Biology 30

Block 3 Room # 208 With: Mr. Standring

Goals for students: Use science and technology to acquire new knowledge and solve problems so that you may improve the quality of your own lives and the lives of others Develop a critical sense of wonder and curiosity about scientific and technological endeavors Critically address science related societal, economic, ethical, and environmental issues Pursue progressively higher levels of study, preparing you for science-related occupations, and be engaged in science-related hobbies appropriate to your interests and abilities Develop a knowledge of the wide spectrum of careers related to science, technology, and the environment

Materials: Textbook provided - Biology (Alberta 20-30), Nelson Binder/ Binder Dividers/Loose leaf/Graph paper Pencils/Erasers/Pens/Calculator iPad with the site http://standring.weebly.com/ bookmarked!!!

Course Outline: This course is being offered in a non-traditional way. The course will be: Project Based The majority of learning in this class will happen as students work toward completing their projects. Students choose their own minimum grade You will choose you minimum acceptable grade at the beginning of the semester. Any projects or test not meeting this standard will have to be redone until your target grade is achieved. Remember, higher marks take more effort and more time.

Have an open time line Students will be allowed to move through this course at their own pace. This means that they may finish the course before the end of the year or continue into next year. For example; Mary works very quickly and finishes the course in April (she is no longer required to participate in this class). Joseph is smart but needs more time to learn material. Joseph is not finished the course at the end of June, and so will continue his work in September.

Our Year at a Glance

Unit Relevant Text Chapters Suggested Unit Finish/Test Date

Unit A - Nervous & Endocrine Systems Unit B - Reproduction & Development Unit C - Cell Division, Genetics & Molecular Biology Unit D - Population & Community Dynamics Diploma Exam

13-15 16 17-20 21-23 All of the above Friday

Feb 28th Mar 27th May 22nd June 3rd June 20th 9:00am-11:00am

Tentative Lecture Schedule for Biology 30

Week 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. # of Classes 6 4 4 5 3 5 5 4 5 4 4 5 5 5 3 5 5 5 5 5 Date Feb 3-7 Feb 10-13 Feb 18-21 Feb 24-28 Mar 3-5 Mar 10-14 Mar 17-21 Mar 24-27 Apr 7-11 Apr 14-17 Apr 22-25 Apr 28-May2 May 5-9 May 12-16 May 20-22 May 26-30 Jun 2-6 Jun 9-13 Jun 16-20 Jun 23-27 Topic Organization of NS; Neuron Reflex Arc Action Potential Synapse Neurotransmission Intro CNS/ The Brain Intro PNS Neurological Disorders Sensory Receptors Photoreception/ Eye Hearing and Balance/ Ear Senses & Hearing Review Eye Dissection Intro to Glands/ Pituitary Pituitary / Hypothalamus Adrenal Glands Pancreas Diabetes/ Hypoglycemia

UNIT 1 EXAM
STD/STI Assignment STD/ STI Computer Lab Presentation Male Reproductive Female Reproductive Female Reproductive Hormones in Reproductive Hormones in Reproductive Endocrine Disruptors Fertilization Embryo Fetal Development Parturition Reproductive Technology UNIT 2 EXAM Cell Cycle Mitosis/ Somatic Cells Meiosis/ Sex Cells Reproductive Strategies Intro Mendel Single trait Incomplete/ Co dominance Cross over/ Mapping Barr Bodies/ Multiple Allele Pedigree Genetic Counseling Combination-Punnett Squares Intro DNA DNA Replication DNA Replica/ DNA Assign Protein Synthesis Protein Synthesis Protein Synthesis Mutation/ Recombination Society and Genetics Hardy Weinberg Principle UNIT 3 EXAM Recessive Alleles Genetic Mutations Pop. Density J-Shaped / S-Shaped Competition Mutualism Sustainability

UNIT 4 EXAM
Exams Review Friday Finished June 20th 9:00am-11:00am

Project Based Option

Creative Projects: Poster Model Song/Poem/Rap Story Comic Short Play Movie Presentation Web Page

