 Stay tunes for future WebCT instructions!
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The cartoon is used for educational purposes by Dr. Nilsson, South Texas College, reposted here from the Monitor, McAllen. For further source information and fair use statement see bottom of page.
 Sunday, December 09, 2007.
 Final Exam tomorrow, Monday, 10.00am - 11.50am in the regular lecture room (NOT the lab).
 Tentative Schedulet:
10. 00am. Class starts. Return of Exam 3 scantrons and Memorization quizzes.
10. 15am. Exam starts.
10. 15am. Part 1. Closed book exam.
10. 15am. Part 1a. Memorization quizzes (DNA and Evolution Time Scale) + "Pop-Quiz".  Students arriving after 10.15am will not be allowed to take this part.
10. 25am. Part 1b. Main Exam (50 questions -- you need a SCANTRON FORM!) Students arriving after 10.25am will not be allowed to take any part of the exam. (If you have a passing grade you may qualify for an incomplete and take the exam next semester. See STC Students hanbook.)
Open time. Part 1c. Evolution Endnote. (Not part of the exam grade, but will be used to curve if necessary!)
Open time. Part 2. Open book exam. (White binder lab portfolio allowed with anything you wish to put in the binder, as long as the binder is WHITE and contains the lab manual pages -- original, no photocopies).
11. 50am. Exam ends. Students may leave when they finished the exam, but not before 10. 25am.
You may take a break in between each exam part -- after submitting for grading the part you worked with.
Note again: Students arriving after 10.25am will not be allowed to take any part of the exam.
See you in classroom!
 Dr. Nilsson
The cartoons are used for educational purposes by Dr. Nilsson, South Texas College, reposted here, from the Monitor, McAllen, Texas. For further source information and fair use statement see bottom of page.
Tuesday, December 05, 2007.
I hope you are having a good week! The problem with the server continues. Soon we are at the end of the semester. The last Reading Report is up! Better late than never. Since it was late I will keep it available a little longer so all students have a chance to post. The learning self assessment will be the last thing opening up the same day as the final exam, this coming Monday. Don't forget to bring your lab portfolio for the open book part -- those that turned in the portfolio for a grade earlier in the semester. If you didn't you can only use your brain for that part of the exam. (Don't forget to make a photocopy of the codon/amino acid table in your textbook for the protein making question.) Study well!
See you online!
Dr. Nilsson
The cartoon is used for educational purposes by Dr. Nilsson, South Texas College, reposted here from the Monitor, McAllen. For further source information and fair use statement see bottom of page.
Sunday, November 19, 2007.
It is almost Thanksgiving and we are getting close to the end of the semester. Time flies when one has fun! What we have left to cover this semester is Genetics, DNA (which is part of genetics), and Evolution. This week we meet on Wednesday for the genetic discussion. Remember you must turn in the completed genetic worksheet before the start of the class.
Genetic Worksheet:
Link to lecture notes which are the basis for the worksheet.
Don't forget WebCT Reading Report 8, due tomorrow!
See you online!
Dr. Nilsson
Wednesday, November 14, 2007.
The Reading report is still open for students who "forgot" on Monday.
See you online!
Dr. Nilsson
 Sunday, November 11, 2007.
Genetic Worksheet:
Link to lecture notes which are the basis for the worksheet.
Don't forget WebCT Reading Report 7, due tomorrow!
Dr. Nilsson
The cartoons are used for educational purposes by Dr. Nilsson, South Texas College, reposted here, from the Monitor, McAllen, Texas. For further source information and fair use statement see bottom of page.
Sunday, November 04, 2007.
Reading report 6 is due tomorrow! The second group of students will do the microscope focusing this week in the lab on Wednesday. (Most students had a 100 in the first group! Excellent!)
However, first you have the third take-home exam to finish and the second evolution discussion (which closes this coming Friday). As already stated Exam 3 is posted! However, remember, much of the material will not be covered until we meet in class to talk about genetics. We will again discuss DNA, but much of the DNA material was already covered when we talked about Organic Molecules at the beginning of the semester.
Have a good study week!
Dr. Nilsson
Tuesday, October 30, 2007.
Exam 3 is posted!
Dr. Nilsson
Monday, October 29, 2007.
Below is a link to the Genetic Reading Assignment with worksheet (the worksheet will be handed to you in class Monday October 29 (today). The worksheet is due before the genetic lecture class meeting Wednesday, November 21, 2007 (just before Thanksgiving). The worksheet will be part of exam 3 but must be completed and handed in separately this day.
 Genetics Reading Assignment (Gentics Lecture Notes) (You can also reach this link by scrolling down to genetics on the Learning Tools page -- where there are some additional helpful tools to aid your learning.)
Dr. Nilsson
The cartoon is used for educational purposes by Dr. Nilsson, South Texas College, reposted here from The Monitor, McAllen. For further source information and fair use statement see bottom of page.
Saturday, October 27, 2007.
Have you visited the Study Day Page lately?
Dr. Nilsson
The cartoon is used for educational purposes by Dr. Nilsson, South Texas College, reposted here from Answers in Genesis, http://www.answersingenesis.org/aftereden/. For further source information and fair use statement see bottom of page.
