Class Requirements and Course Syllabus Biology I Mr. Hall

Transcription

1 Class Requirements and Course Syllabus Biology I Mr. Hall Students in high school develop understanding of key concepts that help them make sense of life science. The ideas are building upon students science understanding of disciplinary core ideas, science and engineering practices, and crosscutting concepts from earlier grades. There are five life science topics in high school: 1) Structure and Function, 2) Inheritance and Variation of Traits, 3) Matter and Energy in Organisms and Ecosystems, 4) Interdependent Relationships in Ecosystems, and 5) Natural Selection and Evolution. The performance expectations for high school life science blend core ideas with scientific and engineering practices and crosscutting concepts to support students in developing useable knowledge that can be applied across the science disciplines. The topic Structure and Function help students answer: How do the structures of organisms enable life s functions? In Inheritance and Variation of Traits students answer: How are the characteristics from one generation related to the previous generation? For Matter and Energy in Organisms and Ecosystems, the students answer: How do organisms obtain and use energy they need to live and grow? How do matter and energy move through ecosystems? In Interdependent Relationships in Ecosystems students answer: How do organisms interact with the living and non-living environment to obtain matter and energy? And in Natural Selection and Evolution students investigate: How can there be so many similarities among organisms yet so many different plants, animals, and microorganisms? How does biodiversity affect humans? Instructor Mr. Mel Hall is a graduate of the University of New Orleans with a Bachelor s of Science degree in biology and minors in geology, and drama/communications. Mr. Hall has taught for numerous years and is considered a highly qualified teacher in several disciplines including; all life sciences, general science, physical science, and theatre/film. Parents wanting to know more about the qualifications of individual teachers may contact Bogalusa City Schools for more information. Contents 1 Contact Information 2 Needed Materials 3 Class Procedures and Rules 4 Class Responsibilities 5 Lab Rules 6 Syllabus

2 1 Contact Information Your child s success is very important to all of us in the Bogalusa School System. To obtain information or to contact Mr. Hall or any other school official you have several options. Bogalusa City Schools website: Bogalusa High School website: Class website: Book a Conference: School Telephone: School Address: (985) (leave a message) phall@bogschools.org Bogalusa High School 100 M.J. Israel Dr. Bogalusa, LA Needed Materials Pen, 2 pencils and a highlighter Three ring binder Loose leaf paper 3 Class Procedures and Rules Immediately enter the classroom when you arrive Prepare necessary materials and be working by the time the tardy bell rings Follow all school rules Keep the classroom clean No clowning or horse-play in class Do not enter the room unless a teacher is present School policy regarding tardiness and absences will be strictly enforced Sit properly in your assigned seat and no sleeping Eating, drinking and gum chewing in class is at the discretion of the instructor Lab area, storage room and teacher s desk are off limits Computer use in at the discretion of the instructor and all rules must be followed Electronic devices will be taken by the teacher if used in class, school policy will be enforced Class disruption by inappropriate talking, being out of seat or any other disruption will not be tolerated Inappropriate and disrespectful behavior will be dealt with commensurate with the behavior and according to school policy Students will be verbally corrected the first time followed by an after class discussion on the second occasion and notification of a parent and/or coach the third time

3 4 Class Responsibilities Students must obtain missed notes from a classmate before returning to class Handouts will be issued to students one time; if lost, it is the student s responsibility to obtain a copy from their classmates Makeup work will be provided when necessary and must be turned in by the second Monday after the work is assigned Any assignment not submitted on its due date will have 5% deducted for every school day it is late 5 Lab Rules When working in the science laboratory, you will handle hot glass, hot objects, sharp objects, and chemicals. Every precaution will be taken to insure your safety and that of you classmates and instructors. To help create a safe environment for all to work in we will observe the following rules. Never work in the lab unless a teacher is present and aware of what you are doing. Prepare for the lab activity or experiment by reading it over first. Ask questions about anything that is unclear to you. Note any cautions that are stated. Dress appropriately for a laboratory. Avoid wearing bulky or loose-fitting clothes or dangling jewelry. Pin or tie back long hair, and roll up loose sleeves. Wear close-toed shoes. Keep the work area free of any books and materials not needed for what you are working on. Wear safety goggles when working with chemicals, flames, heated liquids, or glassware. State law mandates this. Use the apparatus only as instructed in the manual or by your teacher. If you wish to try an alternate procedure, obtain your teacher's approval first. Never remove chemicals or other materials from the laboratory area. Dispose of broken glass in the container marked Broken Glass. Do not touch anything that may be hot, including burners, hot plates, rings, beakers, electric immersion heaters, and electric bulbs. If you must pick up something that is hot, use an insulated glove, an oven mitt, a pot-holder, or some other appropriate holder. Handle all living organisms used in a laboratory activity in a humane manner. Preserved biological materials are to be treated with respect and disposed of properly. When using knives and other sharp instruments, always carry with tips and points pointing down and away. Always cut away from your body. All chemicals in the laboratory are to be considered dangerous. Do not touch, taste, or smell any chemicals unless specifically instructed to do so. The proper technique for smelling chemical fumes will be demonstrated to you. Check the label on chemical bottles twice before removing any of the contents. Take only as much chemical as you need. Acids must be handled with extreme care. You will be shown the proper method for diluting strong acids. Always add acid to water, swirl or stir the solution and be careful of the heat produced, particularly with sulfuric acid. Report any injuries, accidents, or breakages to your teacher immediately. Also report anything that you suspect may be malfunctioning.

