Objectives and Requirements
Bio200a, 2004
Q1, Jenni Punt
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| Goals: i) Introduce you to concepts which are
fundamental to cellular and molecular biology and to cellular processes
which are fundamental to life. ii) Give you a sense of the personality,
history, experimental basis, and biological context behind the ‘molecular
facts’ (a tall, but important, order!). iii) Help develop your
analytical skills and ability to think experimentally |
| Requirements: You will have two exams (worth
30% each), two problem sets (worth 10% each),
and a laboratory (worth 20%) in this section. See syllabus
for specific dates for exams and due dates for problem sets. We have done
our best to avoid conflicts with Organic Chemistry exams. Exams
(one in class, one take home):
My exams typically include multiple-part short answer questions as well
as short essay questions which may ask you to diagram a process. These questions
will, to some extent, test your knowledge directly. They will also require
you to use the knowledge you have mastered to further analyse a biological
question, problem, or set of experimental data. (You may also be asked one
question based on lab work in each exam.) The exams will not be formally
cumulative, but I will be assuming a knowledge of fundamental concepts from
section to section. I will look for accuracy, organized, logical thinking
as well as insight in grading these exams. Problem sets: The
problem sets are designed to introduce you to the problem solving approach
that is so important in biological thinking (and reflected on the exams).
Problem sets will consist of three or four questions which will ask you
to probe important issues with creative depth using multiple resources and
although you may be asked to hand in answers to only a subset, you are responsible
for understanding all of them. At least one of the questions will appear
- in part or in whole - on the following exam. I encourage you to work together
on these problem sets, but also require you to write your final answers
independently. You must cite all references (including other students) in
your answers. |
| The text book: Cooper's Cell: A molecular approach.
We have worked together to select a text book that will be both
accessible and useful to you throughout this course and through some aspects
of our upper level courses. This text covers much of the material we find
important and does it with an appreciation for the experimental history.
It is important to note that I will not follow the exact structure of the
text in the classroom - rather I willl use the text as a resource to enforce
and clarify classroom concepts. We all will work to encourage you to lose
dependency on textbooks, which no matter how good, cannot give you a sense
of the dynamic nature of the science and are quickly out of date. Here are
some tips for using the book. Do not read every word of every chapter I
assign you. Focus, instead, on the lecture notes and use the book as
a supplement to clarify classroom discussion. Skim when appropriate.
Read the summaries within each chapter to self-test your general knowledge.
Focus on the figures I have selected to use in class and enhance your understanding
of their content with the text. When you are ready to challenge your knowledge
read the chapter in more depth. My exams will be based on your understanding
of my lectures, and will not be based directly on the readings. |
| Resources: We have many resources for you that will allow
you to strengthen your understanding. First - always feel free to contact
me. My office hours are posted on my syllabus and I am always available
by e-mail (jpunt@haverford.edu). Second, attend BQC for questions on problem
sets and GLG for a more structured exposure to problem solving skills and
key concepts. Third, take advantage of our tutoring program (e-mail Lois
Schultz (lschultz) to get in contact with a knowledgeable and enthusiastic
upper classperson). Fourth, become involved in a study group. We will help
you develop the study skills that will work best for you. |