Assignments/Labs Tests & Quizzes Diploma Exam

40% 10% 50%

Knowledge Projects: Visual Dictionary In chapter questions Workbook Rocky View Program Reading Questions Notes Dissection Lab

One creative project and one knowledge project are required for each chapter (for each student). Students will be required to present all creative projects, and answer questions about them. Students may opt to combine 2 or more chapters projects into one larger project. For example a student may choose to show the chemical processes of photosynthesis and cellular respiration in a single display. Students may choose to work in groups; however, the number of projects required per student will not change. Students may choose to write chapter or unit tests. All students write a Diploma Exam. If you find that tests never do you justice in showing how well you know your stuff, this option is for you.

Test Based Option

Tests & Quizzes Assignments/Labs Diploma Exam

40% 10% 50%

Students are required to complete any one project and one per chapter. One test is required for each chapter. All students write a Diploma Exam. If you are comfortable with showing what you know on tests.

What will class look like?

Mr. Standring will deliver lectures, and point you toward relevant information just like any other class. However unlike many classes, you will have a few choices. You may choose to: Listen, take notes & learn from a lecture. Read & Learn on your own Work on a project

What if I miss classes?

You can access material that you missed on the Weebly. If finishing the course on time (before summer holidays) is important to you, I would advise you to cover the missed material ASAP.

What if I want to work really hard and finish the course early?
No problem. I will do my best to help you outside of class lecture time. I will also make sure there are adequate materials to learn on your own. Dont forget about PIT time either!!!

If I finish the course early, what do I do for the rest of the year?
You must continue to attend school, as your attendance will be recorded. In class options include: Starting a new course ADLC (Correspondence courses) Credit recovery (you can recover credit for courses you took but did not pass). Self-study. You may choose to study any topic that interests you for non-credit. This include literature studies (reading), online courses, or working on a second language.

Out of class options include: Volunteer work RAP Work experience

What if I find the course has too much information or moves too fast?
We can definitely work with that. A combination of extending the time you spend on each unit & reorganizing the order some things are covered in will allow you to achieve success in this course. However, it is important to note that you will likely have to push the completion of Biology 30 to next year (which may delay your graduation).

If I take too long to finish the course, do I need to register for it next semester?
Register yes; attend no. You will need to be officially registered in the class, but this does not mean you will have to be in a classroom. You will be able to finish on you own time, in PIT, or simply sign up for the class again.

Will we have dissections?

Yes, but they are not mandatory. They are just one method of learning about anatomy. However, I strongly encourage everyone to take part in at least one dissection. They are an incredibly informative activity that you will have few other chances to take part in in your lifetime.

I heard we study evolution, what if I dont believe in evolution?

Dont worry, you dont have to. You are however required to be able to understand the principals of evolution and to explain ideas in the context of evolution. The reason for this is that evolution is regarded within the scientific community as being factual and not just a possibility (theory means something different in science than it does in everyday English). I welcome any student to write a disclaimer on any test or assignment declaring their non-belief in evolution if it makes them feel more comfortable.

What if I dont do as well on an assignment as I would like to?

Not to worry. Assignments in this class are more about learning than earning marks. At the beginning of the course you will tell me what you want for a minimum mark. If your assignment falls below that level, we will have a conversation about what has met the criteria, and what has not. The assignment will then be given back to you so you can make the previously discussed improvements.

What if I dont do as well on a test as I would like to?

As with assignments, you will be allowed to rewrite. However, before you can rewrite a test, you must provide Mr. Standring with test corrections. This means that each question you got wrong on your test must be corrected with an explanation.

Can I change my grade choices partway through the course?

Once!!! If you find that your choice of minimum grade or how you are graded is no longer the best choice for you, it can be changed once at the time of your first report card. The change will require a letter of explanation from you explaining why you want the change. This letter needs to be signed by your parents or guardians.

Where will I find resources for this course?

