Xavier University Biochemistry

Can any one please provide here list of Xavier University Biochemistry minors & majors, & also give information related to Xavier University Department of Chemistry???

[Quick Sam]

The Department of Chemistry is a part of Xavier University.
The Chemistry majors, upon graduation, are equipped with knowledge of basic chemical principles and experience in careful observation, controlled experimentation and thoughtful analysis of scientific data.

Four Cool Classes:

1 General Chemistry
2 Organic Chemistry
3 Chemical Literature
4 Research / Seminar

Biochemistry Minor

17 hours from:
BIOL 160 - General Biology I
BIOL 161 - General Biology I Lab
BIOL 162 - General Biology II
BIOL 163 - General Biology II Lab
BIOL 230 - Genetics
BIOL 231 - Genetics Laboratory
CHEM 440 – Biochemistry

4 hours of electives selected from:
BIOL 222 - Immunology
BIOL 226 Virology
BIOL 450 - General Microbiology
BIOL 451 - General Microbiology Lab

Introduction to Biochemistry
XU Introduction to Biochemistry syllabus
Course Components
Learning Objectives A list of learning objectives for the semester is included in this syllabus. Learning objectives are designed to help you focus on the material that is most important and that will appear on quizzes and exams; any additional topics will only be used to illustrate points or provide examples. All quiz and exam questions are written to explicitly address one or more of the learning objectives. Not all objectives will be covered on
any particular quiz or exam. Although objectives are divided according to textbook chapters, each chapter builds on information from previous chapters. Review objectives are drawn primarily from general chemistry and organic chemistry, but also include basic biological and mathematical facts and concepts. It is assumed that a passing grade in the course prerequisites means you are comfortable with them. If that is not the case, you should review the indicated material. Fundamental objectives are the core facts, equations, definitions, and relatively simple molecular structures that underly a conceptual understanding of biochemistry. Fundamental objectives often require rote memorization, in the same way that learning a language requires the rote memorization of the vocabulary of words that makes up that language. You should learn the fundamental objectives as soon as possible, even before the first lecture on the chapter, because it is difficult to understand complex biochemical ideas when you are unfamiliar with these objectives. Questions addressing fundamental objectives emphasize your ability to recall knowledge and identify information. Many fundamental objectives, especially definitions and structures, are important in multiple sections of the course, but are only listed as an objective for the first chapter in which they occur. Conceptual objectives include qualitative ideas, quantitative approaches, and more complex molecular structures and interactions. Conceptual objectives are not best learned by trying to memorize large quantities of information; instead, you should try to master the principle or approach the objective refers to. Questions addressing conceptual objectives are designed to primarily measure your biochemical skills and have less emphasis on your core knowledge of facts. Examples of conceptual objectives include performing calculations (using equations); interpreting plots to determine values; drawing plots and figures; explaining experimental techniques and when they are applicable; discussing general principles; applying the principles of molecular interactions important for the 3-D structure of large molecules; and applying relevant principles involved with chemical reactions and mechanisms. Solving problems based on conceptual objectives requires knowledge of one or more fundamental objectives. Some conceptual objectives are also inherently cumulative, so some conceptual objectives from later chapters depend on objectives from prior chapters. An important aspect of conceptual objectives is to know when a particular principle is valid; many conceptual objectives focus on different aspects or approaches to a large idea, but not all objectives are relevant or useful for every problem. Mastery objectives combine multiple conceptual objectives. Mastery objectives focus on more advanced analysis and evaluation of experimental systems, comparisons between different systems, recognizing connections between ideas, and applying your knowledge to new systems. Mastery questions are challenging and will often ask you about a system we have not discussed in class, but solving mastery questions does not require information or concepts other than those in the learning objectives. All mastery objectives are inherently cumulative and may draw on any prior fundamental or conceptual objective. These questions are the most demanding test of your ability to communicate your understanding of the material and ability to apply that knowledge. Mastery questions assume that you have a solid foundation in biochemical knowledge, and therefore points are rarely earned simply for demonstrating that you know a fact; full credit requires a demonstration of both your biochemical skills in a new context and your ability to clearly communicate a complex idea. Long, rambling answers are not clear communication, and in many cases a short but highly directed answer can early full credit; mastery questions can be difficult because they require deep understanding of the material, not because they are necessarily more complicated or involved. Many learning objectives are cross-referenced to textbook chapters and recommended textbook problems. Material for objectives can also found in the lecture notes. In addition, a list of suggested resources for understanding the course material is provided at the end of the learning objectives. Many of these activities provide visual and/or interactive tools for learning the course concepts that supplement lecture and textbook presentations, particularly those concepts involving 3-D structure, experimental techniques, and working with plots. These activities allow you to work with the material at your own pace.
