School of Arts and Science

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Biology 1 introduces students to the fundamental concepts of molecular and cellular biology, including the structure and function of cells, cellular mechanism, organism and molecular genetics, genetic variation, adaptation and phylogenetic analysis. This course is a pre-requisite for Biology 11, Human Anatomy and Physiology 1 and 11, Microbiology, Introduction to Neuroscience, Immunology, Histology and Biochemistry.

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After discussions and demonstration , students will be able to:

1. Assess the role of science, and in particular, physics, in helping us to better understand the complex, technological society of which we are a part;
2. Trace the history of physics and the evolution of scientific thought from ancient to modern times;
3. Define and analyze the concepts of velocity, acceleration, force, inertia, mass, work, energy (kinetic, potential, etc.) momentum (linear and angular), gravity, tides, power, pressure, density, temperature, thermal expansion, heat, specific heat capacity, waves, sound, electric charge, current, magnetism, electromagnetic waves (including light), photons, and radioactivity;
4. Discuss the various types of motion, Newton’s Laws (including his Universal Law of Gravitation), the conservation laws of physics, the laws of electricity (e.g. Coulomb’s and Ohm’s Laws) and magnetism. The properties of waves (viz. sound and electromagnetic, including light) and the basic principles of atomic and nuclear physics, relativity and quantum theory;
5. Solve a variety of basic problems in particle kinematics (uniform motion and accelerated motion including “free fall”), dynamics using Newton’s Laws of Motion and the conservation laws of energy and momentum (e.g. collisions), fluid mechanics (including Archimedes’ and Bernoulli’s Principles), thermodynamics, wave motion, basic electricity (Coulomb’s and Ohm’s Laws), and radioactive decay;
6. Interpret the results of simple experiments and demonstrations of physical principles.

OBJECTIVE: This course focuses on the development of knowledge so as to acquire an understanding of the mechanics of The English Language.

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After completion of this course, students will be able to demonstrate basic knowledge in each of the following:

1. Characteristics of the phyla in the kingdoms Monera, Protista, Fungi, Plant, and Animal
2. Comparative plant anatomy and physiology
3. Comparative animal anatomy and physiology
4. Ecological principles and applications

After discussions and demonstration, students will be able to:

1. Identify/describe Standard English measurement symbols.
2. Identify/describe SI (metric) measurement symbols.
3. Describe how figures impact quality, environmental concerns and economics.
4. Apply measurement standards to practical applications.
5. Perform conversions (Fahrenheit to Celsius, BTU to calories, kg to lb).

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After discussions and demonstration , students will be able to:

1. Demonstrate the ability to solve problems and demonstrate conceptual knowledge of concepts in thefollowing areas:

• UV-visible spectroscopy including energy level transitions, chromophores, and wavelength ofmaximum absorption
• Infrared (IR) Spectroscopy including theory, stretching frequencies, and functional groupidentification
• Mass spectrometry including electron ionization, the molecular ion, isotope analysis, Fragmentation pathways, and structure elucidation.

2. Aldehydes and ketones including structure, properties, and nomenclature, synthesis by oxidationof alcohols, reactions including reduction, organometallic addition, acetals and ketals, additionof nitrogen nucleophiles, and the Wittig reaction

• Carboxylic acids and derivatives including structure, properties, and nomenclature, synthesis byoxidation and reaction with organometallic reagents, reactions including conversion to acidchlorides and anhydrides, hydrolysis, esterification, amide formation, soaps, fats, and oils.

3. Chemistry of aromatic compounds including structure, properties, and nomenclature, aromaticity,Huckel’s rule, electrophilic aromatic substitution reactions, Friedel-Crafts alkylation and acylation

• Enolate chemistry including acidity of alpha hydrogen’s, enolate formation, keto-enoltautomerization, reactions of enolate ions including alpha-halogenation and alkylation, racemization, aldol condensation, Claisen condensation, decarboxylation, Michaeladdition and other conjugate additions

4. Polygenes including conjugation and stability, molecular orbitals, 1,2- vs. 1,4- addition reactions,and Diels-Alder reaction

• Free radicals including mechanism of chlorination and bromination reactions, allylic and benzylic Radical reactions, and polymerization
• Amines including structure, properties, and nomenclature, synthesis from alkyl halides and by reduction, reactions including nitration and diazonium salt formation and reactions

5. Introduction to carbohydrates including stereochemistry and nomenclature of monosaccharides,Fischer projections, D- and L- configurations, cyclic hemiacetal forms, and anomeric effect.

• Introduction to peptides
• Multistep synthesis including retrosynthetic analysis and protecting groups

6. Demonstrate the following abilities as they relate to labs in the major areas of course content:

• Understanding and proficiency of basic organic chemistry laboratory techniques such as reflux,distillation, extraction, washing, filtration, recrystallization, and chromatography
• Instrumental techniques such as melting point determination, gas chromatography, and IRspectroscopy
• Recording, organizing, and analyzing data in tables and graphs
• Interpreting the results of experiments relative to the objectives and the uncertainties of the data

7. Individually and/or collaboratively prepare laboratory reports with proper scientific writing style.

• Formulating and testing hypotheses through the use of inquiry-based experiments
• Laboratory and chemical safety and waste disposal
• Working effectively and cooperatively in groups

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The aim is to provide a general introduction to psychology. Topics covered include research methods in health psychology, health behavior, stress, coping, social support, patient-practitioner relations, pain and pain behavior, and the role of psychological and social factors in the etiology and course of chronic and terminal illness.

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Objectives/Learning Outcomes:
After discussions and demonstration , students will be able to:

1. Explain the chemical composition and arrangement of living matter
2. Explain the main functions of biomolecules
3. Understand the main functions related to energy production
4. Identify and interrelate and explain the major pathways of metabolism
5. Relate the science of biochemistry with the development of disease processes

After discussions and demonstration , students will be able to understand the organization of the cell and the function of its constituent organelles

1. Understand the organization of the four basic tissue types
2. Understand membrane physiology to include active transport, membrane potentials and action potentials
3. Understand the structural organization and physiology of the various types of muscle
4. Develop the skill of using a light microscope
5. Develop the skill of being able to “read” an unknown slide, including the ability to identify normal tissue types in various contexts
6. Begin to acquire the ability to recognize the organ of origin for microscopic slides
7. Demonstrate the ability to work effectively as a small group member and to assist in the learning of others
8. Demonstrate responsibility and accountability (promptness in arriving at lab; coming prepared to all lab sessions; maintaining equipment and clean lab environment

This intermediate level course is designed to prepare the student to analyze, define, pronounce, and comprehend the medical language. Upon completion of this course, the student will be prepared to continue in other health care related courses. This course serves as a prerequisite for various entries level health care positions.

The purpose of this course is introducing students to bioethics as an interdisciplinary subject through critical thinking, writing, and discussing contemporary issues. Bioethical thinking is neither biology nor ethics but, rather, a melding of both of them. Interdisciplinary thinking is solidly rooted in the processes of scientific thinking and, simultaneously, is solidly rooted in the processes of philosophical thinking. As the piers of a suspension bridge stand solidly on firmament to support the span between them, so also do the disciplinary ways of knowing biology and ethics serve as solid foundations to support the interdisciplinary thinking of bioethics.

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