Huntsville High School Honors /Biology Syllabus Ms. Chrysantha Stallworth chrysantha.stallworth@hsv-k12.org Room FA 365 Telephone: 256.428.8050 COURSE DESCRIPTION Honors Biology is a first year high school course, which is a pre-requisite for Advanced Placement (AP) Biology. At the end of the second year course, AP Biology students will be prepared to take the College Board Advanced Placement Biology Exam. Biology is a hands-on course using techniques to introduce the student to the structure of matter, its changes and the energy involved in supporting life, different forms of life, and the interconnections of the abiotic/biotic factors. A comprehensive approach to learning will be emphasized. For many students, Biology is the first course requiring enhanced learning and skill usage. Students must study at home to internalize the concepts and gain problem-solving skills. Biology is a required, inquiry-based course focused on providing all high school students with foundational life science content about the patterns, processes, and interactions among living organisms. The emphasis is on increased sophistication and rigor of a limited number of core ideas rather than on memorizing a breadth of factual content. Students use prior and new knowledge to build conceptual understandings based on evidence from their own and others investigations. They use their own learning and experiences to support claims and engage in argument from evidence. The standards provide a depth of conceptual understanding to adequately prepare them for college, career, and citizenship with an appropriate level of scientific literacy. Resources specific to the local area as well as external resources, including evidenced-based literature found within scientific journals, should be used to extend and increase the complexity of the core ideas. COURSE OBJECTIVES This course is designed to give students an understanding of all that composes life on Earth. Students will gain: Knowledge of various and scientific laws. Appreciation of various ways organisms and the environment can affect our world. Skills in using the scientific method to solve problems and design experiments. Knowledge and practical application of laboratory safety, and laboratory techniques. Skills in collection, processing, and evaluating laboratory data, and scientific writing. STANDARDS 1. Use models to compare and contrast how the structural characteristics of carbohydrates, nucleic acids, proteins, and lipids define their function in organisms. 2. Obtain, evaluate, and communicate information to describe the function and diversity of organelles and structures in various types of cells (e.g., muscle cells having a large amount of mitochondria, plasmids in bacteria, chloroplasts in plant cells). 3. Formulate an evidence-based explanation regarding how the composition of deoxyribonucleic acid (DNA) determines the structural organization of proteins. 4. Develop and use models to explain the role of the cell cycle during growth and maintenance in multicellular organisms (e.g., normal growth and/or uncontrolled growth resulting in tumors). 5. Plan and carry out investigations to explain feedback mechanisms (e.g., sweating and shivering) and cellular processes (e.g., active and passive transport) that maintain homeostasis. 6. Analyze and interpret data from investigations to explain the role of products and reactants of photosynthesis and cellular respiration in the cycling of matter and the flow of energy. 7. Develop and use models to illustrate examples of ecological hierarchy levels, including biosphere, biome, ecosystem, community, population, and organism. 8. Develop and use models to describe the cycling of matter (e.g., carbon, nitrogen, water) and flow of energy (e.g., food chains, food webs, biomass pyramids, ten percent law) between abiotic and biotic factors in ecosystems. 9. Use mathematical comparisons and visual representations to support or refute explanations of factors that affect population growth (e.g., exponential, linear, logistic). 10. Construct an explanation and design a real-world solution to address changing conditions and ecological succession caused by density-dependent and/or density-independent factors. 11. Analyze and interpret data collected from probability calculations to explain the variation of expressed traits within a population. 12. Develop and use a model to analyze the structure of chromosomes and how new genetic combinations occur through the process of meiosis. 1
13. Obtain, evaluate, and communicate information to explain how organisms are classified by physical characteristics, organized into levels of taxonomy, and identified by binomial nomenclature (e.g., taxonomic classification, dichotomous keys). 14. Analyze and interpret data to evaluate adaptations resulting from natural and artificial selection that may cause changes in populations over time (e.g., antibiotic-resistant bacteria, beak types, peppered moths, pest-resistant crops). 15. Engage in argument from evidence (e.g., mathematical models such as distribution graphs) to explain how the diversity of organisms is affected by overpopulation of species, variation due to genetic mutations, and competition for limited resources. 16. Analyze scientific evidence (e.g., DNA, fossil records, cladograms, biogeography) to support hypotheses of common ancestry and biological evolution. Year Overview: Fall Semester 1 st Nine Weeks Unit 1: Biochemistry Lab Safety, Science Equipment & Science Inquiry Biological Processes Chemistry of Life Biological Molecules Proteins as Enzymes Unit 2: Biological Principles & The Cell Structure & Function of Cells Cell Transport & Communication 2 nd Nine Weeks Unit 3: Bioenergetics Cellular Respiration Photosynthesis Plant Reproduction Unit 5: Mendelian Genetics Types of Dominance Genetic Crosses/Pedigrees Mutations Cell Reproduction Meiosis Unit 4: Molecular Genetics Chromosomes & Genes Structure DNA Spring Semester 3 rd Nine Weeks Unit 4: Molecular Genetics Function of DNA, RNA and proteins Gene Expression Genomics Meiosis Unit 7: Evolution Taxonomy 4 th Nine Weeks Unit 7: Evolution Origin of Species Tracing Evolutionary History How Populations Evolve Unit 6: Ecology Population Ecology Community Ecology Ecosystems TEXTBOOK Campbell Biology: Concepts and Connections, 7eReece/Taylor/Simon/Dickey Miller and Levine. (2015). Biology. Boston, Mass. Pearson Education The textbook is located on the students desktop in the Pearson Offline Content. Look in the Honors Biology folder. 2
