Biology 20

Block 3 Room # 208 With: Mr. Standring

Goals for students: Use science and technology to acquire new knowledge and solve problems so that you may improve the quality of your own lives and the lives of others Develop a critical sense of wonder and curiosity about scientific and technological endeavors Critically address science related societal, economic, ethical, and environmental issues Pursue progressively higher levels of study, preparing you for science-related occupations, and be engaged in science-related hobbies appropriate to your interests and abilities Develop a knowledge of the wide spectrum of careers related to science, technology, and the environment

Materials: Textbook provided - Biology (Alberta 20-30), Nelson Binder/ Binder Dividers/Loose leaf/Graph paper Pencils/Erasers/Pens/Calculator iPad with the site http://standring.weebly.com/ bookmarked!!!

Course Outline: This course is being offered in a non-traditional way. The course will be: Project Based The majority of learning in this class will happen as students work toward completing their projects. Students choose their own minimum grade You will choose you minimum acceptable grade at the beginning of the semester. Any projects or test not meeting this standard will have to be redone until your target grade is achieved.

Have an open time line Students will be allowed to move through this course at their own pace. This means that they may finish the course before the end of the year or continue into next year. For example; Mary works very quickly and finishes the course in April (she is no longer required to attend this class). Joseph is smart but needs more time to learn material. Joseph is not finished the course at the end of June, and so will continue his work in September.

Our Year at a Glance

Unit Relevant Text Chapters Minimum # of Projects Suggested Unit Finish/Test Date PBL Unit C: Photosynthesis and Cellular Respiration Unit D: Human Systems Unit A: Energy and Matter Exchange in the Biosphere Unit B: Ecosystems and Population Change Final Exam Test Based 2 4 2 2 0 Feb 18th Apr 11th May 2nd May 30th ~ June 20th

6-7 8 - 12 1-3 4-5 All of the above

4 8 4 4

Tentative Lecture Schedule for Biology 20

Week 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. # of Classes 6 4 4 5 3 5 5 4 5 4 4 5 5 5 3 5 5 5 5 5 Date Feb 3-7 Feb 10-13 Feb 18-21 Feb 24-28 Mar 3-5 Mar 10-14 Mar 17-21 Mar 24-27 Apr 7-11 Apr 14-17 Apr 22-25 Apr 28-May2 May 5-9 May 12-16 May 20-22 May 26-30 Jun 2-6 Jun 9-13 Jun 16-20 Jun 23-27 Topic Cell anatomy, Cellular Transport, ATP, Photosynthesis Photosynthesis, Cellular Respiration Human Organ Systems, Carbs & Lipids, Proteins & Nucleic Acids Digestive Anatomy, Nutrient absorption, Digestive health Respiratory Anatomy, Breathing and Respiration, Respiratory Health Vessels & Valves, The Heart & Circulation, Blood & Circulation The Lymphatic System & Immunity, Immune Cells Muscles, Homeostasis UNSCHEDULED TIME Food Structures, Biosphere, Water Cycles: Hydrologic, Carbon, Sulfur, Phosphorus, Nitrogen Balance of matter & Energy UNSCHEDULED TIME Community organization, Ecosystems, Organisms Taxonomy, Natural Selection How Species Form Review Review Exams Exams

Project Based Option

Creative Projects: Poster Model Song/Poem/Rap Story Comic Short Play Movie Presentation Web Page

Assignments/Labs Tests & Quizzes Final Exam

80% 10% 10%

Knowledge Projects: Visual Dictionary In chapter questions Workbook Rocky View Program Reading Questions Notes Dissection Lab

One creative project and one knowledge project are required for each chapter (for each student). **Chapter 1 & 2 can be treated as a single chapter for this purpose. Students will be required to present all creative projects, and answer questions about them. Students may opt to combine 2 or more chapters projects into one larger project. For example a student may choose to show the chemical processes of photosynthesis and cellular respiration in a single display. Students may choose to work in groups; however, the number of projects required per student will not change. Students may choose to write chapter or unit tests. All students write a Final Exam. If you find that tests never do you justice in showing how well you know your stuff, this option is for you.

Test Based Option

Tests & Quizzes Assignments/Labs Final Exam

50% 20% 30%

Students are required to complete any one project and one per chapter. One test is required for each chapter. All students write a Final Exam. If you are comfortable with showing what you know on tests and want a marking scheme that more closely matches that of Biology 30, this option is for you.

What will class look like?

Mr. Standring will deliver lectures, and point you toward relevant information just like any other class. However unlike many classes, you will have a few choices. You may choose to: Listen, take notes & learn from a lecture. Read & Learn on your own Work on a project

What if I miss classes?

You can access material that you missed on the Weebly. If finishing the course on time (before summer holidays) is important to you, I would advise you to cover the missed material ASAP.

