Biology 1113H: Honors Biology Syllabus and Study Guide

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Course Overview

Introduction to Biology 1113H: Honors Biology

This course provides an advanced introduction to the principles of biology, emphasizing scientific thinking, experimental design, and foundational biological concepts. It is designed for honors students seeking a deeper understanding of biological science and its applications.

Instructors: Jennifer Ottesen and Dr. David Bisaro
Course Coordinator: Cameron Jamshidi
Contact: Through Carmen Portal or provided email addresses
Office Hours: Scheduled times and by arrangement

Course Materials

Required and Recommended Resources

Students are expected to utilize a variety of materials to support their learning, including textbooks, online platforms, and lecture notes.

Textbook: Freeman, Biological Science (8th Edition)
Online Platform: Mastering Biology (Pearson)
Lab Manual: Required for laboratory sessions
Lecture Notes: Posted as PDFs on Carmen before each class

Additional info: Loose-leaf and eText versions are available; materials are on reserve at campus libraries.

Course Structure and Expectations

Class Participation and Study Habits

Active engagement is essential for success in this honors biology course. Students are expected to attend class, participate in discussions, and complete assignments regularly.

Attendance: Be present for all scheduled classes (Tuesdays and Thursdays, 12:45–2:05 PM)
Participation: Ask and answer questions, attend office hours
Study: Review notes, complete homework, and practice problems
Integrity: Demonstrate academic honesty and a positive attitude

Grading and Assignments

Homework and Assessment Policies

Grading is based on a combination of homework, participation, and exams. Homework assignments are managed through Mastering Biology and are integrated with textbook readings.

Homework Points: 100 points total (50 points for each half of the semester)
Assignment Types: Multiple question formats, practice tests, videos, and dynamic study modules
Submission: Assignments are due approximately one week after lecture; multiple attempts allowed with low penalty

Additional info: Homework may not always sync perfectly between Pearson and Carmen; students should monitor both platforms.

Academic Integrity

Policies and Best Practices

Academic misconduct is strictly prohibited. Students must complete their own work and properly acknowledge sources.

Reporting: Instructors are required to report suspicions to the Committee on Academic Misconduct (COAM)
Best Practices: Avoid suspicious behavior, follow exam instructions, do not falsify records, and protect your own and others' work
Plagiarism: Understand the difference between paraphrasing and plagiarism (MIT Integrity Handbook)

Learning Outcomes

Skills and Competencies

The course aims to develop both factual knowledge and scientific skills, including critical thinking, experimental design, and data analysis.

Scientific Principles: Understand core concepts, theories, and methods of modern biology
Experimental Design: Formulate hypotheses, design experiments, analyze data, and draw conclusions
Communication: Use scholarly articles and electronic databases for research
Societal Impact: Evaluate the implications of scientific discoveries and responsibly use scientific knowledge

Metacognition and Study Strategies

Effective Learning Techniques

Students are encouraged to adopt metacognitive strategies and a growth mindset to enhance learning and retention.

Recognizing Misconceptions: Be aware of differences between everyday and scientific meanings of terms
Mindset: Overcome learned helplessness and organize study tasks effectively
Study Cycle: Skim textbook before lecture, actively participate, review notes, and complete assignments after class
Spaced Repetition: Use repeated review to improve retention (Spaced Repetition Resource)
Pomodoro Technique: Set study goals, focus for 25–50 minutes, reward yourself, and review material

Bloom's Taxonomy

Levels of Cognitive Skills

As education progresses, students should move beyond memorization to higher-order thinking skills such as understanding, applying, and analyzing.

Remembering: Recall facts and basic concepts
Understanding: Explain ideas and concepts
Applying: Use information in new situations
Analyzing: Draw connections among ideas
Evaluating: Justify decisions and solutions
Creating: Produce new or original work

Scientific Method and Experimental Design

How Do We Do Science?

Scientific inquiry involves forming hypotheses, making predictions, designing experiments, collecting data, and analyzing results.

Hypothesis: A testable statement explaining an observation
Experiment: A procedure to test the hypothesis
Prediction: Observable or measurable outcome expected if the hypothesis is correct
Theory: Broad explanation for patterns in nature

Characteristics of Good Experimental Design

Defined Conditions: Experimental conditions must be well defined and controlled
Controls: Include control groups for comparison
Repetition: Repeat experiments to ensure reliability
Sample Size: Use sufficient sample size for statistical validity
Randomization and Blinding: Reduce bias by randomizing and blinding experiments
Alternative Interpretations: Always consider other possible explanations

Case Studies in Experimental Design

Example 1: Giraffe Neck Length

This classic question explores why giraffes have long necks, using hypothesis-driven research.

Food Competition Hypothesis: Long necks evolved to reach food unavailable to other mammals
Null Hypothesis: Neck length does not correlate with feeding height
Alternative Hypothesis: Sexual competition favors longer necks in males
Experimental Design: Measure feeding heights and time spent at different heights
Results: Giraffes do not always feed at maximum height; sexual competition may play a role

Example 2: Ant Navigation

Desert ants use stride length and step number to calculate distance to their nest, supporting the pedometer hypothesis.

Pedometer Hypothesis: Ants track number of steps and stride length ()
Experimental Groups: Stumps (shortened legs), Normal, Stilts (lengthened legs)
Results: Stumps stopped short, normal ants returned, stilts overshot the nest
Conclusion: Ants use stride length and step number to navigate

General Education and Societal Relevance

Importance of Scientific Literacy

Biology education prepares students to be informed citizens capable of explaining scientific concepts and evaluating the impact of science and technology on society.

Application: Use biological knowledge to interpret news and societal issues
Lifelong Learning: Continue to apply scientific thinking beyond the classroom