Thursday, October 25, 2007.
The figure above is from the first intellectual tennis game played on Earth...
All Evolution 2 documents are now uploaded, including the WORKSHEET. The Evolution 2 bulletin board will open tomorrow! I hope your semester project is proceeding well? Have a good weekend! Study well!
Dr. Nilsson
180,000,000 Google Hits!
In my "appreciation" classes I asked for critical reviews of attended concerts (a la NY Times, etc). You would not believe some of the whining I got when I marked down papers significantly for grammar, structure, spelling (no excuse, there), etc. "This is not an English class," a student said. Sorry, dear student, but this is not a junior high grammar class, either, and maybe you need to take remedial English to be competent in the real world. Colleagues, stay the course on this issue!"
Music Appreciation. Jack Ballard, Malone College.
The most used excuse -- "this is not an English class" -- 180 million hits!!!
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Tuesday, October 23, 2007.
About the portfolio: When you turn it in for a grade (tomorrow) it must be "clean", and follow the grading criteria, with no other material but the listed items -- and 1.0 - 1.5 in. back. After that, e.g., for the final exam, it can contain anything you wish to include. You may even use a bigger binder if you so wish AS LONG AS IT IS WHITE!
I will grade the portfolio in class while you practice focusing. Not much time, i.e., most will get the same grade, and I will look for the so-called "junk". Don't turn in "junk"! See you tomorrow!
Dr. Nilsson
"I receive e-mails that are darn near impossible to decipher given the poorly spelled words, lack of appropriate word capitalizations, no sentence ending periods, incorrect tenses, an inability to render properly the differences in the words "to," "two," "too," "their," "there," and the list goes on adnauseam. While this is not an English class per se, and recognizing that we all make some inadvertent mistakes (including those in this Syllabus) in the employment of the written language, I will, however, take into account slovenly wrought communications in factoring your grades."
Mark B. McKinley. Lorain County Community College.
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Sunday, October 21, 2007.
This week we meet in the classroom as per the Semester Calendar. The lab portfolio is due -- that is if you want those grade points and wish to use the lab manual for the open book part of the final exam. Students who do not turn in a lab portfolio in a white binder next time we meet in class will miss the points and will have to take the open book part without a book. Remember the portfolio must be a white binder, and the lab manual must be separated from the spiral binding and be collated with the other portfolio documents, using professional looking dividers. Loosely placing the lab manual in the binder will not give you any points.
When we meet you will sign up for a time slot for the microscope focusing test. Most of the class meeting will be spent using the microscope and focusing on mitosis cell division phases. We will first go over the cell cycle and the mitosis phases, then look at the phases. Don't miss this lab! The mitosis phases will be used for the focusing test.
During the test you will show that you know how to focus following required focusing procedure, and then you will be asked to identify (put the microscope ocular pointer on) a mitosis phase the instructor names. If you miss the class you will have to try to learn the various phases on your own from the lab manual or textbook. Students who turn in a lab portfolio for grading in a white binder next time may use the lab portfolio to assist them when identifying the mitosis phase. However, you will still have to do that within the time limits: maximum 4 minutes to focus from the start position, identify the mitosis phase, and return the microscope back to the original start position.
Practice focusing and learning the phases so you don't need the lab portfolio during the test makes perfect! So far not a single student has stayed to the end of the lab while we have practiced focusing. I hope that means that you know how to use the microscope?
Keep working the Brain Exercise Quizzes (Photosynthesis, Cellular respiration, Cell Cycle). Keep working Take-Home exam 2. Try these questions:
The study guide keys on the Learning Tools Page need page and figure numbers updated. You can still use the keys -- I am working on the update. Have you tried the "reality check" on Learning Tools Page? Try it! Study well! See you in class. Don't forget the Reading Report 5 tomorrow!
Dr. Nilsson
Friday, October 19, 2007.
 Due to ongoing problem with memory issues on the STC server the Evolution 2 reading assignment cannot be uploaded until, hopefully, beginning of next week. Sorry, I know you are eager to read and learn about evolution. I appreciate your understanding and patience!
Keep posting on the bulletin boards available, and work TakeHome Exam 2. Have a good weekend!
Dinosaurs and Noah's ark (Creation Evidence Museum)
Dr. Nilsson
Tuesday, October 16, 2007.
Reading Report 4 is closed!
Dr. Nilsson
Monday, October 15, 2007.
(8.30AM) After having trouble with the web server it now appears to be working again. The reading report bulletin board is up and running. Remember the report is due today. Because of the server problem it will be open a bit longer...
Stay tuned for a posting on the Study Day page!
Evolution 2 WebCT discussion
After our initial discussion -- which did not have a reading assignment, we are about to have a discussion about evolution, which HAVE a reading assignment. (Actually, it is a "reaction" to the reading assignment.) In Evolution 1 we skimmed the surface of this topic, to assure that all students had heard of evolution and the controversy with religion. Now we will venture deeper into the topic, and touch on closely related aspects from other fields, e.g., religion, philosophy, politics, and you name it. You are only required to post one "reaction". In addition you must fill in a worksheet -- which is due at the end of the semester with all the other worksheets required for the course.
