Biology Syllabus
Instructor: Mrs. Kristi Fix
Email: kfix@staunton.k12.va.us
Texts: McDougal Littell Biology and Prentice Hall Biology, Miller, Levine
Course Description:
This class focuses on the study of living things and their relationships with other living organisms, as
well as the physical environment. Special attention will be given to the eight unifying themes of biological
sciences:
1. Science as a Process
2. Evolution
3. Energy Transfer
4. Continuity and Change
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Relationship of Structure and Function
Regulation
Interdependence in Nature
Science, Technology, and Society
Goals:
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Students shall understand concepts dealing with the nature of science.
Students shall demonstrate an understanding of the role of chemistry in life processes.
Students shall demonstrate an understanding of the structure and function of cells.
Students shall demonstrate an understanding of how cells obtain and use energy
(energetics).
5. Students shall demonstrate an understanding of heredity.
6. Students shall investigate the molecular basis of genetics.
7. Students shall examine the development of the theory of biological evolution.
8. Students shall demonstrate an understanding that organisms are diverse.
9. Students shall demonstrate an understanding of ecological and behavioral relationships
among organisms.
10. Students shall demonstrate an understanding of the ecological impact of global issues.
Course Expectations:
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This course is a Standards of Learning (SOL) course. Students are expected to do their very
best on this test by learning the course content and taking the course expectations seriously.
Students are responsible for daily required materials.
It is expected that students participate fully in class daily in order to get the most out of the
learning experience. Class work is not considered optional.
Follow all directions and safety guidelines as given by the teacher.
Students are responsible for acquiring and making up missed work including tests, labs, and
homework. Make-up work is due within the required time; for each day absent you receive the
day plus one to complete make-up work. For example: Absent 2 days- you get 4 days to
complete make-up work.
Students are expected to study nightly and complete assignments on time.
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Students are expected to demonstrate academic, social and personal integrity as members of
Robert E. Lee High School.
Daily Required Materials: (THIS IS NOT OPTIONAL!!!)
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3 ring binder (for Biology ONLY)
Dividers with labels
3 x 5 note cards
Pens and/or pencils, 1 highlighter
Good attitude
Conduct grades will be given for each nine weeks. The rubric for this is:
A= Very appropriate behavior; no negative parent phone calls/ contacts
B= If you have been spoken to concerning behavior more than a few times and
parent(s) have been called/ contacted concerning disruption
C= If you have been spoken to concerning behavior more than a few times and
parent(s) have been called/ contacted concerning disruption, and been sent
to focus.
D= If you have been spoken to concerning behavior more than a few times and
parent(s) have been called concerning disruption, and been sent to focus and
a referral written.
F= Multiple referrals
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Biology SOL’s
The Biology standards are designed to provide students with a detailed understanding of living systems.
Emphasis continues to be placed on the skills necessary to examine alternative scientific explanations, actively
conduct controlled experiments, analyze and communicate information, and gather and use information in
scientific literature. The history of biological thought and the evidence that supports it are explored, providing
the foundation for investigating biochemical life processes, cellular organization, mechanisms of inheritance,
dynamic relationships among organisms, and the change in organisms through time. The importance of
scientific research that validates or challenges ideas is emphasized at this level. All students are expected to
achieve the content of the biology standards.
The Biology standards continue to focus on student growth in understanding the nature of science. This
scientific view defines the idea that explanations of nature are developed and tested using observation,
experimentation, models, evidence, and systematic processes. The nature of science includes the concepts that
scientific explanations are based on logical thinking; are subject to rules of evidence; are consistent with
observational, inferential, and experimental evidence; are open to rational critique; and are subject to refinement
and change with the addition of new scientific evidence. The nature of science includes the concept that science
can provide explanations about nature and can predict potential consequences of actions, but cannot be used to
answer all questions.
