40S Biology Course Outline
School: Waskada School
Teacher: Mrs. T. Meggison
Webpage: http://schools.shmb.ca/~teresam/
Email: teresam@shmb.ca
Year: 2014 - 2015
Period 4: 1 :10 – 2 :15
Course Description: This course is designed to provide a solid knowledge base for those
students planning to pursue further studies in the biological sciences and related fields after
leaving high school. The course should enable you to not only gain insights into current issues in
biology, but should also help to develop an understanding and appreciation of the relevance of
biology as an integral part of our everyday lives.
Evaluation:
Term Work: 70%
Each unit consists of four to eight lessons. Each lesson will consist of the following:
a) assigned textbook questions. Students are expected to check their own
answers with answers provided and seek extra help if needed. NOTE: These do
not directly affect the students mark. (Weighted: 0% of the unit mark)
b) formative assessment or exit slips. I will take these in and mark them. I will
comment on mistakes, notation and/or if they need to seek extra help. Students
will be allowed to use notes and books while writing. NOTE: These do not
directly affect the students mark. (Weighted: 0% of the unit mark)
c) summative assessments. I will take these in and mark them. As with
formative assessments, I will make comments and indicate if students need to
seek extra help. Students will be allowed to use notes and books while writing.
Lab Activities are included in this. I will provide a rubric which states
expectations and/or specific questions students to answer. The labs will be
based topic material being covered. NOTE: These do directly affect the students
mark. (Weighted: 50% of the unit mark)
Each unit will conclude with have a summative test and/or final project. Students will
not be allowed to use books or notes. (Weighted: 50% of the unit mark)
See the weighting of each unit as listed in the Unit Description section.
Final Exam: 30%
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Course Outline:
Unit 1 – Genetics
Tentative Time Line
Feb. 2 to Feb. 17
Tentative Unit Test Dates
Feb. 17
Unit 2 – Human Genetics
Feb. 18 to March 5
March 5
Unit 3 – Genetic Engineering
March 6 to March 19
March 19
Unit 4 – Molecular Basis for Inheritance
March 20 to April 14
April 14
Unit 5 – Biodiversity + Unit 6 – Accounting for Diversity
April 15 to April 28
April 28
Unit 7 – Evolution: Theory and Processes
April 29 to May 11
May 11
Unit 8 – Viruses, Monerans, Protists, and Fungi
May 12 to May 25
May 25
Unit 9 - The Plant Kingdom
May 26 to June 2
June 2
Unit 10 – The Animal Kingdom
June 3 to June 11
June 11
Course Materials:
Pen, pencil and eraser
Graph paper
Scientific or graphing calculator
Geometry set (compass and protractor)
Binder
Ruler
Loose leaf
ABSOLUTELY NO CELL PHONES IN CLASS!! If you have one, for your sake and mine, please leave
it in your locker or have it turned off. If caught using a phone, I’ll take it away and your parents
will have to come pick it up. It is not an acceptable substitute for a calculator.
IPODS - You are not allowed to have ear buds in during instruction time or group discussion
and work. Again, IPODS are not an acceptable substitute for a calculator.
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Statement of Standards – Students Completion of Course Evaluation Requirements
In accordance with the Waskada School Policy on student assessment, evaluation, and
reporting, the following apply:
 Late assignments will be deducted 10% for the first day late and 20% for the second day
late.
 A zero grade is given to any assignment more than two days late.
 Any extension for a student to the above standard will only be considered by the
administration when requested by the teacher.
 Unexplained absences during test or assignments dates will result in a grade of zero.
If a student is absent and it is explained, work covered will be posted on my webpage. It is the
responsibility of the student to refer to this to catch up on work and assignments missed.
Extra Help:
Extra help is available and should be sought on an as needed basis. I am available almost every
noon hour and Day 1 first period.
Unit Descriptions
1st Half of semester
Topic 1: Understanding Biological inheritance
Unit 1: Genetics approx. 11 classes (13%)
Timeline: Feb. 2 to Feb. 17
Specific learning outcomes
- Outline Gregor Mendel’s principles of inheritance, stating their importance to the
understanding of heredity. Include: principles of segregation, dominance, and
independent assortment
- Explain what is meant by the terms heterozygous and homozygous.
- Distinguish between genotype and phenotype, and use these terms appropriately when
discussing the outcomes of genetic crosses.
- Use Punnett squares to solve a variety of autosomal inheritance problems, and justify
the results using appropriate terminology. Include: monohybrid cross, dihybrid cross,
testcross, P generation, F1 generation,
- F2 generation, phenotypic ratio, genotypic ratio, dominant alleles, recessive alleles,
purebred, hybrid, and carrier
- Describe examples of and solve problems involving the inheritance of phenotypic traits
that do not follow a dominant-recessive pattern. Examples: co-dominance, incomplete
dominance, multiple alleles, lethal genes . . .