Evolution 2 WebCT discussion agenda
1. Tuesday, October 16. Evolution 2 preface posted.
2. Friday, October 18. Evolution 2 reading assignment posted.
3. Tuesday, October 23. Evolution 2 worksheet posted.
4. Friday, October 26. Evolution 2 WebCT bulletin board opens.
5. Friday, November 09. Evolution 2 bulletin board closes.
This schedule is intended to give you a chance to read the pages, think about them, and perhaps do some online research BEFORE you post your message (the "reaction"). This is not a speed race, you are not supposed to finish as fast as possible -- you are supposed to learn. If you wish to post more than one message you may do so. The FIRST message must be "the reaction", and it must be certain number of words, and with a certain format, as instructed on the preface page. If you post another message after your initial message you do not have to follow these instructions -- except for the spell-checking requirement. The first message (the "reaction") must have the subject "Evolution 2". (It must be "flagged" so I will see it! Don't call it something else, and don't abbreviate!) If you post more than one message you must name the subject something else. (Any subject name EXCEPT Evolution 2.)
Here is the hub page with the links to the reading assignment pages. You can also reach it from the Internet Activity hub (the page with the discussion philosophy) by clicking the "evolution" button.
Dr. Nilsson
Tuesday, October 09, 2007.
General Biology I students: Some students who APPEAR to still be in the class (from participation on WebCT and signing the attendance roster but not turning in quizzes and exam 1. For the record: Tomorrow 10.15 AM is the last chance to turn in Exam 1 (with late deductions). It will not be accepted after the graded exam has been returned to the other students (who turned it in on time).
For Exam / Study Guide 1 class distribution of grades click here!
Dr. Nilsson
The cartoon dated 1927 -1938 is used for educational purposes by Dr. Nilsson, South Texas College, reposted here, from http://www.ucl.ac.uk/sts/cain/projects/ejn/ejn_comics/. For further source information and fair use statement see bottom of page.
Saturday, October 06, 2007.
 Monday is Online Study Day. Reading Report 3 is due online between 6AM and 11pm. Have a good weekend!
Dr. Nilsson
Sunday, September 30, 2007.
Class Meeting Monday October 01, 2007:
10:20 am. Take-Home Exam / Study Guide 1 due!
10:20 am -- 11:10 am. Brain Exercise Quizzes
11:20 am -- 11:30 am. Questions about the class?
11:30 am -- end of class. Unit II
A bit of teaching philosophy for this course:
 Turning in Assignments
 Be on time! The exam is due on time! The exam must be in a plastic sheet protector -- of the kind described on Dr. Nilsson's CyberOffice. Late exams will be accepted with 20 percent deduction. Exams handed in after the class has started, but before the class ends, will be marked down with 20 percent. Exams handed in after class or at the beginning or before the next classroom meeting, will also be marked down with 20 percent. The reason for the same markdown is experience with students working on the exam during the class. Don't -- you are going to get the same markdown!
Emergencies do happen. But most students get things in on time. It would not be fair to those students if procrastinators got a break. So, procrastinators will not get a break... (Actually, you are getting a break -- I am accepting the late exam with only 20 percent markdown...) If you haven't finished the exam / study guide -- turn it in anyway! Chances are that you will get a higher grade as compared to a late grade with the markdown! 
 Brain Exercise Quizzes Attendance
Be on time! Tardy students will only be allowed to take four (4) of the five memorization quizzes. For every additional 5 minutes late, tardy students loose the privilege to take two additional quizzes -- in this order:
1 second late after the quiz start (20 minutes late for the scheduled beginning of class at 10am): Will not be able to demonstrate memorization skills on the Biological Organization quiz.
5 minutes late after the quiz start (25 minutes late for the scheduled beginning of class at 10am): Will not be able to demonstrate memorization skills on the Biological Organization, the Elements quiz, or the pH quiz.
10 minutes late after the quiz start (30 minutes late for the scheduled beginning of class at 10am): Will not be able to demonstrate memorization skills on any of the quizzes
This class was scheduled to start at 10am, in reality -- if you miss the start of the quizzes (10:20am) with only 1 second, you are already 20 minutes late! 
Study well! You can do it!
Dr. Nilsson
The cartoon dated 1927 -1938 is used for educational purposes by Dr. Nilsson, South Texas College, reposted here, from http://www.ucl.ac.uk/sts/cain/projects/ejn/ejn_comics/. For further source information and fair use statement see bottom of page.
Wednesday, September 26, 2007.
Four (4) students submitted the first online (pop) assignment. Twelve (12) students submitted the first Reading Report. Seventeen (17) students submitted the second Reading Report. It is getting better! Still 30 students in class. Hmmm!? Only two students have officially dropped.
The Memorization Quizzes are coming up! Study well! You can do it! (At least those 17 students not sleeping in class.)
Dr. Nilsson
The cartoon is used for educational purposes by Dr. Nilsson, South Texas College, scanned, from The Monitor, McAllen.
Monday, September 24, 2007.
