Biology Syllabus 2015-2016
Toombs County High School
Teacher: A. O’Conner
Email: oconnera@toombs.k12.ga.us
Course Description: Students will examine and learn the different components of Biology, such
components include in-depth studies of the cell, the molecular basis of heredity, biological evolution,
the interdependence of organisms, matter, energy and organization in living systems, and the adaptive
responses of organisms.
SB1. Students will analyze the nature of the relationships between structures and functions in living cells.
a. Explain the role of cell organelles for both prokaryotic and eukaryotic cells, including the cell
membrane, in maintaining homeostasis and cell reproduction.
b. Explain how enzymes function as catalysts.
c. Identify the function of the four major macromolecules (i.e., carbohydrates, proteins, lipids, nucleic acids).
d. Explain the impact of water on life processes (i.e., osmosis, diffusion).
SB2. Students will analyze how biological traits are passed on to successive generations.
a. Distinguish between DNA and RNA.
b. Explain the role of DNA in storing and transmitting cellular information.
c. Using Mendel’s laws, explain the role of meiosis in reproductive variability.
d. Describe the relationships between changes in DNA and potential appearance of new traits including
alterations during replication, Insertions, Deletions, and Substitutions. Mutagenic factors that can alter
DNA. (Such as: High energy radiation (x-rays and ultraviolet) and chemicals)
e. Compare the advantages of sexual reproduction and asexual reproduction in different situations.
f. Examine the use of DNA technology in forensics, medicine, and agriculture.
SB3. Students will derive the relationship between single-celled and multi-celled organisms
and the increasing complexity of systems.
a. Explain the cycling of energy through the processes of photosynthesis and respiration.
b. Compare how structures and function vary between the six kingdoms (archaebacteria, eubacteria,
protists, fungi, plants, and animals).
c. Examine the evolutionary basis of modern classification systems.
d. Compare and contrast viruses with living organisms.
SB4. Students will assess the dependence of all organisms on one another and the flow of
energy and matter within their ecosystems.
a. Investigate the relationships among organisms, populations, communities, ecosystems, and biomes.
b. Explain the flow of matter and energy through ecosystems by arranging components of a food chain
according to energy flow. Comparing the quantity of energy in the steps of an energy pyramid.
Explaining the need for cycling of major nutrients (C, O, H, N, P).
c. Relate environmental conditions to successional changes in ecosystems.
d. Assess and explain human activities that influence and modify the environment such as global
warming, population growth, pesticide use, and water and power consumption.
e. Relate plant adaptations, including tropisms, to the ability to survive stressful environmental conditions.
f. Relate animal adaptations, including behaviors, to the ability to survive stressful environmental conditions.
SB5. Students will evaluate the role of natural selection in the development of the theory of evolution.
a. Trace the history of the theory.
b. Explain the history of life in terms of biodiversity, ancestry, and the rates of evolution.
c. Explain how fossil and biochemical evidence support the theory.
d. Relate natural selection to changes in organisms.
e. Recognize the role of evolution to biological resistance (pesticide and antibiotic resistance).
Grading Policy: Final= 20%,
Daily Grades/Participation/Homework=25%,
Four Quarter Tests= 10%,
Tests/Projects/Quizzes=40%
Growth = 5%
 Growth= How much the student has progressed throughout the year.
Materials: Pencils (lead or wooden), erasers, pens, college ruled notebook paper, 1and ½ inch
notebook with at least 4 dividers, simple scientific calculator, 1 college ruled spiral composition
notebook, small pack of dry erase markers.

A four pack of dry erase markers can be found for a dollar at the Dollar Tree/Dollar General.
Procedures: 1. Come into class, turn in any homework from the night before in the designated
area, sharpen pencils, get all supplies together for the day and have them on your desk,
participate in bell ringers.
2. I am going to try to not give excessive amounts of homework; if homework is given it will be given in
the early part of the week. Tests and projects will be due on Friday’s. Labs will be held on Thursdays.
3. Please keep absences to a minimum. It is the student’s responsibility to obtain and complete makeup
work. You will have 3 days to make up work. If you miss a test or lab, you will need to make it up after
school. If work is not turned in, you will receive a ZERO
4. Restroom breaks should be made before coming to class. There is plenty of time allotted to take a
bathroom break. I understand there are sometimes emergencies and I will take this into account.
5. Please raise your hand to speak or move around the room.
6. When class is dismissed turn in any work due for the day in the designated area.
7. When we participate in station activities remember to stay active until the time for that station
is over. Teamwork is key. No one person should do all the work.
8. Respect the equipment, the more we respect it, the more use we get from it.
Parent Signature: __________________________
Date: ____________
Daytime Contact Number: ______________________