Download Biology 30 Course Outline 17

Biology 30 Course Outline
Mr. McIlroy
2017
Key Message
Biology 30 is an academic science course designed to develop the knowledge and skills necessary for
post secondary education. A good starting point to ensure success is for a student to have at least a
65% in Biology 20. Every student has the capability of being successful in this course of study if they
are willing to be diligent and regular in their classwork and in home study. The development of a
regular and systemic pattern of review is extremely important for this subject area.
One of the most important skills a successful biology student possesses is the ability to make
connections between seemingly different things. These connections may be indirect and as such
require a tremendous breadth of knowledge in order to be made. This breadth of knowledge can
only be achieved through personal study and by discussing the course material with peers.
Targeted small group study is an excellent way to review the content of Biology 30.
Course Overview:
Biology 30 consists of four units of study.
A. Nervous and Endocrine Systems
B. Reproduction and Development
C. Cell Division, Genetics and Molecular Biology
D. Population and Community Dynamics
Scope and Sequence
The scope and sequence of Biology 30 will not follow the chapters presented in the text.
Unit
Population and
Community Dynamics
Chapters
19,20
Cell Division, Genetics
and Molecular Biology
16,17,18
Reproduction and
Development
14,15
Nervous and
Endocrine Systems
11,12,13
Dates
10 Classes
Approximately 15% of
the course
28 Classes
Approximately 40% of
the course
14 Classes
Approximately 20% of
the course
18 Classes
Approximately 25% of
the course
Unit Overview
Unit A: Nervous and Endocrine Systems
Themes: Equilibrium and Systems
Overview: This unit examines the biological processes that mediate the interactions between
humans and their environment to maintain equilibrium. The nervous system contributes to
homeostasis through its response to internal and external stimuli. Endocrine glands help to maintain
homeostasis through the hormones they release into the blood. A study of the interactions between
the nervous and endocrine systems leads to an examination of the functioning of the central and
peripheral nervous systems and their ability to sense the environment and respond to it.
Focusing Questions:
How does the human body maintain equilibrium between its internal and external environments?
What physiological processes and control systems are involved in maintaining homeostasis?
What medical technologies are available to alleviate disorders of the nervous and endocrine
systems?
General Outcomes:
1. Explain how the nervous system controls physiological process
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
• sensory receptors
• nerve impulse transmission
• endocrine system and hormones
• central and peripheral nervous systems
• homeostasis and feedback systems
• reflex arcs
• endocrine and nervous system interactions
Unit B: Reproduction and Development
Themes: Change and Systems
Overview: This unit investigates the human reproductive system as a representative mammalian
system responsible for propagating the organism and perpetuating the species. The processes
associated with human reproduction and development, as well as the regulation of these processes
by hormones, is reviewed. The influence of environmental factors on embryonic and fetal
development is examined, as are various reproductive technologies.
Focusing Questions:
How do the reproductive systems function to ensure survival of the species?
What mechanisms are responsible for regulating the reproductive systems?
What are the major processes and events of human embryonic and fetal development?
How do reproductive technologies affect functioning of the reproductive systems, and what impact
do these technologies have on society?
General Outcomes:
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
Themes: Change and Diversity
Overview: This unit examines the two types of cell division, mitosis and meiosis. Students learn
about chromosomal behaviour during cell division and expand their knowledge of chromosomes by
studying classical genetics. Classical genetics is further extended to a molecular level by exploring
the basic structure of deoxyribonucleic acid (DNA), its role in protein synthesis and the impact of
mutation.
Focusing Questions:
What cellular processes allow for growth and reproduction of an organism?
What regulates the transmission of genetic information from one generation to the next?
How is DNA responsible for the production of proteins?
How has knowledge of the molecular nature of genes and DNA led to new biotechnologies and the
treatment of genetic disorders?