BIO.1
The student will demonstrate an understanding of scientific reasoning, logic, and the nature of
science by planning and conducting investigations in which
a) observations of living organisms are recorded in the lab and in the field;
b) hypotheses are formulated based on direct observations and information from scientific
literature;
c) variables are defined and investigations are designed to test hypotheses;
d) graphing and arithmetic calculations are used as tools in data analysis;
e) conclusions are formed based on recorded quantitative and qualitative data;
f) sources of error inherent in experimental design are identified and discussed;
g) validity of data is determined;
h) chemicals and equipment are used in a safe manner;
i) appropriate technology including computers, graphing calculators, and probeware, is used for
gathering and analyzing data, communicating results, modeling concepts, and simulating
experimental conditions;
j) research utilizes scientific literature;
k) differentiation is made between a scientific hypothesis, theory, and law;
l) alternative scientific explanations and models are recognized and analyzed; and
m) current applications of biological concepts are used.
BIO.2
The student will investigate and understand the chemical and biochemical principles essential for
life. Key concepts include
a) water chemistry and its impact on life processes;
b) the structure and function of macromolecules;
c) the nature of enzymes; and
d) the capture, storage, transformation, and flow of energy through the processes of photosynthesis
and respiration.
BIO.3
The student will investigate and understand relationships between cell structure and function. Key
concepts include
a) evidence supporting the cell theory;
b) characteristics of prokaryotic and eukaryotic cells;
c) similarities between the activities of the organelles in a single cell and a whole organism;
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d) the cell membrane model; and
e) the impact of surface area to volume ratio on cell division, material transport, and other life
processes.
BIO.4
The student will investigate and understand life functions of Archaea, Bacteria and Eukarya. Key
concepts include
a) comparison of their metabolic activities;
b) maintenance of homeostasis;
c) how the structures and functions vary among and within the Eukarya kingdoms of protists,
fungi, plants, and animals, including humans;
d) human health issues, human anatomy, and body systems;
e) how viruses compare with organisms; and
f) evidence supporting the germ theory of infectious disease.
BIO.5
The student will investigate and understand common mechanisms of inheritance and protein
synthesis. Key concepts include
a) cell growth and division;
b) gamete formation;
c) cell specialization;
d) prediction of inheritance of traits based on the Mendelian laws of heredity;
e) historical development of the structural model of DNA;
f) genetic variation;
g) the structure, function, and replication of nucleic acids;
h) events involved in the construction of proteins;
i) use, limitations, and misuse of genetic information; and
j) exploration of the impact of DNA technologies.
BIO.6
The student will investigate and understand bases for modern classification systems. Key concepts
include
a) structural similarities among organisms;
b) fossil record interpretation;
c) comparison of developmental stages in different organisms;
d) examination of biochemical similarities and differences among organisms; and
e) systems of classification that are adaptable to new scientific discoveries.
BIO.7
The student will investigate and understand how populations change through time. Key concepts
include
a) evidence found in fossil records;
b) how genetic variation, reproductive strategies, and environmental pressures impact the survival
of populations;
c) how natural selection leads to adaptations;
d) emergence of new species; and
e) scientific evidence and explanations for biological evolution.
BIO.8
The student will investigate and understand dynamic equilibria within populations, communities,
and ecosystems. Key concepts include
a) interactions within and among populations including carrying capacities, limiting factors, and
growth curves;
b) nutrient cycling with energy flow through ecosystems;
c) succession patterns in ecosystems;
d) the effects of natural events and human activities on ecosystems; and
e) analysis of the flora, fauna, and microorganisms of Virginia ecosystems.
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Biology Grading
2015-16
50% Tests/ Quizzes
Tests will be assigned at the end of
each unit and will be graded on a
100 point system. Each test will
consist of general object questions and
SOL type questions designed to
prepare
students for the End of Course Biology SOL Test.
10% Homework/Classwork
Homework will be assigned as needed
to support the rigor of the course. Homework is
provided to guide students toward mastery of
content material by providing an opportunity for
more exposure to the curriculum. Homework also
provides the teacher data on student achievement
levels which can be used for review and re-teaching
prior to taking a final test on the topic.
30% Labs
With each unit students will be
completing Laboratory Investigations
designed to allow them to apply what
they have learned from the lesson.
10% Notebook
Each student is expected to keep a
separate Biology notebook for
Biology papers only. The notebook
will be assessed at least once
during each nine weeks.
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