Biology 301 Umuc Online Non Science Majors

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Syllabus for 1002BIOL301798: Human Health and Disease
Faculty Contact Information
Jorge A. Santiago-Blay

E-mail: blayj@hotmail.com. This is a personal email account. Also, please, feel free to contact
me using the "Private Messages" option in WebTycho. I tend to check my email (including
messages automatically sent to the trash) several times a day.

Course Materials
Click here to view the required and recommended materials to be purchased and to access
ordering information.

Course Description
(For students majoring in both science and nonscience disciplines.) A survey of the mechanisms
of disease and their expression in major organ systems of the human body. Topics include
infections, cancer, heart disease, lung disease, diabetes, stroke, malnutrition, poisoning by
environmental toxins, stress, inflammation, disorders of the immune system, and aging.
Emphasis is on prevention of disease through control of risk factors and early detection. Students
may receive credit for only one of the following courses: BIOL 301 or BIOL 398H.

Course Goals/Objectives
After completing these modules, you should be able to:
• explain the levels of organization in the body
• explain the structure and function of the principal biological macromolecules and their
role in regulation and homeostasis as they relate to normal human physiology and
pathophysiology
• describe the parts and functions of the cell and body tissues
• explain the role of genes, proteins, cells, and tissues in maintaining normal body function
and in disease progression
• discuss the process of cell differentiation and causes leading to cellular disorders
• use medical terminology to describe anatomical structures and their location
• define the terms health and disease, and describe the main categories of disorders based
on their etiology, onset, and duration
• explain the concept of homeostasis and negative and positive feedback
• explain the relationship between a disruption in homeostasis and disease
• describe risk factors that lead to disease
• describe the various pathogenic organisms and the approaches used to treat the diseases
they cause
• describe the structures and functions of each of the organs of the major organ systems
• discuss the complexities of detecting and treating diseases in different organ systems
• discuss the structure and function of the major muscle groups
• explain the roles various nutrients play in meeting the metabolic requirements of the body
and the problems caused by a lack of these nutrients

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• explain the roles of blood and the immune and circulatory systems in maintaining
homeostasis and their roles both in mediating and remediating disease processes
• identify the different structures of the brain and nervous system and describe their
functions
• explain the processes of human aging and their effects on human organs and their roles
• describe current technologies and therapies used in research to develop measures for
reversing the effects of disease on biological processes

Course Introduction
Overall view of the course. Biology 301, Human Health and Disease, is an upper-level course,
although it is designed for students who have little to no background in the biological and
physical sciences. In this course you will learn about the human body, its structural components,
and the mechanisms that help the body maintain working order. Using the eleven organ systems
of the human body, we will explore the relationship between the body's internal structure
(anatomy) as well as its external structure (morphology) and how do anatomy and morphology
relate to function (physiology). In sum, we will learn how the body works when it is healthy and
what happens when it is affected by a disease.

We will begin by studying the levels of organization in the body, starting from the smallest
living units - cells - and move on to tissues, organs, and organ systems. We will discuss how the
coordination of metabolic activities at each level benefits the body and explore how all parts of
the body work together to maintain a stable internal environment that allows the body to function
properly within set limits. We will then discuss general categories of diseases caused by
pathogens, genetic defects, and environmental factors. Also, we will learn how a single disease
agent affects not just one organ, but ultimately disrupts the body's homeostasis. We will explore
diagnostic procedures, treatment options, and potential outcomes of various diseases as they
pertain to specific organ systems.

Weekly time investment. In my opinion, you should set aside approximately 8 hours per week
to do work pertaining to this course.

Grading Information and Criteria
Grades will be based on completion of the following assignments:
Homework (chapter) assignments (24, 2.5% each) 62.5%
Discussion Questions/Participation (10,1% each) 10%
--------------------------------------------- ----------
Research paper (approved topic, 0.5%; sketch of 5%
paper, 1%; draft of paper, 1.5%; final paper, 2%)
Modules 2.5%
Final examination 20%
Total 100%

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Grading Scale
The grading scale, based on 100 points is:
90–100
A =
points
80–89
B =
points
70–79
C =
points
60–69
D =
points
F = 0–59 points

There is no extra credit work in this course. You may be tested on all the assigned conferences
and other questions and accompanying discussions.

