Planning Period: 11:34 am – 1:00 pm &=
nbsp; &nbs=
p; Phone
Number: 410-943-4511
Email: snyder=
s@dcpsmd.org &=
nbsp; &nbs=
p; &=
nbsp; &nbs=
p; Class
Length: 90 minutes -- daily
Course Description:
The purpose =
of this
course is to prepare students to take the biology high school assessment.
Course
Requirements/Objectives:
|
The
student will demonstrate ways of thinking and acting inherent in the prac=
tice
of science. The student will use the language and instruments of science =
to
collect, organize, interpret, calculate, and communicate information. |
|
Expectation 1.1 The student=
will
explain why curiosity, honesty, openness, and skepticism are highly regar=
ded
in science. |
|
1.1.1 The student=
will
recognize that real problems have more than one solution and decisions to
accept one solution over another are made on the basis of many issues. |
|
1.1.2 The student=
will
modify or affirm scientific ideas according to accumulated evidence. |
|
1.1.3 The student=
will
critique arguments that are based on faulty, misleading data or on the
incomplete use of numbers. |
|
1.1.4 The student=
will
recognize data that are biased. |
|
1.1.5 The student=
will
explain factors that produce biased data (incomplete data, using data
inappropriately, conflicts of interest, etc.). |
|
Expectation 1.2 The student=
will
pose scientific questions and suggest investigative approaches to provide
answers to questions. |
|
1.2.1 The student=
will
identify meaningful, answerable scientific questions.=
|
|
1.2.2 The student=
will
pose meaningful, answerable scientific questions.(NTB) |
|
1.2.3 The student=
will
formulate a working hypothesis. |
|
1.2.4 The student=
will
test a working hypothesis.(NTB) |
|
1.2.5 The student=
will
select appropriate instruments and materials to conduct an investigation.=
=
|
|
1.2.6 The student=
will
identify appropriate methods for conducting an investigation (independent=
and
dependent variables, proper controls, repeat trials, appropriate sample s=
ize,
etc.). |
|
1.2.7 The student=
will
use relationships discovered in the lab to explain phenomena observed out=
side
the laboratory. |
|
1.2.8 The student=
will
defend the need for verifiable data. |
|
Expectation 1.3 The student=
will
carry out scientific investigations effectively and employ the instrument=
s,
systems of measurement, and materials of science appropriately. |
|
1.3.1 The student=
will
develop and demonstrate skills in using lab and field equipment to perform
investigative techniques.(NTB) |
|
1.3.2 The student=
will
recognize safe laboratory procedures. |
|
1.3.3 The student=
will
demonstrate safe handling of the chemicals and materials of science.(NTB)=
|
|
1.3.4 The student=
will
learn the use of new instruments and equipment by following instructions =
in a
manual or from oral direction.(NTB) |
|
Expectation 1.4 The student=
will
demonstrate that data analysis is a vital aspect of the process of scient=
ific
inquiry and communication. |
|
1.4.1 The student=
will
organize data appropriately using techniques such as tables, graphs, and =
webs
(for graphs: axes labeled with appropriate quantities, appropriate units =
on
axes, axes labeled with appropriate intervals, independent and dependent
variables on correct axes, appropriate title). |
|
1.4.2 The student=
will
analyze data to make predictions, decisions, or draw conclusions.<=
span
style=3D'font-size:7.5pt;font-family:"Verdana","sans-serif";color:white'>=
|
|
1.4.3 The student=
will
use experimental data from various investigators to validate results.=
|
|
1.4.4 The student=
will
determine the relationships between quantities and develop the mathematic=
al
model that describes these relationships. |
|
1.4.5 The student=
will
check graphs to determine that they do not misrepresent results. |
|
1.4.6 The student=
will
describe trends revealed by data. |
|
1.4.7 The student=
will
determine the sources of error that limit the accuracy or precision of
experimental results. |
|
1.4.8 The student=
will
use models and computer simulations to extend his/her understanding of
scientific concepts.(NTB) |
|
1.4.9 The student=
