IB/AP Biology HL
L. Wiard-Bauer
A. Course Description: This is a 2-year course, designed to fulfill the requirements of IB Higher Level Biology and AP Biology. Units of study
include Cells & Cell Chemistry, Genetics, Evolution, Biological Diversity: A Survey of Organisms, Physiology, Nervous System, Plants & Ecology.
As many different modes of learning are offered as possible. Lessons include using visual, auditory and kinesthetic learning. While some lessons
include the traditional reading, lecturing, and labs, others may incorporate design, presentation, 3-D modeling, drawing, or music. Cooperative
learning groups have been a benefit to students – especially study groups. The laboratory experiences consist of a combination of studentdesigned labs, AP labs from AP Central, and other planned labs. An average of 1-2 days per week is spent on hands-on lab activities. After
successfully completing HL-1 and HL-2, the student should be ready to take the HL Biology exam, and the AP Biology exam.
B. Prerequisites: (11th & 12th grades) One year of high school biology and one year of high school chemistry
C. Textbooks: (1) Biology Concepts and Connections, Neil A. Campbell, 5th edition, Pearson Benjamin Cummings, 2006
(2) Biology, Neil A. Campbell, 4th edition (our old textbook - available in class only)
(3) Internet resources, including (but not limited to) those listed below in activity sections
D. Materials Needed: (1) Hard-sided 3-ring IB/AP syllabus notebook with tabs (see “Class Organization”); (2) 3-hole punch; (3) Calculator that
does statistics: standard deviation, chi squared and student’s t-test; (4) Computer and internet access – at home or library; (4) Sufficient paper,
pencils, erasers, and pens.
E. Letter Grades: 90-100% = A- to A; 80-89% = B- to B+; 70-79% = C- to C+; 60-69% = D to D+; based on 50% Tests & quizzes, 20%
Student-labs, and 30% other assignments.
F. Tech Info:
Teacher’s Web page address: http://mpls.schoolwires.net/22932081717182670/site/default.asp
Teacher’s e-mail address:
Linda.Wiard-Bauer@mpls.k12.mn.us
E-Grades:
Email teacher to be added to the weekly e-mailed grade-update list!
G. Course Outline: The weekly study is listed below, with subtopics, textbook chapters used, concepts studied, labs and activities. It includes the
IB Assessment statements covered (IBA), which can be referenced in the IBO Biology Guide. It also covers the AP Major Themes (MT). The
Major themes throughout the year are 1. Science as a process, 2. Evolution, 3. Energy Transfer, 4. Continuity & Change, 5. Relationship of
Structure to Function, 6. Regulation, 7. Interdependence in Nature, and 8. Science, Technology & Society.
Year 2 Quarter 1 Physiology
(Physiology - chapters 1, 20-27)
IB Topics 1-Statistics, 6-Human Health and Physiology, 11-Human Health and physiology; Option H-Further Human Physiology
AP Topics: IIIB-Structure and Function of (Plants and) Animals
SubTopics
(Chapter)
Reintroduction
Structure & Function basics (20)
Nutrition & Digestion (21)
Gas Exchange (22)
Circulation (23)
Concepts
Safety, statistics, studying Biology
Overview of organ systems,
homeostasis
Obtaining & processing food,
human digestive system, nutrition
Mechanisms of gas exchange and
gas transport
Mechanisms of internal transport,
mammalian cardiovascular
system, structure & function of
blood
Immune System (24)
Innate defences, acquired
immunity, and immune disorders
Internal Environment (25)
Thermoregulation,
Osmoregulation, and Excretion
Chemical regulation, hormones &
homeostasis
Sexual & asexual reproduction,
human reproduction &
development
Endocrine System (26)
Reproduction & Embryonic
Development (27)
Fetal Pig Anatomy
Labs and Activities
Lab: Microscopy of basic histology
MT
1
4, 5
Diagram: Digestive System with enzymes and functions
4, 5
6.1
Model: Respiratory System
4, 5
6.4
AP Lab 10 Physiology of the Circulatory System
Lab: Microscopic study of blood cells
Dry Lab: Investigating Human Blood and Disease analyzing data
4, 5
6.2, 11.1.1
Analogy of humoral immunity
Discussion: Safety and efficacy of vaccination, after web
research.
