COMMON COURSE SYLLABUS ASSESSMENT OVERVIEW
INTRODUCTION TO BIOLOGY
Common Core Assessment
First Quarter Topics:
Topic 1: The Science of Life 1.1, 1.2, 1.3, 1.4
Topic 2: Chemistry 2.1, 2.2, 2.3.
Topic 3: Cell Structure and Function 4.1, 4.2, 4.3
Topic 4: The Origin of Life 14.1, 14.2, 14.3
Quarterly Common Exam
Second Quarter Topics:
Topic 1: Evolution 15.1, 15.2, 15.3
Topic 2: Human Evolution 17.1, 17.2, 17.3
Topic 3: Classification 18.1, 18.2, 18.3
Topic 4: Bacteria 24.1, 24.2, 25.3
Midterm Common Exam
Third Quarter Topics:
Topic 1: Viruses 25.1, 25.2, 25.3
Topic 2: Protozoa 26.1, 26.2
Topic 3: Algae and Fungus like Protists 27.1, 27.2, 27.3
Topic 4: Fungi 28.1, 28.2, 28.3
Quarterly Common Exam
Forth Quarter Topics:
Topic 1: Introduction to Ecology 19.1, 19.2
Topic 2: Populations 20.1, 20.2, 20.3
Topic 3: Community Ecology 21.1, 21.2, 21.3
Topic 4: Ecosystem and Biosphere 21.1, 22.2, 22.3, 22.4
Final Common Exam
Common Grading Parameters
COMMON COURSE SYLLABUS FOR 1ST QUARTER
INTRODUCTION TO BIOLOGY
Prerequisites: Life Science
Text: Holt, Rinehart, Winston, Modern Biology 2002.
Required Materials: Text, ruler, colored pencils, binder.
Course Outline:
First Quarter Topics:
Topic 1: The Science of Life 1.1, 1.2, 1.3, 1.4
Topic 2: Chemistry 2.1, 2.2, 2.3.
Topic 3: Cell Structure and Function 4.1, 4.2, 4.3
Topic 4: The Origin of Life 14.1, 14.2, 14.3
Student Prior Knowledge:
* Elementary science terminology and concepts.
* Elementary chemistry.
* Cell Structure and function.
Student Objectives for Topic 1
Students will be able to:
1. List six unifying themes of biology.
2. Explain how organisms get the energy they need to survive.
3. Describe the main difference between the structure of a living thing and that of a nonliving thing.
4. List six characteristics of life.
5. Describe how a living thing is organized.
6. Explain why all living things on Earth are not yet well understood.
7. Define and give examples of observing, measuring, organizing, and analyzing data, inferring, and modeling.
8. Explain the relationship between hypothesizing, predicting, and experimenting.
9. Explain why good communication is so important in science.
10. Describe the methods that scientists use in their work.
11. Compare light microscopes with electron microscopes in terms of magnification and resolution.
12. Explain the advantages of the Système International d’Unités.
Student Objectives for Topic 2
Students will be able to:
1. Define element, atom, compound, and molecule.
2. Draw a model of the structure of an atom.
3. Explain what determines an atom’s stability.
4. Contrast ionic and covalent bonds.
5. List the three states of matter, and explain how matter can change state.
6. Describe how energy changes are involved in chemical reactions.
7. Explain how enzymes affect chemical reactions in organisms.
8. Explain what a redox reaction is.
9. Define solution, solute, solvent, and concentration.
10. Explain the dissociation of water.
11. Contrast properties of acids and bases.
12. Describe the use of the pH scale.
13. Explain the action of buffers
Student Objectives for Topic 3
Students will be able to:
.
1. Outline the discoveries that led to the development of the cell theory.
2. State the cell theory.
3. Identify a limiting factor on the size of cells.
4. Describe the relationship between cell shape and cell function.
5. Distinguish between prokaryotes and eukaryotes.
6. Describe the structure, composition, and function of the cell membrane.
7. Name the major organelles found in a eukaryotic cell, and describe their functions.
8. Describe the structure and function of the nucleus.
9. Describe three structures characteristic of plant cells.
10. Name two types of autotrophy and explain the difference between them.
11. Explain how photosynthesis and aerobic respiration are thought to be related.
12. Define endosymbiosis, and explain why it is important in the history of eukaryotes.
13. Distinguish between tissues, organs, and organ systems.
14. Describe the features of a colonial organism
Student Objectives for Topic 4
Students will be able to:
1. Define spontaneous generation and list some of the observations that led people to think that life could arise from nonliving things.
