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Biology 30 Course Outline
Mr. Rasmussen 2012
Course Overview:
Biology 30 is a very demanding course. We will study in great detail four units
that build upon previous studies. I have high expectations for the work ethic
demonstrated by students and the quality of work submitted for marking. During the
semester we will study four units that the diploma exam will test you on. The following
is a brief overview of the course and is not complete.
Unit 1 Systems regulating change in humans (Chpt. 13-15)
Approximately 25% of course – Expected exam date: March 8th
The nervous system, endocrine system, and some examples of special senses will
be investigated. How these systems work together to maintain homeostasis in terms of
both the internal and external environment.
Unit 2 Reproduction and development (Chpt. 16)
Approximately 20% of course – Expected exam date: April 3rd
The reproductive system is examined including a thorough look at hormonal
influence of this system. The development of a zygote after the process of fertilization is
covered. Problems with these processes are discussed as well as the contributions of
technology to lives.
Unit 3 Cells, chromosomes, and DNA (Chpt. 17-20)
Approximately 40% of course – Expected exam date: June 1st
We will exhaustively look at the cell cycle, both mitotic and meiotic, as well as
cover the transfer of genetic material from parent to offspring. Genetic disorders that can
result from errors will be discussed. Mendellian genetics will lead into the concepts of
molecular genetics and technologies related to these areas of science.
Unit 4 Change in populations and communities (Chpt. 21-23)
Approximately 15% of course – Expected exam date: June 12th
Unit 3 is built on in this unit by applying genetic studies to a
community/population to infer change in those individuals. The Hardy-Weinberg
principle is used for these purposes. Relationships in a population are examined as are
other ecological principles.
NOTE: The above “expected exam dates” are not set in stone and if there is a change to
the exam date you will be provided with sufficient notice.
Required Textbook for course: Nelson Biology
NOTE: The replacement cost of this textbook is $110.
Required Materials:
An organized notebook must be kept with notes, assignments, and handouts kept
in a binder. Dividers should be used to separate units. A calculator will be needed.
During the course other materials may be needed and I will give appropriate notice when
that happens.
Evaluation
Assignments/homework
Quizzes/Chapter tests
Unit tests
Diploma exam
15%
15%
20%
50%
Biology 30 Course Calculation:
Teacher mark counts for 50% of your mark
Diploma exam mark counts for 50% of your mark
Diploma Exam: Friday, June 22, 2011 (9:00am – 11:00am)
Late Assignments/Missed quizzes or Exams
Late assignments will not be accepted unless prior arrangements have been made with me
regarding the assignment.
Missed Classes/Assignments
It is an unfortunate reality, we get sick. If illness or another reason causes you to miss class it
will be understood that you are personally responsible for getting the material that was covered
during your absence. You still have to do the assignments that were given during your absence
unless an arrangement is made with me. If you do not, you will be given a mark of 0.
Web Support:
http://www.nelson.com/ABbio20-30/
Username: nelsonbio_student
Password: nelsonbio_onlinelearning
Class Expectations
It is expected that you arrive to class on time with all the materials that are needed for that class.
In general that includes your textbook, a pen/pencil, and your notebook. If you arrive without
those items you will be considered late. It is also expected that students pay attention to the
activities during that class time and you do not disturb the other students. I will work to develop
skills in students that will benefit them in a post-secondary situation. At times I will lecture and
expect notes to be taken. Research and writing skills will be required to complete certain
assignments.
Further, I would like to point out that due to the nature of this course little patience will be shown
for students that continually disrupt others. The importance of this course for many is significant
and I will not let a student jeopardize that. Students that do not cooperate will be removed from
the classroom. For minor problems detentions or extra work will be assigned.
“Reason can answer questions, but imagination has to ask them.”
Ralph Gerard
Expected student outcomes for Biology 30 as outlined by Alberta Education:
taken from http://www.education.alberta.ca/teachers/program.aspx
NOTE: These are the general outcomes for each of the 4 units. For each of these general
outcomes there are specific outcomes broken down into expected knowledge, skills, and attitudes
provided at the above website.
Unit A: Nervous and Endocrine Systems
General Outcomes: There are two major outcomes in this unit.
Students will:
1. explain how the nervous system controls physiological processes.
2. explain how the endocrine system contributes to homeostasis.
Key Concepts: The following concepts are developed in this unit and may also be addressed in
other units or in other courses. The intended level and scope of treatment is defined by the
outcomes.
neuron
nerve impulse transmission
central and peripheral nervous systems
reflex arcs
sensory receptors
endocrine system and hormones
homeostasis and feedback systems
endocrine and nervous system interactions
Unit B: Reproduction and Development
General Outcomes: There are three major outcomes in this unit.
Students will:
1. explain how survival of the human species is ensured through reproduction.
2. explain how human reproduction is regulated by chemical control systems.
3. explain how cell differentiation and development in the human organism are regulated by a
combination of genetic, endocrine and environmental factors.
Key Concepts: The following concepts are developed in this unit and may also be addressed in
other units or in other courses. The intended level and scope of treatment is defined by the
outcomes.
male and female reproductive systems
reproductive hormones
reproductive technologies
embryonic and fetal development
parturition
lactation
Unit C: Cell Division, Genetics and Molecular Biology
General Outcomes: There are three major outcomes in this unit.
Students will:
1. describe the processes of mitosis and meiosis.
2. explain the basic rules and processes associated with the transmission of genetic
characteristics.
3. explain classical genetics at the molecular level.
Key Concepts: The following concepts are developed in this unit and may also be addressed in
other units or in other courses. The intended level and scope of treatment is defined by the
outcomes.
cell cycle
mitosis and meiosis
chromosome number
karyotype
alternation of generations
Mendel’s laws of heredity
probability
monohybrid, dihybrid and sex-linked inheritance
incomplete dominance and codominance
polygenic and multiple allelic traits
gene linkage
model of DNA
replication
transcription
translation
mutation
genetic engineering
Unit D: Population and Community Dynamics
General Outcomes: There are three major outcomes in this unit.
Students will:
1. describe a community as a composite of populations in which individuals contribute to a gene
pool that can change over time.
2. explain the interaction of individuals in a population with one another and with members of
other populations.
3. explain, in quantitative terms, the change in populations over time.
Key Concepts: The following concepts are developed in this unit and may also be addressed in
other
units or in other courses. The intended level and scope of treatment is defined by the outcomes.
Hardy-Weinberg principle
gene pool
natural selection
symbiotic relationships and other interactions
succession
determiners of population size: natality, mortality, immigration, emigration
population growth rate and population growth curves
r- and K-selected reproductive strategies