Late Policy
Ten percent (10%) of your grade will be subtracted for each day (or part of a day) if an
assignment is late up to two days. For example, if due date is Sunday midnight and you tell me
that you cannot make it, I ask no questions and give you up to the end of the Tuesday to
complete your work and deduct -20% because it is 2 days late. If nobody asks me for permission
to turn homework late, I will post the "feedback or, if you wish, right answers", promptly on
Monday (just past midnight, if I am awake, and often I am) or Monday morning. Of course, if I
post the answers, how can I allow anyone to turn in late work?

Due dates are strictly observed. If you think emergencies [e.g. serious illness of yours, giving
birth soon, family emergencies, and TDYs (for students in the military)] will interfere with your
ability to concentrate and participate in the course, it is your responsibility to contact me. While
I need to be "fair" with all, such that I am not accused of preferential treatment, in some cases,
some sort of accommodation can be reached. You can always contact me by e-mail (privately) to
provide appropriate documentation that confirms the emergency. However, I need to be
informed before any due dates are reached, let alone exceeded. Also, I offer the option of
working *ahead* of time.

I cannot emphasize more strongly to work on the assignments regularly, not
at the last minute. If you do not participate in the discussion conferences by the due date,
you will earn 0% for participation in the missed week. No remaining credit will be given to work
submitted after the end of the course.

Academic Integrity
You are expected to submit your own work for all assignments and activities. You may consult
with your fellow students and discuss each assignment. However, the final work you submit
must be your own. Even if you have collaborated with another student, the assignment should be
phrased and presented in your own words. Assignments that are highly similar in content and
presentation will be considered suspect and will be questioned.

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Plagiarism and other forms of academic dishonesty will not be tolerated in this course, and will
be dealt with in accordance with UMUC's policies on academic integrity (see the Academic
Policies section of this Syllabus, as well as UMUC's Policy Manual. The penalties for academic
dishonesty may include a grade of zero (F) on the work in question, a grade of F in the course,
suspension with a file letter, suspension with a transcript notation, or expulsion from the
university.

Plagiarism is the intentional or unintentional presentation of another person's idea or product as
one's own. Plagiarism includes copying verbatim all or part of another's written work; using
phrases, charts, figures, illustrations, or mathematical or scientific solutions without citing the
source; and paraphrasing ideas, conclusions, or research without citing the source. For example,
copying the definition of a term from your textbook for an assignment or examination would be
considered plagiarism if you did not cite the textbook title, author, and page.

You can avoid unintentional plagiarism by using accepted scholarly practices. Notes taken for
papers and research projects should accurately record sources of material to be cited, quoted,
paraphrased, or summarized, and papers should acknowledge these sources in footnotes.
Guidance on how to avoid plagiarism can be found at the following sites:
• UMUC's Effective Writing Program—"Helping Students Avoid Plagiarism"
• UMUC's Online Writing Center—"How to Avoid Plagiarism"
• Indiana University's Writing Tutorial Service—"Plagiarism: What It is and How to
Recognize and Avoid It"
• Guidance on citing Web sites, articles, and books—APA Citation Examples and the APA
Tutorial in the Course Content area in our WebTycho Classroom

Participation
By registering for a Web-based course, you have made a commitment to participate in your
course conferences as well as other online activities. To contact your instructor, use the
conferencing software or e-mail links provided, which allow you to communicate with the
instructor and your classmates in a virtual classroom 24 hours a day, 7 days a week. Please plan
to participate regularly. You will note in the grading policy that your online conference
participation counts towards your final grade.

You are expected to adhere to the general rules of online etiquette. To prepare to use the online
conference, you should read the notes on WebTycho Participation and Online Etiquette. Keep
those notes handy; you may need to refer to them frequently during the semester.

Additional Information
Material learned during the first weeks (molecular and cellular biology) forms a base you will be
able to build on during the later weeks. Make sure that you understand the material before
moving on to another module. If you have any questions or concerns, please feel free to contact
me.
If you experience any technical problems with WebTycho, go to UMUC 360 Support at
http://support.umuc.edu/ics/support/default.asp?deptID=80542.

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Log on to the classroom several times a week and try to post your conference responses early in
the allowed period. Early responses allow sufficient time for your classmates and instructor to
comment and give you feedback so that you may improve your posting (and score) and still turn
the final work by the due date.

The class is designed so that all materials (except for the final examination) may be submitted
either into the Conference section, your Assignment Folder, or directly to me via Course
Modules.

