CGE Biology Course Introduction Notes (Section AO2)
Acknowledgement and land context
Brand new Brandon University facilities are located on treaty lands, specifically Treaty 1 lands in the Winnipeg campus. The speaker acknowledges the history of the region and notes ongoing Indigenous presence and stewardship of the land and water. The Riverbank Discovery Center is mentioned as a resource to learn more about local Indigenous history. The overarching message is that the university is a gathering place for diverse backgrounds, and digital customs are carried forward while honoring local traditions and communities that have been here for many years.
Course structure and instructors
The course is organized into two sections with two lectures per course. This section is AO2; AO1 was held yesterday. The course comprises three modules: the Cells module (which will be taught by Dr. Barry Madison, the course coordinator), the Genetics module (taught by Dr. Janet Drake), and the Evolution module (taught by Dr. Jeff). For some students (1 6 0 2 only, not 1 5 1), there will be a laboratory component, which is described as potentially richer. The course is titled CGE and BioFlight in the context of Brandon University biology offerings, and there is emphasis on learning across cells, genetics, and evolution before moving to the lab component.
Instructor introductions and backgrounds
Dr. Barry Madison is an aquatic biologist and animal physiologist. His work spans from cellular biology to population genetics, focusing on how animals perceive and interact with their environments. He will teach the Cells module: basics of what cells are, how they work, and internal cellular components.
Dr. Janet Drake is new to Brandon University. She earned her PhD in animal science and animal physiology in agriculture (University of Alberta, beef production) and has done research at the Granite (likely Grandin?) Research Center. She has experience teaching anatomy, physiology, and general biology for health sciences aspirants.
Dr. (self-introduced) Millimeter (the speaker uses a playful self-naming as Doctor. Millimeter) leads the Evolution module. He has a PhD in cancer genetics and epidemiology, postdoctoral work in translational breast cancer, and runs a microRNA lab focused on developing blood tests for breast cancer detection.
Corrine Richter teaches CGE labs and has a background in forest ecology, environmental consultancy, and work with the Nature Conservancy of Canada. She emphasizes botany, plant biology, and field-lacquering of ecology topics; she encourages students to ask questions during labs.
Course coordination and contact protocols
The course coordinator (Dr. Madison) handles logistics for both modules. Content-related questions for Cells go to him; Genetics questions go to Dr. Drake; Evolution questions go to Dr. Jeff. Lab-related inquiries go to Corrine Richter. All communications go through Moodle and the institutional email system; students should include their name, student number, course, and section when emailing. Because two classes run with overlapping content, students must ensure they are in the correct class/section.
Moodle and digital access
All course resources, module materials, and lab information are on Moodle. Students should log in to Moodle, navigate to the Biology section (Fall term), and select the AO2 or AO1 courses. Password conventions are specific to course codes, with fall term codes such as 1602 for AO2 and 151 for AO1. The instructor emphasizes checking Moodle frequently for updates, announcements, and any reorganization of content. Lectures and notes are posted on Moodle; the first introductory lecture notes are posted ahead of time and further content is added regularly.
Textbook and readings
There is some confusion and changeover in textbooks this year. The course uses a Canadian edition of Campbell Biology (Third Edition) as the primary text, with the Fourth Edition available as an e-copy only via Pearson/VitalSource. The instructor notes a preference for the Third Edition due to ease of access, searchability, and cost; the Fourth Edition contains additional material at the end and some changes in examples not essential to the course. If a student already has the Third Edition, it is usable; if not, the bookstore can provide the license for the Third Edition and also handle issues with access if problems arise with Pearson/VitalSource. The instructor discourages relying on Mastering Biology or unrelated study guides for testing purposes; those resources exist but are not used for exam questions.
Attendance, policy, and academic integrity
Key policy points:
Attendance: Students are expected to attend regular lectures and labs. Absence policies are especially strict for the lab component (CTE). If a student misses a lab, there may be no makeup and the absence could affect marks.
Scheduling and calendar: The UG calendar contains important dates affecting the course, including add/drop deadlines, holidays, and potential substitutions. The add/drop date is September 17 (100% refundable if dropped by that date). Fall/Truth and Reconciliation Day may alter the schedule; Thanksgiving should not affect the class; Fall Break may create a break in the lecture schedule.
Voluntary withdrawal: December 1 is the deadline for voluntary withdrawal with a financial penalty; this is discouraged as the semester is near completion.
Final assessment: The final exam is held at the Healthy Living Center (HLC). The final exam is a three-hour exam with three parallel components (one for each instructor): Dr. Madison, Dr. Drake, and Dr. Jeff. Each component is roughly 50 questions long, totaling about questions for the final (assuming similar lengths across sections).
Module tests: There are separate module tests; weights vary by section. The top-level framework for the main Biology of Life track is roughly 60 ext{ ext%} from module tests and 40 ext{ ext%} from the final exam, though this distribution may vary slightly for the CT E/CTE labs and for the alternate class track. The two classes are aligned in material but may weigh module tests differently.
Recording and academic honesty: You may not audio/video record lectures without explicit permission; doing so without permission constitutes academic dishonesty. It is highlighted that plagiarism and cheating on exams have penalties; exam questions are created de novo by instructors and may not be reused identically across years. If accommodations are needed (e.g., recording lectures with SAS approval), those must be arranged with SAS and approved by the instructor.
Accessibility accommodations: Students who need accessibility accommodations should contact SAS (Student Accessibility Services) early; they coordinate with the instructor and ensure appropriate accommodations are in place. Documentation and approval are required.