General Outcomes:
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
• incomplete dominance and codominance
• mitosis and meiosis
• polygenic and multiple allelic traits
• chromosome number
• gene linkage
• karyotype
• model of DNA
• alternation of generations
• replication
• Mendel’s laws of heredity
• transcription
• probability
• translation
• monohybrid, dihybrid and sex-linked
• mutation
inheritance
• genetic engineering
Unit D: Population and Community Dynamics
Themes: Systems, Equilibrium and Change
Overview: Population change over time can be examined through a study of population genetics
Focusing Questions:
How does one determine if populations are changing over time?
In what ways may individual members of a population interact with one another or with members of
a different population?
What quantitative measures indicate that populations change over time?
What role does society play in managing wildlife populations?
General Outcomes:
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
• determiners of population size: natality,
• gene pool
mortality, immigration, emigration
• natural selection
• population growth rate and population
• symbiotic relationships and other
growth curves
interactions
• r- and K-selected reproductive strategies
• succession
Diploma Exams
Biology 30 is a diploma course. This entails that there is a provincial diploma exam for Biology 30.
The Biology 30 diploma exam is Wednesday, June 28th, 2017
Each Biology 30 Diploma Examination is designed to reflect the general outcomes outlined in the
Biology 30 Program of Studies. The general outcomes are expressed in more detail by the specific
outcomes, which are organized into four units. Some questions on each diploma examination will
assess achievement of particular outcomes, and other questions will be based on the integration of
more than one outcome.
Most of the examination questions are context-based, meaning they are organized into sets that are
related to contexts associated with topics in the program of studies. A set of questions can assess a
student’s ability to integrate several Biology 30 outcomes. The order of questions in a diploma
examination typically follows the order of units in the program of studies; however, a question could
appear on the examination within another unit if the context relates to outcomes in more than one
unit. Questions that require skill in applying scientific processes and questions that require science,
technology, and society (STS) connections are distributed throughout the examination. Students
should expect to be assessed on skills and STS outcomes on their Biology 30 Diploma Examination.
The design of the 2016–2017 Biology 30 Diploma Examinations is as follows:
Question Format
Number of Questions Percentage Emphasis
Multiple Choice
48
80
Numerical Response
12
20
A particular context may be used for one or more multiple-choice question(s); one or more
numerical-response question(s); or a combination of multiple-choice and numerical-response
questions.
Multiple-choice questions are of two types: discrete and context dependent. A discrete question
stands on its own without any additional directions or information. It may take the form of a
question or an incomplete statement. A context-dependent question provides information that is
separate from the question stem. Most of the multiple-choice questions in the diploma examination
are context dependent. If a context is provided on the diploma examination, then a student cannot
properly address the question without reading the context. Students are advised to read contexts
carefully.
Numerical-response questions are of several types, including these: calculating numerical values;
expressing ratios; selecting structures, functions, or statements from a diagram or a list; matching
structures, functions, or statements from a diagram or a list; and determining the sequence of listed
events.
Teaching Methodology
Students will be taught through a variety of different instructional methods and strategies which are
allowed by the nature of video-conferencing. As many different techniques will be employed as
possible to aid in student mastery of material.
Assessment
30% of the final grade in Biology 30 will come from the diploma exam. It is therefore of vital
importance to realize the importance of developing the skills necessary for not only studying for an
exam but also test taking
Your final grade will be calculated as follows:
Diploma
30%
School Grade
70%
Your school grade will be calculated as follows:
Class Final Exam (Practice Diploma)
10%
Tests/Quizzes
80%
Coursework
10%
The heavy emphasis on testing reflects the need to emphasize the importance of the diploma exam.
Students will be given practice workbooks for each unit. They are intended to supplement the
learning that goes on in class. They are considered formative assessment and will not be taken in for
marking by the teacher. All assignments that are given will be summative in nature and will be based
on material covered in class and in the workbook. With the majority of the classroom work being for
practice there will be few assignments taken in for summative grading. Therefore it is of vital
importance that all summative assessments are completed.
Resources
Inquiry in Biology, McGraw-Hill Ryerson, 2007
Supplementary Resources:
Biology 30 Student Notes and Problems (SNAP), Castle Rock Research Corp., 2013
The Key – Biology 30, Castle Rock Research Corp, 2013
These resources can be purchased separately and are not required for the course.