Lecture and In-class Concept Questions Regular attendance at lecture classes is strongly recommended. Some course material will only be presented in lecture, and the lecture slides are frequently supplemented by additional verbal and written informational. You will often be asked to work with or think about a concept during lecture. These questions do not count toward your grade and do not require that you turn in an answer, but are designed to emphasize key or confusing points. Active participation in these exercises is an important learning tool, and you can discuss solutions with your classmates. Some lectures are designated “review” in the schedule. Those days will be used to review material prior to exams, based on student questions, if time allows; if there are many questions or other delays in the class days prior to the review, the review may be reduced or eliminated to finish presenting material. Review classes are most beneficial to those who have studied in advance and bring specific questions. Textbook Reading Assignments The course material covers approximately half of the textbook (see the schedule). You are responsible for all the material in the learning objectives, whether or not a particular topic is covered in lecture, including all of the sample calculations and special topic boxes that students frequently skip. The assigned reading includes some topics that are purely illustrative and will not be emphasized; use the learning objectives as a guide. You should read each complete chapter prior to the first day of lecture covering
the chapter, and then re-read the each section after it is covered in lecture. Make your reading an active process and keep track of those concepts that are confusing so that you will be able to pay especially close attention as those concepts are covered in class. Either the paper or electronic version of the textbook is acceptable. The 2nd edition (2011) of the textbook is acceptable, but see the document on Blackboard for information on how to match references in the 3rd edition to the 2nd edition. Use of a different textbook is possible but strongly discouraged. If you use a different textbook, it is your responsibility to work out how chapters, content, figures, and end of chapter questions correspond to the material in the official textbook. Recommended Textbook Questions Selected practice textbook questions are provided in the learning objectives, listed after the objective that each question corresponds to. Although these questions are not graded, they are a good mechanism to immediately test and practice your understanding of the material. Working with other students on these questions is strongly encouraged. The textbook has solutions to all odd numbered questions, and the selected even solutions are posted to Blackboard. All quizzes and exams will have at least one question similar
or identical to a textbook question. These questions are the best way to regularly test your ability to express ideas about the course in your own words, something you are expected to do on quizzes and exams. Keep in mind that the online exercises (see below) do not test your ability to communicate ideas or draw structures, so the textbook questions should be an integral part of your regular studying. You should not be intimidated by the number of questions, as you can be selective about which ones you complete based on your current understanding of the material and the concepts you may be struggling with. Online Exercises There will be 46 online exercise sets posted through the quiz interface in Blackboard (under Content, in a folder), three to five sets of exercises per chapter. Each exercise consists of five questions randomly selected from a pool of questions, so each time you practice an exercise you will see a different combination of questions. Only your highest score is recorded. Questions sets are divided to focus on: (a) definitions; (b) other fundamental objectives; (c) qualitative conceptual objectives; (d) conceptual objectives emphasizing quantitative approaches and experimental techniques; and (e) mastery objectives and advanced applications. Question sets of types (a), (b), and (c) will be available for all chapters; types (d) and (e) will only be available for selected chapters. The questions are in a variety of formats, including multiple choice, multiple answer, fill-in-the-blank, and calculation. Online exercises are designed to support your learning in the class and enable easy repetition to test your growing knowledge, but should not be your only method of practice because they are not a good measure of your ability to communicate complex explanations or analysis (see Recommend Textbook Questions). Students who work on online exercises regularly and 3