What if I want to work really hard and finish the course early?
No problem. I will do my best to help you outside of class lecture time. I will also make sure there are adequate materials to learn on your own. Dont forget about PIT time either!!!

If I finish the course early, what do I do for the rest of the year?
You must continue to attend school, as your attendance will be recorded. In class options include: Starting a new course ADLC (Correspondence courses) Credit recovery (you can recover credit for courses you took but did not pass). Self-study. You may choose to study any topic that interests you for non-credit. This include literature studies (reading), online courses, or working on a second language.

Out of class options include: Volunteer work RAP Work experience

What if I find the course has too much information or moves too fast?
We can definitely work with that. A combination of extending the time you spend on each unit & reorganizing the order some things are covered in will allow you to achieve success in this course. However, it is important to note that you will likely have to push the completion of Biology 20 to next year.

If I take too long to finish the course, do I need to register for it next semester?
Register yes; attend no. You will need to be officially registered in the class, but this does not mean you will have to be in a classroom. You will be able to finish on you own time, in PIT, or simply sign up for the class again.

Will we have dissections?

Yes, but they are not mandatory. They are just one method of learning about anatomy. However, I strongly encourage everyone to take part in at least one dissection. They are an incredibly informative activity that you will have few other chances to take part in in your lifetime.

I heard we study evolution, what if I dont believe in evolution?

Dont worry, you dont have to. You are however required to be able to understand the principals of evolution and to explain ideas in the context of evolution. The reason for this is that evolution is regarded within the scientific community as being factual and not just a possibility (theory means something different in science than it does in everyday English). I welcome any student to write a disclaimer on any test or assignment declaring their non-belief in evolution if it makes them feel more comfortable.

What if I dont do as well on an assignment as I would like to?

Not to worry. Assignments in this class are more about learning than earning marks. At the beginning of the course you will tell me what you want for a minimum mark. If your assignment falls below that level, we will have a conversation about what has met the criteria, and what has not. The assignment will then be given back to you so you can make the previously discussed improvements.

What if I dont do as well on a test as I would like to?

As with assignments, you will be allowed to rewrite. However, before you can rewrite a test, you must provide Mr. Standring with test corrections. This means that each question you got wrong on your test must be corrected with an explanation.

Can I change my grade choices partway through the course?

Once!!! If you find that your choice of minimum grade or how you are graded is no longer the best choice for you, it can be changed once at the time of your first report card. The change will require a letter of explanation from you explaining why you want the change. This letter needs to be signed by your parents or guardians.

Where will I find resources for this course?

The first place to look will be http://standring.weebly.com/ . This is where Mr. Standring organizes all of his school & course stuff. Talk to some students who have done courses with him before, and ask them how much they use it. A highly recommended resource for working through material on your own is http://resource.rockyview.ab.ca/rvlc/bio20/ . This page, designed by Alberta education contains lessons, assignments, and self-testing questions that you can use to see if you arr on the right track. It is always important to evaluate your won learning. This is why our school has purchased the right to use exambank. http://alberta.exambank.com/index.html will get you to the site. Username: grade 9 Password: grade 9

A great place to find learning resources and simulations is http://www.learnalberta.ca/Home.aspx Simulations for all sciences can be found at http://phet.colorado.edu/

Student Expectations The following are a list of behaviours I expect students to follow while in class. Violations of them will lead to reprimands, being asked to step out of the classroom momentarily, being sent to the office, etc., depending on the severity of the action. 1. 2. 3. 4. 5. Respect for other students, visitors, staff, or anyone else. Abusive language or actions, destruction of property, and physical violence will not be tolerated. Use appropriate language. Similar to above, swearing or other rude forms of communication are not tolerated in class or the school. Be prepared to learn. Avoid distracting yourself and other students during lessons and have your work materials with you when class begins. Use your time effectively. Class time is limited so you must use it wisely. Cheating on any form of assessment is unacceptable. Cheating will result in a mark of zero on that test or assignment.

Extra Help Mr. Standring offers extra help in a relaxed, no pressure atmosphere in any subject (to the best of his ability) Room # 208 Tuesdays, Wednesdays and Thursdays 3:30-5:00. Parents and Students of all grades welcome. Please let Mr. Standring know to expect you a day in advance, so he doesnt make other plans.

Choices
Circle one I choose to be evaluated in Biology 20 in a more Test / Project based manner. I would like to finish the course by (date) ______________________________ I would like my minimum mark to be (percentage) ______________________

Students and parents please sign below to acknowledge you have read this outline

Student signature: _________________________ Printed name: ____________________________

Parent Signature:_________________________ Printed name: ___________________________

Unit A: Energy and Matter Exchange in the Biosphere

Themes: Energy, Equilibrium, Matter and Systems Overview: The constant flow of energy and cycling of matter in the biosphere leads to a balanced or steady state. This balance is achieved through various biogeochemical cycles and the processes of photosynthesis and cellular respiration. In this unit, students become familiar with the maintenance of this balance and explore how various human activities have affected the balance.

