One examination, a study diary, and a final paper are required for this course. Each is explained further in this guide. When you have finished an assignment, send it to the Division of Continuing Education, Mailcode 6705, SIUC, Carbondale, IL 62901. You may take your examination when you feel ready and have completed all previous assignments. Take your exam in the Division of Continuing Education office if you live in the Carbondale area. You may schedule your exam through the office of lndividualized Learning at Washington Square C by calling (618) 536-7751. If you wish to take your exam at an approved off-campus site, contact an educational officer such as the principal, librarian or guidance counselor in your local school system, or a librarian or the Director of Continuing Education in your local community college.
Make a photocopy of all assignments. If you want to be sure we received an assignment you mailed in, just include a self-addressed, stamped postcard with the class and exercise listed on the back. We will return the postcard the same day we receive your assignment. individualized Learning Program (ILP) students may submit ILP assignments via FAX. To submit an assignment by FAX, students should transmit the assignment identification sheet from the study guide with their assignments to: FAX #618-453-5668. Students can also communicate with ILP and their instructors through email. The ILP e-mail address is: ilpdce@siu.edu. Contact the ILP office for helpful hints using e-mail.
Proctors
If you live in the Carbondale Area, you do not need a proctor. You may ignore the proctor agreement form enclosed in this study guide. If you live outside of this vicinity, you will need a proctor. A proctor will administer your examinations. A proctor must be a person of responsibility in a learning institution-a college instructor, a high school teacher, or librarian. When you find a proctor, have him or her fill out the proctor agreement form in this study guide, and mail it to us. We will then mail your tests to your proctor when you indicate that you are ready to take an exam by mailing the exam request form to us.
Faculty Advisement
If you have my questions about the course, contact Dr. Pappelis (618-536-2331). Although this course is individualized, the instriuctor is available to students for any questions or comments about the course. The student is encouraged to interact with the faculty member by e-mail (if available), telephone, mail, or in person during the professor's scheduled office hours. Since office hours change each semester, please check with the department for the instructor's current office hours.
Time Limits
You are expected to complete this course within 20 weeks from the first week of your registration. However, if unforseen problems arise, and you wish to request an incomplete, complete the blue Incompletes and Extensions form in this study guide and send it to the ILP office. If an incomplete has not been made up by the end of the fourth semester from (and including) the semester in which you enrolled, your final grade for the course automatically becomes an "F".
Grades
All examinations are graded in conformity with departmental regulations. We mail your graded assignments and exam results as soon as we receive them. We cannot give grade infomation over the phone. Upon completing all exams, you will receive a final grade. If you withdraw from the course after completing exams, your transcript will reflect this in accordance with University policy. If you audit this course, you are expected to complete the assignments according to schedule. Upon completing the course, it will appear on your transcript as an audit without a final grade. Final grades in an Individualized Learning course are recorded as for traditionally taught courses: A, B, C, D for passing; INC for incomplete; F for failure.
If you plan to graduate, don't wait until the afternoon of the last day of exam week to finish the course. All other students: if you are carrying an incomplete, please mail all your assignments and take your final exams so that they can arrive in our office at least a week before finals week.
Academic Honesty
All students me expected to adhere to a strict code of academic honesty. The Individualized Learning Program reserves the right to require any student to come to the SIUC campus in Carbondale, IL to write the fiiial examination if there is doubt about the originality of the student's work. Academic dishonesty will be addressed according to the "Policies and Procedures Applicable to Academic Dishonesty" as identified in the Student conduct Code in the Southern Illinois University at Carbondale Bulletin.
Dropping This Course
In order to officially drop this course without penalty and to receive full reimbursement for tuition, you must call the Individualized Learning office, which will process an "Add/Drop" form. You must drop this course within two weeks of formal registration in order to receive a refund. If the course is dropped after more than two weeks of enrollment, you will he billed for the full cost of the course, in accordance with University policy as stated in the undergraduate catalog. If this is the only course you are taking during the semester, you must complete a "Withdrawal from the University" form.
