Life 102 — Attributes of Living Systems: Introductory Notes

Course context and goals

• Course title and scope: Life 102 — Attributes of Living Systems. Over the 16 weeks (≈ four months), we will explore the things life forms have in common across all taxa—from bacteria to humans to whales to plants. 16\text{ weeks}; 4\text{ months}.
• Schedule and format: Lectures M/W/F at 9:00–9:50 in this classroom (instructional window: 9:00\,\text{to}\,9:50). First day orientation and onboarding followed by active class structure.
• Core question: What does life require? What makes life what it is? The class builds from shared requirements and capabilities across life forms.
• Big-picture arc: We will start with chemistry, then water, carbon, larger biomolecules, cells, energy, genetics, and evolution—covering both unity and diversity of life. The sequence mirrors how life is built and sustained across environments, from the molecular to the ecological scale.
• Relationship to other courses: Life 103 is the second half of the textbook, focusing on how life forms differ (plants vs animals, fungi vs animals, plants vs insects). Life 102 and Life 103 together cover the full spectrum of biological understanding.
• Learning approach and learning environment: The class emphasizes discussion, problem-solving, and peer learning over passive listening. The instructor outlines a goal of making the class collaborative and interactive, often using whiteboard tables and small-group discussion rather than traditional lecture.
• Class community goals: Build a classroom culture where students talk to one another, share ideas, and learn from one another as a learning community rather than a passive audience.
• Important logistics from the start: Introduction to the syllabus is blended with informal storytelling and discussion to illustrate core ideas. The syllabus will be revisited in detail later; students should become familiar with Canvas and Echo360 resources.

Why this class starts with a narrative: the headstander beetle (Namib Desert)

• Example organism: The headstander beetle family from the Namib Desert in southwestern Africa.
• Environmental challenge: The Namib Desert is extremely arid and lacks liquid water; rainfall occurs sporadically (roughly once a year, or once every 2–3 years).
• Adaptation: Despite the scarcity of liquid water, these beetles thrive via an evolutionary adaptation that leverages fog as a water source. Two daily fog events bring water vapor that condenses on the beetle’s specialized cuticle.
• Mechanism of water capture: During early morning and late afternoon fog events, beetles position themselves on sand dunes with their hindquarters raised toward the fog. The fog contains water vapor; the beetle’s exoskeleton has micro-craters that condense water droplets from the fog onto its body. Because the beetle stands on its head, droplets are drawn toward its mouthparts, allowing it to drink water droplets condensed from the air.
• Biological significance: This serves as a concrete demonstration of how life adapts to extreme environments and why water is a fundamental requirement for life across Earth. It also illustrates the idea that chemistry and physics underpin biological strategies across diverse life forms.
• Comparative note: If you live in a liquid-water environment (e.g., fish), you don’t need this kind of adaptation. In water-poor environments, such adaptations reveal the unity and diversity of life’s strategies for obtaining essential resources.
• Broader lesson tied to the course: Life is strikingly well-suited to its environment, often with remarkable, specialized adaptations. This beetle example helps frame the idea that life is both universal in its requirements (e.g., water and chemistry) and diverse in its solutions.
• Context for later discussion: From this example, we extrapolate to the broader question of how life forms—whether single-celled bacteria or complex mammals—share core chemical requirements while diverging in their genetic and organizational complexity.

Core themes the course will formalize

• What is life? The class will identify the three-to-four key attributes all living systems share (as introduced by the narrative):
  • Chemistry and water as universal substrates and constraints.
  • Carbon-based macromolecules and their assembly into cells and organisms.
  • Energy capture and transformation enabling growth, maintenance, and reproduction.
  • Information storage and transmission (genetics) and evolution as the mechanism for long-term adaptation and diversification.
• The unifying vs. the differential: All life is unified by shared chemistry and core needs, yet radically diverse in form and function due to evolutionary history and environmental contexts.
• Foundational sequence, and why it matters: The course builds from chemistry to evolution, showing how simple chemical rules underpin complex biological systems, and how evolution shapes both the unity and diversity observed in life.
• Pathways after Life 102: Life 103 continues the exploration of differences among life forms, such as plants vs animals, fungi vs animals, plants vs insects, and more nuanced comparisons; the two courses together provide a comprehensive overview of biology for biology majors.

