Foothill Technology High School

Biology Interactive Notebook

Quarter One

Fall 2015

DEPARTMENT STATEMENT:

Students will actively experience science – both the concepts and practices of the disciplines. Science requires a student to understand facts, processes, interactions and the methods of discovering these things in an organized, yet creative fashion. Students will learn to operate various pieces of scientific equipment that serve as tools to improve the accuracy of measurement and analysis. Foothill Technology High School is dedicated to integrating concepts and projects across curricula. By integrating several subjects, we hope that each student gains a deeper understanding and appreciation of the fact that one subject cannot stand without the other.

COURSE EXPECTATIONS and GUIDELINES

SUGGESTED SUPPLIES:

Glue stickand tapefor putting items in interactive notebook

Index cards to create concept cards

College ruled, loose-leaf paper

Pencils, pens (blue or black ink), highlighters, erasers

Storage pouch for pencils, pens, glue sticks, unused index cards, etc.

1.5” – 2” binder to hold your interactive notebook

At least 10 dividers/tabs to glue into your biology interactive notebook to separate units

Calendar/Agenda for recording assignments

Colored pencil set (at least 12 colors)

Several clear page protectors

CLASS EXPECTATIONS:

Students are expected to:

  1. Be on time. (Refer to Foothill’s Survival Guide for policies on tardiness and absenteeism)
  2. Be prepared with appropriate materials (interactive notebook, pen, etc.)
  3. Be involved in class discussions.
  4. Be respectful of self, teacher, classmates, guest speakers, and school property.
  5. Be aware of safety protocol in the lab and follow it.

EXPECTED WORKLOAD:

  • Quizzes and unit tests – every 2-4 weeks
  • Lab investigations and activities – 1 per week
  • Homework (including online assessments) – 1 to 3 times a week
  • Projects – one big project per quarter
  • Practical lab exams – one per semester

Work not attempted by the deadline date will be recorded as a zero.

COURSE EXPECTATIONS and GUIDELINES

UNITS OF STUDY:

Unit / Topics / Unit / Topics
Characteristics of Life / Students will identify characteristics shared by all living organisms. They will describe how organisms use and transfer matter and energy through the food chain. Levels of organization from atoms to biosphere will be identified, and they will discover the most common and essential elements that make up living systems. They will design an experiment to demonstrate how living organisms maintain homeostasis. They will be introduced to the idea that cells divide and differentiate to create body systems that work interdependently. Students will discovercell diversity and how anatomy and physiology complement each other. They will describe the structure and function within prokaryotic and eukaryotic cells, and practice microscopy skills. / Population, Community, and Ecosystems
(Organisms and their impact on the environment) / In this unit, students begin to understand how organisms interact with each other and its environment. They will analyze factors that affect the carrying capacity of the ecosystem, and evaluate how behavior can influence the ability of an organism to survive and reproduce. Students will study factors that contribute or limit biodiversity. They will analyze human impact on the environment and design a solution to minimize adverse affects. Students will study factors that maintain stable ecosystems, and how changing conditions can result in new ecosystems.
DNA and Mitosis, / Students will explore DNA structure, replication and review the cell cycle. They will identify chromosome structure, and extract chromosomes from cheek cells. Students will analyze the purpose of mitosis and master the understanding of cellular division and differentiation in multicellular organisms.
Physiology (The Organism) / Students will explore physiology via fetal pig dissection, and develop a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. They will solidify their understanding of positive and negative feedback systems that control homeostasis. / DNA &
Meiosis / Students will clarify the role of DNA and chromosomes in coding the instructions for characteristic traits and how these are passed down from parents to offspring. Students will examinedifferent forms of sexual reproduction, and distinguish between mitosis and meiosis. They will applyhow the law of independent assortment and segregation, mutations, and errors in replication may contribute to genetic diversity.
Conservation of Matter and Energy, Photosynthesis and Cellular Respiration / Students will be review bond energy and ATP. They will study the role of cellular respiration and photosynthesis in the cycling of matter. They will explain how food webs transfer energy as well as matter, and analyze biomass pyramids. They will understand how toxins move up the chain through bioaccumulation. / Proteins & Biotechnology / Students will explore transcription and translation, and trace proteins through the endomembrane system. They will construct an explanation for how DNA determines the structure of proteins, which carry out essential functions of life.
Genetics & Evolution / Students will apply concepts of statistics and probability to explain variation and distribution of expressed traits in a population.They will interpret pedigrees and karyotypes, calculate allele frequencies, and compare micro and macroevolution. Students will understand natural selection and its role in evolution.