Links to Mathematics: The following mathematics topics are related to the content of Unit A but are not considered prerequisites. These topics may be found in the following courses: Graphing and Interpreting Nonlinear Data Pure Mathematics 10 Applied Mathematics 10 Measurement Applied Mathematics 20

Focusing Questions: How are carbon, oxygen, nitrogen and phosphorus cycled in the biosphere? How is the flow of energy balanced in the biosphere? How have human activities and technological advances affected the balance of energy and matter in the biosphere?

General Outcomes: There are three major outcomes in this unit. Students will: 1. Explain the constant flow of energy through the biosphere and ecosystems 2. Explain the cycling of matter through the biosphere 3. Explain the balance of energy and matter exchange in the biosphere, as an open system, and explain how this maintains equilibrium.

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. Biosphere Equilibrium Trophic Levels Food Chains, Food Webs and Ecological Pyramids (Energy, Biomass and Numbers) Carbon, Nitrogen, Oxygen and Phosphorus Cycles Water Properties

Unit B: Ecosystems and Population Change

Themes: Energy, Matter and Systems Overview: In this unit, students become familiar with a range of ecosystems by studying their distinctive biotic and abiotic characteristics. Students are introduced to the concept of populations as a basic component of ecosystem structure and complete the unit by examining population change through the process of natural selection. The content in Unit B prepares students for the study of populations and community dynamics in Biology 30. This unit builds on:

Focusing Questions: What are the major biotic and abiotic characteristics that distinguish aquatic and terrestrial ecosystems? What data would one need to collect in a field study to illustrate the major abiotic characteristics and diversity of organisms? What mechanisms are involved in the change of populations over time? In what ways do humans apply their knowledge of ecosystems to assess and limit the impact of human activities?

General Outcomes: There are two major outcomes in this unit. Students will: 1. Explain that the biosphere is composed of ecosystems, each with distinctive biotic and abiotic characteristics 2. Explain the mechanisms involved in the change of 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. Ecosystem Niche Biotic/Abiotic Characteristics Limiting Factors Binomial Nomenclature Adaptation and Variation Population Natural selection Species Evidence for Evolution

Unit C: Photosynthesis and Cellular Respiration

Themes: Energy, Matter and Systems Overview: The life processes of photosynthesis and cellular respiration allow for the transfer of energy and matter. Students learn, in general terms, how energy from sunlight is transferred into adenosine triphosphate (ATP) and reduced nicotinamide adenine dinucleotide phosphate (NADPH) and eventually into glucose, and how carbohydrates are oxidized to produce reduced nicotinamide adenine dinucleotide (NADH), reduced flavin adenine dinucleotide (FADH) and eventually ATP. A detailed knowledge of metabolic intermediates is not required. Students extend their understanding by examining how these cellular processes impact and are impacted by global systems.

Focusing Questions: How does light energy from the environment enter living systems? How is the energy from light converted to chemical potential in organic matter? How is the energy in organic matter released for use by living systems? How do humans in their application of technologies impact photosynthesis and cellular respiration?

General Outcomes: There are two major outcomes in this unit. Students will: 1. Relate photosynthesis to storage of energy in organic compounds 2. Explain the role of cellular respiration in releasing potential energy from organic compounds.

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. Absorption of Light by Pigments Krebs Cycle Light-Dependent and Independent Reactions Electron Transport Systems Glycolysis Aerobic and Anaerobic Respiration

Unit D: Human Systems

Themes: Energy, Equilibrium, Matter and Systems Overview: Maintenance of metabolic equilibrium in organisms involves a number of physical and biochemical processes. The human organism is used as a model system to examine how energy and matter are exchanged with the environment through the processes of gas exchange, digestion, excretion, circulation and the function of the motor system. A defence system contributes to equilibrium by eliminating pathogenic organisms. The content in Unit D prepares students for further studies regarding the functioning of human systems.

Focusing Questions: How do specialized structures function in the overall biochemical balance of the living system? What conditions result if these structures do not function normally? How does knowledge of living systems and medical technology support the prevention and treatment of disorders?

General Outcomes: There are four major outcomes in this unit. Students will: 1. Explain how the human digestive and respiratory systems exchange energy and matter with the environment 2. Explain the role of the circulatory and defence systems in maintaining an internal equilibrium 3. Explain the role of the excretory system in maintaining an internal equilibrium in humans through the exchange of energy and matter with the environment 4. Explain the role of the motor system in the function of other body systems.

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. Structure and Function of Major Systems: Respiratory, Digestive, Excretory, Circulatory And Motor Chemical Nature of Carbohydrates, Proteins, Lipids Chemical and Physical Digestion Digestive Enzymes Gas Exchange Composition of Blood Immune Response Renal Function Muscle Contraction