Your Reading Report 2 is due today! The reading reports are due online every Monday, anytime between 6AM and 11pm, when we don't meet in the classroom! For those students who after last week's classroom meeting still do not understand what these reading reports are about: Have you heard of textbooks? Most college classes have them. You are supposed to read them... ... then report what you have read about!
This week is your final preparation for Take-Home Exam / Study Guide 1 and for the first set of Memorization Quizzes. It is due when we meet in the classroom next time. When do we meet in the classroom next time? Look at the Semester Calendar!
 For the "educational" Internet Activity discussion: I wonder how many students will come to class this Wednesday, but will miss class next Monday -- because they either do not read the semester calendar, or this page? The result of 12 or more years in public schools, where students are not encouraged to "stand on their own legs", to take responsibility, or to use the brain...
But what else can you expect these "college for all" days, when it is possible for good students in the STC dual enrollment program to graduate from STC at the same time as they graduate with the bozos in high school -- many of which are so afraid of the real world that they cannot do anything unless they are a member of a gang of some sort.
I know -- it is not the students' fault. Right? It is the parents' fault, or the teachers' fault, or the schools' fault, or society's fault, some genetic disorder's fault, or God's fault. Why? For not motivating the students? The students themselves, high school age, have no responsibility? They cannot motivate themselves at that age? Right? Hmmm!? Too many computer games, cell phones, and too much TV? Compounding the problem -- it is the products of high school only a few years ago who are the parents / teachers / school administrators of today. The circle repeats itself...
In the "educational readings" class discussion some students have said part of the problem we have in education is that some teachers don't make the class "FUN". Hmmm!? Like a 1st or 2nd grader playing "fun" but educational computer games in order to learn? I though high school / college students had matured beyond these games and could take their own responsibility for their learning (if you want "fun" make it fun yourself)? I guess not, but when did it become a requirement for a job to be "fun". At the moment your job is to be a college student. If you think that a job or a class is supposed to be "fun" you are in for a life-changing discovery. Sure, if you can find "fun" classes or a get a "fun" job, that would be great. But life is unfortunately (mostly) not about having "fun".
If you want a "fun" job it usually mean you start and succeed in your own "fun" business, or you spend many times to educate yourself in a "fun" field until you get a job in that "fun" field. Both require many long hours of not so "fun" training. Good luck of getting that "fun" job if you tell the interview committee that you are applying because it is a "fun" job... Read this commentary by M.L. Salcines about taking responsibility and about the difference in attitude to work and life between people in Europe and people in the United States. Where do they have the best educational system? In Japan and China! Hmmm?! 
If we don't start taking education more seriously -- as it used to be 30 or 40 years ago, the United States will loose its standing in the world, we will not remember our history, and we will keep electing presidents as the one illustrated above.
Here is an advice, again. Look at the Semester Calendar. I think most of you are now getting "the hang" of this class, but of course it is those "other" students who don't read this page who probably are the one's who will knock on the lab door this coming Wednesday, and/or not show up for class on Monday...
Study well! Notice the end of the take-home exam -- you are supposed to attach online Study Guides and Brain Exercise Memorization Quizzes. Which quizzes, all or the quizzes for the chapters we covered so far? Use common sense to figure out the answer...
Again study well! You ALL can do it -- if you apply yourself! If you don't apply yourself -- well, you could have "fun" for a while and then perhaps become the president of the United States...
Dr. Nilsson
The cartoon dated 1927 -1938 is used for educational purposes by Dr. Nilsson, South Texas College, reposted here, from http://www.ucl.ac.uk/sts/cain/projects/ejn/ejn_comics/. For further source information and fair use statement see bottom of page.
Sunday, September 23, 2007.
New week! Stay tuned for postings!
Wednesday, September 19, 2007.
Be sure to read the MONDAY, and TUESDAY postings!
Today we meet in the classroom. Tentative generalized agenda for the class meeting:
Tuesday, September 18, 2007.
This is posted on both the Class Communication page and the On-Line Study Day page. (Scroll down for yesterday's EVOLUTION posting!)
Twelve (12) students submitted the Reading Report 1 assignment. Keep up the good work! I guess the assignment was to hard for the other students in class? But it is an improvement -- last online assignment had only four submissions! Excellent!
The biology department is one of only a few STC departments that accept students for college level classes, before the students have completed college success and the bulk of their developmental (high school level or below) classes in math, reading, and writing. For this reason this class is only in part about BIOLOGY. To a big extent this class is about teaching students to mature and to become good college students and as such take responsibility for their own learning.
Another part of this class is to make sure students use computers as part of becoming educated, as per Texas Higher Education Coordination Board requirements. The Internet is not going to go away! This class is web enhanced and I do not intend to repeat information just because some students don't want to read web pages with class information. You are getting a grade for doing the assignments in this class. If I tell you what to do every two minutes, why bother grading? For those of you who have not yet understood this, click on the read me button
As already pointed out, repeatedly, you also need to study these class documents.
Here is in a simplified form how you succeed in this class:
You look at the calendar and find out when the assignments are due.
You read the grading criteria, and if applicable other information pages.
 You do the assignments.