The first place to look will be http://standring.weebly.com/ . This is where Mr. Standring organizes all of his school & course stuff. Talk to some students who have done courses with him before, and ask them how much they use it. A highly recommended resource for working through material on your own is http://resource.rockyview.ab.ca/rvlc/bio20/ . This page, designed by Alberta education contains lessons, assignments, and self-testing questions that you can use to see if you arr on the right track. It is always important to evaluate your won learning. This is why our school has purchased the right to use exambank. http://alberta.exambank.com/index.html will get you to the site. Username: grade 9 Password: grade 9

A great place to find learning resources and simulations is http://www.learnalberta.ca/Home.aspx Simulations for all sciences can be found at http://phet.colorado.edu/

Student Expectations The following are a list of behaviours I expect students to follow while in class. Violations of them will lead to reprimands, being asked to step out of the classroom momentarily, being sent to the office, etc., depending on the severity of the action. 1. 2. 3. 4. 5. Respect for other students, visitors, staff, or anyone else. Abusive language or actions, destruction of property, and physical violence will not be tolerated. Use appropriate language. Similar to above, swearing or other rude forms of communication are not tolerated in class or the school. Be prepared to learn. Avoid distracting yourself and other students during lessons and have your work materials with you when class begins. Use your time effectively. Class time is limited so you must use it wisely. Cheating on any form of assessment is unacceptable. Cheating will result in a mark of zero on that test or assignment.

Extra Help Mr. Standring offers extra help in a relaxed, no pressure atmosphere in any subject (to the best of his ability) Room # 208 Tuesdays, Wednesdays and Thursdays 3:30-5:00. Parents and Students of all grades welcome. Please let Mr. Standring know to expect you a day in advance, so he doesnt make other plans.

Choices
Circle one I choose to be evaluated in Biology 30 in a more Test / Project based manner. I would like to finish the course by (date) ______________________________ I would like my minimum mark to be (percentage) ______________________

Students and parents please sign below to acknowledge you have read this outline

Student signature: _________________________ Printed name: ____________________________

Parent Signature:_________________________ Printed name: ___________________________

Unit A: Nervous and Endocrine Systems

Themes: Equilibrium and Systems Overview: This unit examines the biological processes that mediate the interactions between humans and their environment to maintain equilibrium. The nervous system contributes to homeostasis through its response to internal and external stimuli. Endocrine glands help to maintain homeostasis through the hormones they release into the blood. A study of the interactions between the nervous and endocrine systems leads to an examination of the functioning of the central and peripheral nervous systems and their ability to sense the environment and respond to it.

This unit builds on: Grade 8 Science, Unit B: Cells and Systems Science 10, Unit C: Cycling of Matter in Living Systems Biology 20, Unit D: Human Systems

Unit A will require approximately 25% of the time allotted for Biology 30. Links to Mathematics: None

Focusing Questions: How does the human body maintain equilibrium between its internal and external environments? What physiological processes and control systems are involved in maintaining homeostasis? What medical technologies are available to alleviate disorders of the nervous and endocrine systems?

General Outcomes: There are two major outcomes in this unit. Students will: 1. explain how the nervous system controls physiological processes 2. explain how the endocrine system contributes to homeostasis.

Key Concepts: The following concepts are developed in this unit and may also be addressed in other units or in other courses. The intended level and scope of treatment is defined by the outcomes. neuron sensory receptors nerve impulse transmission endocrine system and hormones central and peripheral nervous systems homeostasis and feedback systems reflex arcs endocrine and nervous system interactions

Unit B: Reproduction and Development

Themes: Change and Systems Overview: This unit investigates the human reproductive system as a representative mammalian system responsible for propagating the organism and perpetuating the species. The processes associated with human reproduction and development, as well as the regulation of these processes by hormones, are reviewed. The influence of environmental factors on embryonic and fetal development is examined, as are various reproductive technologies. This unit builds on: Grade 8 Science, Unit B: Cells and Systems Grade 9 Science, Unit A: Biological Diversity Science 10, Unit C: Cycling of Matter in Living Systems Biology 20, Unit D: Human Systems

Unit B will require approximately 20% of the time allotted for Biology 30. Links to Mathematics: None Focusing Questions: How do the reproductive systems function to ensure survival of the species? What mechanisms are responsible for regulating the reproductive systems? What are the major processes and events of human embryonic and fetal development? How do reproductive technologies affect functioning of the reproductive systems, and what impact do these technologies have on society?