will
use analyzed data to confirm, modify, or reject a hypothesis. |
|
Expectation 1.5 The student=
will
use appropriate methods for communicating in writing and orally the proce=
sses
and results of scientific investigation. |
|
1.5.1 The student=
will
demonstrate the ability to summarize data (measurements/observations). |
|
1.5.2 The student=
will
explain scientific concepts and processes through drawing, writing, and/or
oral communication. |
|
1.5.3 The student=
will
use computers and/or graphing calculators to produce the visual materials
(tables, graphs, and spreadsheets) that will be used for communicating
results.(NTB) |
|
1.5.4 The student=
will
use tables, graphs, and displays to support arguments and claims in both
written and oral communication. |
|
1.5.5 The student=
will
create and/or interpret graphics. (scale drawi=
ngs,
photographs, digital images, field of view, etc.)=
|
|
1.5.6 The student=
will
read a technical selection and interpret it appropriately.=
|
|
1.5.7 The student=
will
use, explain, and/or construct various classification systems. |
|
1.5.8 The student=
will
describe similarities and differences when explaining concepts and/or
principles. |
|
1.5.9 The student=
will
communicate conclusions derived through a synthesis of ideas. |
|
Expectation 1.6 The student=
will
use mathematical processes. |
|
1.6.1 The student=
will
use ratio and proportion in appropriate situations to solve problems.=
|
|
1.6.2 The student=
will
use computers and/or graphing calculators to perform calculations for tab=
les,
graphs, or spreadsheets.(NTB) |
|
1.6.3 The student=
will
express and/or compare small and large quantities using scientific notati=
on
and relative order of magnitude. |
|
1.6.4 The student=
will
manipulate quantities and/or numerical values in algebraic equations. |
|
1.6.5 The student=
will
judge the reasonableness of an answer. |
|
Expectation 1.7 The student=
will
show that connections exist both within the various fields of science and
among science and other disciplines including mathematics, social studies,
language arts, fine arts, and technology. |
|
1.7.1 The student=
will
apply the skills, processes, and concepts of biology, chemistry, physics,=
or
earth science to societal issues. |
|
1.7.2 The student=
will
identify and evaluate the impact of scientific ideas and/or advancements =
in
technology on society. |
|
1.7.3 The student=
will
describe the role of science in the development of literature, art, and m=
usic.(NTB) |
|
1.7.4 The student=
will
recognize mathematics as an integral part of the scientific process.(NTB)=
|
|
1.7.5 The student=
will
investigate career possibilities in the various areas of science.(NTB) |
|
1.7.6 The student=
will
explain how development of scientific knowledge leads to the creation of =
new
technology and how technological advances allow for additional scientific
accomplishments. |
|
The
student will demonstrate the ability to use scientific skills and process=
es
(Core Learning Goal 1) and major biological concepts to explain the
uniqueness and interdependence of living organisms, their interactions wi=
th
the environment, and the continuation of life on earth. |
|
Expectation 3.1 The student=
will
be able to explain the correlation between the structure and function of
biologically important molecules and their relationship to cell processes=
. |
|
3.1.1 The student=
will
be able to describe the unique characteristics of chemical substances and
macromolecules utilized by living systems. Assessment limits=
: 1. &nbs=
p;
water (inorganic molecule, polarity, density, and solvent
properties) 2. &nbs=
p;
carbohydrates (organic molecule; monosaccharides are build=
ing
blocks; supplier of energy and dietary fiber; structural component of cel=
ls:
cell wall, cellulose) 3. &nbs=
p;
lipids (organic molecule; component of cell membranes; sto=
red
energy supply) 4. &nbs=
p;
proteins (organic molecule; amino acids are building block=
s;
structural and functional role, including enzymes) 5. &nbs=
p;
nucleic acids (organic molecule; nucleotides are building
blocks - sugar, phosphate, & nitrogen bases; DNA is a double helix, R=
NA
is a single strand; DNA replication; DNA role in storage of genetic
information) 6. &nbs=
p;
minerals (inorganic substances essential for cellular
processes) 7. &nbs=
p;
vitamins (organic molecule; role in human body: C –
wound healing, K – blood clotting, D – bone growth) |
|
3.1.2 The student=
will
be able to discuss factors involved in the regulation of chemical activit=
y as
part of a homeostatic mechanism. Assessment limits=
: 1. &nbs=
p;
osmosis (predicting water flow across a membrane based on =
the
cell’s environment; explain role in living systems) 2. &nbs=
p;
temperature (effect upon enzyme activity and metabolic rat=
e;
effect upon rate of diffusion and states of matter) 3. &nbs=
p;
pH (pH scale: relative values for acids and bases; effect =
on
living systems: cellular, organismal) 4. &nbs=
p;
enzyme regulation (effect of temperature, pH, and
enzyme/substrate concentration on enzyme activity) |
|
3.1.3 The student=
will
be able to compare the transfer and use of matter and energy in
photosynthetic and non-photosynthetic organisms. Assessment limits=
: 1.=
water cycle (movement of water between living systems and =
the
environment) 2.=
carbon cycle (movement of carbon between living systems and
the environment, cyclic relationship between photosynthesis and respirati=
on) 3.=
nitrogen cycle (roles of bacteria; human impact) 4.=
photosynthesis (energy conversion: light, chemical; basic
molecules involved) 5.=
cellular respiration (distinctions between aerobic and
anaerobic, energy released, use of oxygen; basic molecules involved in
aerobic) 6.=
chemosynthesis (from inorganic compounds) 7.=
ATP (energy carrier molecule) |
|
Expectation 3.2 The student=
will
demonstrate an understanding that all organisms are composed of cells whi=
ch
can function independently or as part of multicellular organisms. |
|
3.2.1 The student=
will
explain processes and the function of related structures found in unicell=
ular
and multicellular organisms. Assessment limits=
: 1. &nbs= p; transportation of materials (role of cellular membranes; r= ole of vascular tissues in plants and animals; role of circulatory systems) <= o:p> 2. &nbs=
p;
waste disposal (role of cellular membrane; role of excreto=
ry
and circulatory systems) 3. &nbs=
p;
movement (cellular – flagella, cilia, pseudopodia;
interaction between skeletal and muscular systems) 4. &nbs=
p;
feedback (maintaining cellular and organismal homeostasis -
water balance, pH, temperature, role of endocrine system) 5. &nbs=
p;
asexual (binary fission, budding, vegetative, mitosis: rol=
e in
growth and repair, chromosome number remains the same) and sexual reprodu=
ction
(angiosperms, mammals) 6. &nbs=
p;
control of structures (cellular organelles and human syste=
ms)
and related functions (role of nucleus, role of sensory organs and nervous
system) 7. &nbs=
p;
capture and release of energy (chloroplasts, mitochondria)=
8. &nbs=
p;
protein synthesis (ribosomes) |
|
3.2.2 The student=
will
conclude that cells exist within a narrow range of environmental conditio=
ns
and changes to that environment, either naturally occurring or induced, m=
ay
cause changes in the metabolic activity of the cell or organism. Assessment limits=
: 1. &nbs=
p;
pH 2. &nbs=
p;
temperature 3. &nbs=
p;
light 4. &nbs=
p;
water 5. &nbs=
p;
oxygen 6. &nbs=
p;
carbon dioxide 7. &nbs=
p;
radiation (role in cancer or mutations) 8. &nbs=
p;
toxic substances (natural, synthetic) |
|
Expectation 3.3 The student=
will
analyze how traits are inherited and passed on from one generation to
another. |
|
3.3.1 The student=
will
demonstrate that the sorting and recombination of genes during sexual
reproduction has an effect on variation in offspring. Assessment limits=
: 1. &nbs=
p;
meiosis (process that forms gametes; chromosome number red=
uced
by one-half; crossing-over occurs; new gene combinations) 2. &nbs=
p;
fertilization (combination of gametes to form zygote) |
|
3.3.2 The student=
will
illustrate and explain how expressed traits are passed from parent to
offspring. Assessment limits=
: |