Bio 115 Notes:
Info:
• Dr. Daniel Stern Cadinale
• Genbio.dls.rutgers.edu
• https://rutgers.instructure.com/courses/354458/modules/items/12308981
• Blank Exam Guide.xlsx
Exam I 15% Exam grade multiplied by 0.15 = x points
Exam II 15% Exam grade multiplied by 0.15 = x points
Final Exam 30% Exam grade multiplied by 0.30 = x points
Workshop:
Engagement 10% Sum of grades divided by number of assignments multiplied by 0.10 = x
points
Practice Questions 30% Sum of grades divided by number of assignments multiplied by
0.30 = x points
Total 100%
Notes:
Lecture #1 9/2/25:
Outlines
• Compare and contrast types of memory
• Sequence the process of memory formation and learning
• Sequence long term potentiation
• Sequence course components
1. Nervous System
o Contain Neurons which are brain cells and supporting cells
NEURONAL PLACTICITY
• Ability of the Nervous system to be modified after birth
• Brain can be remodeled
• Ability for the brain to create more synapses (neural connections)
• Synapses: Connections between the neurons—The more you do an activity the more
synapses you form
• New Memories=New Synapses
,Memory
• Physiological event at the synapses
• Dependent of neural plasticity
Sensory Memory: These are the memories that you experience in real time. It allows for
your brain to actively experience your senses without giving much attention to them. (Ex:
You begin to type on the computer and your body adapts to the feeling of the keyboard
that you ignore that sense.)
Short Term Memory
• Information stored for a short period of time (about 7 items able to get stored)
• Once you’re done using if it’s irrelevant—you will forget
• This type of memory needs to be actively rehearsed in order for the memory to get
stored
• Holds incoming information for temporary use
Long Term Memory
• Activated when info needs to be retained
• Infinite duration
• Can’t use directly—You must bring your long-term memory to short term memory
USE IT OR LOSE IT
• If you use two active synapses at the same neuron, they will work together, and you
can associate both stimuli together.
• The more connections that the synapse attaches to the neuron, the more repeated
activity you are experiencing.
• The more synapses you create, the more retention. Low activity means it would be
more difficult to retrieve the memory.
Learning: Actually, using the memory that you have stored. Can decrease the likelihood of
a negative outcome.
Long Term Potentiation: Long term increase in the strength of synaptic transmission.
Basically, the more the activity is reinforced, the stronger the synapse will be. LTP
facilitates memory and retrieval. Must actively practice consistently
• Stimulus-Sensory memory storage- (If you act on that sensory memory, the stimuli
is stored and encoded into) Short term memory-Once you use that short term
memory consistently, that memory is encoded into long term memory
• LONG TERM POTENTIATION is actually using that long term memory and using
it for short term memory.
Chunking: Break up pieces of information into categories. Facilitates memory and recall
,Lecture #2 9/5/25:
Outlines
• Compare and contrast, sequence levels of biological organization
• Sequence the process of science
• Compare and contrast the types of chemical bonds/interactions
• Compare and contrast the emergent properties of water
• Emergent Properties: The whole is the combination of all the parts
• Evolution: Unique idea of biology—all living ancestors come from one common
ancestor
THE SCIENTIFIC METHOD:
• Intro to science. Science is a method of inquiry or finding a natural explanation for
natural causes.
• This method is systematic. In a specific series of steps
Hypothesis: An explanation of a phenomenon that can be tested. It's a testable explanation.
An educated guess.
Prediction: The expected outcome of the hypothesis.
Theory: A broad explanatory idea. There is lots of evidence backing it up. You can use a
theory to create new hypotheses.
Law: A statement that always occurs due to repeated activity
Scientific Process Flow Chart:
1. Observation & Question leads to...
2. Background. You need research first
3. From a hypothesis. Then once your hypothesis is formed, it allows you to make a...
4. Make a prediction
5. Experiment. The fun part.
6. Evaluate accuracy of the prediction. If your evaluation does not match your
prediction, you can
a. Repeat the experiment
b. Revise your prediction
c. Revise your Hypothesis
Once the evaluation matches, you constantly repeat the experiment.
7. Ask a new question.
, 3. Basic Elements of Chemistry
a. Electrons
a. 25 of the 92 elements essential to life
b. Four = 96% of living matter (CHON)
C-arbon
H-ydrogen
O-xygen
N-itrogen
• Atoms = 3 subatomic particles (protons, neutrons, electrons)
o Electrons (e-)
▪ -1 charge (negative one)
▪ Move rapidly around the nucleus
▪ When atom loses an electron, it turns positive
▪ The further away the electron is from the nucleus, the more potential
energy the electron posses
▪ Potential Energy: Energy (E) a material possesses due to its location
or structure. Doing work causes change
▪ Once used, work must be done to be restored
• Electron becomes excited
o Can be used to do work
o Electron shell: electrons potential energy. Each shell is in a different location
and electrons orbit around each shell. The further the electron is away from
the nucleus, the more potential energy it has. (Ex: A ball at the top of the
stairs has lots of Potential energy. When it’s closer to the ground, the ball has
no potential energy because it’s not moving.)