It is the student's responsibility to secure all materials required to complete the course as soon as registration is processed.
Questions
You may have questions related to the Individualized Learning Program or about a particular course. Feel free to contact your instructor about the course itself during the times indicated in this guide. General questions will be answered through the Division of Continuing Education, Washington Square C, SIUC, Carbondale, IL, 62901-6705, telephone: (618) 536-7751.
Study Hints
Learning on your own takes a high level of self-motivation, time, and real effort. The Office of Individualized Learning wishes you every success in your efforts. If you desire assistance in any phase of your program, please feel free to call. To succeed, you should:
1. Set clear and realistic goals. Don't attempt more than you can manage--but set up short-term objectives that will help you focus on the job to be done.
2. Have some group support. Reallocate your time at home or work so that others know your effort to complete this course is a sincere one and that you need their encouragement. Whenever possible, attend a group meeting in order to share your progress and problems with fellow students.
3. Organize your time. Accept the fact that succeeding in this course is going to take time from other activities, and plan accordingly. Use your time well and stay with your timetable.
4. Be ready to learn. Look at this subject matter from the viewpoint of your own experience. See how the theories you are learning relate to your everyday life. Be willing to accept new ideas even if they are in conflict with what you've previously learned. Ask questions of your instructor.
5. Set aside a time and place to study. Try to approach the course at a time of day when you are fresh and alert. Take a five or ten minute break for each hour of study. Review previous material and at the end of your study session quickly review what you just studied. Study in the same place whenever possible free from television, radio, telephone, and other interruptions.
6. Take useful notes. Note-taking keeps you concentrating. Include the author's main ideas, key details, and important references, but use your own wording. Don't make your notes too long. Whenever possible, compare your notes with your fellow students. If there is an audiovisual component to your course, plan to take notes on these materials as well.
7. Vary your reading rate. The vast majority of your learning will take place from reading. Don't expect to understand everything you read the first time. Expect to read the material through a few times for greater understanding.
Course Evaluation
When you submit the final exam, please complete and return the course evaluation.
EXTENSION REQUEST
I am unable to complete BIOL 315-2, History of Biology, by the end of the 20-week period. Please give me an incomplete in the course. I understand that I have an additional three semesters. within which to complete the course and if I do not complete the course within the allowed time, an "F" will automatically be issued.
Print Name ___________________________________________________
Social Security Number _________________________________________
Address ______________________________________________________
Signature _____________________________________________________
Date _________________________________________________________
PROCTOR AGREEMENT FORM
Individualized Learning Program
Division of Continuing Education
Southern Illinois University at Carbondale
Carbondale, IL 62901
Dear Educational Officer:
Name of Student:
Address of Student:
Enrolled in ___________________ offered through the
Individualized Learning Program of Southern Illinois University at Carbondale, has submitted your name as the proctor for the examinations in this course.
If you agree to serve in this capacity, would you return the bottom half of this letter to our office. The tests will be forwarded to you personally for your supervision at a date convenient to you both. Please note, we must send all exams to your business address. Exams cannot be sent to a private residence.
Thank you for your assistance.
Coordinator
Individualized Learning Program
I am employed as an educational officer or a librarian. I am not related to and will serve as authorized proctor for ___________________, a student in _________________. I understand that the student may not talk with anyone during the course of the test and may use only those aids indicated on the exam directions. The questions for the exam will not be seen by the student any time prior to the test hour.
I understand that I must verify the student's identity through an identification card with a photograph (for example, driver's license, student i.d. card, or passport) and that I must personally supervise the student and may not leave him or her in the room in which the test is given without direct supervision.
Print Name
Title
Business Address
city
State Zip
Phone
Signature
Return to address above
Textbooks:
Deamer, D.W. and G.R. Fleischaker. 1994. Origins of Life: The Central Concepts. Jones and Bartlett Publisher, Boston, MA.
Pappelis, A. - 1997. Individualized Learning Program Study Guide for BIOL 315-2, History of Biology, Southern Illinois University at Carbondale.
Term Paper:
Try to find a point of interest for your term paper that shows Your intellectual growth in the course topic area (origin of life; evolution of life after its origin; origin of extraterrestrial life; etc.). Since this is history, you may compare what scientists write (make sure you have presented their conclusions with appropriate citations) with what others outside of science have written (philosophy, theology, etc.). Your grade will be based on the science in your term paper. Where I can, I will comment on the other aspects, too. Papers should be at least five pages typed, plus the bibliography.
Assignments:
There are five units in this course. Each unit in Origins of Life: Central Concepts requires a written report (study diary). You should write your thoughts about the articles that are assigned for each unit, stating your likes/dislikes of the author's perspectives. Did you understand it or is it beyond your line of training? These assignments should be prepared so that they will contribute to the preparation of the final term paper. A final term paper is required for this course.
Examinations:
One open book examination is required. The examination may include essay, short answer, multiple choice and true-false questions. Thought questions are included at the end of each of the five sections of the study guide. You are not required to submit these for review or to be graded. However, you should complete the questions to help you prepare for the exam.
Grading Criteria:
8 study diary assignments-400 total points broken down as follows:
Study Diary and Points
1. Foreword and Preface..25
2. Introduction..................25
3. Section I......................50
4. Section II.....................50
5. Section III....................50
6. Section IV....................50
7. Section V.....................50
8. Appendices................100
9. 1 midterm examination. 50
10. I final (term) paper......50
Total Points....................500
A 450-500 points
B 400-449 points
C 350-399 points
D 300-349 points
F fewer that 300 points
About the Professor:
Aristotel Pappelis completed his undergraduate training at Superior State Teachers College, Superior, Wisconsin (now University of Wisconsin at Superior) in 1951. His major was chemistry and his minors were biology and mathematics. He served as an officer in the United States Air Force during the Korean War (atomic, biological, and chemical warfare defense planning; Air University Command, Maxwell Air Force Base, Alabama) and participated in atomic weapons tactical warfare training exercises with marines at Camp Desert Rock, Nevada in 1953. He completed his doctoral degree at Iowa State University, Ames, Iowa, in'1957. His major was plant physiology and his minors were biochemistry and plant pathology. His doctoral dissertation was "The Nature of Resistance to Diplodia Stalk Rot of Corn." By 1968 he was the international authority on stalk rot responses in corn and sorghum. In 1984, he served as the discussion leader on methods to improve sorghum yields in developing countries by reducing the incidence of root and stalk rots incited by fungal pathogens.
Dr. Pappelis has more than 125 published articles in science journals, primarily on programmed cell senescence and death in plant tissues. Recent contributions describe the loss of nuclear DNA, RNA, histone, and nonhistone proteins from the nuclei during the change from pathology to irreversible senescence (irreversible degeneration of the nuclear matrix). The role of plant hormones in this type of cellular degeneration was described and linked to selective ribosomal cistron regulation.
In 1989 Dr. Sidney W. Fox was invited to become a Visiting Distinguished Professor at Southern Illinois University at Carbondale for a three-month period. Dr. Pappelis reminded him that he was a student in his biochemistry class at Iowa State University (winter quarter, 1954). He invited Dr. Fox to share his laboratory space and continue his work on the response of thermal protein protocells to light. With several of the undergraduate and graduate students working in his laboratory, they reinvestigated the organization of thermal proteins following their contact with water. The focus was on the morphologies exhibited by nondialyzed and dialyzed thermal proteins after they dried. The thermal proteins surrounding protocells (external matrices and networks) were described and became significant entries to the study of protoneuronal engineering (communication networks between protocells and within multiprotocellular complexes). The dried complexes were studies using scanning electron microscopy, interference microscopy, epifluorescence-phase contrast microscopy, and stereo-microscopy with tungsten light and ultra-violet radiation.