2. Define biogenesis
3. Summarize the results of experiments by Redi and by Spallanzani that tested the
hypothesis of spontaneous generation.
4. Describe how Pasteur’s experiment disproved the hypothesis of spontaneous
5. Outline the modern scientific understanding of the formation of Earth.
6. Describe the production of organic compounds in the Miller-Urey apparatus.
7. Summarize the possible importance of cell-like structures produced in the laboratory..
8. List three inferred characteristics that describe the first forms of cellular life on Earth
Assessments:
* Chapter tests
* Quizzes
* Homework
* Collins Papers
* Projects
Laboratory Experiments:
* Scientific Observations and drawings of Biological, Chemical Samples.
* Is Yeast Alive?
* Effects of Temperature Changes on Chemical Samples.
* Properties of Water.
Grading:
* Tests Projects Collins Quizzes Homework Class work Labs
COMMON COURSE SYLLABUS FOR 2nd QUARTER
INTRODUCTION TO BIOLOGY
Prerequisites: Life Science
Text: Holt, Rinehart, Winston, Modern Biology 2002.
Required Materials: Text, ruler, colored pencils, binder.
Course Outline:
Second Quarter Topics:
Topic 1: Evolution 15.1, 15.2, 15.3
Topic 2: Human Evolution 17.1, 17.2, 17.3
Topic: 3: Classification 18.1, 18.2, 18.3
Topic 4: Bacteria 24.1, 24.2, 25.3
Student Prior Knowledge:
* Elementary science terminology and concepts.
* Elementary chemistry.
* Cell Structure and function.
Student Objectives for Topic 1
1. Define fossil, and tell how the examination of fossils led to the development of evolutionary theories.
2. Explain the law of superposition and its significance to evolutionary theory.
3. Describe how early scientists inferred a succession of life-forms from the fossil record.
4. Tell how biogeographic observations suggest descent with modification
5. Define evolution.
6. Explain Lamarck’s theory of evolution, and describe how it was flawed.
7. List some of the evidence that led Darwin to his idea of how species might change over time.
8. Explain Darwin’s two major theories.
9. Describe the difference between homologous, analogous, and vestigial structures.
10. Tell how similarities in macromolecules and embryos of different species suggest a relationship between them.
11. Explain the difference between coevolution, and divergent and convergent evolution
Student Objectives for Topic 2
Students will be able to:
1. Explain how scientific evidence is used to explain how humans have evolved from other organisms.
2. Describe similarities and distinctions of human ancestors.
Student Objectives for Topic 3
Students will be able to:
1. Describe Aristotle’s classification system, and explain why it was replaced.
2. Explain Linnaeus’s system of classification, and identify the main criterion he used to classify organisms.
3. List Linnaeus’s levels of classification form the most general to the most specific.
4. Name the primary criterion that modern taxonomists consider when they classify organisms.
5. Define phylogenetic tree, and explain what information a phylogenetic tree shows.
6. List four types of evidence used to organize organisms in systemic taxonomy.
7. Name two differences found in the embryos of vertebrates and arthropods that suggest a very different phylogenetic history.
8. Explain cladistic taxonomy, and identify one conclusion that is in conflict with classical, systemic taxonomy.
9. Describe the six-kingdom system of classification.
10. List the characteristics that distinguish archaebacteria from eubacteria.
11. Explain why the protists are grouped together in the six-kingdom system in spite of having differences that are greater than those between plants and animals.
