BIO 105 Honors — Unit 1 Notes
Welcome & Icebreakers
Instructor introduces herself as June Han; prefers being called June, but title optional (Prof. Han).
Class size discussed: ~13 students; mix of familiarity among honors students; dynamic atmosphere where students may know each other already or quickly become close.
Icebreaker activity planned: introduce yourself to the person at your table and answer the question: “What’s the story behind your name?” or share a nickname if you have one.
Snacks provided (doughnuts/cookies) and a note about nearby pumpkin treats; option to take cookies as a welcome gesture.
Icebreaker execution: first six students will share their name/story, then next six, to help everyone get acquainted.
Instructor Introduction & Name Preference
June Han encourages students to call her by first name; if uncomfortable, you can call her Professor Han.
She explains her name origin: Jun is the phonetic translation of the third Chinese name character; she is ethnically Chinese, last name Han; common confusion with Korean associations due to the word Han.
Personal touch: shares a bit about being the middle of three sisters and her own rhythm/melody story; enjoys hearing students’ name stories.
Student Introductions (Sample Dialogue Recap)
Students introduce themselves and their preferred names:
Zoey (Zoara) shares biblical/locational origins (Zoara/Zoey);
Celeste (Celicia/Cilicia) shares nickname goes by Chelly sometimes.
Marissa explains naming origin linked to Marissa Tomei; mentions pop-culture reference.
Nick (Nicholas) derives from Saint Nicholas. Goes by Nick.
Theo (Theodore) chose the name for its appeal; goes by Theo.
Lucas and others share names and brief origins; some have no strong personal naming stories.
Instructor notes: memorize students’ correct names early to build rapport.
Course Logistics & Canvas
Syllabus handed out; syllabus also on Canvas; checks on Canvas access are encouraged; instructor emphasizes ensuring students see a clean version of the syllabus.
Office hours/location: LS 127; lab on Wednesdays in the same set of rooms; Zoom meetings available by arrangement.
Canvas modules overview: syllabus, unit pages, PowerPoints, lecture notes, and an online free textbook (OER) linked per unit.
Free textbook: curated by biology faculty; not always the most captivating, but accessible and no cost; print options exist via campus resources (STEM Center, Veterans Center, etc.).
Printing options: students can print the free textbook or read digitally; hard copies available at select campus locations.
Textbook & Learning Materials
Free, online OER textbook linked in Canvas; instructor emphasizes that many students won’t use a traditional textbook but the option is available.
Lecture notes/PowerPoints provided; often used as a living textbook with blanks for in-class note-taking.
Printed packets will be passed out in class (Unit 1 materials); packets available on Canvas if missed.
Course Goals & Educational Philosophy
Core belief: everyone is a scientist with natural curiosity; science learning is like acquiring a new language, requiring practice and hard work.
Three overarching department/course goals:
Experience biology as a dynamic science: asking and answering questions; honors students typically contribute actively.
Work as a community of learners; engage deeply with material.
Have fun and get excited about biology.
Emphasis on student questions driving discussion; instructor open to suggestions for class activities.
Course Structure: Assessments, Projects, & Presentations
Assessments: five assessments total, with the lowest dropped; effectively four assessment grades count toward the final grade.
Assessments cover unit material and reflect in-class explanations; mix of multiple-choice, fill-in, and writing/essays.
Two presentations: one individual, one in pairs (or triplets if odd class size); presentations include visuals and prompts; audience participation earns points.
Poster project: cell respiration poster as part of a unit-specific presentation.
Student design project: a capstone-like project toward the end, with potential student-suggested alternatives; 20-point project near the end of the semester.
Other graded components: group activities, homework, and class participation.
Attendance, Accommodations, Integrity & Late Work Policies
Attendance expectations: be present at 09:55 every Monday/Wednesday; lab on Wednesdays at 12:30; communicate conflicts proactively.
Accommodations: DSPS-registered students should notify instructor early for test seating or other accommodations.
Academic integrity: emphasizes avoidance of AI-generated work; values student-authored work with personal insights and spelling/grammar nuances; discussions should reflect genuine thinking.
Late work policy (token system): each student has a token in a “bank.”
Token grants a 48-hour extension on a homework assignment for full credit.
Token grants a 24-hour extension on a project or presentation, with a 33% (\% ) grade reduction.
Tokens used without prior notice may affect grading; exceptions may apply for pre-arranged scenarios (e.g., events such as a wedding).
Prompt email responses: expected within 24–48 hours; if not, student emails again (emails can get buried).
Being present: students should avoid excessive phone use and stay awake/engaged during class.
Grading Scheme & Key Percentages
Overall grading distribution:
Lecture: of final grade.
Lab (Parker): of final grade.
Projects and presentations: included within lecture/lab components; detailed points on the syllabus.
Typical feedback timeframe: usually within one week for graded work; larger assignments may take longer; comments provided.
Schedule & Unit Outline
Unit 1: Chemistry of food and nutrition (biochemistry connections to diet); lab project involves designing a food bar (protein bar) integrating concepts from lecture and lab; includes a Labor Day break.
Unit 2: Energy in biology (cell theory, photosynthesis, respiration); unit includes assessments and presentations.
Unit 3: The genes, reproduction, inheritance; unit features two assessments and several presentations; explores DNA and inheritance concepts.
Unit 4: Every day is Earth Day (ecosystems, evolution, biogeochemical cycles); broad, big-picture biology concepts.
The schedule is designed to progressively build from chemistry to energy to genetics to ecology/evolution; emphasis on hands-on learning and applications.