CLASSROOM EXPECTATIONS 1. Entering and Beginning Class Enter the classroom on time and in an orderly and civilized manner. Be in your assigned seat before the tardy bell rings. Come to class prepared with all required materials. Do not depend on the instructor to provide these items. All assignments are due before the beginning of the period unless otherwise noted. Begin working on the Bell-ringer assignment as soon as class begins. Sharpen pencils before the bell rings. 2. Asking/Answering Questions Unless it is an emergency, raise your hand to be acknowledged during all classroom discussions. Do NOT shout out answers or talk while someone else is sharing a response. It is disrespectful. 3. Changing Activities When it is time to transition between classroom activities, stop talking and give me your full attention. 4. Cooperative Work When working in groups during class or lab, students are expected to stay on task. Roles for each student will be assigned within cooperative groups; students are expected to contribute to the group s work and to fulfill their individual role. Group activities will usually be timed. When it is indicated that the time for the activity has expired, stop talking, and listen for further instructions. 5. Assignments Work to be turned in must be written neatly in pencil, blue or black ink (other colors are NOT acceptable), or typed. Don t forget your NAME! If you forget your name, ten points will be deducted. All work to be turned in must be neat, organized, legible, dated, and labeled. If I cannot read your work, it will not be graded. Follow the procedure for heading your assignments. Incorrect headings will result in a ten-point deduction. 6. Disruptions If you have an emergency (nauseous, bloody nose, etc.) you do not have to raise your hand. Go to the restroom (if necessary). I will send someone to check on you. Students will not be able to leave class without a pass from the person you need to see. Please sharpen your pencil BEFORE class or during the Bell-ringer. Do not sharpen your pencil when your teacher is talking. You may not ask to go to another teacher s room. 7. End of Class Students should expect to work up until the bell rings every day. There will be NO packing up before class is dismissed. There will be NO standing at/near the door waiting for the bell. The bell DOES NOT dismiss you, I do. You are not allowed to leave the room until your belongings and any trash around your table are picked up; the chairs must be in order. Teacher will adhere to the Behavior Learning Guide. Please refer to that guide if you have any questions. GRADING SCALE A student s grade will be determined by the following evaluative measures: Summative Assessments 60% In-class Assignments 40% o Tests o Daily class assignments o Major projects o Inquiry Activities o Lab Reports o Quizzes o Minor projects o Homework 3
LETTER GRADES AND PERCENTAGES A =100-90% B=89-80% C= 79-70% D=69-60% F=below 60% CALCULATING SEMESTER AND YEARLY AVERAGES 1 st nine weeks x2 2 nd nine weeks x2 1 st semester final exam x1 3 rd nine weeks x2 4 th nine weeks x2 2 nd semester final exam x1 Final Grade ASSIGNMENT POLICY All assignments are due the following class day unless otherwise noted on the calendar. Late assignments will receive full credit only if received the day you return from an EXCUSED absence. Students who have not completed homework or who have unexcused absences will be given an alternate assignment that may be completed for reduced credit. MAKEUP ASSIGNMENTS & TEST RETAKES Students who miss a test with an excused absence will have an opportunity to make-up the test. It is the student s responsibility to schedule a time to make-up a test before or after school. A student who scores below 70 on a chapter/unit test may retake the test after he/she has attended tutoring sessions. All assignments from the unit/chapter must be completed prior to the retake. Assignments must be obtained prior to going to In-school suspension (ISS). INFORMATION (INow) Students and parents may monitor grades on the online grading system inow. Please contact the ninth grade guidance counselor for INow registration. SUPPLIES 1-inch vinyl binder with three rings and pockets; 6-notebook dividers; Loose-leaf paper; scientific calculator, and a student planner. Biology: 5 or 3 subject spiral notebook with folder, and pencils One box of kleenex CONTACT Please email your teacher if you have any questions. When emailing a teacher please include student s full name and period in the subject line. Parents may call or email for a parent-teacher conference. Please limit telephone calls to afterschool. Huntsville High telephone: 256.428.8050. 4
First Name Last Name Period Seat Number Honors Biology Syllabus and Parent Information Due Date: Internet Access and Picture Publication: INow and Edmodo will both be updated regularly and may be of great assistance to you and your student. Help me understand you and your student s ability to access these resources at home. Please circle the appropriate response. Can the student access the Internet from home? Yes or No Can the parent or guardian access the Internet from home? Yes or No Can student s picture be displayed in class, Edmodo, or HHS webpage? Yes or No ----------------------------------------------------------------------------------------- I have read the Honors Biology syllabus and I agree to abide by the rules and consequences set by my teacher and Huntsville High School. I acknowledge my responsibilities in this course. I am aware of the testing, grading and make-up/late policies for this course. Student Printed Name & Signature Date I have read the Honors Biology syllabus and I agree to have my student abide by the rules and consequences set by his/her teacher and Huntsville High School. I acknowledge their responsibilities in this course. I am aware of the testing, grading and make-up/late policies for this course. Parent/Guardian Printed Name & Signature Date 5
Parent/Guardian Contact Information Student Name: Class Period: Parent/Guardian Name Daytime Telephone Number Evening Telephone Number Parent Email Address Best time to contact you: Morning Afternoon Evening Preferred method of contact: Phone Email Please tell me anything that you would like me to be aware of about your child that will make this year a success for him/her. For Teachers Use only: Parent/Guardian Contact Log Date Method Contact Reason Outcome 6
7