 You turn in the assignments on time (there are no make-ups).
Here is how you do NOT succeed in this class:
You ask the instructor for help to do or how to do the assignments.
When all this is said -- the students, who need to read this, don't read this page! What can I say?
See you tomorrow, at 10.15am, in the classroom! For those who read the Semester calendar, don't forget to bring your assignment. It is due at the beginning of class. Late assignments will NOT be accepted.
Dr. Nilsson
The cartoon dated 1927 -1938 is used for educational purposes by Dr. Nilsson, South Texas College, reposted here, from http://www.ucl.ac.uk/sts/cain/projects/ejn/ejn_comics/. For further source information and fair use statement see bottom of page.
Monday, September 17, 2007.
Have you done your online Reading Report posting? The bulletin board will close in a couple of hours! Don't forget that we meet in the classroom Wednesday (in the lab) and there is an assignment due.
We are having a great evolution discussion in most classes. It is easier to have discussions in large classes with many students, so in my "30-or-so-student-classes" the discussion is -- of course -- flying faster. This posting is to share some of what has been said, without making it too time consuming to read, but at the same time not making it so short that you will not understand what has been said.
Of course some of will not read this, unless you are different from previous semesters' students, most likely because you either never read this page anyway or because you are afraid of your own shadow (as in the cartoon above)...
Satire is a very effective way to deliver a message. The cartoon is trying to convey a message that many persons -- especially deeply religious people, don't want to hear about evolution because they are afraid to LEARN about the REAL WORLD, afraid to LEARN that we, e.g., have common ancestry with the Great Apes. What's to be afraid of? Is it because they are ashamed to be related to an ape? Apes are beautiful animals, and having common ancestry with them is nothing to be afraid or ashamed of!
 
Ape Diversity (3)
This discussion is proceeding according to the discussion philosophy, so far without any offended people. At least no one has come out and claimed being offended. Excellent! However, I would like to say to those of you who ARE religious parents, or HAVE religious parents who has "colored" your thinking, or have very little educational background -- and therefore get nervous just hearing the word evolution:
You will hurt your childrens education if you don't encourage them to learn anout the real world. Evolution is an important scientific fact and a cornerstone of modern biology that must be taught just as much as the molecular structure of DNA. Not teaching evolution in biology is like not mentioning the bible in a class about Christianity.
The concept of evolution is complex and not taught to very young children. Even though I had heard the term evolution in jr. high school, I was not really exposed to the idea of evolution until I entered high school -- and this was in Sweden, which is much more secular society than the U.S. If it is brought up to younger kids it is usually by religions people opposing it! Kind of ironic, isn't it?
There is much work to be done" to better the quality of education in the United States. Lack of education is a serious problem in many aspects; one is because the quality of education is better in other countries. If nothing is done, the status of the United States as a democracy and as a leading country of the world is at stake. Of course I am just a college professor with 27 years of college biology experience ABOVE the undergraduate level... (If you want to read more click on the "College for All" button.)
On ancestry with Apes (I. Funny)
The cartoon is used for educational purposes by Dr. Nilsson, South Texas College, reposted here from Answers in Genesis, http://www.answersingenesis.org/aftereden/. For further source information and fair use statement see bottom of page.
1
I had not even placed a single thought about evolution before today. I was introduced to it at a previous class and I completely disregarted the topic after my exam. To my understanding, biologist and scientists had a theory of evolution. They believed humans and chimps have evolved from a common ancestor and that we have certain characteristics that prove to be correct.
I disagree with that particular theory. I was raised to believe God is the creator of all beings and humans were created in his own image. I do understand chimps have similar bone structure to humans but that is not enough evidence to support the theory. Student 1
2
It was said: " To my understanding, biologist and scientists had a theory of evolution. They believed humans and chimps have evolved from a common ancestorŠ"
Comment 1: Hmmm!? -- "had" a theory? Correct that to HAVE. Hmmm again!? -- "believed"? Correct that to KNOW (not knew). It is important to use correct word and correct tense of the word.
It was also said: " humans were created in his own image"
Comment 2: Why do we then look like Chimpanzees, and have 99 percent similar DNA? Maybe because God is a Chimpanzee?
It was further said: " I had not even placed a single thought about evolution before today. I was introduced to it at a previous class and I completely disregarted the topic after my exam."