Lab: Microscopic study of kidney tissue;
Diagram: urine production - processes in nephron
Analogy: Negative feedback
4, 5
6.3, 11.1.2 –
11.1.7
4, 5, 6
11.3
4, 5, 6
Lab: Microscopic study of the ovary and testis;
Lab: Microscopic study of chick embryos
4, 5
6.5.7 – 6.5.12,
E.5.7
6.6, 11.4
Lab: Fetal Pig Dissection
IBA
Year 2 Quarter 2 Nervous System
(Nervous System - chapters 28-30, 35; and video clip “Evolution: Why Sex?” section on peacock mating)
IB Topics: Option E-Neurobiology and behavior
AP Topics: IIIB-Structure and Function of (Plants and) Animals (especially “behavioral adaptations” and “response to the environment”)
SubTopics
(Chapter)
Nerves & the Nervous System
(28.1-9)
Animal Nervous Systems and the
Human Brain (28.10-18)
More Brain (28,19-20)
The Senses 1 (29.1-8)
The Senses 2 (29.9-14)
How Animals Move (30)
Innate Behavior (35.1-3)
Learned Behavior (35.4-11)
Social, foraging and mating
behavior (35.12-23)
Concepts
Function & structure of the nervous
system, nerve signal transmission,
endorphins as painkillers
Animal nervous systems & the human
brain, pupil reflex
Limbic system, neurological disorders,
brain anatomy
Sensory receptors, vision, touch
Hearing & balance, taste & smell
Movement & locomotion, skeletal &
muscular systems
Causes of behavior; instincts including
FAP, kinesis, taxis; genes &
environmental factors
Imprinting, operant conditioning,
classical conditioning, reasoning,
social learning
Including altruistic behaviors,
territoriality, agonistic, dominance, and
communication
Labs and Activities
Lab: Observing Nervous Responses – Studying
Reflexes
MT
4, 5, 6
IBA
6.5.1 - 6.5.6, E.1
Lab: Brain lab stations
4, 5, 6
Lab: Brain dissection
4, 5, 6
E.4, E.5.1 –
E.5.6
E.5.7
Lab: Optical Illusions
Demo: taste & smell, balance
Lab: Muscle Lab – microscope;
Lab: How Do Your Muscles Work
AP Lab 11A Animal Behavior
Student-designed Lab: Kinesis in pill bugs
5
5
5
E.2.1 – E.2.5
E.2.6, E.2.7
11.2
1
E.3.1 – E.3.3
Lab: Puzzle Learning
Student designed Lab: Mouse Maze Competition how mice learn best
AP Lab 11B Animal Behavior
1
E.3.4 – E.3.6
E.6
Year 2 Quarter 3 Plants and Ecology
IB Topics: 5.1-Communication and ecosystems, 5.2-The greenhouse effect, 5.3-Populations, 9-Plant science
AP Topics: IIIB-Structure and Function of Plants (and Animals), IIIC-Ecology
SubTopics
(Chapter)
Plant structure & function (31.18)
Angiosperm Reproduction
(31.9-15)
Plant Nutrition & Transport (32)
Plant Control Systems (33)
The Biosphere (34)
Populations (36)
Communities & Ecosystems
(37)
Conservation Biology (38)
Vocabulary Review
Concepts
Morphology and anatomy of
plants
Sexual life cycle of flowering
plants
Uptake & transport of water &
nutrients, plant nutrition &
symbiosis
Hormones, growth responses,
biological rhythms, defenses
Earth’s life, biotic & abiotic
factors, climate, biomes
Population structure and
dynamics
Structure and dynamics of
communities & ecosystems
Need for biodiversity,
conservation of populations &
species, managing & restoring
ecosystems
(Review)
Labs and Activities
Lab: Microscopic low-power plant drawings
MT
4, 5
IBA
9.1.1 – 9.1.6, 9.2.1
- 9.2.3
9.3
Lab: Flower, fruit and seed dissection
4, 5
AP Lab 9 Transpiration
4, 5
9.2.4 – 9.2.6, 9.2.9
– 9.2.11
Lab: Plant Tropisms
4, 5, 6
9.1.7, 9.2.8
Presentations: present a biosphere with
real examples of organisms
Lab: Population sampling
7
7
5.3
AP Lab 12 Dissolved Oxygen and Aquatic
Primary Productivity
Film & discussion: “An Inconvenient Truth”
7
5.1
7, 8
5.2
Year 2 Quarter 4 Review & Projects
SubTopics
(Chapter)
Concepts
Review: Molecules & Cells
(Review)
Review: Heredity &
Evolution
Review: Organisms &
Populations
Review: Statistics & Data
Representation
Practice Exams
Current Biology Topics
Current Biology Topics
Presentation of Scientific
Article
Biological Concepts
Presentation
(Review)
(Review)
(Review)
Labs and Activities
MT
Activity: Gallery walk (posters & demonstrations) made
& presented by student groups
Activity: Make game to review a topic made and
presented by student groups
Activity: PowerPoint on a topic made and presented by
student groups
Activity: Mini-labs with statistics emphasis
(Review)
(Culmination)
Video & Discussion
8
Video & Discussion
8
Original research articles from
1
http://search.ebscohost.com/login.aspx?authtype=ip,uid
Presentation: Set a biological concept to music and
present to the class.