consistently throughout the semester tend to achieve significantly higher quiz scores, and students consistently
report that the online exercises are useful in exposing areas of poor understanding, highlighting essential
information, and thinking critically about the material. It is highly recommended to spend 2-4 hours per week, every week, working on these exercises. You are encouraged to work with other students, consult course materials, keep a written record of questions and answers (Blackboard will not), and work through questions on paper. Students who habitually skip “hard” questions and only answer “easy” ones tend to earn below-average grades, whereas students who often repeat the online exercise sets, even after answering a set of five questions correctly, tend to finish the semester with a substantially higher final grade. Students who do well in this course tend to make average at least 5 attempts per online exercise question set, with at least one attempt after earning 5 points. Hour Exams There will be several 1-hour exams during the semester. All exams are given in the evening outside of
class, as indicated on the course schedule, so that all course sections may take the exam at the same time. Put
these dates on your calendar at the beginning of the semester and plan accordingly; if you have a legitimate
conflict (as determined by your instructor), you must bring it to the attention of your instructor at least 3
weekdays prior to the exam so that you can be scheduled to take the exam early. Adjust your work schedules for
the semester now so that you are available during exam times. Exams are closed to all materials. All exams follow a specific, regular format: (i) 15 multiple choice questions covering fundamental objectives (30%); (ii) 5 multiple choice questions covering conceptual objectives (10%); (iii) 2 short answer questions covering fundamental objectives (10%); (iv) 4 short answer questions covering conceptual objectives (40%); and (v) a single, multi-part mastery question (10%). Some exam questions will give you multiple options, from which you must choose a topic or question part to answer instead of answering all parts of the question. Exams in this course are most likely somewhat longer and more challenging than you are used to, so it is important to be prepared. In addition to testing your biochemical knowledge, exams will measure your ability to communicate your understanding and relate it to a larger context. Regular practice is essential to perform well on the exams (see Online Exercises and Recommended Textbook Questions). In-class Quizzes
A 15-20 minute quiz will be given every week unless otherwise indicated on the schedule (see the schedule for your section). Quizzes may be given at the beginning, middle, or end of class without advance warning. Quizzes may include material from the previous two weeks of class (the previous 6 MWF or 4 TR lectures), including assigned reading and everything presented in lecture. Most quizzes will have the format of mini-exams: (i) 7 multiple choice, with 5-6 questions covering fundamental objectives and 1-2 questions covering conceptual objectives (47%); (ii) 1 short answer question covering fundamental objectives (10%); (iii) 2 short answer questions covering conceptual objectives (33%); (iv) one mastery question (10%); and (v) a bonus multiple choice question that asks about information in this syllabus (3%). Quiz bonus questions increase your total quiz score directly and are not counted as a separate pool. Final Exam The final exam will be structured similarly to the hour exams, but twice as long and cumulative over the entire semester: questions covering any learning objective from any chapter could appear. As with in- class exams, you will be required to answer all multiple choice questions on the final exam (30 fundamental and 10 conceptual). Also like the in-class exams, there will be a variety of short answer questions that you will need to answer: 4 fundamental, 8 conceptual, and 2 mastery. However, there will be two more short answer questions in each section than you are required to answer (i.e., 6 fundamental, 10 conceptual, and 4 mastery), allowing you to choose those questions you feel you can best answer. Both multiple choice and short answer questions will be evenly distributed across the material from the entire semester. If you wish to review your final exam, you can schedule a meeting after the semester ends.