Instructor: who you’ll be learning from (Eric)

• Identity and role: Eric (Doctor Eric Arthan), a CSU-trained microbiologist with a PhD in microbiology from CSU.
• Preferred form of address: He asks students to call him Eric if comfortable; he emphasizes a peer-learning mindset rather than a strict “doctor against students” dynamic.
• Personal background and path: Eric grew up in Red Lodge, Montana (near the Wyoming border), born in 1982; undergraduate degree from Concordia College in Moorhead, Minnesota (biology and education); moved to Fort Collins, Colorado, with his future wife; completed a PhD at CSU investigating vaccines, insect saliva, and immunology; taught nursing and medical students before joining CSU faculty.
• Teaching experience and roles: This is his thirteenth or fourteenth year teaching at CSU; he teaches Life 102, Life 103, and a smaller community section; occasionally teaches upper-level courses like BZ 350; he enjoys working with students at different levels of their academic journey.
• Teaching philosophy and expectations: He values a high level of student interaction, peer learning, and a collaborative classroom culture. He wants the class to feel like a collaborative space where students prepare a bit before class so that class time can focus on problem-solving, discussion, and era-specific activities rather than passive note-taking.
• Personal touch: He shares his life story, family (two boys: Oscar and Elvis; a dog named Bruno), and his identity as a Colorado welcome figure who previously lived in Montana and Minnesota. He emphasizes being approachable and creating a friendly, inclusive learning environment.

Teaching team: Learning Assistants (LAs) and the classroom community

• Structure: Nine Learning Assistants will be present to facilitate peer learning, assist tables, and help manage classroom activities. The LAs have excelled in the class previously and are there to support student understanding.
• Some LA bios and roles (as provided):
  • Leo (he/him/his) — fourth-year biology major; from Colorado; currently serving as a lead LA; will help guide student discussions and problem-solving.
  • Mia (she/her) — third-year biology major; from Denver; enjoys roller skating; LA.
  • Marina — third-year student in health/related field; first-time LA; pronouns listed as provided in context but not explicitly stated here.
  • Sophie (she/her) — biomedical sciences major; previously took this class; enthusiastic about students' enjoyment and learning.
  • Josh — neuroscience major; second year; LA.
  • Francesca — biomedical and mechanical engineering double-major; math minor; international student from Colombia; works in the Engineering Success Center; LA.
• Role and expectation: The LAs will work in quadrants and guide a distributed set of tables; over time, the class will be reorganized into study cohorts to support targeted learning groups. The aim is to move beyond memorization toward active problem solving, collaboration, and deeper understanding.
• Timeline: About five weeks into the semester, the course will initiate a special email invitation to a study-group cohort for enhanced learning.

Classroom structure and expectations

• Classroom environment: The space is likened to a “prison cafeteria” to emphasize open collaboration, with multiple tables forming a learning network. Students are encouraged to discuss and share ideas with nearby peers.
• Pre-class preparation: Students are encouraged to do some reading or problem-prep before class; the instructor intends to spend less time on basic content delivery and more time on problem-solving and application during class time.
• In-class activities: Whiteboard tables are used for drawing cells, chemical reactions, and other diagrams; students bring dry-erase markers, sketch ideas, and engage in active problem-solving during class.
• Student introductions and ice-breakers: Early in the term, students are asked to introduce themselves to nearby classmates and perhaps share where they’re from and what they intend to study. This helps establish a community and reduce barriers to collaboration.
• Discussion prompts: A short, light-hearted “conversation question” will be posted to encourage interaction and help students practice communicating ideas with peers.

