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Introductory Biology

  • Students at Century College use gel electrophoresis to analyze PCR samples in order to detect a group of ampicillin-resistance genes.

    Antibiotic Resistance Genes Detection in Environmental Samples

    Learning Objectives
    After completing this laboratory series, students will be able to:
    • apply the scientific method in formulating a hypothesis, designing a controlled experiment using appropriate molecular biology techniques, and analyzing experimental results;
    • conduct a molecular biology experiment and explain the principles behind methodologies, such as accurate use of micropipettes, PCR (polymerase chain reaction), and gel electrophoresis;
    • determine the presence of antibiotic-resistance genes in environmental samples by analyzing PCR products using gel electrophoresis;
    • explain mechanisms of microbial antibiotic resistance;
    • contribute data to the Antibiotic Resistance Genes Network;
    • define and apply key concepts of antibiotic resistance and gene identification via PCR fragment size.
  • Set Up Fly Traps: The photo is of the fly traps after being set up for the experiment

    Gotcha! Which fly trap is the best? An introduction to experimental data collection and analysis

    Learning Objectives
    Students will:
    • design and execute an experiment
    • collect, organize, and summarize data
    • analyze and interpret data and make inferences
  • Newspapers for a rainy day, filled with reports of the ways that science and society are interwoven. ©Eleanor Vandegrift

    Building student literacy and metacognition through reading science in the news

    Learning Objectives
    For each specific topic (stem cells and cloning, genetically modified organisms, and the human genome and human genetic diseases), students will be able to:
    • describe the underlying biology and explore how scientific reasoning and methods develop this understanding,
    • discuss the types of policy decisions that regulate studies related to biology or its application to human or environmental health,
    • evaluate scientific information to distinguish reliable information from propaganda,
    • explain how scientific controversies can arise when the same scientific questions are approached in different ways,
    • explore why some types of biological issues trigger regulatory decisions that can affect both research that would deepen our understanding of the issue and application of the results to policy decisions,
    • write about scientists who are researching topics related to our course, and
    • read science writing published in popular media sources.
  • This collage contains original images taken by the course instructor. The images show a microscopic view of stomata on the underside of a Brassica rapa leaf (A), B. rapa plants in their growth trays (B), a flowering B. rapa plant (C), and different concentrations of foliar protein (D). Photos edited via Microsoft Windows Photo Editor and Phototastic Collage Maker.

    A flexible, multi-week approach to plant biology - How will plants respond to higher levels of CO2?

    Learning Objectives
    Students will be able to:
    • Apply findings from each week's lesson to make predictions and informed hypotheses about the next week's lesson.
    • Keep a detailed laboratory notebook.
    • Write and peer-edit the sections of a scientific paper, and collaboratively write an entire lab report in the form of a scientific research paper.
    • Search for, find, and read scientific research papers.
    • Work together as a team to conduct experiments.
    • Connect findings and ideas from each week's lesson to get a broader understanding of how plants will respond to higher levels of CO2 (e.g., stomatal density, photosynthetic/respiratory rates, foliar protein concentrations, growth, and resource allocation).
    Note: Additional, more specific objectives are included with each of the four lessons (Supporting Files S1-S4)
  • Training future faculty map

    Training future faculty in 30 minutes a week: A modular framework to provide just-in-time professional development to...

    Learning Objectives
    TAs will be able to:
    • design small classroom activities
    • design fair quiz and exam questions
    • use rubrics to grade assignments fairly and in a timely manner
    • offer constructive, actionable feedback on student written work
    • compare and contrast context-specific strategies for dealing with student problems
    • compare and contrast context-specific time management strategies
    • discuss the importance of diversity, evaluate their own implicit biases, and discuss how these could impact their teaching
    • compare and contrast different methods of summarizing teaching experience on job application materials
    • evaluate their teaching in a reflective manner to develop future teaching goals
  • In small groups students brainstorm a list of responses to the prompt and then exchange their lists with another group to circle sex characteristics and star gender characteristics.  The image has whiteboards completed by students.

    Sex and gender: What does it mean to be female or male?

    Learning Objectives
    • Students will be able to distinguish between sex and gender, and apply each term appropriately.
    • Students will be able to compare and contrast levels of sexual determination.
    • Students will be able to critique societal misrepresentations surrounding sex, gender, and gender identity.