NORTHVIEW HIGH SCHOOL SYLLABUS
Biology
1st semester
Brian
Kris Walendzik
Mark Baker
John Wojciakowski
TEXT:
Rob DeSalle, Ph.D. and Michael R. Heithaus, Ph.D. (2008). Biology. Holt, Rinehart, and Winston.
REQUIREMENTS:
There are no prerequisites at this time.
Materials: Notebook and folder OR 3-ring binder just for science class, colored pencils
Interactive Online Edition: Each student will have access to a textbook online, as well as have access to a textbook in the classroom. To access the online textbook, follow the steps below:
1. my.hrw.com
2. username: wildcat32
3. password: h8h8s
Google Classroom: access through your student email. Code for access:______
BIOLOGY LABORATORY GUIDELINES:
Question
● Is the question doable/testable? (Are materials available, Is there enough time, etc.)
Knowledge Probe
● Write down what you already know about the question/topic (prior knowledge)
● Write down what others know about the topic/question (outside sources)
● Properly cite outside sources.
Prediction:
● Is the prediction connected to the question?
● Is the prediction connected to the information found during the knowledge probe?
Investigation Plan
● Numbered steps
● Each step should start with an action
● Steps are written in a logical order
● Includes multiple trials
● Is replicable (very specific and detailed so that someone else could replicate the investigation).
● Includes steps/instructions that will help to avoid lab error.
Observations
● Records observations in a neat and organized manner (typically in the form of a data table)
● Includes units for data (can be done at the top of each column in the data table)
● Records all raw data (not just averages)
Data Analysis
If using formula application
● Givens are listed
● Equations are listed in variable form
● Work is clearly shown
● Answers are labeled with units
If using graphical analysis
● A sketch of the graph is provided or a print out from Excel.
● Axes are labeled with what was measured (M, t, etc) and also the units it was
● measured in
● When linear, a line-of-best fit is drawn (do not “connect the dots”)
● Appropriate calculations are made (slope, r2, etc.). If these calculations were done using linear regression on your calculator, please state…”used linear regression on calculator.
● Units are provided for numbers that are taken from the graph (ex. Units for slope, etc). If using another method…work is clearly shown in an organized manner.
Explanation
● Every part of your explanation should include complete sentences.
Claim
● Answers the question being investigated.
Evidence
● Provides data from the lab that supports the claim.
● In most cases, actual numbers should be provided here.
● Units are given for any numbers discussed.
● Does not explain the ”why” behind the evidence at this point (that is done in the “reasoning” piece)
● Sentence starter ideas: The data suggests… Based on …. According to the data …. Our data indicates….
Reasoning
There are two parts to your reasoning section.
Part One: Explains the evidence
● Links the claim with the evidence.
● Explains why the evidence justifies the claim…explains the “why” behind your evidence. It is often helpful here to explain how you did your data analysis, explaining why you chose the calculations you did or why graphed what you chose to graph.
● Typically links back to any scientific theories or prior knowledge that help justify your claim. For us, scientific theories are typically formulas. These should be discussed here.
● Sentence starter ideas: This evidence supports the claim because… The evidence was analyzed by ….
Part Two: Fair Test:
● Explains why you think the investigation was a fair test…why your data is reliable. Discusses steps you took to avoid error and insure accurate results.
● Sentence starter ideas: Our investigation was a fair test because… This evidence is reliable because…
Evaluation
● Answers all questions using complete sentences unless otherwise stated.
Example Questions:
● What further questions do you have that relate to this investigation?
● If you could conduct this investigation again, what would you do differently?
● Discuss three possible sources of error. These errors should be unavoidable errors. Errors that mention you measured wrong or calculated incorrectly are avoidable errors and should not be listed as a true “source of error.” Errors that could have occurred even if you did the lab perfectly are the errors you should discuss here.
GRADING POLICY:
1. For grading scale and all other department grading and intervention process please refer to student planner.
2. Assessments (Unit Exams, Quizzes) 70%
Assignments (Labs, Projects, Homework) 30%
Grading Scale: 100-92.5% A
92.4-89.5% A-
89.4-86.5% B+
86.4-82.5% B
82.4-79.5% B-
79.4-76.5% C+
76.4-72.5% C
72.4-69.5% C-
69.4-66.5% D+
66.4-62.5 D
62.4-59.5 D-
≤59.5% F
ASSESSMENTS
Each semester will have 3 unit exams. Students will have the opportunity to re-take 2 of the 3 unit exams. Students will have 2 weeks from when the exam is passed back to retake.. No late work will be accepted after the unit exam. The highest score of all attempts will be used as the recorded grade.
SCHEDULE: ( A unit exam approximately every six weeks)
Unit 1: From Molecules to Organisms: Structure and Processes
a. Characteristics of Life (Chapter 1)
b. Chemistry of Life (Chapter 3)
c. Cell Structure and Function (Chapter 7, 8)
d. Homeostasis (Chapter 34, section 1)
Unit 2: From Molecules to Organisms: Structure and Processes
a. Photosynthesis and Cellular Respiration (Chapter 9)
b. Cell Growth and Division (Chapter 10)
Unit 3: Heredity: Inheritance and Variation of Traits
a. Meiosis and Sexual Reproduction (Chapter 11)
b. Mendel and Heredity (Chapter 12)
c. DNA, RNA, Proteins and biotechnology (Chapter 13, 14, 15)