Download Chapter 2: Objectives and learning targets

Curriculum for Upper Secondary
Education
Specialized Subjects in General
and Business Studies
Biology
Oslo, september 1996
Ministry of Education, Research and Church Affairs
2
Contents
Chapter 1: General information .................................................................................... 1
1.1
Introduction ................................................................................................... 1
1.2
Biology in the Upper Secondary School........................................................ 3
Chapter 2: Objectives and learning targets .................................................................. 4
2.1
Common objectives for Biology 2BI and 3BI ............................................... 4
2.2
Biology 2 BI .................................................................................................. 5
2.3
Biology 3 BI .................................................................................................. 6
Chapter 3: Assessment .................................................................................................... 10
3.1
Why assess? ................................................................................................... 10
3.2
What shall be assessed? ................................................................................. 10
3.3
How shall assessment be carried out? ........................................................... 10
3.4
Project work................................................................................................... 11
Appendix 1 ........................................................................................................................... 12
Distribution of tuition hours per subject in Biology 2BI and Biology 3BI................ 12
1
Chapter 1:
General information
1.1 Introduction
Stamens and the internal organs of the earthworm - is this how to describe biology in a
nutshell? Yes, of course they are part of biology, but the subject includes far more. The word
biology is derived from two Greek words, bios, meaning “life” and logos, meaning “words”,
so that biology has come to mean the study of all living things.
Biology is a source of wonder and enjoyment. It ranges from the miraculous events taking
place at microscopic level within cells to the smooth adaptation of whole ecosystems to
conditions in different parts of the world. And just as important, it gives us the opportunity to
enjoy a beautiful spring day when nature awakens after the winter.
And where does the human species fit into this? We have always been dependent on
biological knowledge for our survival. Over time, the knowledge we have amassed has
transformed our societies.
In recent times, population growth has been almost explosive. One result of biological
research has been dramatic increases in food production. Better health services enable more
people to live for longer, and this in turn increases the pressure on ecosystems as consumption
of natural resources grows and pollution worsens.
According to the core curriculum,
“Our living conditions have become less and less dependent on natural conditions, and
more dependent on our own activities ….
People are a part of nature, and are constantly making decisions that have
consequences not only for their own welfare, but also for other people and for the
natural environment. Their choices have an impact across national borders and
generations ….”
We need a sound basic knowledge of the diversity of living organisms, their physiology and
their ecology. This provides us with suitable tools for making the right decisions about actions
that may have an impact on the environment in which we live. To understand biological
processes, it is also useful to have a sound knowledge of the other natural sciences.
Today, we have reached the stage where biotechnology, and especially gene technology, may
have an important role to play in food production and disease prevention. At the same time,
however, many people are unsure whether this will really put us on the path to sustainable
development. Developments in gene technology have also provoked a debate on ethical
issues, and may, like the environmental problems we are already facing today, raise questions
about our unique position in the natural world. In discussions on such matters, it is logical to
draw on other subjects as well, such as social studies, Norwegian, and religion and ethics.
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In the teaching of biology, emphasis must be placed on a scientific approach and the use of
biological working methods must play a central role in teaching the subject, and computer
technology should be used as an aid wherever appropriate. One characteristic feature of
biology is that accepted biological knowledge is constantly being challenged by new research
findings. A historical perspective on the subject is therefore important, because the established
truth has always changed with the acquisition of further knowledge.
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1.2 Biology in the Upper Secondary School
The subject is divided into two modules in upper secondary school, Biology 2BI and Biology
3BI, which involve 112 and 187 tuition hours per year respectively. Biology is based on the 5hour common core subject natural sciences.
Biology (2BI) is normally taken as part of advanced course I and Biology (3BI) as part of
advanced course II. The module 3BI can be taken independently of 2BI.
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Chapter 2:
Objectives and learning targets
2.1 Common objectives for Biology 2BI and 3BI
Pupils shall

be able to make systematic observations and use biological methods in the field and in
the laboratory

be able to draw on biological theory to interpret their observations

be able to design their own investigations, process data, and present and evaluate
methods, possible sources of error and results

be able to use computer technology, where available, in their biological course work

have a knowledge of the evolution of life on earth and scientific theories that explain
evolution

be familiar with some elements of the history of biology and understand the impact
biological knowledge has had on the development of our society

be able to discuss ethical aspects of biological issues

be able to take responsibility for their own learning and show a creative approach to
solving biological problems

be able to apply their experience and knowledge to other disciplines and in cooperation
with others