12. Describe the evidence that prompted the creation of the three-domain system of classification.
13. Explain the principal difference between the six-kingdom system and the three-domain system of classification.
Student Objectives for Topic 4
1. Define bacteria, eubacteria, and archaebacteria, and note the relationships between them.
2. Describe the methods used to classify bacteria.
3. Name and describe three known types of archaebacteria.
4. Distinguish Gram-positive bacteria from Gram-negative bacteria.
5. Describe the significance of cyanobacteria in the formation of the Earth’s present atmosphere.
6. Describe the structure of a bacterial cell.
7. Describe three ways that bacteria move.
8. Compare the heterotrophic modes of nutrition in bacteria with the autotrophic modes.
9. Discuss the various types of environments that bacteria occupy.
10. List three types of genetic recombination used by bacteria.
11. Describe the ways that bacteria can cause disease in humans.
12. Specify how antibiotic resistance has come about, and describe ways that bacteria resist antibiotics.
13. List three ways that bacteria are helpful to humans.
14. Distinguish between harmful and beneficial bacteria
Assessments:
* Chapter tests
* Quizzes
* Homework
* Collins Papers
* Projects
Laboratory Experiments:
* Scientific Observations and drawings of Biological, Chemical Samples.
* Is Yeast Alive?
* Effects of Temperature Changes on Chemical Samples.
* Properties of Water.
Grading:
* Tests Projects Collins Quizzes Homework Class work Labs
COMMON COURSE SYLLABUS FOR 3rd QUARTER
INTRODUCTION TO BIOLOGY
Prerequisites: Life Science
Text: Holt, Rinehart, Winston, Modern Biology 2002.
Required Materials: Text, ruler, colored pencils, binder.
Course Outline:
Third Quarter Topics:
Topic 1: Viruses 25.1, 25.2, 25.3
Topic 2: Protozoa 26.1, 26.2
Topic 3: Algae and Fungus like Protists 27.1, 27.2, 27.3
Topic 4: Fungi 28.1, 28.2, 28.3
Student Prior Knowledge:
* Elementary science terminology and concepts.
* Elementary chemistry.
* Cell Structure and function.
Student Objectives for Topic 1
Students will be able to:
1. Describe the structure and classification of viruses.
2. Describe the achievement of Wendell Stanley in the development of virology.
3. Identify the range of sizes and shapes among viruses.
4. List the characteristics used to group viruses.
5. Compare and contrast viroids and prions with viruses.
6. Describe a bacteriophage.
7. Summarize the five phases of the lytic cycle.
8. Compare the lytic and lysogenic cycles of viral replication.
9. Differentiate between a prophage and a provirus.
10. Summarize how viruses may have evolved.
11. Name four viral diseases that result in serious illness in humans.
12. Compare the two types of viral vaccines, and discuss other forms of viral-disease prevention
13. Discuss the relationship between viruses and cancer.
14. Outline the onset of a virus outbreak.
Student Objectives for Topic 2 and 3
Students will be able to:
1. Describe the characteristics of protozoa.
2. Explain the role some protozoa play in aquatic ecosystems.
3. Discuss a classification scheme used to identify protozoa.
4. Name an adaptation that enables some protozoa to survive harsh environmental conditions.
5. Briefly explain the evolution of protozoa.
6. Identify four human diseases caused by zooflagellates.
7. Discuss the life cycle of Plasmodium.
8. Explain how algae differ from plants.
9. Identify the characteristics used to classify algae into seven phyla.
10. Summarize the events of asexual and sexual reproduction in representative genera of algae.
11. Explain why the phylum Chlorophyta is considered the most diverse phylum of algae.
12. Describe the characteristics of the members of the phyla Phaeophyta and Rhodophyta.
13. Describe the essential characteristics of diatoms, and explain their industrial importance.
14. Discuss why Euglena is considered both a protozoan and an alga.
15. Describe the two forms that characterize the life cycle of the slime mold.
16. Describe the environment in which slime molds live.
17. Outline the basic life cycles of the two groups of slime molds.
18. Point out the unique characteristics
Student Objectives for Topic 4
Students will be able to:
1. Describe the origin and evolution of fungi.
2. Compare fungi with other eukaryotic organisms.
3. Describe how fungi obtain nutrients.
4. Distinguish between a hypha and a mycelium.
5. List the characteristics that distinguish the three phyla of fungi.
6. Identify the common sexual reproductive traits of the three phyla of fungi.
7. Define mycorrhiza and lichens, and distinguish between them.
8. Explain the importance of mycorrhizae and lichens to the environment
9. Describe three ways that fungi cause disease in humans.
10. Describe the types of food that fungi provide.
11. Provide examples of fungi’s industrial importance.
Assessments:
* Chapter tests
* Quizzes
* Homework
* Collins Papers
* Projects
Laboratory Experiments:
* Scientific Observations and drawings of Biological, Chemical Samples.