As the three-month visit was extended, the small group reviewed the published work of Dr. Fox and his associates. Dr. Pappelis initiated a course on the origin of life using the 1988 book written by Fox entitled The Emergence of Life: Darwinian Evolution from the Inside (Basic Books, Inc., Publishers, New York). Student interest in the topic was of two kinds: complete surprise and excitement or complete rejection. The book described three decades of experiments regarding concepts of how life may have originated on Earth. Dr. George Wald, Emeritus Professor of biology, Harvard University and Nobel Laureate in the Physiology of Medicine, 1967, said of the book: "It is an engaging story, well told." The ultimate biological riddle has begun to unravel due to scientific inquiry; through synthesis rather than analysis. The laboratory model of the transition from inanimate matter to animate cellular systems exhibiting the major attributes of cellular 166 described by biologists was the self ordering amino acids, the thermal proteins they yielded, and the selfassembly of protocells when the thermal proteins came into contact with water. The protocells exhibited growth, reproduction, membranous responses (electrical potential), metabolism and the transfer of chemical information (synthesis of oligo/polypeptides and oligo/polynucleotides).
Dr. Fox would describe his work with his research team to introductory biology classes: "...life at the beginning was neither a miracle nor a chance occurrence but was highly determined by physical processes." His conclusions were called controversial by many members of the faculty and others, along with a small percentage of students who believed he was challenging their religious beliefs. Dr. Pappelis and his students were to receive an education for a modernized Darwinian theory and philosophy by informal seminars with Dr. Fox. It was easy to understand why his ideas upset the "establishment" in many ways. His advocacy of the evolutionary development of thermal proteins before proteins and nucleic acids was rephrased in the Thermal Protein-First Paradigm presented to the Russian Academy of Science - Bach Institute of Biochemistry Centennial Celebration dedicated to the memory of academician A. 1. Oparin, Moscow, 1994. Drs. Pappelis and Fox coauthored a presentation: "Domain Protolife: The Protocell Theory" in which they proposed the Thermal Protein-First Paradigm that affmn "all life is cellular" and that the first biotic cells to emerge from molecular evolution were protocells, members of the Domain Protolife that led to the emergence of the Domains Archaea, Bacteria, and Eukarya. They revised the cell theory to include protolife and showed the significance of the synthetic approach to the study of the origin of life.
Although Dr. Fox relocated to the University of South Alabama at Mobile, Alabama in 1993, cooperative research continued. The most recent contribution was initiated by Randall Grubs, an undergraduate research assistant with Dr. Fox. His work was confirmed and extended by Drs. John Bozzola and A. Pappelis at Carbondale. Together, the findings describe the spontaneous generation of protocells from thermal protein when these come into contact with water or a 1% solution of NaCl at 23 and 600C. The presentations to the American Chemical Society 1993 and 1995, the Oparin Centennial symposia (Moscow and Trieste, 1994) and the C. Ponnamperuma Memorial in Trieste 1995 summarize the progress by Dr. Fox and his coworkers. The recent work by Grubs, Fox, Bozzola and Pappelis point pointed out for the first time that there are no visible intermediate forms of life between thermal proteins and protocells.
In 1994 Dr. Pappelis was invited to join the Return-to-Mars-Together Group. The purpose of the group was to develop an international cooperative effort to search for bioorganic compounds and organisms on Mars. The Membership List as of November 8, 1995, is given below in Table 1. Note that S. W. Fox also is a member. The main purposes of the group are to develop micro-instrumentation to search for bioorganic compounds and living/fossil organisms on Mars (Russian space vehicle, 1998). The instruments for this aspect of the study include: mass spectrometer; fluorescent microscope; growth incubators, and, polarimeter (chiral studies). The first probe, 1996, failed to reach orbit.