Syllabus, resources, and course logistics

• Syllabus access: Syllabus and study guides are available on Canvas; a direct link (via Echo360/Canvas) is provided for easy access to course materials, due dates, and study aids.
• Course materials and reading: The instructor jokes that the first day would be “no reading,” but emphasizes that the syllabus and study guides will be essential for understanding what’s due and when.
• Exams and grading: The first exam is scheduled for Friday, September 19. The grading policy and point allocation will be detailed in the syllabus and on Canvas/Echo360.
• Labor Day note: There is no class next Monday due to Labor Day.
• Resource accessibility: Students can access the syllabus and study guides from their phones or laptops via Canvas; learning assistants are available after hours for additional help.
• Recording and privacy: Echo360 is used to record class sessions; cameras and microphones may be active during class. The instructor notes that recordings will be available within about an hour after class, signaling an ongoing emphasis on accessibility and review for self-paced study.

Key concepts and connections to foundational principles

• Foundational order: Chemistry → Water → Carbon → Larger biomolecules → Cells → Energy → Genetics → Evolution.
• Why this order matters: Builds a cohesive narrative of how life functions at multiple scales, from molecular interactions to population-level processes.
• What makes life different yet similar: The beetle example demonstrates environmental adaptation, while the overarching framework shows how all life shares water chemistry and macromolecular organization.
• Real-world relevance: The course connects theory to practical contexts such as environmental conditions (e.g., fog-derived water in arid environments), water availability and scarcity, and the ubiquity of evolution as a unifying concept in biology.

Ethical, philosophical, and practical implications discussed

• Educational ethos: The instructor emphasizes a peer-learning model and a collaborative community, which has implications for equity, inclusivity, and student empowerment within the classroom.
• Access to knowledge: Emphasis on accessible resources (Canvas and Echo360) and the use of multiple modalities (in-person discussion, online materials, and recorded sessions) to support diverse learning styles and schedules.
• Student responsibility: Students are encouraged to engage with peers, prepare before class, and participate actively in problem-solving activities, which builds skills in collaboration, critical thinking, and communication.
• Privacy and consent: Recording of classes invites reflection on privacy, consent, and the purposes of accessible recordings for future review and for students who may miss sessions.

Practical takeaways for the next class session

• Be ready to engage: Arrive prepared to discuss and solve problems; bring dry-erase markers and be ready to draw and explain ideas at your table.
• Get connected: Use Canvas and Echo360 to locate the syllabus, study guides, and due dates; check for any updates or announcements.
• Introduce yourself: Take a moment to introduce yourself to nearby classmates to start building your learning network.
• Know the schedule: Remember there is no class on Labor Day; first exam is on Friday, September 19. Review the syllabus to understand the weekly rhythm and assignment due dates.
• Watch for announcements about study groups: In about five weeks, there will be an invitation to participate in a study-cohort learning group to enhance collaborative learning.

Quick reference: key numbers and dates (LaTeX formatted)

• Course duration: 16\text{ weeks}; 4\text{ months}.
• Daily class time: 9:00\text{ to }9:50 (lecture window).
• First exam: \text{Friday, September } 19.
• Water availability in Namib Desert: 1\text{ year} per rain event, or 2$-$3\text{ years} between rains; fog events occur twice daily (morning and late afternoon).
• Beetle diversity (reference): ~4\times 10^5 different beetle species exist.
• Class size dynamic: approximately one instructor per about 25 students (1:25 ratio) in this teaching model.

Summary of the day’s takeaways

• Life102 introduces the idea that biology is unified by shared chemistry and essential resource needs (notably water) while showing how diverse life forms solve environmental challenges through adaptation.
• The course aims to cultivate active, collaborative learning and reduce passive memorization by leveraging Learning Assistants, small-group problem solving, and a student-centered classroom culture.
• The instructor, Eric, emphasizes accessibility, approachability, and a peer-learning ethos, while also providing a structured path through foundational topics that culminate in evolution as the overarching explanation for both unity and diversity in life.
• Practical logistics (Canvas/Echo360, study guides, first exam date, no class on Labor Day) are highlighted to help you plan and prepare effectively for the semester.