Extensive writing is required in this course. What follows may help you improve your writing
skills. The Guide to Writing and Research is required for use in all undergraduate courses where
another guide to writing and research is not already used. Students may now access UMUC's
Online Guide to Writing and Research
(http://www.umuc.edu/prog/ugp/ewp_writingcenter/writinggde/welcome.shtml) or purchase a
print copy. The print version of the Guide to Writing and Research may be purchased at UMUC
Book Distribution Centers. Additional resources to improve your writing can be found in:
http://www-apps.umuc.edu/forums/pageshow.php?forumid=3, http://www-
apps.umuc.edu/forums/pageshow.php?forumid=2 . Online access to Writing Center services,
including assistance from writing advisors and access to helpful handouts and study modules can
be found under Course Contents Writing Resources. Free face-to-face writing center services
are available to UMUC students at the UMCP Writing Center, Room 0125 Taliaferro Hall,
College Park, Maryland. Writing Center hours are 9AM-4PM Monday through Thursday, 9-2 on
Fridays, and 5-7 on Tuesday and Wednesday evenings. Call (301)405-3785 for an appointment.

Departmental Contact Information
If you have questions related to the course content or to any of the graded deliverables, please
contact your instructor. For questions and concerns related to advising, please contact
ugadvising@umuc.edu.

For other questions and concerns, you may contact the academic director for this program by
writing to scip@umuc.edu or by calling 240-684-2850. Please be sure to mention the course
name, course number, and your section number in the "Subject" field of your email. Your email
will be treated confidentially.

Project Descriptions
Submitting Homework: Make sure to save your work often. Recall, it is your responsibility to
check your email as well as WebTycho every day, and to turn homework in on-time. If you
submit an assignment you should see the word "submitted" besides the assignment along with
the time stamp that indicates when the assignment was actually submitted. You may also want to
refresh the browser window to be sure that you were not timed out after being online for an
extended period of time.

These are the types of work required in this course through which your learning will be assessed:

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a. Questions from the Textbook. The book has 25 chapters (with about 15 - sometimes more,
sometimes less - learning goals per chapter). Due dates will be on Thursdays (say, chapter 1) and
Sundays (say, chapter 2), etc. Because this course is a compressed course, some weeks we will
have due dates on Tuesdays also. Each of those homework are worth 2.5% per chapter, thus
62.5%. The chapters are usually short, relatively easy to read, and most of the questions are
straight forward. However, you will need to set aside a few hours before the due dates to
complete the work in such way that you learn a lot. Answer the questions of each chapter as
short (approx. 1/4 to 1/3 page) essays. Your response should be posted in the “Assignments
Folder” section of this course for the corresponding week. Please, contact me if you need
additional information on how to prepare them. Please, recall these answers must be a reflective,
analytical, insightful, and original product of your intellect, not just an act of cutting and pasting
from your sources, including the web. Feel free to incorporate tools from different learning
modalities (e.g. problem-based, graphics, case studies, interactive computer, etc.).

To impart more objectivity to my evaluations, and to give you an idea of what I am “looking for”
in essays, herein I describe the following rubrics or guidelines:

2.4-3%: Excellent level of understanding, integration, and communication achieved, some novel
ideas discussed, no conceptual errors; all readings properly referenced and used in essay.

1.3-2.3% Good level of understanding, integration, and communication achieved, some novel
ideas may be discussed, no conceptual errors; all readings properly referenced and used in essay.

1.2-2.2%: Good level of understanding, integration, and communication achieved, no novel idea
discussed, conceptual errors present but not common; not all readings properly referenced and
used in essay.

0.7-1.1%: Modest level of understanding, integration, and communication achieved, no novel
idea discussed, conceptual errors common; not all readings properly referenced and used in
essay.

0.1-0.6%: Less than the previous level work.

0%: Work not done.

A note on "properly referencing" work. There are many referencing styles. Our electronic
classroom has a tutorial on the APA system. However, if you choose to use another, that is fine
with me but you need to be consistent. Remember, you *must* acknowledge the source of your
information. It is like saying "thank you" to someone else from whom you learned something.

b. Discussion Questions/Participation. (0.9%) and replying to at least one classmate (0.1%
each): 1.0% Post in “Conferences”.
Ten, well-thought out discussions (1 point per discussion + meaningful feedback to at least
one classmate), thus 10%. Please, post in the "Conferences". Approximately every week, I will
pose one discussion question. Your response to each discussion question should be in the form

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of, at least, 5-7 complete sentences and be a critical reflection of the questions. I will provide
individualized challenging, yet respectful feedback, as I see fit.

