BIOLOGY I
Mrs. Nelson 2009-2010
Course Description
In biology, students observe and analyze the characteristic properties of living organisms, including
becoming familiar with homeostatic functions, exploring cellular structure and function and
mechanisms of transport within cells, classifying organisms, and surveying the kingdoms of living
organisms. Students utilize critical thinking skills to develop a greater appreciation of life and man’s
role in preserving life and the environment. They also analyze the cause and effect of the physical
environment on the health and well-being of organisms, as well as develop skills in the application
of proper laboratory techniques and safety. Components of this aspect of the course include
microscopy, use of dissection instruments, and handling of laboratory chemicals and specimens.
Classroom Rules
1.
2.
3.
4.
Obey all rules.
Be prepared for class.
Show respect for yourself and others.
Always do your best.
Success in Biology
The Virginia Standards of Learning (SOLs) for Biology demand a fast-paced course with a mastery
of concepts, a thorough understanding of terminology and extensive graphing and data
interpretation skills. A great deal of material is covered each day and good attendance is vital to
success. If you attend class every day and come ready to learn, willing to study, do your class
work and homework on a regular basis and hand in your work on time, you can succeed in this
course. Students who miss a great deal of school and do not make up work tend to do poorly in
Biology class. While I understand that illness and family emergencies cannot be avoided, it is VERY
IMPORTANT that both student and parent(s) are aware that make-up work is not optional – it is
expected and required.
Grading Scale
100-94 = A
93-86 = B
85-78 = C
77-70 = D
69-0 = F
Cheating
Cheating will not be tolerated and will result in a zero for the work and disciplinary action. While
lab work and some of the projects are cooperative activities, any lab/project work should reflect
one’s own work. Copying another student’s work will result in a zero for BOTH students as well
as disciplinary action.
Biology Standards of Learning
BIO.1
The student will plan and conduct investigations in which
a)
b)
c)
d)
e)
f)
g)
h)
observations of living organisms are recorded in the lab and in the field;
hypotheses are formulated based on direct observations and information from scientific literature;
variables are defined and investigations are designed to test hypotheses;
graphing and arithmetic calculations are used as tools in data analysis;
conclusions are formed based on recorded quantitative and qualitative data;
sources of error inherent in experimental design are identified and discussed;
validity of data is determined;
chemicals and equipment are used in a safe manner;
BIO.2
BIO.3
BIO.4
BIO.5
BIO.6
BIO.7
BIO.8
BIO.9
i)
appropriate technology including computers, graphing calculators, and probeware, is used for gathering and analyzing data and
communicating results;
j)
k)
l)
m)
research utilizes scientific literature;
a)
b)
c)
d)
e)
evidence supporting the cell theory;
a)
b)
c)
d)
water chemistry and its impact on life processes;
a)
b)
c)
d)
characteristics of prokaryotic and eukaryotic cells;
a)
b)
c)
d)
e)
f)
how their structures and functions vary between and within the kingdoms;
a)
b)
c)
d)
e)
f)
g)
h)
i)
cell growth and division;
a)
b)
c)
d)
e)
structural similarities among organisms;
a)
b)
c)
d)
e)
evidence found in fossil records;
a)
b)
c)
d)
e)
interactions within and among populations including carrying capacities, limiting factors, and growth curves;
differentiation is made between a scientific hypothesis and theory;
alternative scientific explanations and models are recognized and analyzed; and
a scientific viewpoint is constructed and defended (the nature of science).
The student will investigate and understand the history of biological concepts. Key concepts include
scientific explanations of the development of organisms through time (biological evolution);
evidence supporting the germ theory of infectious disease;
development of the structural model of DNA; and
the collaborative efforts of scientists, past and present.
The student will investigate and understand the chemical and biochemical principles essential for life. Key concepts include
the structure and function of macromolecules;
the nature of enzymes; and
the capture, storage, transformation, and flow of energy through the processes of photosynthesis and respiration.
The student will investigate and understand relationships between cell structure and function. Key concepts include
exploring the diversity and variation of eukaryotes;
similarities between the activities of a single cell and a whole organism; and
the cell membrane model (diffusion, osmosis, and active transport).
The student will investigate and understand life functions of archaebacteria, monerans (eubacteria), protists, fungi, plants, and animals
including humans. Key concepts include
comparison of their metabolic activities;
analyses of their responses to the environment;
maintenance of homeostasis;
human health issues, human anatomy, body systems, and life functions; and
how viruses compare with organisms.
The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts include
gamete formation;
cell specialization;
prediction of inheritance of traits based on the Mendelian laws of heredity;
genetic variation (mutation, recombination, deletions, additions to DNA);
the structure, function, and replication of nucleic acids (DNA and RNA);
events involved in the construction of proteins;
use, limitations, and misuse of genetic information; and
exploration of the impact of DNA technologies.
The student will investigate and understand bases for modern classification systems. Key concepts include
fossil record interpretation;
comparison of developmental stages in different organisms;
examination of biochemical similarities and differences among organisms; and
systems of classification that are adaptable to new scientific discoveries.
The student will investigate and understand how populations change through time. Key concepts include
how genetic variation, reproductive strategies, and environmental pressures impact the survival of populations;
how natural selection leads to adaptations;
emergence of new species; and
scientific explanations for biological evolution.
The student will investigate and understand dynamic equilibria within populations, communities, and ecosystems. Key concepts include
nutrient cycling with energy flow through ecosystems;
succession patterns in ecosystems;
the effects of natural events and human activities on ecosystems; and
analysis of the flora, fauna, and microorganisms of Virginia ecosystems including the Chesapeake Bay and its tributaries.