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Southern Utah University
Southern Utah University
Fall Semester 2026

General Biology I: The Story of the Cell

BIOL 1610-02

Course: BIOL 1610-02
Credits: 3
Term: Fall Semester 2026
Department: Biology
CRN: 30568

Course Description

General Biology I is The Story of the Cell told in three acts. We set the stage by introducing the biochemical actors that make up the cell, as well as the larger cast of organelles that facilitate cellular life. The plot thickens as we observe the function of the cell in its native context - protecting itself, working for energy, and reproducing. Finally, we pull back the curtain on the inner-workings of the cell by exploring the genetic material and its information-carrying capacity. 

Through the course we will cover foundational concepts in biology, including the chemistry of life, biomolecules, cellular structure, membrane signaling, cellular respiration and photosynthesis, cell division and differentiation, inheritance mechanisms, and gene expression. We will explore these concepts through the eyes of the scientists that discovered and elaborated on them, and will analyze relevant data that substantiates their hypotheses. 

This course is intended for science majors. (Non-science majors should enroll in BIOL 1010 or BIOL 1020). General Education Category: Life Sciences. Three (3) hours of lecture per week. A minimum grade of "C" (2.0 or above) must be earned in this course before it can be counted in a biological science major or minor or as a prerequisite for any other biology course. (Fall, Spring, Summer) [Graded (Standard Letter)] Co-requisite(s): BIOL 1615 Registration. Restriction(s): Intensive English Program majors may not enroll. 

My Teaching Philosophy

“The correct analogy for the mind is not a vessel that needs filling, but wood that needs igniting.” ~Plutarch
I believe that the mind is not a static, volume-limited container that is passively filled from an authoritative source. Instead, I view the mind as an active, reactionary, adaptable entity with limitless potential. In order to harness that power, I focus on three main objectives that guide my teaching practices:

1. Master Core Concepts (Wood) - I strive to help you build a mental scaffold of core biological concepts that can support future courses, dialogues, and real-world issues. Core concepts will be introduced through the texts, and will be clarified, expounded upon, and applied in class discussions and assignments.

2. Think Scientifically (Friction) - Knowledge about the physical and living world is not produced out of the mind, but built by experimentation. Every concept we know traces its roots back to an experiment or observation conducted by a real person. I will strive to convey the importance of appropriate methodology in doing science, and help you approach learning through the eyes of the scientists who made the discoveries.

3. Be Inspired (Spark) - I believe that one of my most important responsibilities as an educator is to facilitate your own independent learning by inspiring curiosity. This often happens when you find a personal connection or real-world application to the content. I will attempt to spark your fire by providing excellent resources and engaging learning activities. 

Required Texts

  • Biology 2e from OpenStax (Print ISBN 1947172514, Digital ISBN 1947172522). Available at www.openstax.org/details/books/biology-2e in web view and PDF for free. You can also choose to purchase on iBooks or get a print version via the campus bookstore or from OpenStax on Amazon.com.
  • The Story of Life: Great Discoveries in Biology by Sean B. Carroll (Print ISBN  9780393631562, Digital ISBN 9780393680515). Available in print at the bookstore or in digital format on Amazon.

Learning Outcomes

Upon successful completion of the General Education Life Sciences requirement, students will be able to:
  1. Describe and apply approaches to scientific discovery and interpretation of experimental data
  2. Demonstrate understanding of matter, energy, and their influence on biological systems
  3. Describe and apply evolutionary concepts in terms of inheritance, adaptation, and diversity of life
  4. Explain the mechanisms of information storage, expression, and exchange in living organisms or eco-systems
  5. Reflect on the relevance of life sciences in a broader context.