Laboratory information and PPE
CTE labs start the week of the 15th. Labs are typically in the afternoons (often 01:40–04:30, with some sections also in the evening). Lab sections run in shifts (e.g., 03:26 and 03:97) for different groups in the same time slot; attendance is important and lab partners are assigned. PPE (personal protective equipment) is mandatory for all lab activities. This includes a lab coat (available at the bookstore), closed-toed shoes, no food or drink in the lab, and adherence to lab safety rules. If you do not have PPE, you cannot participate in the lab.
Assessment structure and schedule overview
Modules and labs: Each module has tests; labs have separate assessments. The labs and lab quizzes contribute to the overall grade for the CT E pathway.
Final exam: The final exam is three hours long, consisting of three sections (one for each module instructor). The exam is administered in the HLC. Each section is designed to take about , but the overall time is .
Scheduling variations: Another layer is the two-section course structure, which may shift dates slightly between AO2 and AO1. The instructor commits to keeping content aligned so that material covered in one section is mirrored in the other, though question formats may differ by module instructor.
Pro-rating policy: If a student misses a module test due to an excused absence, there may be prorating of the exam or the module weight depending on the instructor’s decision; however, the instructor emphasizes that missing modules should be avoided as final exams cover cumulative content across three units.
Final exam format: The final is cumulative across three units; the content for each unit is tested via multiple-choice questions and possibly diagrams or planograms depending on the instructor’s approach.
Important calendar and scheduling notes
September 17: Add/Drop deadline with full refund window; after this date, financial penalties apply if you withdraw.
Truth and Reconciliation Day: Manitoba government day off; class schedule may be adjusted accordingly.
Thanksgiving: Generally does not affect the course schedule.
Fall Break: A mid-semester break that can cause a temporary pause in lectures; the schedule is adjusted accordingly.
December 1: Potential withdrawal deadline with financial penalty; the instructor discourages withdrawal unless absolutely necessary.
December 4: Final assessment date with a two-phase lock schedule; the final is three hours long.
The Moodle calendar includes important dates and any substitutions or changes; students should check it regularly for updates.
Textbook access and edition notes
Third Canadian Edition Campbell Biology is the core text; the Fourth Edition is available only as an e-copy (via Pearson/VitalSource) and is not ideal for some students due to renting access and search limitations.
If you already have the Third Edition, you can use it; the Fourth Edition is supplementary for some chapters but not essential for testing.
If you need a physical copy, the university bookstore can provide a license for the Third Edition, and Kathy Ben (the bookstore staff) can assist with access problems for Pearson/VitalSource. Some students have reported access issues with Pearson; the instructor recommends purchasing through the bookstore to avoid these issues.
In some years, the textbook edition changes are minor (mainly diagrams and examples), so the Third Edition remains a solid core resource. The instructor typically bases lecture slides on the Third Edition but may reference the Fourth Edition or other materials as needed.
Getting started and study approach
Students are encouraged to attend lectures to receive “insider information” and tailor study focus to material that is most test-relevant.
Lectures may omit some slide details; captions in figures and surrounding textbook context provide essential explanations. The instructor emphasizes reading the textbook to complement notes and to understand the full context of figures and diagrams.
The course emphasizes three components: lectures, textbook readings, and personal notes. The instructor acknowledges that some students may benefit from reading ahead, others from taking notes during class, and still others from combining both approaches.
There is a strong emphasis on active engagement in class: ask questions, request clarifications, and provide feedback so the instructor can adjust explanations and potentially generate exam-style questions based on student queries.
Philosophical and practical perspectives on science
The instructor differentiates between capital-S Science (the discipline and its history, institutions, and societal impact) and small-s S science (the process of doing science: asking questions, testing hypotheses, and refining understanding).
Science is presented as a collaborative, evolving process that benefits society, with recognition that it has historical biases and ethical implications. The instructor emphasizes accessibility, collaboration, and the democratization of scientific inquiry through community involvement and open questioning.
A recurring theme is the unity of life and unity in the fundamental mechanisms of biology (e.g., cells, DNA, metabolism) alongside the vast diversity of life strategies and environmental adaptations. He notes that stress responses and homeostasis are central to understanding biology, as stressors trigger adaptive responses.
An analogy about cellular organization is introduced from Star Trek terminology: cells and organelles are compartmentalized to regulate conditions, enabling maintenance of stable internal environments and complex function.
Preview of next steps and first unit focus
The first unit is introduced as a preface to the Cells module and will cover the chemistry of life, cell metabolism, and cell signaling (self-communication). The instructor emphasizes that the first unit will connect to the central dogma and broader concepts in biology.
The next lecture will delve into the Cells module in detail, followed by the Genetics module in subsequent sessions, and later the Evolution module. The overall trajectory is to build from cellular basics to genetics and evolution, culminating in lab work for those in the lab track.
Students should ensure Moodle access is functioning before the next class, review the syllabus on Moodle, and be prepared to engage with the content in the upcoming unit on chemical supply (the chemistry underlying cellular life).
Final notes on expectations and mindset
The course is described as a marathon, not a sprint. Regular attendance, active participation, and consistent study are emphasized as key to success.
The instructor acknowledges the workload and the potential for stress, encourages open communication, and invites students to provide feedback to improve the course throughout the semester.
Students should be mindful of copyright and academic integrity policies, seek accommodations if needed, and use available university resources (Moodle, SAS, bookstore) to support their learning journey.