Some suggestions for creating meaningful discussions
1. We all want to learn from others experiences. Tell us about your experiences. Put your
response in context. What are your circumstances that relate to the current topic? What kind
of reading have you done to substantiate your point of view?
2. Tell us about the experience. In what ways was it useful? What did you learn from it?
3. Pose a question to the group that you would like answered and that might take the discussion
to a deeper level. The idea is to build a dialogue with your classmates, to share knowledge
and experience with them. Together you build a knowledge base and learn from each other. It
is very difficult to respond to observations that people have and it is much easier and more
productive to respond to experience, insights, and queries.
4. Ask for feedback on your point of view, especially from those who have a different
perspective.
5. Express what you do not know about a topic, and seek help from others in the class.

Where your answers to discussion questions and feedback to one student should be posted?
Your response should be posted in the “Conferences” section of this course for the corresponding
week so that, at least, two of our classmates may reply. Perhaps a meaningful discussion will get
started this way. For instance, the question for week 1 should be posted on the conference section
for week 1.
By registering for a Web-based course, you have made a commitment to participate in
weekly online class discussions. You will find these discussions posted in the Conference Area
of the online classroom. This area is the center for interaction between students and instructor.
The Conference Area is an open, public venue for all class members and a place where you can
clarify and communicate concepts you are learning. To participate in these discussions you will
use the WebTycho conferencing software and the internet, which will allow you to participate in
discussions in a virtual classroom 24 hours a day, 7 days a week. You are expected to adhere to
the general rules of online etiquette. To prepare to use the online conference, you should read the
notes on Online Participation and Online Etiquette in the "Read Me First" area of the course
modules. Keep those notes handy; you may need to refer to them frequently during the semester.
In these asynchronous (= not at the same time) discussions not everyone is participating at
the same time and with the same level of intensity. These discussions are not real time chat-
room-like exchanges. There is no specific date and time at which you must participate in these
discussions. There are, however, real deadlines by which you must participate in each discussion.
The discussion topics are designed to reinforce the basic concepts of this course, to extend
your view past the immediate textbook readings, and to apply the basic concepts of biology to
current issues and topics in science and society. The conferences also will provide you with an
opportunity to ask your instructor and your classmates questions as well as to focus and direct
your attention to key concepts that will be covered in the final exam.
Plan to participate in the discussions frequently and regularly. Full participation includes:
responding to each of the posted topics each week; reading and responding, when appropriate, to
the comments of other students; and reviewing the responses of others relative to your
comments, including your instructor's feedback. Less than full participation credit will be given

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for less than complete, interactive responses. Online discussions count 5% towards your final
grade.
You are expected to adhere to the general rules of online etiquette. To prepare to use the
online conference, you should read the notes on Online Participation and Online Etiquette in the
"Read Me First" area of the course modules. Keep those notes handy; you may need to refer to
them frequently during the semester.
To impart more objectivity to my evaluations, I describe the following rubrics. Each
participation activity is worth one (1) percentage point. This will give you an idea of what I am
“looking for” in the online discussion.

0.80-1% for participation
● The participant posted insightful comments and questions that prompted on-topic discussion.
● The participant consistently helped clarify or synthesize other group members' ideas.
● If disagreeing with another group members' ideas, the participant stated his or her
disagreement or objections clearly, yet politely.

0.60-0.79% for participation
Same as 1 point level participation, except that:
● The participant was notably lacking in one or two of the items listed for 0.80-1% point level
participation.
● The participant usually, but not always, expressed herself or himself clearly.

0.40-0.59% participation
Same as 0.60-0.79% level participation, except that:
● The participant was consistently lacking in two or more of the items listed for 0.60-0.79%
level participation.
●The participant rarely expressed himself or herself clearly.

0.20-0.39% for participation
Any of the following can cause a participant to receive a 0.20-0.39% class participation
grade, even if the participant's participation otherwise conforms to a higher level on the rubric:
● The participant frequently attempted (success is irrelevant) to draw the discussion off-topic.

<0.20% for participation
Any of the following can cause a participant to receive a < 0.2 level class participation grade:
● Participation consists primarily of content-less remarks, such as “good job”, “carry on”,
“thank you”, “enjoyed your remarks”, etc.
● The participant was rude or abusive to other course participants.

c. Research Paper: five pages (typed, double-spaced, with at least five references from the
primary, scientific research literature). The research paper is worth 5% and there are four stages
to complete it.