Course Requirements

A summary of assignments and exams is provided here. Additional information will be given in class and on Canvas.
  1. Reading Guides - A set of questions for each required reading topic will be available on Canvas approximately one week prior to the due date. The questions primarily assess comprehension from the reading, and focus on the ‘big picture’. These are not formally submitted, but are required in order for you to prepare adequately for class sessions. Short quizzes on the reading may be given at the start of each class.
  2. In-class Assignments - Most class periods will include an activity, worksheet, or case study that will be completed during class. These activities are meant to connect the basic biological principles to the real world, and to teach you the process of doing and analyzing science – not just learning it. Because these assignments work best as shared, in-the-moment experiences, they cannot be made up outside of class. However, two missing assignments will be dropped at the end of the semester.
  3. Problem Sets - Problem sets will be given throughout the semester in order to check your understanding of basic concepts and to give you a feel for the types of questions that may be asked on exams. Problem sets will be completed on Canvas outside of class, and are published approximately one week prior to the due date. They are composed mostly of multiple choice and short answer questions.
  4. Semester Project - During the semester you will keep a list of questions that interest you from your reading, assignments, or exams. These questions should stem from the course content, but should allow for deeper investigation beyond the scope of our standard class material. You will submit your list of questions, select one question to explore in greater detail, and develop an annotated bibliography and synthesis matrix using scientific sources that relate to your question. You will share your project in small groups on the last day of class.
  5. Examinations - Three exams will be administered over the course of the semester.  Each exam may consist of multiple choice/matching, short answer, long answer/essay, and problem-solving questions. The first two exams will be non-cumulative, while the final exam will be partially cumulative. The material covered in class discussions, assigned readings, and problem sets may be included on these examinations. The exams will be taken in the Testing Center, where they will remain open for at least 2 days.
The course grade will be determined by a percentage of total points earned in the assignments and exams. The anticipated point breakdown and grade distributions are detailed in the following tables. Final grades will be re-examined only if there is sufficient evidence of an error in grading or recording. 
Assignment/Exam | Number | Points Each | Total Points
In-class Assignments | 20 | 20 | 400
Problem Sets | 10 | 20 | 200
Semester Project | 1 | 100 | 100
Examinations | 3 | 100 | 300
Total | – | – | 1,000
Grade (% of Total Points)
A | 100 - 93 |
A- | 92.99 - 90 |
B+ | 89.99 - 87 |
B | 86.99 - 83 |
B- | 82.99 - 80 |
C+ | 79.99 - 77 |
C | 76.99 - 73 |
C- | 72.99 - 70 |
D | 69.99 - 60 |
F | <60 |

Note: To keep things fair for everyone, extra credit opportunities are built into the course for the whole class rather than arranged individually — if you're worried about your grade, let's talk about a plan instead.

Course Outline

Unit #1 - Biological Chemistry and Cell Structure: Covers the scientific method, chemical foundations of life, biological macromolecules, origins of life, prokaryotic and eukaryotic cell structure, and evolution of eukaryotic cells; Learning Outcomes 1, 2, and 3

Unit #2 - Cellular Energetics, Signaling, and Division: Covers structure and function of membranes, signaling across membranes, energetics and cellular respiration, photosynthesis, cell division and the cell cycle; Learning Outcomes 2, 3, and 5

Unit #3 - Genetics & Gene Expression: Covers the structure of the DNA double helix, molecular information flow from DNA-->RNA-->Protein, basic mechanisms of inheritance; Learning Outcome 4

Semester Project - Independent Research: Students select and investigate a scientific question of interest throughout the semester, culminating in a small-group sharing activity at the end of the course; Learning Outcomes 1 & 5

Instructor's policies on late assignments and/or makeup work

Completing work on-time helps you to keep up with the rapid pace of the course, and to identify questions that need to be answered before additional information is layered on top. In order to help you stay on track, a penalty of 20% per day will be assessed for late Problem Sets and Semester Project assignments. If extenuating circumstances arise, please come talk to me during office hours or email me as soon as possible.
 
If you need to take an exam outside the 2-day Testing Center window (for example, due to a schedule conflict or emergency), please contact me before the window closes to arrange an alternative.
 