4 Work quietly so that you can hear any announcements concerning cautions and safety. Know the locations of fire extinguishers, fire blankets, safety shower, eye wash fountain, and the nearest exit. When you have finished your work, check that electric equipment is turned off. Dispose of all chemical waste properly. Never mix chemicals in sink drains. Sinks are to be used only for water and those solutions designated by the instructor. Solid chemicals, metals, matches, filter paper, and all other insoluble materials are to be disposed of in the proper waste containers, not in the sink. Return all materials and apparatus to the places designated by your teacher. Follow your teacher's directions for disposal of any waste materials. Clean the work area. Failure to wear safety glasses and/or involvement in horseplay or any flagrant disregard of safety rules will result in removal from the laboratory situation and a grade of zero for that activity. 6 Syllabus Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 From Molecules to Organisms Genetics and Heredity Ecosystems Part A Evolution Ecosystems Part B Anchor Phenomenon The 2014 Ebola breakout killed approximately 11,000 people. Although a vaccine was created to combat the virus, the vaccine did not effectively kill all strains of the virus. Sickle cell anemia is more common in African Americas and approximately 1 in 13 blacks have the sickle cell trait. Although the disease can be deadly, people with the trait tend to have immunity to malaria. Trees can mitigate climate change. ** (Bend 1) A little girl name Addie goes to a hospital with a bacterial infection. After several weeks of antibiotic treatment, she developed a lifethreatening panresistant bacterial infection.* Since the 1960s, populations of herbivores in the Serengeti have fluctuated. The populations experienced a rapid increase followed by a rapid decline. ** Standards HS-LS1-1 HS-LS1-2 HS-LS1-3 HS-LS1-8 HS-LS1-4 HS-LS3-1 HS-LS3-2 HS-LS3-3 HS-LS4-3* HS-LS1-5 HS-LS1-6 HS-LS1-7 HS-LS2-7 HS-LS4-1 HS-LS4-2 HS-LS4-3 HS-LS4-4 HS-LS4-5 HS-LS2-1 HS-LS2-4 HS-LS2-6

5 Unit One (30 days) From Molecules to Organisms The 2014 Ebola breakout killed approximately 11,000 people. Although a vaccine was created to combat the virus, the vaccine did not effectively kill all strains of the virus. o HS-LS1-1: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. o HS-LS1-2: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. o HS-LS1-3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis in living organisms. o HS-LS1-8: Obtain, and communicate information about (1) viral and bacterial reproduction and adaptation, (2) the body s primary defenses against infection, and (3) how these features impact the design of effective treatment. Unit Two (34 days) Genetics and Heredity Sickle cell anemia is more common in African Americas and approximately 1 in 13 blacks have the sickle cell trait. Although the disease can be deadly, people with the trait tend to have immunity to malaria. o HS-LS1-4: Use a model to illustrate the role of the cell cycle and differentiation in producing and maintaining complex organisms. o HS-LS3-1: Formulate, refine, and evaluate questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parent to offspring. o HS-LS3-2: Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. o HS-LS3-3: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. o HS-LS4-3: Apply concepts of statistics and probability to support explanations that populations of organisms adapt when an advantageous heritable trait increases in proportion to organisms lacking this trait. Unit Three (32 days) Ecosystems Part A Trees can mitigate climate change. o HS-LS1-5: Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. o HS-LS1-6: Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.

6 o HS-LS1-7: Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed, resulting in a net transfer of energy. o HS-LS2-7: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. Unit Four (32 days) Evolution A little girl name Addie goes to a hospital with a bacterial infection. After several weeks of antibiotic treatment, she developed a life-threatening pan-resistant bacterial infection. o HS-LS4-1: Analyze and interpret scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. o HS-LS4-2: Construct an explanation based on evidence that biological diversity is influenced by (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. o HS-LS4-3: Apply concepts of statistics and probability to support explanations that populations of organisms adapt when an advantageous heritable trait increases in proportion to organisms lacking this trait. o HS-LS4-4: Construct an explanation based on evidence for how natural selection and other mechanisms lead to genetic changes in populations. o HS-LS4-5: Evaluate evidence supporting claims that changes in environmental conditions can affect the distribution of traits in a population causing: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Unit Five (32 days) Ecosystems Part B Since the 1960s, populations of herbivores in the Serengeti have fluctuated. The populations experienced a rapid increase followed by a rapid decline. o HS-LS2-1: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity, biodiversity and populations of ecosystems at different scales. o HS-LS2-4: Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. o HS-LS2-6: Evaluate the claims, evidence and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.