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Book's Web address: http://wps.aw.com/bc_campbell_biology_7/

DO NOT REGISTER ON THE CAMPBELL WEBSITE UNTIL YOU'VE RECIEVED THE DIRECTIONS GIVEN OUT IN CLASS!

Prerequisites:  CHEM 2A and CHEM 2B (2B may be taken concurrently)

STUDY HINTS -- a list of recommended study practices, and a quiz to determine your learning style.

What’s expected of me in this class?

Most students have considerable experience in memorizing information, but very little experience at higher levels of learning.

Knowledge is the base of learning, but it is also the simplest form of learning (see Bloom’s taxonomy, below). As part of your college education, we wish to not just fill your head with knowledge, but help you learn how to do higher level thinking such as connecting and applying ideas, and forming logic and analytical skills.

In this class, many exam questions will involve higher levels of learning, such as comprehension, application, and analysis of the information covered in class. To get an “A” in this class, you will need to demonstrate an ability to perform beyond the level of knowledge and memorization (i.e., you will need to practice levels 1-4 of Blooms taxonomy, and sometimes beyond).

BLOOM'S TAXONOMY

1. Knowledge (lowest level of learning): define, enumerate, identify, itemize, list, name, outline, quote, recall, recite, recognize, record, reiterate, repeat, replicate, restate, state

Define meiosis.

Identify the stages of mitotis.

2. Comprehension: convey, discuss, delineate, describe, explain, express, identify, locate, recognize, rephrase, report, reword, show, tell

Describe the events occurring in prometaphase of mitosis.

A protein is used in the nucleus of the cell. Describe how the protein is moved to the nucleus, from the ribosome where it is first assembled.

3. Application: act out, calculate, compute, carry out, demonstrate, employ, illustrate, implement, interpret, perform, role play, use

What events during prometaphase are critical for proper separation of chromosomes (or chromatids).

Interpret the results of the Meselson-Stahl experiment.

4. Analysis: analyze, break down, chart, compare and contrast, diagram, differentiate, distinguish, dissect, inspect, relate, test

How would the results of the Meselson-Stahl experiement differ if DNA replication were conservative rather than semiconservative?

What is the major distinction between meiosis and mitosis?

Compare and contrast the structure and function of mitochondria and chloroplasts (includes synthesis components also).

Differentiate between oxidative and substrate-level phosphorylation.

5. Synthesis: combine, collect, compare and contrast, create, design, develop, formulate, integrate, plan, prepare, propose, reconcile, reunite

In what ways might evolutionary theory be modified by recent research involving retrotransposons?

Design an experiment to measure metabolic rate of a rat.

6. Evaluation (highest level of learning): appraise, critique, gauge, evaluate, estimate, judge, rate, review

Assuming you could live for a million years, what setting can you find that over time might reveal whether evolutionary development tends to be punctuated (a la Stephen J. Gould), or gradual and incremental?

Rats are commonly used in medical research as analogs of humans. Critique this practice, discussing both the advantages and disadvantages of this practice for developing pharmaceuticals and modeling human health impacts of drugs.

* Bloom, B. S., Englehart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. White Plains, NY: Longman.