Course Grading The Blackboard gradebook will be updated periodically so that you can confirm that your grade record is correct; please bring discrepancies to your instructor's attention. Scores of zero for failure to take a quiz or exam will become your drop scores; make-ups will not be provided. Online exercises. Only your highest score on each exercise will be recorded, for a maximum of 5 points on each of the 46 exercises. Quizzes. There will be thirteen quizzes during the semester, each worth 30 points. Your three lowest scores during the semester will be dropped from your final (not midterm) grade. In-class exams. There will be three in-class exams this semester, each worth 100 points. The one lowest exam score will be dropped from your final (not midterm) grade. Final exam. The final exam is worth 300 points. Course component Midterm Points Possible Final Points Possible
Online exercises 120: 24 exercises 230: 46 exercises In-class quizzes 210: 7 quizzes 300: 10 of 13 quizzes In-class exams 100: 1 exam 200: 2 of 3 exams Final exam 300 Total possible points 430 1030 Grade Midterm Point Range Final Point Range A 387 or greater 900 or greater B 344 - 386 800 - 899 C 301 - 343 700 - 799 D 258 - 300 600 - 699 F < 258 < 600 Course Strategies (How to Succeed in CHEM 3130) You will need to devote a considerable amount of time and effort to mastering biochemical principles and learning to solve quantitative exercises, and you will not learn everything you are expected to know in lecture. Many students find that forming a study group to work through exercises is an excellent way to master biochemistry, provided all students work. A recommended study strategy for this course, which has been confirmed by many students from prior semesters to be extremely effective and to greatly increase the chance of earning a high grade, is: 1. read each chapter of the textbook before the first lecture covering that chapter, using the learning objectives to focus on key points; 2. learn the definitions given in the Fundamental Learning Objectives before the first lecture on the chapter, and complete the “a” set of online exercises for the chapter; 3. attend class, take your own notes (do not just follow along with a printout of slides), and actively participate during class through Concept Questions and asking your own questions; 4. after each lecture, re-read the section of the textbook that was covered in lecture; 5. practice with textbook questions and the additional online exercise sets for the chapter; 6. when you encounter exercises that you cannot solve, refer to the text, your notes, your fellow students, or a course instructor; 7. each week, explore the material in greater depth using the recommended online resources; 8. and regularly review areas that you are struggling with, as determined by feedback on quizzes and exams, difficulties with in-class exercises, or particular learning objectives. Chemistry knowledge also often builds upon itself, and biochemistry is no exception. You should regularly review material you studied earlier in the course to most effectively learn new material (and occasionally material from course prerequisites). The most successful students learn the material as part of integrated framework of all their chemistry knowledge, not as a series of isolated facts; however, this 5
approach requires significantly more time than simply attempting to memorize bits of information. You
should expect to spend at least 2 hours studying outside of class for each hour in class; the amount of time you
spend working on questions and efficient, effective practice is the most important correlation with the final
grade earned in this course. However, “efficient, effective practice” is key: hours cramming and randomly guessing on online exercises are neither effective nor efficient. The most effective and efficient study is usually done in small (1-2 hour) increments several times a week. The most best study involves a mixture of activities at each session, including reading, review, and practice with questions. Ask your fellow students or instructor when you have difficulty with a particular concept or question, and then go back and try similar questions to ensure that you now understand it. You will struggle with some of the material in this course; scientific research supports the idea that students are learning the most when they are struggling but also generally answering questions correctly. Unfortunately, a side effect is that most students also lack confidence in their abilities during this stage. You should expect many “ah-ha”, “I get it”, or “this suddenly feels easy” moments after practicing material and then applying it to a new question; these are important indications you are learning effectively. With this sort of regular practice, many students find that they do not need extensive review sessions or cramming prior to exams. Overall, fundamental objectives are worth about 40% of the final grade, conceptual objectives about 50%, and mastery objectives about 10%; plan your study efforts accordingly. To successfully answer quiz and exam questions, it is important to both carefully read each question and to explicitly provide the information that is asked for. There may be an adjustment period as you become used to the format of questions, but picking up graded work and learning from your mistakes will help greatly. Make sure you answer all parts of each question and in the format requested; however, it