From the Manual, p. xii [S10]
A question that sometimes arises is “are we going to do PCR, DNA sequencing, etc.?” No; this is not a vocational training course. These are only techniques—mechanical processes that generate data—we have big- ger fish to fry. If you want to, you can find an online simulation of PCR here:
http://www.amnh.org/learn/pd/genetics/ pcr/
and of DNA sequencing here:
http://www.dnalc.org/ddnalc/resources/ cycseq.html
To learn these techniques in a context where they are an integrated part of a scientific investigation, you might wish to consider MCB473.

While the course is not about vocabulary and we've tried to limit it to the bare bones, some words in biology have important, specific meanings. To speak without them would be to use paragraphs where words would do, or to never quite say the thing meant. In order to help you gain mastery of some core vocabulary, these tools have been provided. In order to inspire you, they're worth credit ;)

Paradoxically, in order for the course NOT to be about vocabulary, we have to focus on it in order to make it invisible. Much like in making wood smooth, you focus on the rough spots and sand them.

The fish trap exists because of the fish.  Once you've gotten the fish you can forget the trap.  The rabbit snare exists because of the rabbit.  Once you've gotten the rabbit, you can forget the snare.  Words exist because of meaning.  Once you've gotten the meaning, you can forget the words.  Where can I find a man who has forgotten words so I can talk with him?  ~Chuang Tzu 

In Bio181, we don't make the assumption that doing and reporting science is an innate skill like breathing and all we need to do is smack you enough times and you'll 'get' it. Often times, in a wordy document both you and your lab instructor get lost in the forest of syntax, grammar, and everything else you have going on Thursday night.

So we try to build to full-blown lab reports by focusing on a key aspect, tailored to the week's in-lab work. Sometimes you'll focus on data, or presentation, or explanation. The goal is for you to be good at EACH of these things by the time you write a full-blown lab report because you will have had a chance to focus and receive feedback on each.

By restricting some of the assignments to outline form, we force you to make the tough decisions (what's really important?) and allow both you and your Lab Instructor to focus on particular aspects of the topic at hand.

Believe it or not, the primary constraint is not money. It has to do with the fact that science is ideally more of an intellectual practice than a manual one. Computers let you do vastly more data gathering, trial-and-error, etc. such that you end up with more grist for the THINKING part. Also, you may've noticed that for the bench projects, often times what you're doing is identical to what is going on to your left, right, and across the bench. Computer-generated problems allow some tweakage such that your particular challenge can often be made unique to you.

There's a piece of common wisdom out there that really applies--"watch one, do one, teach one". That's what we strive for in the labs. First, to guide you through one so you understand the challenge, the rules, the approach. Sometimes this will be Instructor lead-,sometimes in your group. Homework is the time for individual responsibility--you prove to yourself, and demonstrate for credit, that you have individually mastered the concepts or had an opportunity to achieve an insight. Frankly, in most cases you will benefit from doing this several or many times until you have mastery--something you can judge for yourself. The 'teach one' bit isn't built into the course, but in some cases spreading things to roommates, family, pals will benefit both of you both on the topic in questions and benefit you as a teacher.

Not unless it's an explicit part of the assignment and not unless the names of your collaborators appear as authors on the work. Anything done for your username/account/grade only is solely your work. Sure, folks cheat--same as they do on exams. But they're not the ones who have to face you in the mirror, nor are they the ones paying for and eventually relying upon the education you're trying to achieve.

Virtually all of the software assignments have a 'for fun' or practice mode. On these, you're perfectly welcome to solve together, discuss, etc. When working for credit, it should be all you (or all them). If you're interested in HELPING someone, teach them how to solve a problem. If you're only willing to tell them answers or fill them in, send them to a real friend.