be able to defend their own ideas and give reasons for their choices, and show respect
for other people’s views regardless of their background, age, sex or religion

understand how they can act in the best interests of the environment, other organisms
and their own health, and understand the importance of conserving biological diversity
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2.2 Biology 2 BI
Objective 1
Pupils shall be able to carry out practical work in the field and in the laboratory
Learning targets
Pupils shall
1a
develop their ability to observe and make records through field studies
1b
be able to plan and carry out investigative and experimental work
1c
be able to describe and interpret the results of practical work in written reports
Objective 2
Pupils shall have a knowledge of the great diversity of living organisms, how organisms
are classified and how they are adapted to their environment
Learning targets
Pupils shall
2a
be able to explain the principles of taxonomic classification and use simple
identification guides
2b
be able to give examples of the adaptation of selected species to their physical and
chemical environment
2c
have a knowledge of the diversity of organisms and be able to give examples of the
way they interact
Objective 3
Pupils shall have a knowledge of selected features of the structure and function of
various organisms
Learning targets
Pupils shall
3a
be able to describe the most important features of the structure of a root, stem and leaf,
and be able to explain how water and salts are absorbed by and transported in plants
3b
be able to give an account of the main features of the evolution of plants using their
understanding of reproduction in an alga, a pteridophyte and an angiosperm
3c
be able to give an account of the main features of the evolution of animals using their
understanding of physiological adaptations of circulation, gas exchange and excretion
in a single-celled animal, an arthropod, a fish and a mammal
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Objective 4
Pupils shall have a knowledge of how organisms receive and respond to external stimuli.
They shall be able to explain how central life-supporting functions are governed and
regulated
Learning targets
Pupils shall
4a
be able to describe typical features of the structure of nerve cells
4b
be able to explain how a nerve impulse is conducted along the membrane of a nerve
cell and why the frequency of impulses is important for the transmission of
information
4c
be able to explain the transmission of nerve impulses across synapses and give
examples of how medicines and intoxicants can affect transmission
4d
be familiar with the main features of the structure of the human nervous system
4e
be able to explain the structure and function of sense organs in humans and know of
different kinds of adaptations in selected groups of animals
4f
be able to explain hormonal control in humans, with the emphasis on feedback
mechanisms
4g
be able to explain nervous and hormonal control of the body in humans, and how these
systems complement each other
4h
be able to explain how the immune defence system functions in humans
4i
be able to give examples of hormonal control in plants
2.3
Biology 3 BI
Objective 1
Pupils shall be able to carry out practical work in the field and the laboratory and have a
knowledge of the specimens in a scientific collection
Learning targets
Pupils shall
1a
develop their skills in making and recording observations by means of field studies
1b
be able to plan and carry out practical exercises and experiments
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1c
be able to put forward hypotheses and test them by means of experiments
1d
be able to describe and interpret the results of practical work in written reports
1e
be able to classify and identify specimens in a collection and acquire some knowledge
of their natural habitats
1f
be familiar with the traditional uses of some of the specimens, for example in
traditional medicine and crafts, or references to them in legends, etc.
Objective 2
Pupils shall have a basic knowledge of the complex and variable systems that make up the
natural world. They shall be able to explain the interdependence of the various elements
of these systems and how they interact with each other
Learning targets
Pupils shall
2a
be able to carry out biotope analyses with respect to biotic and abiotic factors on the
basis of field work from one aquatic and/or one terrestrial environment. They shall be
able to evaluate the results on the basis of their knowledge of ecosystem structure
2b
be able to explain energy flows and nutrient cycles in an ecosystem
2c
be able to give examples of how populations increase and decrease, and be able to
explain what is meant by equilibrium, limiting factors, inter- and intraspecific
competition, and density-dependent and density-independent factors
2d
be able to give examples of individual and social behaviour in animals
2e
know of examples of chemical and biological pest control and the advantages and
disadvantages of these methods
Objective 3
Pupils shall have a knowledge of energy metabolism in cells. They shall be familiar with
how plants produce high-energy compounds for their own use, and how these are
metabolized both by plants and by other organisms
Learning targets
Pupils shall
3a
be able to explain the structure and function of enzymes and how changes in enzyme
activity influence processes in cells
3b
be able to explain the structure and function of ATP
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3c
be able to explain the main elements of the light-dependent and light-independent
stages of photosynthesis
3d
be familiar with how external factors can influence photosynthesis
3e
be able to explain the main features of aerobic and anaerobic glycolysis and know the
energy yield of these processes
Objective 4
Pupils shall have a knowledge of concepts from classical genetics, the molecular basis for
the laws of heredity and gene technology
Learning targets
Pupils shall
4a
be able to give an account of the structure of DNA and RNA and their function as
genetic material, and be able to explain the terms chromosome, gene and allele
4b
be able to explain protein synthesis with the emphasis on the function of various types
of RNA
4c
be able to explain how DNA replication is of fundamental importance in cell division
4d
be able to describe the main differences between mitosis and meiosis
4e
be able to explain inheritance involving more than one pair of genes
4f
be able to give an account of sex-linked inheritance and gene linkage, and the
recombination of genes by crossing-over
4g
be able to explain what gene technology is, give examples of methods and practical
applications, and be able to evaluate ethical aspects of the use of gene technology
Objective 5
Pupils shall have a knowledge the processes that have resulted in species diversity
Learning targets
Pupils shall
5a
know the scientific basis for the theory of evolution
5b
know the historical background for theories of evolution
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5c
be able to explain the mechanisms of species evolution and the molecular basis of
evolution and give examples of the bottleneck effect, founder effect and genetic drift
5d
be able to give examples of how the principles of evolution are used in animal and
plant breeding
Objective 6
Pupils shall be able to discuss topical environmental issues and understand how they can
act for the benefit of the environment, other organisms and their own health
Learning targets
Pupils shall
6a
be able to discuss examples of local and global pollution problems
6b
be able to express their own views on our current use of natural resources and
understand the value of re-use and recycling
6c
understand the importance of conservation of biological diversity, and know of the main
threats to diversity and what steps can be taken to maintain biological diversity
6d
be able to discuss ethical aspects of environmental issues
6e
know which institutions and organizations are involved in making decisions on natural
resource management and development or disturbance of the natural environment, and
what opportunities they have to influence such decisions
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Chapter 3:
Assessment
3.1 Why assess?
The aim of assessment is to ensure that education and training comply with a national
standard, so that we are sure of providing satisfactory and equivalent educational facilities for
all. Assessment entails that the result of attending the course is assessed on the basis of the
objectives set out in the study programme.
Assessment serves different purposes, e.g.:




to inform the pupil, parent or guardian, teacher and educational institution of how
far the pupil has come in the work towards the achievement of a specific level of
knowledge or expertise
to guide, motivate and develop the pupil
to motivate the teacher to continuously assess his or her teaching
to inform society, the labour market and institutions of higher education of the
level of knowledge and expertise achieved by the pupil
3.2 What shall be assessed?

The course objectives as set out in the core curriculum and in chapter 2 of this study
programme form the basis for assessment

It is the pupil’s broad competence that shall be assessed, as described in the study
programme objectives.

The assessment of pupils shall show the extent to which they have achieved the
objectives set out in the study programme.
3.3 How shall assessment be carried out?
A distinction is made between two main types of assessment:


continuous assessment
final assessment
The purpose of continuous assessment is to inform and motivate pupils and teachers in their
efforts to achieve the course objectives. Such assessment may be either formal or informal. A
useful aid for continuous assessment is a workbook, log book, journal or similar record related
to the course. Formal continuous assessment is reflected in the marks awarded each term.
Final assessment is in the form of marks awarded for classwork and in the documented
result of the final examination.
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3.4
Project work
During the course of the school year, all pupils are required to carry out one or more projects.
At least one of the projects shall include both common core subjects, general subjects and
specialized subjects.
Topics and assignments for project work shall be selected within the framework of the study
programme.
Scientific collection
Work on a scientific collection may involve the collection of specimens by the pupil, work on a
reference collection, or a combination. Pupils are given a large degree of freedom in their
choice of specimens and how they are presented. Specimens may include botanical and
zoological specimens, photographs, recordings of bird song, tracks, plant specimens, traditional
medicines, etc.
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Appendix 1
Distribution of tuition hours per subject in Biology 2BI and Biology 3BI
Specialized subject
Biology 2BI – Module 1
Objectives 1- 4
Biology 3BI – Module 2
Objectives 1- 6
Hours per year
(average hours
per week)
112
3
187
5
Note to appendix 1
The basis for the number of tuition hours is the total number of tuition hours per year. The
average number of tuition hours per week is equal to the number of tuition hours per year
divided by 38. Cf. the contract of employment, where it is laid down that teaching shall be
arranged on 190 days of the year, divided into 38 weeks.*
* Specially arranged courses for adults may be completed more rapidly (intensive courses). Training may also be
extended over longer periods when this is needed by groups or by individual pupils.