Comment 3: Lack of a science education is usually the problem. Students are not thinking in schools, like you taking tests and forgetting about "unimportant" things like "evolution" after the test is over (learning for test, to please the instructor, not learning for life). But that is why we are having this interesting discussion in this class -- about this important topic, and it will continue until the end of the semester to make sure that it will not be "completely disregarted" by students. The Instructor
3
i agree with and god creating everything, how can they say we evolve from chimps funny Student 2
4
Thanks for commenting. I believe Darwin came up with this theory in order to avoid the bible and cause commotion among society. Eventhough, natural selection and survival of the fittest did occur with time. However, I do believe evolution did evolve in some degree and we have to keep an open mind generally, but not when it comes to the word of God. There is only one creator of all beings in this world. Fossils did allow biologists to open doors to the past allowing us to understand the differrence between the different types of mammals. That doesn't not prove humans came from monkeys. All it did was to create doubt and none believers against the bible. Science has allowed many possibilities to advance our lives and believe me, the possibilities are endless. One good example is the world of medicine. Scientists have gone beyond our hopes with medical breakthroughs and continue to amaze society. I hope I not babbling. Student 1
5
It was said: "how can they say we evolve from chimps funny"
Comment: Well, "they" don't say that we evolved from Chimps. We didn't evolve from Chimps; we evolved from a common ANCESTOR with the Chimpanzee 5 million years ago. (There is a huge difference, and it is why people not educated in the field of biology often misunderstand evolution. Lack of education is probably the biggest reason for why evolution has not been fully accepted in the American society.) "They" say we evolved from a common ancestor with the Chimpanzee because our DNA is 99 percent identical to the DNA of the Chimpanzee. The Instructor
On ancestry with Apes (II. Ridiculous)
The cartoon is used for educational purposes by Dr. Nilsson, South Texas College, reposted here from Answers in Genesis, http://www.answersingenesis.org/aftereden/. For further source information and fair use statement see bottom of page.
1
In regards to evolution, I think the idea that we evolved from some sort of primate is absolutely ridiculous.If we were to actually entertain this idea, my question is this,why aren't we "evolving" anymore? Have we reached the point of human perfection? I don't think so. I am a Christian and I believe in the word of God and it says that He created us in his image. As far as teaching evolution in the schools. well, we can only introduce the idea as required and let students make up their own mind. If you don't believe that God is the final authority and you don't read the Bible just log on to Answers in Genesis .com and they can explain it better than I can. Student 1
2
It was said: "I think the idea that we evolved from some sort of primate is absolutely ridiculous."
Just of curiosity: You are basing this statement on how many years of quality education? The Instructor
3
So your saying that we need to be Harvard graduates in order to come up with an educated idea of where we came from, I'm basing my OPINION on the No.1 best selling and most read book in history ,THE BIBLE. Student 1
4
Wow!! I love your comeback...couldn't have said it better myself....:) Student 2
5
I Don't think that we need to be Harvard or any Other University to understand that we did not evolve but rather created for a purpose in this world. My opinion is also based on The Scriptures, (Bible) and it Clearly says that Man was created By Our Heavenly Father. Student 3
6
A little more than a high school education, including science courses. Harvard would be nice, but at any quality university or college would be fine as a start (e.g. STC or Pan Am). However, more importantly reading a 2000-year-old book is not getting an education. We (humankind -- most of humankind) have learned quite a bit since then. Besides the Bible is not a science book. It has very little to do with the real world -- and that is at least the world I am living in...
The Bible is not a science book. It does not explain how the earth and living organisms came to be. However, even if it was, the most important reason why is should not be used in science is that it is old and outdated. It is 2000+ years old! Would you go to a medical doctor if he/she told you he/she used 2000 year old methods in the medical practice? We know more today than 2000 years ago. It is an excellent book to study in other fields, e.g., how humankind used to think 2000 years ago (modified over time by several revisions by human hands -- another reason not to use it in science). I personally wish I had more time to read the Bible and other old masterpieces, because I am interested in old literary work. But I have too much to do teaching students about the real world. The Instructor
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I totally agree with you, I am a christian too and believe that God did create us in his own image.Amen to everything you said Student 3
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I have never seen so many students in one and the same class who wants to be more Catholic than the Pope! Students need to come to college with an open mind for new knowledge. Pope John Paul II and Pope Pius XII accepted evolution and our common ancestry with the chimpanzee -- so can you. Are you ashamed to be an ape? Hmmm!? Read the following:
"When a philosophically or theology unsound version of evolution is proposed, it should be challenged on those grounds. But when a view of evolution doesn't contradict sound philosophy or theology-when it is compatible with what John Paul II calls "the truth about man"-then its validity depends on the scientific evidence. Ultimately, the evidence will either corroborate or undermine the theory. Those who accept or reject such a theory should do so on scientific, rather than philosophical or theological, grounds.
That distinction will, no doubt, displease those who think the theory of evolution not only scientifically false but theologically erroneous. Little can be said to persuade Fundamentalist Protestants otherwise. But Catholics who criticize Pope John Paul II for not condemning evolution should recall Pope Pius XII's now half-century old teaching, and avoid trying, in their anti-evolutionary fervor, to be more Catholic than the pope."
From:
EVOLUTION AND THE POPE
by Mark Brumleyhttp://www.catholic.net/RCC/Periodicals/Dossier/0102-97/Article3.html The Instructor
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First of all, I am not Catholic, You are trying to convince me of evolution my introducing me to the Pope and his idea of evolution? Believe me I want nothing to do with people that worship or pray to so called saints. I challenge you to present evidence of evolution where one species becomes a totally different one such as man -ape or ape- man (scientic evidence) Student 1
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You said: "I challenge you to present evidence of evolution where one species becomes a totally different one such as man -ape or ape- man (scientic evidence)"
The Kaibab squirrel comes to mind. I can fill a whole biology book with examples, but will you read it? The Instructor
On Noah's Ark
The cartoon dated 1927 -1938 is used for educational purposes by Dr. Nilsson, South Texas College, reposted here, from http://www.ucl.ac.uk/sts/cain/projects/ejn/ejn_comics/. For further source information and fair use statement see bottom of page.