The Scientific Method Activity: Childhood Fever Case Study
Context: Childhood fever, a nineteenth-century mystery; focused on Semmelweis’ observations in Vienna General Hospital’s obstetrical ward in the late 1840s.
Key terms introduced:
Obstetrical: related to childbirth and delivery of babies.
Midwife / Midwifery: care during pregnancy, delivery, and postpartum; midwives traditionally more involved in childbirth and sometimes holistic care.
OB/GYN: obstetrics and gynecology; modern medical field.
Group task framing: students act as scientists/detectives; three panels on a whiteboard to record observations, then hypotheses, then tests.
Observations (group activity):
Division 1 (medical students, male doctors) had a death rate of about 20 ext{ exttt{ ext{%}}} after childbirth; Division 2 (female midwifery students) had much lower death rates.
Location: hospital in Vienna; division difference within the same building; male-dominated vs. midwifery-dominated care.
Noted that women’s health and midwifery knowledge appeared understudied for that era; potential biases about pain, anatomy, and care.
Some observations suggested higher death rates in Division 1, though the exact causes were unknown at the time.
Initial hypotheses (group-generated ideas):
General hypothesis: women’s health and anatomy were under-studied; lived experiences and mental health were not well understood; midwives may provide better care due to experiential knowledge.
Hypothesis 2: male doctors’ reliance on textbook knowledge over practical, lived experience with childbirth may contribute to higher mortality.
Hypothesis 3: differences in delivery hygiene between divisions (e.g., use of instruments, cleanliness, sterilization) could influence outcomes.
Hypothesis 4: midwives’ broader training and empathy could reduce stress and improve outcomes.
Part 2: New information introduced (autopsy findings): autopsies performed in the autopsy room; one doctor punctured by a scalpel during autopsy later fell ill and died; a male doctor in Division 1 dies, suggesting the illness was not limited to postpartum patients.
Updated reasoning: sterilization and hygiene considerations become plausible explanations; suggests that infection and instrument cleanliness could be critical factors; changes the focus away from patient-care approaches alone and toward procedure hygiene.
Ethical boundaries and realism: instructor discusses that some proposed tests (e.g., switching divisions or patients) would raise ethical concerns; students propose observational/shadowing approaches and interviews to test hypotheses within ethical limits.
Practical next steps discussed:
Descriptive/observational approaches: observe practices, observe patient experiences, interview midwives and doctors, compare facilities and equipment usage.
Experimental approaches (hypothetical/ethically constrained): shadowing, cross-staffing rotations, or surrogate case comparisons with matched patients.
Small group role assignments (secretary, presenters, etc.) to organize data collection and ensure all perspectives are captured.
Key Concepts, Vocabulary & Historical Context
Scientific method steps highlighted:
Observation: collect factual, objective data from the story.
Hypothesis: plausible explanations grounded in observed data.
Experiment/Testing: design studies to test hypotheses; distinguish between descriptive/observational studies and experiments that manipulate conditions (ethics-based constraints acknowledged).
Historical context: 1840s obstetrics in Europe; high maternal mortality in certain hospital divisions; evolving understanding of infection, hygiene, and medical practices.
Central theme: how context, training, and environment influence patient outcomes; the case study frames how scientists reason about cause and effect in a historical setting.
Reflections on Ethics, Real-World Relevance & Critical Thinking
Ethical considerations in medical experimentation: questioning whether shifting staff or patients between divisions would be appropriate; the value of observational studies vs. experimental manipulation.
Real-world relevance: Semmelweis’ pursuit of hand hygiene and infection control laid groundwork for modern hospital hygiene, sterilization, and epidemiology.
Critical thinking prompts for students: differentiate between what is directly observed vs. inferred; assess potential biases in historical data; consider confounding variables (e.g., patient health status, wealth, access to care).
Connection to modern science: emphasizes evidence-based reasoning, the limits of 19th-century knowledge, and how new information (autopsy findings) can shift hypotheses.
Exam-Prep Prompts & Takeaway Points
What is the main problem in the childhood fever case, and what is the associated mystery after Part 2?
Differentiate between an observation and a hypothesis using examples from the patient-care context in the case study.
List potential observational approaches to test the first hypothesis (women’s health is understudied and midwives provide better care) within ethical boundaries.
Explain how autopsy findings changed the direction of hypotheses about childbed fever.
Describe the token-based late-work policy and its practical implications for managing a busy semester.
Recall the weights of grading components and what each component contributes to the final grade: for Lecture and for Lab, plus project-related points.
Define key terms: obstetrical, midwife, midwifery, and autopsy; relate them to the historical case study.
Quick Reference: Important Numbers & LaTeX-formatted Details
Maternal death rate in Division 1: 20 ext{ ext{%}} after childbirth.
Death rate comparison: Division 1 vs Division 2 reported as four to five times higher in Division 1, relative to Division 2 (historical context).
Timeframes: late 1840s (Semmelweis era).
Grading weights: Lecture = ; Lab = .
Late-work extension options:
48-hour extension: full credit (no penalty).
24-hour extension: 33% reduction on the affected item.
Textbook options: Free online OER; optional printed copies; cost avoided for students.
Class schedule units: Unit 1 (Chemistry of food), Unit 2 (Energy: cellular processes), Unit 3 (Genes & reproduction), Unit 4 (Earth Day: ecosystems & evolution).
Final Takeaway
The first day integrates community-building with a robust orientation to scientific thinking: observe facts, form testable hypotheses, consider ethical testing methods, and connect historical case studies to modern scientific practice. The course blends lectures, labs, and presentations to develop scientific literacy and collaborative skills while grounding learning in real-world relevance and ethical considerations.