No late submissions for In-class Assignments will be accepted, but two missing scores will be dropped at the end of the semester to accommodate unexpected absences or illness.

Attendance Policy

High-quality learning is facilitated through the interactions and applications that come during a well-structured and active class session. Therefore, attendance is required. I require attendance not to police you, but because the in-class activities are where the ideas from the reading actually click into place — you can't get that experience from notes alone. Topics discussed in class may be included on assignments, problem sets, and exams. If you know that you will be absent on a specific day, I recommend contacting  someone else in the class for any information shared during that class period and reviewing the materials available on Canvas.

AI Policy

I believe that artificial intelligence (AI) is a powerful tool that can facilitate learning and growth. However, it must be harnessed in the correct way if it is to bolster rather than diminish returns. I will strive to help you normalize transparency in AI usage, develop AI literacy, and make your efforts with AI human-driven and value-centered. AI use guidance will be provided for specific assignments and activities. If you have any questions, please consult with me in an open and transparent dialogue. 

As an Instructor, I may use AI to: 
  • Develop curriculum tools to enhance student learning, such as case studies, podcasts, infographics, and study guides
  • Provide objective analysis on student work against a standardized rubric in order to maintain fairness and consistency in grading
  • Help formulate targeted feedback for students in order to improve the quality and effectiveness of their work
  • Improve other aspects of teaching pedagogy that have not yet been identified; I will be transparent in communicating these as they arise
All generative AI output will be personally reviewed, edited, and authorized by me before it is presented to students.

How to Succeed

General Biology I is a fast-paced, intensive course that builds foundational knowledge for your future studies. I sincerely want you to succeed! Here are a few tips to help:
  1. Utilize Office Hours: Office hours are protected time just for you — no appointment needed, and no question is too small. If the posted times don't work with your schedule, email me and we'll find another time.
  2. Read, read, read!: The students that do well in this course take the time to prepare before coming to class. I know this is hard, and it requires discipline. Focusing on the reading guide questions will help you anticipate questions and understand extensions that arise during class. 
  3. Don't Wait: Get help early and often. In addition to office hours, take advantage of PAL groups, the tutoring center, and peer study groups. I am able and willing to get you back on track when you come to me early on, but there is rarely much I can do during the last few weeks of the semester.

ADA Statement

Students with medical, psychological, learning, or other disabilities desiring academic adjustments, accommodations, or auxiliary aids will need to contact the Disability Resource Center, located in Room 206F of the Sharwan Smith Center or by phone at (435) 865-8042. The Disability Resource Center determines eligibility for and authorizes the provision of services.

If your instructor requires attendance, you may need to seek an ADA accommodation to request an exception to this attendance policy. Please contact the Disability Resource Center to determine what, if any, ADA accommodations are reasonable and appropriate.

Academic Credit

According to the federal definition of a Carnegie credit hour: A credit hour of work is the equivalent of approximately 60 minutes of class time or independent study work. A minimum of 45 hours of work by each student is required for each unit of credit. Credit is earned only when course requirements are met. One (1) credit hour is equivalent to 15 contact hours of lecture, discussion, testing, evaluation, or seminar, as well as 30 hours of student homework. An equivalent amount of work is expected for laboratory work, internships, practica, studio, and other academic work leading to the awarding of credit hours. Credit granted for individual courses, labs, or studio classes ranges from 0.5 to 15 credit hours per semester.

Academic Freedom

SUU is operated for the common good of the greater community it serves. The common good depends upon the free search for truth and its free exposition. Academic Freedom is the right of faculty to study, discuss, investigate, teach, and publish. Academic Freedom is essential to these purposes and applies to both teaching and research.

Academic Freedom in the realm of teaching is fundamental for the protection of the rights of the faculty member and of you, the student, with respect to the free pursuit of learning and discovery. Faculty members possess the right to full freedom in the classroom in discussing their subjects. They may present any controversial material relevant to their courses and their intended learning outcomes, but they shall take care not to introduce into their teaching controversial materials which have no relation to the subject being taught or the intended learning outcomes for the course.