- Explain the basis for sex determination in humans. Include: XX and XY chromosomes
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Unit 2: Human Genetics approx. 11 classes (13%)
Timeline: Feb. 18 to March 5
Specific learning outcomes
- Describe examples of and solve problems involving sex-linked genes. Examples: redgreen colour-blindness, hemophilia, Duchenne muscular dystrophy . . .
- Use pedigree charts to illustrate the inheritance of genetically determined traits in a
family tree and to determine the probability of certain offspring having particular traits.
Include: symbols and notations used
- Discuss ethical issues that may arise as a result of genetic testing for inherited
conditions or disorders.
- Discuss the role of meiosis and sexual reproduction in producing genetic variability in
offspring. Include: crossing over and randomness
- Explain how chromosome mutations may arise during meiosis. Include: nondisjunction
- Identify monosomy and trisomy chromosome mutations from karyotypes. Examples:
Down syndrome, Turner syndrome, Klinefelter syndrome
Topic 2: Mechanisms of inheritance
Unit 3: Genetic Engineering approx. 9 classes (11%)
Timeline: March 6 to March 19
Specific Learning outcomes
- define the following terms as they apply to recombinant DNA technology:
- plasmids
- restriction enzymes or endonucleases
- bacterial transformation
- Explain the use of plasmids as genetic vectors.
- Explain the action of restriction enzymes as related to the modification of plasmids.
- Describe how gel electrophoresis separates fragments of DNA.
- Discuss how gel electrophoresis is used in DNA fingerprinting, forensics, and the Human
Genome Project.
- Discuss the terms transgenic organisms and cloning.
Unit 4: Molecular Basis for Inheritance approx. 11 classes (13%)
Timeline: March 20 to April 14
Specific Learning outcomes
- Outline significant scientific contributions/discoveries that led to the current
understanding of the structure and function of the DNA molecule. Include: timeline,
individual contributions, multidisciplinary collaboration, and competitive environment
- Describe the structure of a DNA nucleotide. Include: deoxyribose sugar, phosphate
group, and nitrogenous bases
- Describe the structure of a DNA molecule. Include: double helix, nucleotides, base
pairing, and gene
- Describe the process of DNA replication. Include: template, semi-conservative
replication, and role of enzymes
- Compare DNA and RNA in terms of their structure, use, and location in the cell.
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Outline the steps involved in protein synthesis. Include: mRNA, codon, amino acid,
transcription, tRNA, anticodon, ribosome, and translation
Relate the consequences of gene mutation to the final protein product. Examples: point
mutation in sickle-cell anemia, frame shift mutation in β-thalassemia . . .
Discuss implications of gene mutation for genetic variation. Include: source of new
alleles
Investigate an issue related to the application of gene technology in bioresources.
Include: understanding the technology/processes involved, economic implications, a
variety of perspectives, and personal/societal/global implications
Investigate an issue related to the application of gene technology in humans. Include:
understanding the technology/processes involved, ethical and legal implications, a
variety of perspectives, and personal/societal/global implications
Topic 3: Biodiversity – Evolutionary Theory and Biodiversity + Topic 5:
Conservation of Biodiversity:
Unit 5 – Biodiversity and Unit 6 - Accounting for Diversity approx. 10 classes (12%)
Timeline: April 15 to April 28
Specific learning outcomes
- Define the term evolution, explaining how evolution has led to biodiversity by altering
populations and not individuals. Include: gene pool and genome
- Describe and explain the process of discovery that led Charles Darwin to formulate his
theory of evolution by natural selection. Include: the voyage of the Beagle, Darwin’s
observations of South American fossils, the impact of the Galapagos Islands on his
thinking, and the work of other scientists
- Outline the main points of Darwin’s theory of evolution by natural selection. Include:
overproduction, competition, variation, adaptation, natural selection, and speciation
- Demonstrate, through examples, what the term fittest means in the phrase “survival of
the fittest.” Examples: stick insects blending with their environment, sunflowers bending
toward sunlight, antibiotic-resistant bacteria . . .
- Distinguish between natural selection and artificial selection
- Define the concept of biodiversity in terms of ecosystem, species, and genetic diversity.
- Explain why it is difficult to determine a definition of species. Examples: hybrids such as
mules, phenotypic variations in a species, noninterbreeding subpopulations . . .
- Describe the dynamic nature of classification. Include: different systems and current
debates
- Describe types of evidence used to classify organisms and determine evolutionary
relationships. Examples: fossil record, DNA analysis, biochemistry, embryology,
morphology . . .
- Discuss a variety of reasons for maintaining biodiversity. Include: maintaining a diverse
gene pool, economic value, and sustainability of an ecosystem
- Describe strategies used to conserve biodiversity. Examples: habitat preservation,
wildlife corridors, species preservation programs, public education . . .