General Outcomes: There are three major outcomes in this unit. Students will: 1. explain how survival of the human species is ensured through reproduction 2. explain how human reproduction is regulated by chemical control systems 3. Explain how cell differentiation and development in the human organism are regulated by a combination of genetic, endocrine and environmental factors. Key Concepts: The following concepts are developed in this unit and may also be addressed in other units or in other courses. The intended level and scope of treatment is defined by the outcomes. male and female reproductive systems reproductive hormones reproductive technologies embryonic and fetal development parturition lactation

Unit C: Cell Division, Genetics and Molecular Biology

Themes: Change and Diversity Overview: This unit examines the two types of cell division, mitosis and meiosis. Students learn about chromosomal behaviour during cell division and expand their knowledge of chromosomes by studying classical genetics. Classical genetics is further extended to a molecular level by exploring the basic structure of deoxyribonucleic acid (DNA), its role in protein synthesis and the impact of mutation. This unit builds on: Grade 9 Science, Unit A: Biological Diversity Unit C will require approximately 40% of the time allotted for Biology 30. Links to Mathematics: The following mathematics topics are related to the content of Unit C but are not considered prerequisites. Measurement Probability

Focusing Questions: What cellular processes allow for growth and reproduction of an organism? What regulates the transmission of genetic information from one generation to the next? How is DNA responsible for the production of proteins? How has knowledge of the molecular nature of genes and DNA led to new biotechnologies and the treatment of genetic disorders?

General Outcomes: Students will: 1. Describe the processes of mitosis and meiosis 2. Explain the basic rules and processes associated with the transmission of genetic characteristics 3. Explain classical genetics at the molecular level. Key Concepts: The following concepts are developed in this unit and may also be addressed in other units or in other courses. The intended level and scope of treatment is defined by the outcomes. polygenic and multiple allelic traits cell cycle gene linkage mitosis and meiosis model of DNA chromosome number replication karyotype transcription alternation of generations translation Mendels laws of heredity mutation probability genetic engineering monohybrid, dihybrid and sex-linked inheritance incomplete dominance and codominance

Unit D: Population and Community Dynamics Themes: Systems, Equilibrium and Change Overview: Population change over time can be examined through a study of population genetics (HardyWeinberg principle) and population growth. Both of these can be expressed quantitatively. Individual members of populations interact with each other as well as with members of other populations, which can have an impact on the populations involved. Communities are a sum of all the different populations living together. Communities may change over time as a result of natural or artificial events. This unit builds on: Grade 9 Science, Unit A: Biological Diversity Biology 20, Unit A: Energy and Matter Exchange in the Biosphere Unit B: Ecosystems and Population Change Unit D will require approximately 15% of the time allotted for Biology 30. Links to Mathematics: The following mathematics topics are related to the content of Unit D but are not considered prerequisites. Graphing and interpreting nonlinear data Solving nonlinear Measurement Focusing Questions: How does one determine if populations are changing over time? In what ways may individual members of a population interact with one another or with members of a different population? What quantitative measures indicate that populations change over time? What role does society play in managing wildlife populations? General Outcomes: There are three major outcomes in this unit. Students will: 1. Describe a community as a composite of populations in which individuals contribute to a gene pool that can change over time 2. Explain the interaction of individuals in a population with one another and with members of other populations 3. Explain, in quantitative terms, the change in populations over time. Key Concepts: The following concepts are developed in this unit and may also be addressed in other units or in other courses. The intended level and scope of treatment is defined by the outcomes. Hardy-Weinberg principle gene pool natural selection symbiotic relationships and other interactions succession determiners of population size: o natality, mortality, immigration, emigration population growth rate and population growth curves r- and K-selected reproductive strategies