is not necessary nor efficient to restate questions as part of your answer. For multiple choice questions, most students find that they should not change a selected answer unless they sure that the first answer is wrong and that another answer is correct; first instincts are very often correct, and it may seem easy to argue another answer “might” be better. As you are studying for each quiz and exam, use the provided learning objectives to focus on the aspects of the course material that will be tested in each section of the exam. All in-class quizzes and exams will only explicitly test recent material, but the inherently cumulative nature of the course material means that older material frequently appears as part of a question or as necessary knowledge to completely answer a question addressing new material. Answer keys will not be posted, because many questions have multiple solutions and it is essential that you work through solutions. Correct answers to incorrect multiple choice questions will be indicated on your paper. Incorrect short answer questions will have written feedback to explain what you got wrong, but may not cover the complete answer or indicate acceptable alternative answers. It is very important that you collect your graded quizzes and exams promptly so that you can correct misconceptions and errors, because you will often see a similar question again later. Looking at copies of exams and quizzes from previous semesters of this course is not an effective study method; you must engage with the material directly. Also remember that internet sources often contain inaccurate, misleading, or inappropriately simplified presentations of material, and so these sources should not be consulted indiscriminately. A poor score on any quiz or exam should not be interpreted to mean that this course is exceedingly difficult, as many students consistently improve on their scores throughout the course. Similarly, a very high score should not be interpreted to mean the course is or will remain easy, as you will still need to master a large amount of new material to finish the course with a high grade. You should expect that your average score on quizzes and exams will be lower than in most other courses you have taken, because there are no points just for showing up or recalling information from prior classes; these lower scores do not necessarily mean you will end with a poor final grade. Most students complete the course with a letter grade higher than expected from a simple average of quiz and exam scores, once drop scores and other contributions to the grade are factored in. Due to the inherently cumulative nature of this course, falling behind in material can rapidly build up to a seemingly insurmountable problem in catching up. It is essential that you regularly attend lecture, keep up with the assignments, and pick up your graded assignments to learn from mistakes you may have made to 6
avoid repeating them. Should you find yourself falling behind, very confused about the material, or unable to fully participate in class due to major non-academic issues (such as illness or interview travel), make an appointment to speak to your instructor as soon as possible; do not wait until additional weeks have passed. Course Policies
Attendance. Swipe your ID in the card readers when entering the classroom. If you forget your ID or arrive more than 10 minutes after class has begun, your attendance will not be recorded. Quizzes and exams. If you arrive late to a quiz or exam and no student has left the room, you will be allowed to start but will not be provided any extra time. There are no make-up quizzes available for any reason (including arriving late, medical school interviews, and illness); because several quiz scores can be dropped, one or two zero scores for quizzes rarely has any significant impact on final grades. If you will miss an exam (not a quiz) for a legitimate academic reason and you inform your instructor at least three days beforehand, you may be allowed to take an exam version early; no exams will be given after the regularly scheduled time. Your instructor will not provide blank copies of missed quizzes or exams. Any use of a cell
phone during a quiz or exam is academic misconduct (see below). Bags and notes must be placed away from your desk during exams, and no papers may be visible (including cover sheets on binders) during quizzes. If you finish a quiz early and are waiting for other students to finish, do not take out any course materials. Online exercises due date. All online exercises are due at 11 am on quiet day. At that time, your highest score for each exercise will be recorded. For midsemester grades, your highest scores on the first 24 exercises as of the morning midsemester grades are due will be used; however, those scores can still be improved upon before the final grade calculation. After 11 am on quiet day, the exercises will remain available for practice, but no additional points can be earned. Collecting your graded work. Every attempt will be made to return your graded work as quickly as possible and before the next quiz/exam. You may collect your graded work outside your instructor's office. If you do not want your work available in a common area and wish to pick it up directly from your instructor during office hours, notify your instructor by email. Electronic devices. Turn off cell phones for the duration of the class period. If there is a situation that requires that