IBA
H. Class Organization:
1.
2.
3.
4.
5.
6.
In order to keep organized, each student is required to:
a. Keep a science notebook. This is meant to be a student-written book to use for studying for quizzes and tests, as well as reviewing at the end of
the final year for the AP and IB exams.
b. Print your name and period in the upper right hand corner of EVERY right hand page in permanent ink.
c. All notes and some assignments must be in your science notebook to receive credit.
d. Label each assignment with a heading. Sections should include:
i. Agendas, (copy from board each day, or web page)
ii. Test Outlines, (copy from web page)
iii. Notes (class & book),
iv. Answers to syllabus questions: (1) Term Definitions, (2) State that, (3) Explain Statements, (4) Draw & Annotate
To improve the assignment grade (about 25% of your grade):
a. Pay attention, stay on task, and do not chat with friends during the lesson.
b. Complete and hand in ALL assignments on time (20% deduction for late work for 1 week, then zero). (Don’t forget your full name and period!)
c. If there is something you don’t understand, ask the teacher!
d. W-B is available during Make-up/Help times, which are Monday or Friday (8am, 3 pm), or Wednesday (8am, 3:40pm).
To improve Student-lab scores (about 25% of your grade):
a. Use the Lab-write-up Guide on student-designed labs and other write-ups
To improve test & quiz scores (50% of your grade):
a. Remember we have a Quiz virtually every Friday.
b. Read over what you did in class the afternoon of the same day (5-10 min). Waiting a day or two is too late. It must be the same day to help
move the info from short term to long-term memory.
c. Get a Study-Buddy! Form a Study Group. Have a Study Party!
d. The way to study for a quiz is NOT to just read over the notes. Quiz yourself using the quiz outline. This includes doing problems, using flash
cards, having someone else quiz you, or writing a practice quiz (based on the quiz outline) and taking it (several times).
To keep order in the classroom:
a. Be in your seat ready to work (notebook and pen out!) when the bell rings. DO NOT line up at the door at the end of the period.
b. If you are tardy and the teacher has input the attendance OR if you are tardy with a pass, you must write a note in pen when you enter the room,
and get it signed by the teacher. Then on your own time, take it to the attendance office. Be sure to let the teacher know you are there!
c. Use of electronic devices (including cell phones, music players, games and cameras); includes having them out, touching them, or using them; is
NEVER allowed during tests and quizzes; is ONLY allowed in class when explicitly directed to by the teacher.
d. If you need a pass, you must write it in ink on the pass page of your planner. No planner, no pass. No passes first & last 10 minutes of class.
e. Follow ALL safety rules (including NO food or drink, except as instructed by the teacher).
f. Be respectful to all in the learning community. (Listen to speaker; use appropriate language, etc.)
To keep informed of how you are doing:
a. Get the Weekly e-mail grade updates! Send me your e-mail address once, and you will get updates which list assignments and grades.
b. After an assignment has been graded, you may come in to see it after school. Most are not handed back, so that those students who are absent
can make them up.
I.
Lab Write-Up Guide
Criteria for laboratory written work.
Introduction
1. Describe what the experiment is about
2. Identify the problem/research question
3. State the hypothesis
(If ___ is done in the experiment, then ___ will be observed. It will occur because ___.)
4. Identify relevant variables
Dependent variable (measured)
Independent variable (manipulated)
Controlled variables (constants)
Method
1. Materials list
2. Setup
a. Experimental setup (Described; May be drawn)
b. Controlled setup
Described
Explain why it is a good control
3. Procedure
Numbered, step-by-step instructions
Include exactly what data to collect and how to measure it
Data Collection & Processing
1. Data Table (raw data)
a. Qualitative, if any
b. Quantitative
Label all columns
Include units & uncertainties (watch significant figures)
2. Calculations
Statistics (t-test, averages, differences, ranges, % change, etc.)
Calculating numbers to compare, for graph, etc.
Units and significant figures
3. Graphical representation
a. Appropriate kind of graph (line preferable, bar, etc.) …
b. Contains processed data
Raw data is rarely suitable
NOT APPROPRIATE: heights of students in class: Student names on horizontal axis, heights on vertical. (Replacing student
names with numbers is no better.)
c. Easy to Understand
Make patterns clear
Make data easier to understand
d. Stand-alone feature
Easily understood without reading the procedure
e. Complete – all parts of graph
Title (NOT “graph;” not just the axis labels - Should describe the experiment)
Labeled axes (not just “time” – time for WHAT??)