* Is Yeast Alive?
* Effects of Temperature Changes on Chemical Samples.
* Properties of Water.
Grading:
* Tests Projects Collins Quizzes Homework Class work Labs
COMMON COURSE SYLLABUS FOR 4th QUARTER
INTRODUCTION TO BIOLOGY
Prerequisites: Life Science
Text: Holt, Rinehart, Winston, Modern Biology 2002.
Required Materials: Text, ruler, colored pencils, binder.
Course Outline:
Fourth Quarter Topics:
Topic 1: Introduction to Ecology 19.1, 19.2
Topic 2: Populations 20.1, 20.2, 20.3
Topic 3: Community Ecology 21.1, 21.2, 21.3
Topic 4: Ecosystem and Biosphere 21.1, 22.2, 22.3, 22.4
Student Prior Knowledge:
* Elementary science terminology and concepts.
* Elementary chemistry.
* Cell Structure and function.
Student Objectives for Topic 1
Students will be able to:
1. Define the term ecology, and explain why ecology is important.
2. List and describe three human-caused environmental problems.
3. Identify the five different levels of organization in ecology.
4. Explain the theme of interconnectedness.
5. Identify the importance of models to ecology.
6. Contrast abiotic factors with biotic factors, and list two examples of each.
7. Explain the importance of tolerance curves.
8. Describe some adaptations that allow organisms to avoid unfavorable conditions.
9. Explain the concept of the niche.
10. Contrast the fundamental niche with the realized niche.
Student Objectives for Topic 2
Students will be able to:
1. Explain the difference between population size, density, and dispersion.
2. Describe the three main patterns of population dispersion.
3. Explain the importance of a population’s age structure.
4. Contrast the three main types of survivorship curves.
5. Describe the exponential model of population growth.
6. Compare the similarities and differences between the logistic model and the exponential model.
7. Distinguish between density-dependent and density-independent regulatory factors.
8. List three reasons why small populations are more vulnerable to extinction
9. Explain how the development of agriculture changed the pattern of human population growth.
10. Describe the change in human population growth that began around 1650.
11. Describe how growth rates have changed since World War II.
12. Compare the general standard of living in developed countries with that in developing countries.
Student Objectives for Topic 3
Students will be able to:
1. Distinguish predation from parasitism.
2. Evaluate the importance of mimicry as a defense mechanism.
3. Describe two ways plants defend themselves against herbivores.
4. Explain how competition can affect community structure.
5. Contrast mutualism with commensalism, and give one example of each type of relationship.
6. Explain the difference between species richness and species diversity.
7. Describe how species richness varies with the latitude, and explain a hypothesis for this pattern.
8. Explain the cause and consequences of the species-area effect.
9. Explain the two main views of the relationship between species richness and stability.
10. Distinguish between primary and secondary succession.
11. Identify some of the characteristics of pioneer species.
12. Describe the sequence of changes occurring at Glacier Bay.
13. Explain the successional changes that can
occur when an existing community is disrupted
Student Objectives for Topic 4
Students will be able to:
1. Contrast producers with consumers.
2. Explain the important role of decomposers in an ecosystem.
3. Contrast a food web with a food chain.
4. Explain why ecosystems usually contain only a few trophic levels.
5. Define biogeochemical cycle.
6. Trace the steps of the water cycle.
7. Summarize the major steps in the nitrogen cycle.
8. Describe the steps of the carbon cycle.
9. Describe the differences between tundra and taiga biomes.
10. Contrast temperate grassland with savanna.
11. Describe three water-conservation adaptations of desert organisms.
12. Compare tropical rain forests with temperate deciduous forests
13. Contrast the aphotic and photic zones in the ocean.
14. Describe the differences between the neritic zone and the oceanic zone.
15. Explain how organisms near deep-sea vents obtain energy.
16. Contrast eutrophic lakes with oligotrophic lakes.
Assessments:
* Chapter tests
* Quizzes
* Homework
* Collins Papers
* Projects
Laboratory Experiments:
* Scientific Observations and drawings of Biological, Chemical Samples.
* Is Yeast Alive?
* Effects of Temperature Changes on Chemical Samples.
* Properties of Water.
Grading:
* Tests Projects Collins Quizzes Homework Class work Labs