you be able to answer your cell phone during a class, please inform your instructor before the class. If you use your phone during class (including text messaging), you may be asked to leave. Discuss use of laptops/tablets with your instructor, as these are usually not effective note-taking devices for this course. Also be aware that smart phones and tablets may have reduced Blackboard functionality. Class courtesy. You may discuss in-class questions with the other students; however, please do not shout out answers until asked. Other than these discussions and questions directed toward your instructor, please keep talking and other distracting behaviors to a minimum out of respect for the other students. As needed, raise your hand and ask for more time to take notes or to clarify an issue. Regrade requests. You may request a re-evaluation of any assignment up to one week after the first opportunity to collect the graded assignment or quiet day at 11 am, whichever comes first. Requests for anything other than errors in totaling points must be made in writing on an attached sheet; verbal regrade requests are not accepted. Requests must explicitly state what problem is at issue and why your answer is correct. Explaining what else you knew that you did not write in your original answer, that “someone else got credit for the same answer”, and other similar responses will not result in additional points. Lecture slides. You will be provided electronic copies of the lecture slides, available through the course Blackboard site (under Content, in a folder). The slides for a particular chapter will be posted before covering the material in that chapter. Instructor communication. As needed, you are strongly encouraged to attend office hours, talk to your instructor after class, or set up an appointment. Your instructor will answer email questions, although some questions may be difficult to answer in email. Replies to email may take 24 hours, so plan accordingly. Phone conversations about course material are inefficient and will generally be avoided; phone messages
will not be responded to. Your instructor will occasionally communicate with the entire class via Blackboard announcements and email, so check your xula.edu email at least once a day. Calculators. This course frequently involves calculations, so bring a non-programmable calculator capable of logs (including natural logs and antilogs), exponents, and scientific notation to class each day. (Calculators that round off very small values instead of switching to scientific notation will cause you to have calculation errors.) On quizzes and exams, cell phones and multimedia devices may not used as calculators, any sharing of calculators must be explicitly approved by your instructor, and you should not assume that your instructor will have a spare calculator. Evacuation. If classes are canceled due to a hurricane evacuation, assignments and course materials will be posted to Blackboard. Please log on to the Blackboard site as soon as possible after the evacuation. Health or disability concerns. If you have special needs, please make an appointment to speak to your instructor to discuss any appropriate accommodations. Academic Misconduct The CAS Academic Integrity Policy will be followed in this course. According to the policy, academic misconduct includes, but is not limited to, the following: 1. Using unauthorized materials in completion of an exam, quiz, or assignment. 2. Assisting or gaining assistance from an unauthorized source during an exam, quiz, or assignment. 3. Providing assistance to another student in a manner not authorized by the instructor. 4. Obtaining an examination or assignment in an unauthorized manner. 5. Using material from a source without giving proper citation. 6. Fabricating or altering data. 7. Submitting work to one class that is substantially similar to work submitted for another class without prior approval from the instructors involved. 8. Submitting written work that is not completely one’s own or allowing others to submit one’s work. 9. Destroying or altering the work of another student. 10.Committing any other violation of academic integrity as described in this syllabus. Specific examples of academic misconduct include: • the use of a cell phone during an exam or quiz for any reason (even as a calculator); • talking during an exam or quiz; • using anything other than explicitly authorized materials on a quiz or exam; • attempting to read from another student's quiz or exam; • copying class assignments, including sharing files to analyze or present data; • using data that you did not collect in a report without proper attribution; • working with others on any assignments (in or out of class) when not authorized. You are responsible for arriving on time for all quizzes or exams, as you will not be permitted to begin after any other student has left the room. You are responsible for all written materials on, under, and near your seat during quizzes and exams, so it is in your best interest to ensure that the desk surface is clear of writing and that no extraneous papers are within your line of sight (both when you begin and finish). Cell phones should always be off and inside a bag during a quiz or exam; your instructor will not give you the benefit of the doubt if a cell phone is used or visible. The CAS policy makes

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Here is the attachment for Introduction to Biochemistry syllabus: