Advanced Biology Course Syllabus Teacher Contact Information Teacher Name Monica Paredes Phone Number (972) 237-5603 Email monica.paredes@gpisd.org Tutoring/Office Hours 7th Grade - *Tuesday 4:15pm-4:45pm 9th Grade- *Thursday 3:00pm-3:30pm *Or by appointment Course Description Students conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students in Biology study a variety of topics that include: structures and functions of cells and viruses; growth and development of organisms; cells, tissues, and organs; nucleic acids and genetics; biological evolution; taxonomy; metabolism and energy transfers in living organisms; living systems; homeostasis; and ecosystems and the environment. The Advanced Biology course includes all of the material covered in Biology with an emphasis on preparing students for the AP Biology course. This includes additional research, laboratory skills, and increased outside-of-class reading assignments. Course Materials & Resources Page 1 of 10 Advanced Biology Instructional Resources ● STEMScopes ● Instructional Materials ● Science equipment necessary to collect, record, and analyze information TEKS Resource System ● Preventative safety equipment Communication Policy Please contact me through email, Canvas Inbox, or by phone as needed. All messages will be responded to within a 24-hour period, Monday through Friday. Units of Study > Unit 01: The Molecules and Processes that Form Life This unit focuses on a conceptual understanding of the underlying chemistry of life. During this Unit: • Students apply their understanding of compounds as they are introduced to the four classifications of biomolecules. • Students compare the functions of all four types of biomolecules. • Students focus on the relationship between two types of biomolecules as they identify the components of DNA and explain the purpose and process of transcription and translation using models of DNA and RNA. • Students identify and investigate the role of the enzymes DNA helicase, RNA polymerase, aminoacyl tRNA synthetase, and peptidyl transferase that are essential to the processes of transcription and translation. > Unit 02: Lifeforms: "Simple" Cells Page 2 of 10 Advanced Biology This unit focuses on the general cellular processes of all living cells through investigating prokaryotic cells. During this Unit: • Students compare the structures of viruses and prokaryotic cells. • Students investigate and explain homeostasis in prokaryotic cells through transport of molecules in and out of the cell. • Students compare photosynthesis and cellular respiration as they occur in prokaryotic cells in terms of the molecules in the reactants and products in each and the energy converted during the process. > Unit 03: Life Changes This unit focuses on mutations and the effect on evolution. During this Unit: • Students expand on the conceptual understanding of the purpose and process of transcription and translation by explaining base pairing rules between DNA and RNA and using codon charts to determine an amino acid sequence based off of a nitrogenous base sequence. This is the first time students will experience base pairing rules. • Students apply the context of cellular structures to the transcription and translation processes. • Students use the processes of transcription and translation to identify and illustrate changes in DNA. Students recognize the role of mutations in the formation of the earliest domains and compare characteristics of archaea and bacteria > Unit 04: The Evolution of Eukarya Page 3 of 10 Advanced Biology This unit focuses on the origin of eukaryotic organisms and their similarities and differences with prokaryotic organisms. During this Unit: • Students compare and contrast prokaryotic and eukaryotic cells. • Students compare and contrast scientific explanations for cellular complexity, such as cell theory, abiogenesis theory, and endosymbiotic theory. • Student investigate and explain cellular processes as they occur in eukaryotic cells, including homeostasis, transport of molecules, photosynthesis, and cellular respiration. • Students compare the characteristics of taxonomic groups studied in prior units (archaea and bacteria) with the simplest forms of eukaryotic organisms (protists). > Unit 05: Eukarya Become Multicellular This unit bundles Student Expectations that explain the complexity of multicellular eukaryotic organisms. During this Unit: • Students focus on the role of the cell cycle, gene expression, and cell differentiation in multicellular eukaryotic organisms. > Unit 06 Genetic Diversity through Reproduction This unit focuses on sexual reproduction and genetics. During this Unit: • Students focus on the mechanics of genetics through a study of meiosis and genetic crosses. • Students predict possible outcomes of various genetic combinations such as monohybrid crosses, dihybrid crosses, and non-Mendelian inheritance. • Students study the significance of meiosis to sexual reproduction. They evaluate the significance of DNA changes in the process of meiosis and the effect on the possible offspring outcomes. > Unit 07: The Systems of Plants Page 4 of 10 Advanced Biology This unit focuses on the interactions that occur among plant systems. During this Unit: • Students describe the interactions that occur among plant systems that transport water from the roots and sugar from the leaves. • Students describe plant reproduction by identifying structures and functions of the parts of a flower. • Students describe the interactions occurring within plants as they respond to changes with various types of tropism. • Students analyze the levels of organization within an organism and relate the levels to each other. > Unit 08: The Systems of Animals This unit focuses on the interactions that occur among animal systems. During this Unit: • Students describe the interactions among systems that perform the functions of regulation, nutrient absorption, reproduction, and defense from injury or illness. • While investigating nutrient absorption, students summarize the role of microorganisms in maintaining health. • While investigating defense from illness, students summarize the role of microorganisms in disrupting health, describe viral reproduction, and describe the role of viruses in causing diseases. • Students analyze the levels of organization in organisms and relate the levels to each other. > Unit 09: Living in Changing Environments This unit bundles Student Expectations that address the abiotic aspects of the study of ecology. During this Unit: • Students describe the effects of ecological succession on population and species diversity. • Students describe the flow of matter through nutrient cycles and the impact of environmental change, including disruption of these cycles, on ecosystem stability. Page 5 of 10 Advanced Biology > Unit 10: Survival in a Community This unit bundles Student Expectations that address the biotic interactions included in the study of ecology. During this Unit: • Students explore the ecosystems of the world and living features that characterize individual ecosystems. • Students interpret relationships between organisms and analyze the flow of matter and energy through trophic levels and cycles. > Unit 11: The Beginning of Biology: Organizing to Understand This unit bundles Student Expectations that address taxonomy and comparing adaptations to explain how scientists began to organize living things. During this Unit: • Students learn how taxonomy categorizes all of Earth’s life forms. • They learn how to use the standardized taxonomic system that scientists use to categorize organisms based on similarities and differences shared among groups. • In addition, the importance of common classification systems is explored in this unit. • Students determine and compare characteristics that define the six major taxonomic groups. • Students analyze data and information regarding adaptations of organisms in different environments in order to make predictions and inferences about the classification of living organisms. • Students evaluate the impact of taxonomy on society and evaluate cladogram models. > Unit 12: Breakthroughs in Biology: Deepening Our Understanding This unit bundles Student Expectations about the evidence of the unity of life and mechanics that generated the diversity of life. During this Unit: Page 6 of 10 Advanced Biology • Students will connect the concepts learned throughout this course to analyze and evaluate evidence for evolution and scientific explanations of that evidence. • They also analyze and evaluate the mechanism of natural selection and its results. • Students analyze and evaluate the unity and diversity of life as explained by evolutionary theory. • More specifically, students analyze and evaluate various aspects of this scientific theory including evolutionary mechanisms, common ancestry, fossil record, natural selection, adaptation, and the development of diversity. > Unit 13: Current Developments in Biology This unit bundles Student Expectations that address the concepts that are the focus of modern biological research. During this Unit: • Students should approach this unit through the lens of TEKS B.3D, “Evaluate the impact of research on scientific thought, society, and the environment,” and TEKS B.3F, “Research and describe the history of biology and contributions of scientists,” with an emphasis on recent history. • Students will research methods that scientists are using to correct disruptions in the cell cycle and the fight to cure cancer, including the use of gene expression. • Students will research the latest developments in the fight against microorganisms that are resistant to medicine. • Students will research how modern genetic techniques are changing the hierarchical classifications of the largest taxonomic groups and shaping our understanding of Biology. Technology Information Single Sign-On Credentials Username Student ID Number Password Page 7 of 10 Advanced Biology first two letters of the first name, birth year, first two letters of last name, day of birth John Smith, 10/12/2006 Jo2006Sm12 Required Apps, Websites, and Programs ● Single Sign-On Canvas Useful Links ● Skyward Family and Student Technology Support ● GPISD Technology Help Desk Grading Policies and Procedures Grade Calculation Weight Frequency ● Daily 60 % 1 grade per week minimum ● Major 40 % At least 4 major grades each 9 week grading period. Assignment Submission Procedure Assignments will be submitted through Canvas or in-person, as designated by the instructor. Late Work Page 8 of 10 Advanced Biology ● ● Daily Daily late work papers must be submitted within three school days must be accepted. In the case of a block schedule, one school day means the next time the class meets. There will be a 10 point per day penalty for late work. Late papers may be accepted beyond the third day as determined by campus procedures. This provision does not extend beyond the end of the school day on the last day of the nine weeks. Major Ten points for each school day late will be subtracted from the grade earned including the day due. This provision does not extend beyond the end of the school day on the last day of the nine weeks. Tests are considered major grades; however, tests are not eligible for consideration under the major grade late work policy. Reassessment A student who earns below a 70 on a test shall be given an opportunity to be reassessed. Exceptions are: nine-week or semester exams assessed after the student must participate in a re-teaching process within a reasonable teacher-designated time period. All students shall be afforded the option to reassess. For more details on grading policies and procedures related to reassessment consult the GPISD Grading Procedures, Regulations, and Explanations document. Absences Regular attendance is an academically related factor that can affect the determination of a student’s grade. Students shall makeup assignments and tests after absences. Students shall receive a zero for any assignment or test not made up within the allotted time. GPISD Board Policy EIAB (Local) For more details on grading policies and procedures related to student absences consult the GPISD Grading Procedures, Regulations, and Explanations document. Page 9 of 10 Advanced Biology Student Success Tips & Resources Students, please come prepared to class with your materials including a - Composition notebook Pen or Pencil Positive attitude :) Page 10 of 10