o Higher shell=More potential energy
o Valence shell: outermost shell (electron bonds form)
o Valence Electrons: The electrons that occupy those outer shells
• Chemical bonds: Result of how atoms share electrons
• Energy: capacity to cause change
• Molecules: compounds with two or more atoms. Held together by chemical bonds
Ex: H20= 2 Hydrogens, 1 oxygen
*Emergent properties many compounds have different properties then their elements
Ex: NA+ CL=NACL
• Chemical Bonds store potential energy. They will share and donate e- to achieve 8
valence electrons
Info:
• Dr. Daniel Stern Cadinale
• Genbio.dls.rutgers.edu
• https://rutgers.instructure.com/courses/354458/modules/items/12308981
• Blank Exam Guide.xlsx
Exam I 15% Exam grade multiplied by 0.15 = x points
Exam II 15% Exam grade multiplied by 0.15 = x points
Final Exam 30% Exam grade multiplied by 0.30 = x points
Workshop:
Engagement 10% Sum of grades divided by number of assignments multiplied by 0.10 = x
points
Practice Questions 30% Sum of grades divided by number of assignments multiplied by
0.30 = x points
Total 100%
Notes:
Lecture #1 9/2/25:
Outlines
• Compare and contrast types of memory
• Sequence the process of memory formation and learning
• Sequence long term potentiation
• Sequence course components
1. Nervous System
o Contain Neurons which are brain cells and supporting cells
NEURONAL PLACTICITY
• Ability of the Nervous system to be modified after birth
• Brain can be remodeled
• Ability for the brain to create more synapses (neural connections)
• Synapses: Connections between the neurons—The more you do an activity the more
synapses you form
• New Memories=New Synapses
,Memory
• Physiological event at the synapses
• Dependent of neural plasticity
Sensory Memory: These are the memories that you experience in real time. It allows for
your brain to actively experience your senses without giving much attention to them. (Ex:
You begin to type on the computer and your body adapts to the feeling of the keyboard
that you ignore that sense.)
Short Term Memory
• Information stored for a short period of time (about 7 items able to get stored)
• Once you’re done using if it’s irrelevant—you will forget
• This type of memory needs to be actively rehearsed in order for the memory to get
stored
• Holds incoming information for temporary use
Long Term Memory
• Activated when info needs to be retained
• Infinite duration
• Can’t use directly—You must bring your long-term memory to short term memory
USE IT OR LOSE IT
• If you use two active synapses at the same neuron, they will work together, and you
can associate both stimuli together.
• The more connections that the synapse attaches to the neuron, the more repeated
activity you are experiencing.
• The more synapses you create, the more retention. Low activity means it would be
more difficult to retrieve the memory.
Learning: Actually, using the memory that you have stored. Can decrease the likelihood of
a negative outcome.
Long Term Potentiation: Long term increase in the strength of synaptic transmission.
Basically, the more the activity is reinforced, the stronger the synapse will be. LTP
facilitates memory and retrieval. Must actively practice consistently
• Stimulus-Sensory memory storage- (If you act on that sensory memory, the stimuli
is stored and encoded into) Short term memory-Once you use that short term
memory consistently, that memory is encoded into long term memory
• LONG TERM POTENTIATION is actually using that long term memory and using
it for short term memory.
Chunking: Break up pieces of information into categories. Facilitates memory and recall
,Lecture #2 9/5/25:
Outlines
• Compare and contrast, sequence levels of biological organization
• Sequence the process of science
• Compare and contrast the types of chemical bonds/interactions
• Compare and contrast the emergent properties of water
• Emergent Properties: The whole is the combination of all the parts
• Evolution: Unique idea of biology—all living ancestors come from one common
ancestor
THE SCIENTIFIC METHOD:
• Intro to science. Science is a method of inquiry or finding a natural explanation for
natural causes.
• This method is systematic. In a specific series of steps
Hypothesis: An explanation of a phenomenon that can be tested. It's a testable explanation.
An educated guess.
Prediction: The expected outcome of the hypothesis.
Theory: A broad explanatory idea. There is lots of evidence backing it up. You can use a
theory to create new hypotheses.
Law: A statement that always occurs due to repeated activity
Scientific Process Flow Chart:
1. Observation & Question leads to...
2. Background. You need research first
3. From a hypothesis. Then once your hypothesis is formed, it allows you to make a...
4. Make a prediction
5. Experiment. The fun part.
6. Evaluate accuracy of the prediction. If your evaluation does not match your
prediction, you can
a. Repeat the experiment
b. Revise your prediction
c. Revise your Hypothesis
Once the evaluation matches, you constantly repeat the experiment.
7. Ask a new question.
, 3. Basic Elements of Chemistry
a. Electrons
a. 25 of the 92 elements essential to life
b. Four = 96% of living matter (CHON)
C-arbon
H-ydrogen
O-xygen
N-itrogen
• Atoms = 3 subatomic particles (protons, neutrons, electrons)
o Electrons (e-)
▪ -1 charge (negative one)
▪ Move rapidly around the nucleus
▪ When atom loses an electron, it turns positive
▪ The further away the electron is from the nucleus, the more potential
energy the electron posses
▪ Potential Energy: Energy (E) a material possesses due to its location
or structure. Doing work causes change
▪ Once used, work must be done to be restored
• Electron becomes excited
o Can be used to do work
o Electron shell: electrons potential energy. Each shell is in a different location
and electrons orbit around each shell. The further the electron is away from
the nucleus, the more potential energy it has. (Ex: A ball at the top of the
stairs has lots of Potential energy. When it’s closer to the ground, the ball has
no potential energy because it’s not moving.)
o Higher shell=More potential energy
o Valence shell: outermost shell (electron bonds form)
o Valence Electrons: The electrons that occupy those outer shells
• Chemical bonds: Result of how atoms share electrons
• Energy: capacity to cause change
• Molecules: compounds with two or more atoms. Held together by chemical bonds
Ex: H20= 2 Hydrogens, 1 oxygen
*Emergent properties many compounds have different properties then their elements
Ex: NA+ CL=NACL
• Chemical Bonds store potential energy. They will share and donate e- to achieve 8
valence electrons