● First, get your paper is approved by me (0.5%). Make sure to post your topic in the
"Conferences". Make sure I clear your choice before proceeding and, remember, that no two
students can work in the same topic.

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● Second, write a one (1) page long sketch of your research paper, with at least five references
from the primary, scientific, research literature, 1%.

● Third, write a three (3) page draft of your research paper, with at least five references from the
primary, scientific, research literature, 1.5%

● Fourth, and last, turn in the final paper, 2%.

Format of your paper: Treat this paper as if it were going to be submitted to a major national
newspaper but include at least 5 references. In your paper, include the following: a brief
summary of the general topic; the purpose and significance of the research reported in the article,
including the starting hypothesis of the study, a summary of the methods (= what the researchers
did, including the experimental design and controls), and what the researchers discovered; the
strengths and weaknesses of the research and the article; discuss the potential impact of these
discoveries on the global society in areas such as medicine, public health, agriculture, industrial
production, commerce, economics, government and politics; discuss the various ethical
implications of these discoveries; and why you found this topic and research to be interesting
(optional), and the full citation of the articles (e.g. authors, year, title, name of the journal.
volume, issue, and inclusive pages).
While I encourage you to supplement the weekly readings with additional materials for the
primary or secondary scientific literature, I expect the paper to be an in-depth, detailed,
insightful, analytical, and reflective intellectual creation on a topic of interest to you. More
details on thesis-support analytical essays can be found in: http://powa.org/my/. In order to earn
full credit, this paper must show a higher order level of integration of the assigned readings. See
rubrics (below) for more details.
Where the research paper should be posted? Your paper should be posted in the
“Assignments Folder”. Please, contact me if you need additional information on how to prepare
this paper. Please, recall this paper must be a reflective, analytical, insightful, and original
product of your intellect, not just an act of cutting and pasting from your sources, including the
web. Feel free to incorporate tools from different learning modalities (e.g. problem-based,
graphics, case studies, interactive computer, etc.) and acknowledge them as necessary.
To impart more objectivity to my evaluations, and to give you an idea of what I am “looking
for” in the paper, herein I describe the following rubrics or guidelines:

100% for paper: Excellent level of understanding, integration, and communication achieved,
some novel ideas discussed, no conceptual errors; all readings properly referenced and used
in essay.

80% for paper: Good level of understanding, integration, and communication achieved, some
novel ideas may be discussed, no conceptual errors; all readings properly referenced and
used in essay.

60% for paper: Good level of understanding, integration, and communication achieved, no novel
idea discussed, conceptual errors present but not common; not all readings properly
referenced and used in essay.

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40% for paper: Modest level of understanding, integration, and communication achieved, no
novel idea discussed, conceptual errors common; not all readings properly referenced and
used in essay.

20% for paper: Less than the previous level work.

0% for essay: Work not done.

d. Quizzes on Modules: 2.5% of the grade
Go to Course Content --> Modules. After reading the "Commentary", answer the Quiz. If
you think that the system has erred or you want to redo the quiz, try again until you feel satisfied.
Send me your best work via the "Private Message" option (copy and paste your work and results,
along with any explanation of why you think your answer was incorrectly marked).

e. Final Exam (comprehensive): 20% of the grade
There will be a proctored cumulative final examination, which will include all the material
covered in the course. The final examination will consist of several essay questions. The essay
questions will reflect directly the course description and goals (see section entitled “Course
Description and Goals”). Please
, see “Conferences” --> "Review Questions for Final Exam”. Please, keep these broad goals
in mind as you progress through this course. The final exam is closed book and closed notebook,
no calculators or other electronic devices are allowed. This exam has a three (3) hour time limit.
There is no midterm examination.
You must register for the Final Exam, immediately. All Web courses have a required
proctored final examination. UMUC requires all distance education students to register at a
UMUC proctored site/session, or at a UMUC-approved alternate site for final examinations
(http://www.umuc.edu/newsite/examreg/instructions.shtml).

Register for Your Final Exam (Hot links available in Course Contents Register for
Examinations)

Academic Policies
Please find below links to important academic policies and other information to help you as you
complete your coursework at UMUC:
• Policy and Procedures on Affirmative Action, Equal Opportunity, and Sexual
Harassment--Nondiscrimination. It is the policy of UMUC that no student or employee of
the University or contractor/vendor conducting business with the University may
discriminate on the basis of race, religion, color, creed, sex (including sexual
harassment), marital status, age, national origin, political affiliation, mental or physical
disability, or sexual orientation. Individuals who believe they have been discriminated
against because of any factor protected under this policy may file a complaint of
discrimination
• University System of Maryland Board of Regent's Policy on Academic Integrity
• UMUC's Policy on Academic Dishonesty and Plagiarism
• UMUC's Policy on the Grade of Incomplete and Withdrawal

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• UMUC's Policy on the Code of Student Conduct

Important Information and Procedures
• Course Evaluation Form Information
• Information on Disabled Student Services
• Information about Writing Resources
• Procedures on Arbitrary and Capricious Grading Appeals
• Makeup Exam Policy. Students are expected to take all exams when scheduled. In the
event of illness or extraordinary circumstances, the student must contact the faculty
member and provide documentation to request an exception and approval to take a
makeup exam. If the request is not approved, the exam grade will be recorded as a zero.
Failure to register for a proctored exam is not an approved reason to request a makeup
exam.

For more information on student services and more general information, please visit UMUC's
web site at http://www.umuc.edu.

Course Schedule
Due
Day Topics Readings/Assignments
Date

Week 1 - Due at 12 midnight EST on
Thursday, March 4, 2010

(Note that there is additional homework for this
week due on Sunday, please, see row below on
schedule)
The body as a
1 3/4/10
whole To do:
1. Please, introduce yourself, as you may feel comfortable.
2. Read the Syllabus and familiarize yourself with all areas of
our electronic classroom, particularly the APA Tutorial.
3. Read Chapter 01 of Cohen and Taylor
4. Read and answer Module 01 (0.5% of total grade).
5. Answer “Understanding Concepts” and “Conceptual
Thinking” questions of Chapter 01 of Cohen and Taylor
(2.5% of total grade). Post in as a Word Attachment in
Assignments Folder.

The body as a
Week 1 - Due at 12 midnight EST on Sunday,
2 March 7, 2010 3/7/10
whole

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To do:
1. Read Chapters 02 and 03 of Cohen and Taylor.
Thinking” questions of Chapters 02 and 03 of Cohen and Taylor
(each 2.5% of total grade, total 5.0% of the grade). Post in as a
Word Attachment in Assignments Folder.
Week 2 - Due at 12 midnight EST on Thursday,
March 11, 2010

week due on Sunday, see row below on
schedule)
The body as a To do:
3 3/11/10
whole 1. Read Chapter 04 of Cohen and Taylor.
(2.5% of total grade). Post in as a Word Attachment in
Assignments Folder.

March 14, 2010

(Note that there is additional homework due on
Tuesday, Thursday and Sunday, see rows
below on schedule)
The body as a To do:
4 3/14/10
whole 1. Read Chapter 05 of Cohen and Taylor.
(2.5% of total grade). Post as a Word Attachment in
Assignments Folder.
3. Discussion 01 - Health Care Reform (0.9% of total grade).
Remember to write at least one comment to one of our
classmates (0.1% of total grade). Post both in the
corresponding Conference.

Disease and the Week 3 - Due at 12 midnight EST on
5 first line of Tuesday, March 16, 2010 3/16/10
defense

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Thursday and Sunday, see rows below on
schedule)
To do:
1. Read Chapter 06 of Cohen and Taylor.
Thinking” questions of Chapter 06 (2.5% of total grade).
Post as a Word Attachment in Assignments Folder.
Thursday, March 18, 2010

week due on Sunday, see rows below on
schedule)
Disease and the
6 first line of 1. Read Chapters 07 and 25 of Cohen and Taylor. 3/18/10
defense 2. Answer “Understanding Concepts” and “Conceptual
Thinking” questions of Chapters 07 and 25 of Cohen and
Taylor (each 2.5% of total grade, total 5.0% of the grade).
Post as a Word Attachment in Assignments Folder.
3. Discussion 02 - Cancer or any other chronic disease: genetics
and environment (0.9% of total grade). Remember to write at
least one comment to one of our classmates (0.1% of total
grade). Post both in the corresponding Conference.
4. Submit the topic of your paper (0.5% of total grade).
Sunday, March 21, 2010
Movement and To do:
7 1. Read Chapter 08 of Cohen and Taylor. 3/21/10
Support
Thinking” questions of Chapter 08 of Cohen and Taylor (2.5%
of total grade). Post as a Word Attachment in Assignments
Folder.
March 25, 2010
Coordination and To do:
8 3/25/10
Control 1. Read Chapter 09 of Cohen and Taylor.

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Assignments Folder.
4. Discussion 03 – Neuromuscular Junction (0.9% of total
grade). Remember to write at least one comment to one of our
classmates (0.1% of total grade). Post both in the corresponding
Conference.
Sunday, March 28, 2010
Coordination and To do:
Control
Folder.
April 1, 2010
To do:
Coordination and 2. Answer “Understanding Concepts” and “Conceptual
10 Thinking” questions of Chapter 11 of Cohen and Taylor 4/1/10
Control
Assignments Folder.
3. Discussion 04 – Nervous System (0.9% of total grade).
Conference.
April 4, 2010
Tuesday, Thursday and Sunday, see rows
Coordination and below on schedule)
11 4/4/10
Control
To do:
Folder.
12 Coordination and Week 6 - Due at 12 midnight EST on Tuesday, 4/6/10

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Control April 6, 2010

Thursday and Sunday, see rows below on
schedule)
To do:
1. Submit one page sketch of paper, including bibliography of, at
least, five articles from the primary scientific literature
Assignments Folder.
2. Discussion 05 – Endocrine System (0.9% of total grade).
Conference.
April 8, 2010

Circulation and schedule)
13 4/8/10
body defenses
To do:
Folder.
April 11, 2010
To do:
Circulation and 2. Answer “Understanding Concepts” and “Conceptual
14 Thinking” questions of Chapter 14 of Cohen and Taylor 4/11/10
body defenses
Assignments Folder.
3. Discussion 06 – Circulatory System (0.9% of total grade).
Conference.

16

April 15, 2010

Circulation and
15
body defenses
schedule) 4/15/10

To do:
Folder.
April 18, 2010
To do:
Circulation and Thinking” questions of Chapter 16 of Cohen and Taylor
16 (2.5% of total grade). Post as a Word Attachment in 4/18/10
body defenses
Assignments Folder.
classmates (0.1% of total grade). Post both in the
4. Submit five page draft of paper, including bibliography (1.5%
of total grade).
April 22, 2010

Circulation and week due on Sunday, see row below on 4/22/10
17
body defenses schedule)
To do:

17

Folder.
Sunday, April 25, 2010

Tuesday, Thursday, and Sunday,
see row below on schedule)
Energy supply To do:
18 4/25/10
and use 1. Read Chapter 18 of Cohen and Taylor.
Assignments Folder.
Conference.
Tuesday, April 27, 2010

Energy supply
Thursday and Sunday,
19 see row below on schedule) 4/27/10
and use
To do:
Folder.
Thursday, April 29, 2010
To do:
Energy supply 1. Read Chapter 20 of Cohen and Taylor.
20 4/29/10
and use 2. Read and answer Module 4 (0.5% of total grade).
Assignments Folder.

18

4. Discussion 09 – Respiratory or Digestive System (0.9% of
total grade). Remember to write at least one comment to one of
our classmates (0.1% of total grade). Post both in the
Sunday, May 2, 2010

Tuesday, Thursday, and Sunday, see row
Energy supply below on schedule)
21 5/2/10
and use
To do:
Folder.
Tuesday, May 4, 2010

Thursday and Sunday,
Energy supply To do:
and use
Assignments Folder.
3. Discussion 10 – Excretory System (0.9% of total grade).
Conference.
Thursday, May 6, 2010
Perpetuation of
23
Life (Note that there is additional homework for this 5/6/10
week due on Sunday,

19

To do:
Folder.
May 9, 2010
To do:
Perpetuation of 1. Read Chapter 24 of Cohen and Taylor.
24 2. Answer “Understanding Concepts” and “Conceptual 5/9/10
Life
Assignments Folder.
3. Submit final five page paper, including bibliography (2% of
total grade). Post as a Word Attachment in Assignments Folder.
Week 11 - Final Exam - Due on May 13, 2010
1. Review for final exam: please feel free to use the file entitled
25 Final Exam "Review for Final Exam" located in the Conferences. The final
exam will be all essay questions and bear a strong resemblance
to the "Review for Final Exam".
2. Final examination

Biology 301 Umuc Online Non Science Majors

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