on the _____ strand. |
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14. |
_____ are those that have been inherited (one paternal and one maternal), and carry genes that control the same inherited characteristics. |
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15. |
Cells that have half the chromosome number (i.e. gametes) than their somatic cell counterparts are known as _____ cells. |
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16. |
During prophase I of meiosis I, homologous chromosome pairs can exchange segments of their DNA which is one source of genetic variation. This process is known as ___. |
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17. |
Chromosomal replication occurs at the _____ of the cell cycle. |
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18. |
DNA fragments synthesized in a non-continuous fashion on the lagging strand are known as _____ fragments. |
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19. |
The types of enzymes that are specific for short nucleotide sequences in DNA and used extensively in genetic engineering are known as _____ enzymes. |
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20. |
The region of the transfer RNA (tRNA) molecule that binds to the complimentary codon region of messenger RNA (mRNA) is the _____ region. |
Discussion – Discuss in detail the following questions on the paper provided (I can’t grade what I can’t read):
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21. |
In the first half of the 20th century, the scientific community was at odds regarding what the heritable information of cells was – protein or DNA. In 1952, Alfred Hershey and Martha Chase definitively proved that it was in fact DNA that was the genetic material in a salient set of experiments. Describe these. |
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22. |
Define point mutations, describe in detail the two types of point mutations discussed in class, and describe a clinically relevant example of one of these types of mutations. |
Bonus Question (3 points):
If you want to see Dr. Brandon on t.v. tomorrow at the UGA-Arkansas game, watch it on t.v. and look for the bearded man wearing
A. A red bulldawg shirt
B. A black bulldawg shirt
C. A University of Georgia belt
D. All of the above
E. I'm not going to be watching the game (DON'T SELECT THIS ANSWER)