- Investigate an issue related to the conservation of biodiversity. Examples: heritage
seeds, water quality in Lake Winnipeg, land-use designations, hydroelectric…
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Unit 7 – Evolution Theory and Processes approx. 9 classes (11%)
Timeline: April 29 to May 11
Specific learning outcomes
- Describe and explain the process of discovery that led Charles Darwin to formulate his
theory of evolution by natural selection. Include: the voyage of the Beagle, Darwin’s
observations of South American fossils, the impact of the Galapagos Islands on his
thinking, and the work of other scientists
- Outline the main points of Darwin’s theory of evolution by natural selection. Include:
overproduction, competition, variation, adaptation, natural selection, and speciation
- Demonstrate, through examples, what the term fittest means in the phrase “survival of
the fittest.” Examples: stick insects blending with their environment, sunflowers bending
toward sunlight, antibiotic-resistant bacteria . . .
- Explain how natural selection leads to changes in populations. Examples: industrial
melanism, antibiotic-resistant bacteria, pesticide-resistant insects . . .
- Describe how disruptive, stabilizing, and directional natural selection act on variation.
- Discuss how genetic variation in a gene pool can be altered. Examples: natural
selection, gene flow, genetic drift, non-random mating, mutation . . .
- Describe how populations can become reproductively isolated. Examples: geographic
isolation, niche differentiation, altered behaviour, altered physiology . . .
- With the use of examples, differentiate between convergent evolution and divergent
evolution (adaptive radiation).
- Distinguish between the two models for the pace of evolutionary change: punctuated
equilibrium and gradualism.
- Outline how scientists determine whether a gene pool has changed, according to the
criteria for genetic equilibrium. Include: large population, random mating, no gene flow,
no mutation, and no natural selection
Topic 4: Organizing Biodiversity:
Unit 8 – Viruses, Monerans, Protists, and Fungi approx. 9 classes (11%)
Timeline: May 12 to May 25
- Compare the characteristics of the domains of life. Include: Archaea (Archaebacteria),
Bacteria (Eubacteria), and Eukarya
- Compare the characteristics of the kingdoms in the Eukarya domain. Include: cell
structure, major mode of nutrition, cell number, and motility
- Investigate an evolutionary trend in a group of organisms. Examples: hominid evolution,
vascularization in plants, animal adaptations for life on land . .
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Unit 9 – The Plant Kingdom approx. 6 classes (7.5%)
Timeline: May 26 to June 2
Specific Learning Outcomes
- Compare the characteristics of the domains of life. Include: Archaea (Archaebacteria),
Bacteria (Eubacteria), and Eukarya
- Compare the characteristics of the kingdoms in the Eukarya domain. Include: cell
structure, major mode of nutrition, cell number, and motility
- Investigate an evolutionary trend in a group of organisms. Examples: hominid evolution,
vascularization in plants, animal adaptations for life on land . . .
Unit 10 – The Animal Kingdom approx. 9 classes (11%)
Timeline: June 3 to June 11
Specific Learning Outcomes
- Compare the characteristics of the domains of life. Include: Archaea (Archaebacteria),
Bacteria (Eubacteria), and Eukarya
- Compare the characteristics of the kingdoms in the Eukarya domain. Include: cell
structure, major mode of nutrition, cell number, and motility
- Investigate an evolutionary trend in a group of organisms. Examples: hominid evolution,
vascularization in plants, animal adaptations for life on land . . .
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Biology 40S:
Please return to Mrs. Meggison:
Throughout the course of the semester I would like to keep in contact with the parents about
upcoming assignments, tests, and projects. I have a website that indicates homework,
assignments, and dates for tests, quizzes and projects.
Please bookmark: http://schools.shmb.ca/~teresam/
All formative assessment and summative assessments are posted on the portal where you can
view attendance and assessment results. I update the portal frequently and post the
cumulative mark for the course. It is an excellent way to view the progress of your child on a
regular basis. Your child knows how to access this portal. Please contact the office or me if you
need more information on the portal.
If your son or daughter is absent for a class, please have them check the website and check with
a friend to find out what they’ve missed. If they need further clarification, they are welcome to
see me or email me at teresam@shmb.ca. Unexplained absentees will be handled according to
school policy.
If you have any questions or concerns regarding your son’s or daughter’s progress please do not
hesitate to contact me via email or phone the school at 1-866-422-5117. I am looking forward
to the upcoming year with your son or daughter!
Name of parent/guardian: _________________________________________________
I hereby have read and agreed to the above Biology course outline that
_______________________ will be taking this year.
________________________
Student signature
________________________
Date
________________________
Parent / Guardian signature
________________________
Date
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