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From the origin of Life to the present: A novel method for teaching introductory biology
Author(s) -
Gaiser J. Christopher,
Roberts Michael Foster
Publication year - 2013
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.27.1_supplement.lb198
Subject(s) - multicellular organism , biology , evolutionary biology , sexual reproduction , natural selection , ecology , phylogenetic tree , computational biology , selection (genetic algorithm) , genetics , gene , computer science , artificial intelligence
Introductory biology courses usually consist of a survey of biological concepts presented in a compartmentalized fashion. Very often this approach focuses on levels of organization: molecules, cells, organisms, etc. We find this approach limited in at least two significant ways: 1) Often evolution and ecology are taught as distinct sections near the end of textbooks, which implies that they are only significant for the multicellular organisms covered near the end of the course. 2) This compartmentalized approach makes it difficult for students to develop an integrated understanding of biology. Here we describe a novel method of delivering a year‐long introductory biology sequence. Our approach surveys the origin of biological processes, cells, and multicellular organisms in the historical sequence in which they actually occurred. Thus, the course begins with the chemistry of the early earth and moves to the origins of metabolism and the appearance of RNA as a catalyst and a hereditary molecule. This leads naturally into the first cells and the structural and metabolic characteristics of prokaryotes. The next step in the course is the endosymbiotic events that led to the eukaryotes, allowing us to explore for a second time cellular mechanisms such as replication, transcription, translation, and metabolism, now in eukaryotic cells. After discussion of sexual reproduction and phylogenetic analysis, we explore the diversity of single‐celled and then multicellular eukaryotes, their physiological processes, and their interactions with the environment. Throughout each of these stages we emphasize how ecological niche and natural selection are the twin drivers of evolution on earth. We find that this method allows students to more effectively connect the vast amount of information presented in an introductory survey course. We present here our initial successes and challenges with this approach.