As such, students enrolled in any course at SUU may encounter topics, perspectives, and ideas that are unfamiliar or controversial, with the educational intent of providing a meaningful learning environment that fosters your growth and development. These parameters related to Academic Freedom are included in SUU Policy 6.6.

Academic Misconduct

Scholastic honesty is expected of all students. Dishonesty will not be tolerated and will be prosecuted to the fullest extent (see SUU Policy 6.33). You are expected to have read and understood the current SUU student conduct code (SUU Policy 11.2) regarding student responsibilities and rights, the intellectual property policy (SUU Policy 5.52), information about procedures, and what constitutes acceptable behavior.

Please Note: The use of websites or services that sell essays is a violation of these policies; likewise, the use of websites or services that provide answers to assignments, quizzes, or tests is also a violation of these policies. Regarding the use of Generative Artificial Intelligence (AI), you should check with your individual course instructor.

Emergency Management Statement

In case of an emergency, the University's Emergency Notification System (ENS) will be activated. Students are encouraged to maintain updated contact information using the link on the homepage of the mySUU portal. In addition, students are encouraged to familiarize themselves with the Emergency Response Protocols posted in each classroom. Detailed information about the University's emergency management plan can be found at https://www.suu.edu/emergency.

HEOA Compliance Statement

For a full set of Higher Education Opportunity Act (HEOA) compliance statements, please visit https://www.suu.edu/heoa. The sharing of copyrighted material through peer-to-peer (P2P) file sharing, except as provided under U.S. copyright law, is prohibited by law; additional information can be found at https://my.suu.edu/help/article/1096/heoa-compliance-plan.

You are also expected to comply with policies regarding intellectual property (SUU Policy 5.52) and copyright (SUU Policy 5.54).

Mandatory Reporting

University policy (SUU Policy 5.60) requires instructors to report disclosures received from students that indicate they have been subjected to sexual misconduct/harassment. The University defines sexual harassment consistent with Federal Regulations (34 C.F.R. Part 106, Subpart D) to include quid pro quo, hostile environment harassment, sexual assault, dating violence, domestic violence, and stalking. When students communicate this information to an instructor in-person, by email, or within writing assignments, the instructor will report that to the Title IX Coordinator to ensure students receive support from the Title IX Office. A reporting form is available at https://cm.maxient.com/reportingform.php?SouthernUtahUniv

Non-Discrimination Statement

SUU is committed to fostering an inclusive community of lifelong learners and believes our university's encompassing of different views, beliefs, and identities makes us stronger, more innovative, and better prepared for the global society.

SUU does not discriminate on the basis of race, religion, color, national origin, citizenship, sex (including sex discrimination and sexual harassment), sexual orientation, gender identity, age, ancestry, disability status, pregnancy, pregnancy-related conditions, genetic information, military status, veteran status, or other bases protected by applicable law in employment, treatment, admission, access to educational programs and activities, or other University benefits or services.

SUU strives to cultivate a campus environment that encourages freedom of expression from diverse viewpoints. We encourage all to dialogue within a spirit of respect, civility, and decency.

For additional information on non-discrimination, please see SUU Policy 5.27 and/or visit https://www.suu.edu/nondiscrimination.

Pregnancy

Students who are or become pregnant during this course may receive reasonable modifications to facilitate continued access and participation in the course. Pregnancy and related conditions are broadly defined to include pregnancy, childbirth, termination of pregnancy, lactation, related medical conditions, and recovery. To obtain reasonable modifications, please make a request to title9@suu.edu. To learn more visit: https://www.suu.edu/titleix/pregnancy.html.

Disclaimer Statement

Information contained in this syllabus, other than the grading, late assignments, makeup work, and attendance policies, may be subject to change with advance notice, as deemed appropriate by the instructor.