Uniform scale on each axis (often does NOT start with zero)
Data points (Accurately plotted; Best-fit line or curve expected)
Good use of space (at least half a page with both axes used to the fullest.)
Conclusion & Evaluation
1. Conclusion
a. Claim
Did this experiment support your hypothesis?
Was it contradicted?
Was it inconclusive?
b. Evidence
Use processed data and logical reasoning to support your claim.
Compare it to the control
c. Scientific explanation
2. Evaluation of procedure
Comment on method
Comment on weaknesses, and how significant they are
Precision and accuracy
Include processes, use of equipment, time management.
3. Suggest Improvements
Based on evaluation of procedure
DO NOT just say we need to use better/ more precise equipment.
J. Southwest High School Science Safety Contract
A. Safety Rules
1) Follow all instruction given by the teacher.
2) Exercise caution and good judgment in the lab classroom at all times - NO horseplay, practical jokes, running, throwing or pretending to throw things.
3) Do not enter the lab and other science areas unless instructed to do so by the teacher.
4) Do not touch any materials or equipment unless directed to by the teacher; use only the techniques and procedures as outlined by the teacher.
5) Wear appropriate clothing in the lab: footwear that completely covers the foot; long hair and loose clothing confined; proper eye protection, as instructed,
during laboratory activity.
6) Never put anything in your mouth while in the lab classroom, unless instructed to do so by the teacher; never apply cosmetics, including lip balm and
lotion, in the lab classroom.
7) Never take chemicals, materials, supplies, or equipment from the laboratory.
8) When working with chemicals, always read the labels carefully, and never return extra chemicals back into the dispensing container.
9) Keep the lab area safe: keep it clean and neat at all times; report ANY accident, incident, or unsafe situation to the teacher, even if it appears trivial; place
broken glass and disposables in appropriate containers.
10) Use caution with heat sources: don’t burn or melt materials; use tongs, potholder, or gloves to pick up very hot items; do not place hot glassware on lab
table or in cold water; do not point open end of a test tube at a person; never leave a heat source unattended.
11) Use caution when using sharp instruments: carry with points and tips pointed down and away; cut away from your body; never try to catch falling, sharp
instruments; grasp sharp instruments only by the handles.
12) Never harm live animals, including other students, during lab.
13) Use caution when using electricity: keep all electrical cords, wires, microscopes, and appliances away from water; no lab station sinks are to be used
when electrical equipment is being used at the stations; only electrical plugs are to be placed into an electrical outlet; disconnect electrical circuits
immediately when you are finished.
14) Wash hands after completing any laboratory work, before leaving lab.
15) Notify teacher in writing if you get contact lenses, or have any special safety needs.
16) Be familiar with the location of emergency equipment, including fire extinguisher, fire blanket, deluge/drench shower, master shut off for gas and electric
and water, first aid kit, and emergency phone with listing. Information on “Right-to-Know” laws and “Material Safety Data Sheets” are available in room
009.
17) In an emergency, follow the correct safety procedures:
a. General fire - 1. Notify teacher, 2. Move away from the fire (do not run), 3. Wait for instructions from the teacher.
b. Person on fire - 1. Notify teacher, 2. Tell person to “Stop! Drop! And Roll!” 3. Get Fire blanket, 4. Smother the fire but NOT the person.
c. Fire extinguisher use - 1. The teacher asks you to use it, 2. Take the extinguisher off the wall, 3. Quickly walk to the fire, 4. Pull the pin,
squeeze the handle, aim at BASE of the fire, 5. Do NOT use on people or if glassware is in the fire.
d. Eye emergency - 1. Notify teacher, 2. Take the person by the shoulders and quickly and carefully walk them back to the eyewash, 3. Turn on
the eyewash water, 4. Help them to open their eyes in running water, 5. Hold their face in the running water, 6. If they have contacts, tell them to
get them out! 6. Continue to rinse.
e. Chemical spill - 1. Guard the spill, 2. Tell your partner to get the teacher, 3. Clean up with teacher.
f. Chemical Splash to body - 1. Tell teacher, 2. Get back to the drench shower, turn it on and drench the effected area with water, 3. If the splash
was through clothing, remove clothing from the effected area, down to the skin, 4. Continue to rinse.
B. In order to assure the safety of students and staff, it is important that the safety rules are followed. Violation of the safety contract by a student will result
disciplinary action which may include being removed from the laboratory, receiving a failing grade(s), dismissal from the course, suspension, and/or expulsion.