Biology 30 Course Outline
Mr. Rasmussen 2012
Course Overview:
Biology 30 is a very demanding course. We will study in great detail four units that build upon previous studies. I have high expectations for the work ethic demonstrated by students and the quality of work submitted for marking. During the semester we will study four units that the diploma exam will test you on. The following is a brief overview of the course and is not complete.
Unit 1 Systems regulating change in humans (Chpt. 13-15)
Approximately 25% of course – Expected exam date: March 8th
The nervous system, endocrine system, and some examples of special senses will be investigated. How these systems work together to maintain homeostasis in terms of both the internal and external environment.
Unit 2 Reproduction and development (Chpt. 16)
Approximately 20% of course – Expected exam date: April 3rd
The reproductive system is examined including a thorough look at hormonal influence of this system. The development of a zygote after the process of fertilization is covered. Problems with these processes are discussed as well as the contributions of technology to lives.
Unit 3 Cells, chromosomes, and DNA (Chpt. 17-20)
Approximately 40% of course – Expected exam date: June 1st
We will exhaustively look at the cell cycle, both mitotic and meiotic, as well as cover the transfer of genetic material from parent to offspring. Genetic disorders that can result from errors will be discussed. Mendellian genetics will lead into the concepts of molecular genetics and technologies related to these areas of science.
Unit 4 Change in populations and communities (Chpt. 21-23)
Approximately 15% of course – Expected exam date: June 12th
Unit 3 is built on in this unit by applying genetic studies to a community/population to infer change in those individuals. The Hardy-Weinberg principle is used for these purposes. Relationships in a population are examined as are other ecological principles.
NOTE: The above “expected exam dates” are not set in stone and if there is a change to the exam date you will be provided with sufficient notice.
Required Textbook for course: Nelson Biology
NOTE: The replacement cost of this textbook is $110.
Required Materials:
An organized notebook must be kept with notes, assignments, and handouts kept in a binder. Dividers should be used to separate units. A calculator will be needed. During the course other materials may be needed and I will give appropriate notice when that happens.
Evaluation
Assignments/homework 15%
Quizzes/Chapter tests 15%
Unit tests 20%
Diploma exam 50%
Biology 30 Course Calculation:Teacher mark counts for 50% of your mark
Diploma exam mark counts for 50% of your mark
Diploma Exam: Friday, June 22, 2011 (9:00am – 11:00am)
Late Assignments/Missed quizzes or Exams
Late assignments will not be accepted unless prior arrangements have been made with me regarding the assignment.
Missed Classes/Assignments
It is an unfortunate reality, we get sick. If illness or another reason causes you to miss class it will be understood that you are personally responsible for getting the material that was covered during your absence. You still have to do the assignments that were given during your absence unless an arrangement is made with me. If you do not, you will be given a mark of 0.
Web Support:
http://www.nelson.com/ABbio20-30/
Username: nelsonbio_student
Password: nelsonbio_onlinelearning
Class Expectations
It is expected that you arrive to class on time with all the materials that are needed for that class. In general that includes your textbook, a pen/pencil, and your notebook. If you arrive without those items you will be considered late. It is also expected that students pay attention to the activities during that class time and you do not disturb the other students. I will work to develop skills in students that will benefit them in a post-secondary situation. At times I will lecture and expect notes to be taken. Research and writing skills will be required to complete certain assignments.
Further, I would like to point out that due to the nature of this course little patience will be shown for students that continually disrupt others. The importance of this course for many is significant and I will not let a student jeopardize that. Students that do not cooperate will be removed from the classroom. For minor problems detentions or extra work will be assigned.
“Reason can answer questions, but imagination has to ask them.”
Ralph Gerard
Expected student outcomes for Biology 30 as outlined by Alberta Education:
taken from http://www.education.alberta.ca/teachers/program.aspx
NOTE: These are the general outcomes for each of the 4 units. For each of these general outcomes there are specific outcomes broken down into expected knowledge, skills, and attitudes provided at the above website.
Unit A: 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
nerve impulse transmission
central and peripheral nervous systems
reflex arcs
sensory receptors
endocrine system and hormones
homeostasis and feedback systems
endocrine and nervous system interactions
Unit B: Reproduction and Development
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
General Outcomes: There are three major outcomes in this unit.
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.
cell cycle
mitosis and meiosis
chromosome number
karyotype
alternation of generations
Mendel’s laws of heredity
probability
monohybrid, dihybrid and sex-linked inheritance
incomplete dominance and codominance
polygenic and multiple allelic traits
gene linkage
model of DNA
replication
transcription
translation
mutation
genetic engineering
Unit D: Population and Community Dynamics
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: natality, mortality, immigration, emigration
population growth rate and population growth curves
r- and K-selected reproductive strategies