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Yes , I do have a comment on that. Scientist claim that dinosaurs lived millions and millions of years ago, but I have yet to encounter a sceintist that was actually there. The bones that they have found do not have a date on them.God sent two of every (seven of some) land animal into the Ark (Genesis 7:2-3; 7:8-9) -- there were no exceptions. Therefore, dinosaurs must have been on the Ark. Even though there was ample room in the huge ship for large animals, perhaps God sent young adults into the Ark that still had plenty of room for them to grow.
Well, what happened to all the land animals that did not go on the Ark? Very simply, they drowned. Many would have been covered with tons of mud as the rampaging water covered the land (Genesis 7:11-12,19). Because of this quick burial, many of the animals would have been preserved as fossils. If this happened, you would expect to find evidence of billions of dead things buried in rock layers (formed from this mud) all over the Earth. This is exactly what you do find.
By the way, the Flood of Noah's day probably occurred just over 4,500 years ago. Creationists believe that this event formed many of the fossil layers around the Earth. (Additional fossil layers were formed by other floods as the Earth settled down after the great Flood.) Thus, the dinosaur fossils which were formed as a result of this Flood were probably formed about 4,500 years ago, not millions of years ago.( Answers in Genesis). My earlier statement about that God made evolution possible was just to steer the discussion in a different path and I guess it worked. Student 1
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(I have seen comments like this before, unscientific statements about Noah's Ark, age of the Earth, and dinosaurs living at the same time as humans, but this time I was not prepared, so the only thing I could come up with as an answer was the short reply below.)
Are you aspiring to become a teacher? The Instructor
(No other student has, so far, commented on this student's message. It is one thing if you are the product of the poor quality public schools, but yet another if you actually have been taught this kind of "unscientific stuff" during your up-bringing. Some students like to play "Devil's Advocate" in these discussions. I hope that is what is going on here!? )
 Since these discussion strings are still ongoing, I will keep students posted in classes not able to follow these interesting strings. If you are not in these classes and want to comment, feel free to post your comments in the CLASS HELP DESK. Flag it with an appropriate subject.
Read the following statement from the The American Association for the Advancement of Science.
 "The contemporary theory of biological evolution is one of the most robust products of scientific inquiry. It is the foundation for research in many areas of biology as well as an essential element of science education. To become informed and responsible citizens in our contemporary technological world, students need to study the theories and empirical evidence central to current scientific understanding."
(The American Association for the Advancement of Science,
AAAS Board Resolution on Intelligent Design Theory.) (Emphasis in bold added by the instructor.)
One student said: "You are trying to convince me of evolution my [sp.] introducing me to the Pope and his idea of evolution?"
I am an educator; this semester I am trying to educate about 150 students taking Environmental Biology, and some 30 or so General Biology I students, on how the real world works -- the natural world.
Some students are almost impossible to educate about science -- usually they belong to certain religious denominations and have been emotionally indoctrinated and destroyed at an early age. But those students who for whatever reason want to continue living in their supernatural world are free to do so -- I am not trying to convince anyone.
However, it scares me that some will, or at least aspire to, become teachers and push their unscientific ignorance on future generations. Some students commenting on evolution and quality education cannot even spell correctly when writing about "scientic" evidence collected by "sceintists" or "seintists" about "evolutiojn", or "evolustion", or "evilosion" (is that why some people think evolution is evil?). And then we have the "dinosars" when trying to say give an educated (?) opinion about when the dinosaurs died out...
Here is a link to the goal of the Environmental Biology class -- it may be of interest for General Biology students to read it too:
Have a good week! Study hard! Keep posting! Use a computer spell checker so you give an impression to care about a quality education -- especially if you aspire to become a teacher! We are soon proceeding into the Evolution 2 discussion. That discussion has a reading assignment, which I hope you will enjoy.
Dr. Nilsson
The cartoon dated 1927 -1938 is used for educational purposes by Dr. Nilsson, South Texas College, reposted here, from http://www.ucl.ac.uk/sts/cain/projects/ejn/ejn_comics/. For further source information and fair use statement see bottom of page.
Sunday, September 16, 2007.
Students: In some classes, General Biology I, Regular Environmental Biology, and online Environmental Biology we are having a very good evolution discussion! I will post some of the messages for all classes to read on this page during the week! Meanwhile, look at the cartoon above. Mean anything? It was published somewhere between 1928 and 1937 (source information incomplete). Keep up the good work on the WebCT discussions!
Dr. Nilsson
Saturday, September 15, 2007.
Calendar Week 4 is about to start
Students: New Week! I hope you studied well over the weekend! Remember, you don't have homework in this class -- you have semester assignments listed in the Grading Criteria and the Semester Calendar. If you don't understand, read this Monitor article. If you work hard, at the end of this semester you will have learned biology and EARNED a good letter grade!
 Since last time, have you looked at the Semester Calendar? Have you looked at the Grading Criteria? Have you obtained the textbook? Have you purchased the lab manual? Have you started making a Lab Manual Portfolio? Have you started Take-Home Exam/STUDYGUIDE 1? Have you posted your evolution opinion on WebCT? Have you printed out one or several of the Memorization Quizzes? Have you worked on the online assignment due this coming Wednesday, explained on this page? If you have done all of this, excellent! If you have not done any of this -- you better get to work! SOON!
On Monday your first Reading Report is due on WebCT. As per the online Semester Calendar, we will meet in the lab on Wednesday. After you have submitted your assignment we will review the meter stick. Then we will take out the microscopes and start using them. We will keep working with the microscopes the next few labs.
You also have the option to submit the Lab Manual Portfolio. The portfolio will be an ongoing project, but you must submit it for grading with the lab manual in it when noted in the Semester Calendar -- if you want a portfolio grade. No lab manual means no portfolio, which will earn you the portfolio grade zero, and you cannot use any references during the open book part of the final exam. You are NOT allowed to put photocopies of the lab manual in the portfolio! (Students who have turned in the Portfolio for a grade will be able to use it during the open book part of the test. The textbook is not allowed -- only the portfolio -- but you are allowed to put anything in the portfolios -- except photocopies of the textbook or the lab manual.)
See you in the lab! (Class starts 10:15am.) Don't forget the Reading Report 1 deadline on Monday!
Dr. Nilsson
Tuesday, September 11, 2007.
Calendar Week 3
Students: The semester is on the way! I hope that you all will read this page, and that I will not just talk to myself as we proceed through the semester! As stated in class, you select if you want to come to this page or not, but if you don't you have no right to any "excuse" if you miss a class announcement.
You should also look around my web site and click on the links on the General Biology hub.
Everything you have to do for this class is listed in the Grading Criteria, and the order it has to be done is listed in the Semester Calendar.
Also make sure you visit WebCT, and participate in the discussions. The Introduction discussion has closed, Evolution 1 is open, and Education 1 is about to open. And then, of course, read your textbook and work the take-home exam. (Remember, you only need to turn in the scantron form.) The due date for the first Reading Report is coming up soon!
Because of the incorrect scheduling in the calendar we will not meet in the lab tomorrow. Instead do the assignment explained on the study day page tomorrow. You can do the assignment anytime, as long as you finish before we meet next time. We will use the assignment data and collections next time we meet in the lab!
In addition I recommend that you start your "Educational Readings". The button below when found on the General Biology Hub takes you to the Educational Readings Hub. However, the button on this page for today's posting take you to a discussion page with links to two commentaries by Chris Ardis and Victor Alvarez that I think you should read.
Dr. Nilsson
Thursday, September 06, 2007.
Let's get to work!
Students: You will notice, if you haven't already, that I use newspaper articles in the classes I teach. Many times these are on the subject education -- especially problems in education.
I noted after meeting with you all, that some students in class have dragged the "old" high school mentality with you. You need to quickly leave old high school behavior behind, and start thinking "differently". Two comments I over-heard after we had spent more than an hour going over the Semester Calendar (= schedule of what we will do in the class) and the Grading Criteria (list of assignments and how you will be graded on them): "We don't have any homework? What are we going to study?", or "I am confused, I don't understand what I have to do in this class!" Over an hour -- in one ear, out the other!
Here is a start. Click on these links: Semester Calendar, Grading Criteria.
Perhaps this is a philosophy statement, but this is college, and you are here to learn biology. To get a good start do this: Forget about "home work". In college you have "assignments", often spanning the whole semester. You are responsible for these assignments and your learning. I will give you tools to help you learn, but you have to make sure that you learn. I am not responsible for your learning -- YOU are. And, unlike hig school, this instructor will not tell you every five minutes what to do!
We will discuss "education" on WebCT. One web page with reading assignments is here.
Also click on these links: Ardis 1, Ardis 2, Wiesenfelt.
In this class you will use the Internet to help you learn. Click on the link to the Online Study day page.
And yes, now and then sit down be an orange tree -- I like to do that during weekends. Have a good weekend! See you Monday!
Dr. Nilsson
Students, welcome to the WebCT part of General Biology!
This is the information / entry page to the STC WebCT for all General Biology classes taught by Dr. Nilsson. All introductions and instructions to WebCT activities will be displayed here -- not on the WebCT pages.
You probably reached this page by clicking on the turquoise WebCT button on the General Biology Hub, the button that looks exactly like the one above. However, the button above takes you to the STC WebCT server. You can also enter the STC WebCT server over the STC homepage, but doing so you will miss the introductions and useful instructions on this page.
You will use WebCT for on-line discussions, part of projects called Internet Activities, and for semester project class communications. Also, the ability to communicate with me, and even more importantly, with other students is available through web postings on the various WebCT Bulletin Boards. When I need to communicate with you, such as tips on the assignments, announcements, or news for the class, the communication will come to all students via the Internet. For more information about WebCT class communications you may want to read the "welcome page" and the web enhanced courses explanation page.
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If anyone feels that his or her material cannot be used this way I will immediately remove it if notified. 