GRADING SCALE:

A / 90 – 100%
B / 80 – 89%
C / 70 – 79%
D* / 60 – 69%
F / 50 – 59%

COURSE EXPECTATIONS and GUIDELINES

WEIGHTING OF TASKS and Q-SHELL ASSIGNMENT CATEGORIES:

Tests and Quizzes / 40%
Engineering Practices, Labs and Projects / 15%
Daily Homework, Notes, and Classwork / 25%
Semester Final / 20%

HOMEWORK:

Homework will be related to the curriculum and will be assigned to strengthen skills, reinforce concepts, and/or prepare for a lesson, unit, or activity. Students should expect some homework on a daily basis.

There are two general categories of homework:

1.Peer evaluated: In cooperative groups, students will evaluate work in interactive notebooks as either following or not following the guidelines.

2.Instructor evaluated: This includes online assessments, projects, concept-mastery worksheets, and lab conclusions.

LATE WORK AND/OR MISSING WORK:

•Each assignment will have a due date. This is the date by which you are expected to submit the assignment.

•Missing work will be recorded in the grade book as a zero.

•If a student is absent from class, that student is responsible for making up missed work.

EXTRA CREDIT:

1.Individual Extra Credit: There are select opportunities for a small amount of individual extra credit to be earned. These will be discussed in class.

2.Group Extra Credit: Large assignments for extra credit will be considered on a class-level basis, not an individual basis, and will only be offered to students who have all assignments completed.

RENAISSANCE INCENTIVES:

Renaissance Cards: Renaissance cards will be awarded by the school on a merit basis, and most of the incentives can be redeemed in Biology, per teacher discretion.

Safety Rules in the Laboratory

Teacher Copy

  1. During experiments, listen carefully to instructions and follow them as exactly as you can. In case of confusion or uncertainty, ask questions! Performing unauthorized experiments will not be tolerated.
  2. No horseplay will be tolerated.
  3. All students will wear safety goggles/safety glasses in the laboratory whenever experiments arebeing performed that warrant eye protection. Notify your teacher if you are wearing contact lenses. Circumstances when safety goggles will always be worn are: When anything is heated, when students handle chemicals, or when there is the potential for chance flying debris.
  4. Never eat in lab or drink out of glassware. Never taste or smell anything unless you are given specific directions to do so.
  5. Any injury, major or minor (cut, burn, etc.), must be reported to the teacher at once. Put cold water on burns first. Chemical spills should be washed off immediately with water. Know the location of all laboratory safety equipment. Chemicals in the eyes must be flushed immediately with the eyewash. Hold the eye open, rotate the eyeball, and continue washing for 10-15 minutes.
  6. Do not touch equipment without permission. All unauthorized experimentation is strictly forbidden. This includes all chemicals, models, or apparatus. Complete all pre-lab work. Don’t do any lab procedures until approved by instructor.
  7. When heating a test tube, always point the open end away from you and others. It should be at a slant rather than straight up in most cases.
  8. If the fire alarm should sound during a lab, turn off all heat sources and proceed quietly from the classroom to the assembly area outside.
  9. If glass is broken, the teacher should be informed immediately. Students should not handle broken glass; teachers will dispose of broken glass.
  10. Be careful not to contaminate the class supply bottle. Use disposable papers with solids. Use the same supply spoon with the same chemical. Don’t put any excess material back into the supply bottle.
  11. Dispose of all materials as per instruction. Do not assume that all liquids go down the sink!
  12. Dissection equipment can only be used on specimens. Any misuse of dissection tools will result in disciplinary action.
  13. Before class will be dismissed, all equipment and sinks must be clean, and desktops must be clean and dry.

If the above guidelines are not followed, you may not be allowed to participate in the lab and may not receive credit for the activity.

RESPONSIBLE USE OF INFORMATION TECHNOLOGY POLICY

Policy Statement: FTHS requires students who use its information technology resources to do so in a responsible manner, abiding by all applicable laws, policies, and regulations.

Acceptable Use:

  • Respecting system security mechanisms and not taking measures designed to circumvent, ignore, or break these mechanisms.
  • Showing consideration for the utilization of IT resources. Be careful, honest, responsible, and civil in the use of computers and networks.
  • Abiding by copyright rules.
  • Respecting the rights of others.

Unacceptable Use:

  • Unauthorized access to or use of IT resources.
  • Any activity designed to hinder another person’s use of its resources and data.
  • Installation, distribution, or intentional use of malicious software (spyware, viruses, etc.)
  • Security breaches, intentional or otherwise.
  • Sharing of passwords.
  • Damaging the integrity of IT resources, intentional or otherwise.
  • Installing software or applications, without strict permission.
  • Copyright infringements through peer-to-peer file sharing or unauthorized use, access, or distribution of licensed computer software.
  • Unlawful communication, including but not limited to harassing (cyber bullying) and dissemination, hosting, or posting of child pornography, and/or obscene material.
  • Fraud: which includes, but not limited to, the misrepresentation of the identity of the sender or source of an electronic communication, as well as any alteration of a message originating from another person or computer with intent to deceive.
  • Spamming

CLASSROOM iPAD/Chromebook STUDENT USE AGREEMENT

Using the iPads or chromebooks is a privilege that may be lost by table groups or class periods. The guidelines below outline the basic rules we will follow while using the devices. When in doubt – just ask! In general, remember to respect the iPads and Chromebooks as if they were your own.