Dr. Pappelis has continued to publish in the area of programmed cell death (work on the epidermal cells and leaf hair cells of May Apple was published in 1996, in the journal Mechanisms of Aging and Development). Additional research with coworkers is in the final stages of preparation; for example, the macromolecular changes in the nuclei of May Apple epidermal cells in response to parasitism of the leaf rust fungus in mesophyll tissue. However, it is becoming clear that his research goal- is changing. In 1995, Dr. Pappelis and Dr. Fox were invited to work on the search for cellular life on Mars. Since one of the most profound of questions in science is whether cellular life exists elsewhere in the solar system, even primitive life, they agreed to work in that project. The first effort was to be in 1998 with miniaturized microscopes carried to Mars by a Russian space vehicle. When the 1996 Russian space craft failed (November), the hopes of scientists crashed with it. "Its a big disappointment, especially after the stunning discovery of tubular, cell-like microstructures in a Mars meteorite described by NASA scientists in August of 1996," said Pappelis. "Its a real setback for science. Whether funds will be found for the proposed 1998 and 2001 studies is uncertain." The plans for the cooperative research involving scientists from many nations were formulated and discussed in depth at the 1995 meeting at Trieste; a fitting memorial to Dr. Cyril Ponnamperuma. These discussions will continue in September of 1997 at the Fifth Conference on Chemical Evolution, Trieste.
The key to continued research is funding. The directions are clear. The cast has been called. The stage is set. Your cue is given. What lines will you create for us to recite? Dr. Pappelis waits to work with you.
Table 1. Return-to-Mars-Together Group, Membership list as of November 8, 1995 (See Saito, T. 1996. Return-to-Mars-Together. Viva Origino 24: 243-255).
Country-Researcher and Affiliation
Japan
Ishikawa, Yoji. Obayashi Corporation
Kaneko, Takeo. Dept. Phys. Chem., Yokohama Nad. Univ.
Kawasaki, Yukisige. Mitsubishi Kagaku Inst. of Life Sci.
Kobayashi, Jensei. Dept. Phys. Chem., Yokohama Nati. Univ.
Koike, Junpei. Dept. Life Sci., Tokyo Inst. of Tech.
Katbfishi Hajime. NAL
Masuddnmk Koichi. NAL
Oguchi, Mitu. NAL
Oshima, Tairo. Tokyo Univ. Pharmacy and Life Sci.
Saito, Takeshi. Inst. Cosmic Ray Res., Univ. Tokyo
Yanagawa, Hiroshi. Mitsubishi Kagaku Inst. Life Sci.
Russia
Aksynov, Sergei. Dept. Biol. Phys., Moscow State Univ.
Chernavskii, Dmitrvi. Lebedev Phys. Inst. Moscow
Dobrodn, Nikolai. Lebedev Phys. Inst. Moscow
Glianenko, Alexander. Moscow Eng. Phys. Inst., Moscow
Ivanova, Mikhail. Inst. Microbiol.
Kotov, Yuri. Moscow Eng. Phys. Inst., Moscow
Piddumize, Konst. Babakin Res. Center
Polukhina, Natalia. Lebedev Phys. Ins., Moscow
Rubin, A. B. Dept. Biol. Phys., Moscow State Univ.
Spirin, Alexander. Inst. Protein Res., Moscow
Tsamv, Vladimir. Lebedev Phys. Inst., Moscow
USA
Bourk, Roger. NASA, JPL
DeVincenzi, Donald. NASA, Ames
Ferris, Jim. Rensllaer Polytech. Inst.
Fox, Sidney. Univ. South Alabama
Friedman, Louis. The Planetary Society
Joosten, Kent. NASA Johnson
Khanna Rajik. Lab. Chem. Evol., Univ. Maryland
McKay, Christopher. NASA Ames
Meyer, Michael. NASA Hq.
Pappelis, Aristotel. Dept Plant Biol., Southern Illinois Univ.
EU (Europe)
Chela-Flores, Julian. Int. CenterTheor. Phys., Trieste, It.
Greenberg, Mayo. Huygens Lab., Univ. Leiden, Neth.
MacDermott, Alexandra. Phys. Chem. Lab., Univ. Oxford, UK
Rautin, Francois. LISA,Univ. Paris, FR
Rosenbaur, Helmut. Max Planck Inst. fur
Thiemann, Wolfram. Phys. Chem. Univ. Bremen, GR