When using the iPads or Chromebooks:

  • No food or drinks allowed.
  • Stay seated at your table group while using the devices. If it is necessary to move around, follow your teacher’s directions and be careful.
  • iPads and chromebooks must be used in ways that are appropriate, meet school district expectations, and are educational. Any other use will result in disciplinary action.
  • Follow the Responsible Use of Information Technology Policy.
  • Always stay on task when using the devices. If your table has finished all of their work and would like to “play” on the iPads, ask your teacher for permission first.
  • Immediately report any problem to your teacher. If you accidentally access a website that you think may be harmful or inappropriate, notify your teacher as soon as possible.

Do NOT:

  • Take unauthorized pictures, selfies, or videos. Although it is fun to do, they take up valuable space that needs to remain free in order to save large files of projects for all of the classes.
  • Change the wall paper, background images, or screen savers.
  • Exchange devices with another table group or student.
  • Modify or delete applications.
  • Change ANY of the settings.
  • Change the iPad’s or chromebooks background image or screen saver.
  • Move the applications around or change/rename folders.
  • Delete anything!
  • Leave the classroom with the devices, unless instructed to do so.
  • Stack any object on top of the devices.
  • Leave the devices unattended.

Failure to abide by the Responsible Use of IT Technology or iPAD/Chromebook Student Use Agreement will result in a loss of technology privileges and disciplinary action.

BYOD – Bring Your Own Device

If you have an iPad, iPad mini, iPod touch, or iPhone, you may be able to use it in class!

BYOD Guidelines:

  • Bring your own device at your own risk. You are responsible for your device and its contents – not your teacher, friend, etc.
  • It is strongly encouraged that you bring your device in a protective case.
  • Your device may not distract other students. Before class please turn the ringer/volume down and remove any inappropriate or offensive background images. During class you will be expected to follow the same rules as your classmates.
  • Download the necessary applications. It will be up to you whether you would like to purchase paid apps. If you do not have the necessary apps, you will be asked to turn off your device and put it away.
  • Your device can only be used during specific times of instruction when your teacher deems it appropriate. You are not “free” to use your device whenever you want to listen to music, surf the web, etc. Your device will be taken away from you if it is out at inappropriate time, and your parents will have to pick it up.
  • Bring your device fully charged. Charging devices in class can create a tripping hazard.
  • Arrive to class a few minutes early to log onto the wifi. There may be certain settings you will need to change or files you will need to download.

FAQ:

→How do I know when to bring my device? Check your class’ wiki, blog, or edmodo account (to look at upcoming assignments and activities.

→Can I share my device with a friend? You are responsible for the safety of your device. While you may still work with your table group, you must be the one controlling and using your device.

→How can I connect to the wifi? The wifi password is posted in front of the classroom.

→What apps will we be using and how much do they cost? Some applications we will be using are free while others cost money. If you would like to purchase the apps, you are more than welcome – however it isn’t necessary or required.

→Do I need to buy an iPad/iPod touch/etc? No! If you already have a device and would like to bring it, feel free. Otherwise, you are in no way expected to purchase one for school use.

→Can I use my iPad/iPod touch/etc whenever I want? No. Even when using your own device, you will be following the same rules of iPad mini use as the rest of the class.

Suggested Apps for Science –

It is not required for you to purchase your own apps or devices for this class. Science Apps can be very expensive. However, the following apps are recommended and can be used across curriculum, not just in Biology.

Productivity Apps:

  • Explain Everything
  • iMovie
  • Notes Plus
  • Inspiration

BIOLOGY INTERACTIVE NOTEBOOK REQUIREMENTS

The Interactive Notebook contains most of the information that will be explored during each semester. The right side pages will be reserved for lecture notes and activities presented to you in class. These activities mainly exercise the “left” hemisphere of your brain, the logical, verbal, and sequential center.
The left spiral pages demonstrate your understanding of the information from the right-side page. You work with the input and INTERACT with the information in creative, unique, and individual ways. The left side of the notebook, or “right brain” incorporates and reflects how you learn science as well as what you learn in science. We’ll use the 4 “block” categories to help accelerate your learning and focus your attention on big science concepts. A few of the activities are listed: