Honors Biology Syllabus 2016-2017
Calhoun High School
Carol Howel Gomez
[email protected]
Remind 101: 81010 @4ac78
Course Description
Welcome to the Honors Biology course at Calhoun High School. This is a pre-Advanced Placement
biology course divided into fall and spring semesters. Instruction is based on the Georgia Performance
Standards for Biology which include topics such as classification, evolutionary theories, the chemistry of
life, cell structure and function, cell growth and reproduction, DNA, genetics, cycles of matter and
energy, ecosystem structure, and succession. By the end of the course, students will be able to analyze
relationships between structures and functions in living cells, derive the relationship between singlecelled and multi-celled organisms, analyze the flow of energy and matter within ecosystems, assess the
interdependence of organisms, and understand the increasing complexity of natural systems.
Instructional Resources
Textbook: Nowicki, Stephen. 2008. Biology. McDougal Littell, Evanston, Il.
Textbooks will be assigned upon request. All work requiring the textbook will be completed in class.
Book fines are assessed through the main office for damaged and/or lost books. Any books not
returned are deemed lost and you are responsible for the $65.00 cost of the textbook.
Other Sources:
Hillis, et al. 2012. Principles of Life. Sinauer Publishers, Sunderland, MA.
www.classzone.com
www.schoology.com access code: 7V45C-FKC57
Materials: Students will need a 3-ring binder, loose leaf paper, page dividers, and a writing utensil. All
other materials will be provided.
Standards
This course follows Georgia Performance Standards for high school biology. Copy follows. The content
standards begin with the letters SB, which stand for science biology and reference high school
standards. Numbering sequence follows the standards. The habits of mind standards begin with the
letters SCSh, which stand for Science, Characteristics of Science, High School standards. The course
outline below includes a listing of topics, chapters and labs/activities that will be conducted in Honors
Biology. Note: the course outline does not include time set aside for practice tests and reviews. Unit
lengths are approximate and subject to change.
Honors Biology Syllabus - 1
BIOLOGY STANDARDS
Co-Requisite – Content
SB1. Students will analyze the nature of the relationships between structures and functions in living
cells.
a. Explain the role of cell organelles for both prokaryotic and eukaryotic cells, including the cell
membrane, in maintaining homeostasis and cell reproduction.
b. Explain how enzymes function as catalysts.
c. Identify the function of the four major macromolecules (i.e., carbohydrates, proteins, lipids,
nucleic acids).
d. Explain the impact of water on life processes (i.e., osmosis, diffusion).
SB2. Students will analyze how biological traits are passed on to successive generations.
a. Distinguish between DNA and RNA.
b. Explain the role of DNA in storing and transmitting cellular information.
c. Using Mendel’s laws, explain the role of meiosis in reproductive variability.
d. Describe the relationships between changes in DNA and potential appearance of new traits
including: alterations during replication, insertions, deletions, substitutions, mutagenic
factors, high energy radiation, and chemical
e. Compare the advantages of sexual reproduction and asexual reproduction in different
situations.
f. Examine the use of DNA technology in forensics, medicine, and agriculture.
SB3. Students will derive the relationship between single-celled and multi-celled organisms and the
increasing complexity of systems.
a. Explain the cycling of energy through the processes of photosynthesis and respiration.
b. Compare how structures and function vary between the six kingdoms (archaebacteria,
eubacteria, protists, fungi, plants, and animals).
c. Examine the evolutionary basis of modern classification systems.
d. Compare and contrast viruses with living organisms.
SB4. Students will assess the dependence of all organisms on one another and the flow of energy and
matter within their ecosystems.
a. Investigate the relationships among organisms, populations, communities, ecosystems, and
biomes.
b. Explain the flow of matter and energy through ecosystems by arranging components of a
food chain according to energy flow, comparing the quantity of energy in the steps of an
energy pyramid, explaining the need for cycling of major nutrients (C, O, H, N, P).
c. Relate environmental conditions to successional changes in ecosystems.
d. Assess and explain human activities that influence and modify the environment such as
global warming, population growth, pesticide use, and water and power consumption.
e. Relate plant adaptations, including tropisms, to the ability to survive stressful environmental
conditions.
f. Relate animal adaptations, including behaviors, to the ability to survive stressful
environmental conditions.
Honors Biology Syllabus - 2
SB5. Students will evaluate the role of natural selection in the development of the theory of
evolution.
a. Trace the history of the theory.
b. Explain the history of life in terms of biodiversity, ancestry, and the rates of evolution.
c. Explain how fossil and biochemical evidence support the theory.
d. Relate natural selection to changes in organisms.
e. Recognize the role of evolution to biological resistance (pesticide and antibiotic resistance).
Co-Requisite – Characteristics of Science and Habits of Mind
SCSh1. Students will evaluate the importance of curiosity, honesty, openness, and skepticism in science.
SCSh2. Students will use standard safety practices for all classroom laboratory and field investigations.
SCSh3. Students will identify and investigate problems scientifically.
SCSh4. Students use tools and instruments for observing, measuring, and manipulating scientific
equipment and materials.
SCSh5. Students will demonstrate the computation and estimation skills necessary for analyzing data
and developing reasonable scientific explanations.
SCSh6. Students will communicate scientific investigations and information clearly.
SCSh7. Students analyze how scientific knowledge is developed.
SCSh8. Students will understand important features of the process of scientific inquiry.
SCSh9. Students will enhance reading in all curriculum areas.
Coursework and Grading
Honors Biology is a two-semester course. Coursework is divided into the following categories:
classwork, laboratories, tests/projects, and fall final/spring End of Course Milestone (EOCM) assessment.
Benchmark tests will also be given at intervals during the year and will count as quiz grades. Unit tests
typically cover one chapter and will mainly consist of multiple-choice questions. A comprehensive final
will be given in fall semester and will count as 20% of the overall average for that semester. Biology is
one of several courses in which students must take an End of Course Milestone upon completion of the
course. The EOCM is taken towards the end of Spring Semester and will count as 20% of the overall
average for that semester. Students should be mindful that material covered during both fall and spring
semesters will be on the EOCM. To reflect the rigor of the course, three points will be added to the
semester average grade.
Evaluation: Final Grade:
15% in-class assignments, homework, and quizzes
25% laboratory activities
60% Tests, projects, and papers
80% Final Grade
+ 20% Final exam (Fall Semester)/EOC (Spring Semester)
= 100% Semester average
Honors Biology Syllabus - 3
Honors Biology Course Outline and Pacing Guide
THEME: CELLS
STANDARD: SB1: Students will analyze the nature of the relationships between
structures and functions in living cells.
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Discussion Topics
1. Chemistry of Life (4-5 days)
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Cohesion, adhesion, specific heat of water
and its importance to biological systems
(SB1.d)
Carbon’s role in the molecular diversity of
life (SB1.c)
Carbon-based molecules, their structures,
functions, building blocks and examples
(SB1.c)
Chemical reactions
Enzymes and their function as catalysts
(SB1.b)
4
Chapter 2
•
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•
•
•
•
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The development of the cell theory and its
components (SCSh7)
Cell organelles, their structures and
functions (SB1.a)
Cell membrane structure and function
(SB1.a)
Fluid mosaic model (SB1.a)
Passive and active transport mechanisms
and their role in homeostasis (SB1.a)
Chapter 3
Selections from Robert
Hooke’s Micrographia
•
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•
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Diffusion
demonstrations
(SCSh 1,6)
Egg osmosis lab
(SCSh 2,3,4,5,6)
3. Cells and Energy (5-7 days)
Chapter 4
ATP models (SCSh 1,4)
Chemical energy and ATP (SB3.a)
Photosynthesis (SB3.a)
Cellular respiration (SB3.a)
Fermentation (SB3.a)
The Path of Carbon in
Photosynthesis by M.
Calvin and A.A. Benson
Stomata peels
(SCSH 2,3,4,5,8)
4. Cell Growth and Division (3-4 days)
•
Endothermic and
exothermic reactions
(SCSh 2,3,4)
Cell models (SCSh 1,4)
The Citric Acid Cycle by
Hans A. Krebs
•
Activity/Labs
Cohesion of water
(SCSh 3)
Investigating enzyme
reaction rates using
toothpickase
(SCSh 1,3,6)
2. Cells (6-7 days)
3
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Readings
Stages of the cell cycle and the structures
involved in cell reproduction (SB1.a)
Mechanics of mitosis and cytokinesis
(SB1.a)
Cancer and regulation of cell cycle (SB2.d)
Advantages and disadvantages of asexual
and sexual reproduction (SB2.e)
Eukaryotes and multicellular life (SB3.b)
Stem cell research (SB3.b)
Chapter 5
Chromatography
(SCSh 1,2,3,4,5,6,8)
Yeast fermentation lab
and poster projects
(SCSh 1,2,3,4,5,6,7,8)
Onion root tip mitosis
(SCSh 2,3,4,5,6,8)
Honors Biology Syllabus - 4
THEME: GENETICS
STANDARD: SB2: Students will analyze how biological traits are
passed on to successive generations.
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Discussion Topics
5. Mendel and Meiosis (6-8 days)
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6. From DNA to Proteins (5-7 days)
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Body cells, gametes, and chromosomes
(SB2)
The process of meiosis (SB1.a)
Hereditary patterns (SB2.c)
Traits, genes and alleles (SB2.c)
Traits and probabilities (SB2.c)
Crossing over and genetic variation (SB2.c)
Complex patterns of inheritance (SB2.c)
DNA as genetic material (SCSh7)
Structure of DNA (SB2.b)
Replication, transcription, and translation
(SB2.a, SB2.b)
Regulation of gene expression (SB2.b)
Changes to DNA: mutations and the
appearance of new traits (SB2.d)
Readings
Chapter 6
Chapter 7
Experiments in Plant
Hybridization by Gregor
Mendel
Chapter 8
Molecular structure of
nucleic acids by James
Watson and Francis
Crick
7. Molecular Genetics (4-5 days)
•
•
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Manipulating DNA (SB2.f)
Copying DNA and DNA fingerprinting
(SB2.f)
Genetic engineering and technology in
forensics, medicine, and agriculture
(SB2.f)
Chapter 9
Activity/Labs
Pop bead meiosis and
crossing over
(SCSh 1)
Corn genetics Lab
(SCSh 1,3,4,5)
Virtual Karyotypes
(SCSh1)
Human traits lab
and poster projects
(SCSh 1,2,3,4,5,6,7,8)
DNA extractions
(SCSh 1,2,3,4,5,6)
DNA models
(SCSh 1,4)
Virtual protein synthesis
(SCSh 1,4)
Virtual DNA
fingerprinting lab
(SCSh 1,3,5,8)
Honors Biology Syllabus - 5
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THEME: ORGANISMS
STANDARD: SB3: Students will derive the relationship between single-celled
and multi-celled organisms and the increasing complexity of systems.
Discussion Topics
15. Classification (4-6 days)
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•
The Linnaean System of Classification
(SB3.b)
Classification based on evolutionary
relationships (cladograms) (SB3.c)
Molecular clocks (SB5.b, SB5.c)
Domains and Kingdoms (SB3.b)
•
•
•
Studying viruses and prokaryotes (SB3.d)
Viral structure and reproduction (SB3.d)
Viral diseases and their spread (SB3.d)
•
16. Viruses (2-3 days)
Readings
Activity/Labs
Chapter 17
Using dichotomous keys
(SCSh 3,4,5,7)
Constructing
Cladograms
(SCSh 3,4,5,7)
Chapter 18
Current Issues articles
Disease transmission
simulation
(SCSh 1,2,3,4,5,6,8)
*If time allows, we will
view the movie
“Contagion”
Honors Biology Syllabus - 6
THEME: ECOLOGY
STANDARD: SB4: Students will assess the dependence of all organisms on one
another and the flow of energy and matter within their ecosystems.
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Discussion Topics
11. Principles of Ecology (4-6 days)
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Chapter 13
Selections from
Fundamentals of
Ecology by Eugene
Odum
12. Interactions in Ecosystems (3-4 days)
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Ecologists study relationships (SB4.a)
Biotic and Abiotic factors (SB4.c)
Energy in ecosystems (SB4)
Food chains and food webs (SB4.b)
Cycling of matter (SB4.b)
Pyramid models (SB4.b)
Readings
Habitat and niche (SB4.a)
Community interactions (SB4.a)
Population distributions and growth
patterns (SB4.a)
Ecological succession (SB4.c)
13. Ecology and Interactions (4-5 days)
• Terrestrial biomes and aquatic ecosystems
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•
(SB4.a)
Plant adaptations (SB4.e)
Animal adaptations and chemical and
mechanical defenses (SB4.e)
Chapter 14
1
4
14. Human Impacts on Environment (3 days)
• Human impact on air and water quality
•
and threats to biodiversity (SB4.d)
Conservation (SB4.d)
Habitat vs. Niche Group
Activity
(SCSh 1,3)
A Yeast Population
Study
(SCSh 1,3,5,8)
Chapter 15
Chapter 22.5
Chapter 27
Identifying biotic and
abiotic factors in
ecosystems
(SCSh 1,2,4,5,6)
Climatograms
(SCSh 1, 3,4,5,6,8)
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Activity/Labs
Constructing a food
web poster project
(SCSh 1,3,5,6,7,8)
Fetal Pig dissections
(after EOCT) (SCSh
1,2,4,6)
Chapter 16
Student selected
materials for research
projects
Human impact research
projects
(SCSh 1,3,4,5,6,8,9)
Honors Biology Syllabus - 7
THEME: EVOLUTION
STANDARD: SB5: Students will evaluate the role of natural selection in the
development of the theory of evolution.
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Discussion Topics
8. Natural Selection (2-3 days)
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Early ideas about evolution (SCSh7, SB5.a)
Darwin’s observations (SCSh7, SB5.a)
Theory of Natural Selection (SB5.a, SB5.d)
Evidence for evolution: geography, fossils,
embryology, anatomy (SB5.c)
Modern evolutionary biology (SB5.c)
9. Evolution of Populations (2-3 days)
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Genetic variation within populations
(SB5.c, SB5.d)
Natural selection in populations (SB5.d)
Mechanisms of evolution
Hardy-Weinberg Equilibrium (SB5.d)
Speciation and patterns of evolution
10. The History of Life (2 days)
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•
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Fossil record and geologic time scale
Radiation of multicellular life (SB5.b)
Evolution and the development of
pesticide and antibiotic resistance (SB5.e)
Readings
Activity/Labs
Chapter 10
Wooly Worm
Natural Selection Lab
with data posters
(SCSh 1,2,3,4,5,6,8)
Chapter 11
Hardy-Weinberg Lab
(SCSh 1,2,3,4,5,6,8)
G.H. Hardy (1908) and
Hardy-Weinberg
Equilibrium by A.W.F.
Edwards
Chapter 12.1, 12.4, 12.5
Chapter 18.6
Evolutionary Changes in
Primates
(SCSh 1,3,4,5,6,8)
1
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Honors Biology Syllabus - 8
The Investigative Laboratory Component
Honors Biology is structured around inquiry in the lab and the use of nine science habits of mind
throughout the course. Students are given the opportunity to engage in student-directed laboratory
investigations throughout the course for a minimum of six labs per semester. Labs and supporting
activities will be conducted to deepen student’s conceptual understanding and to reinforce the
application of science practices. While all labs will be performed in a group, only the data collection
portion of the lab is group work; analysis questions and conclusions MUST be done individually.
Laboratory topics will include: properties of water, types of reactions, enzymes, diffusion and osmosis,
stomata peels and chromatography, yeast fermentation, onion root tip mitosis, corn genetics, human
traits, DNA extractions, using dichotomous keys, constructing cladograms, disease transmission
simulation, constructing food webs, wooly worm natural selection lab, and testing the Hardy-Weinberg
equation, as well as the construction of various models, several virtual labs, a research project and a
webquest.
Lab Reports/Lab Notebooks: All of the work done in preparation, during, and after the lab will be kept in
a lab notebook. A post-lab report will be completed for the majority of labs. The format of each lab
report may be different (papers, poster presentations, tri-folds, self-assessments, etc.), but the formal
lab report will have elements in common for all labs. Guidelines will be provided.
Attendance and Makeup Work
Absences and tardies will be dealt with as per school policy. Daily, punctual attendance is extremely
important to your success in this course. Lab work must be made up within a day or two upon returning
to school. Some lab materials will not keep beyond the day of the laboratory. Therefore, not all labs
can be made up. DO NOT MISS LAB DAYS.
It is the STUDENT’S responsibility to pick up any missed work following an absence. Missed work should
be picked up the day you return to school and handed in within five class days (two calendar weeks) of
the absence. Any work not made up within this time period will be treated as late work. Since test dates
are announced well in advance, if you are absent on the day of a test, you will be expected to make up
that test the day you return to class. Due to the structure of laboratory experiments, it may not be
possible to make up a missed laboratory. This situation will be handled on a case by case basis.
Late Assignments: Unless there extenuating circumstances, assignments not turned in after 5 class days
will lose 10 points per day late. Assignments that are more than a month overdue will not be
accepted. Assignments that are corrected in class will not be accepted late.
*NOTE: In the event of a missed day due to inclement weather, please check the school website for
potential snow day activities. These will also be posted on the course schoology page.
Honors Biology Syllabus - 9
Academic Integrity Statement
High integrity and academic honesty is expected. Students should not do anything that would bring
their integrity into question. All assessments (homework, labs, quizzes, exams, projects, etc) are
expected to be completed only by the student. Collaboration and teamwork is allowed on most labs,
but individual work should ALWAYS be distinctly original from the lab partner’s work or only partial
credit will be earned. Always properly cite and credit sources that are not your own (text, data, pictures,
etc). Students copying and students allowing others to copy their work are both academically dishonest.
Copying work, full or in part, is in violation of Calhoun High School’s academic honesty policy and
students who share test information between classes are also in violation of the academic honesty
policy. Dishonesty is not tolerated and will always result in a “0” on that test or assignment, an office
referral, and can affect your eligibility for the National Honor Society and other such organizations.
DON’T DO IT!
Electronic Device Policy
Some personal electronic devices (such as cell phones) will occasionally be incorporated into classroom
use. However, students are NOT permitted to use such devices unless instructed to do so. Texting,
playing games, or listening to music during instruction is unacceptable. Devices of any type being used
without permission will be confiscated for the remainder of the class period on the first offense.
Thereafter, devices will be taken to the office.
Class Policies and Expectations
1. The student Code of Conduct and school policies as outlined in your student hand book are in effect.
Disciplinary actions also follow school policy.
2. You must come to class prepared to work. You should bring your materials every day.
3. You must sit in your assigned seat, and act appropriately (not talk when the teacher is talking
raise hand to get out of seat, use “indoor voice” when working in groups or pairs, etc).
4. Respect other people and their property.
5. Listen to, and follow directions. Yes, we will be dissecting. SAFETY FIRST!
6. NO FOOD OR DRINK is allowed. This is for your own safety. I cannot guarantee the cleanliness of a
working science lab. A water bottle is permitted.
7. Cell phones should be turned OFF in my classroom, unless otherwise instructed. If you are
caught using your phone during class without permission, it will be confiscated and taken to
the office, as per school policy.
8. Failing to comply with class policies include the following: warning, isolation, detention,
parent phone call, written referral, and parent conference.
9. Failure to conduct yourself safely, respectfully, and in accordance with lab safety rules may result in
detention, being restricted from conducting lab, failure, and/or removal from the laboratory.
Honors Biology Syllabus - 10
PLEASE RETURN THIS PAGE
Parents,
Please review the attached syllabus, pacing guide, and academic integrity statement with your student.
They contain information regarding their success in Honors Biology for the upcoming year. Students
should keep these for future reference. Once you have reviewed the attached syllabus, pacing guide,
safety contract, and academic integrity statement, please sign and fill in the contact information below.
Your student should return only this page to me.
The best way to contact me is via email. My email address is listed on the front page of the syllabus at
the top. Please use it to keep in touch with how your student is doing. If email isn’t an option, you may
contact me by phone through the school’s main office at 706-629-9213.
Thank you,
Carol Howel Gomez
STUDENTS: I, (print student’s name)____________________________________________, have read
and understand the 2016-2017 Honors Biology syllabus, pacing guide, and academic integrity
statement. I understand their contents and agree to follow the rules outlined in them. I understand
that failure to follow these or other verbal or written instructions may result in removal from the
classroom or lab, detention, failure, and/or dismissal from the class. I also understand the late work and
lab makeup policy.
Student’s Signature ________________________________________ Date: _______________
PARENTS: I understand that my child is expected to follow the rules outlined in the syllabus, pacing
guide, and academic integrity statement. I also understand the late work policy. I understand the
consequences of my child’s failure to abide by these guidelines.
Parent’s Signature: __________________________________________ Date: _______________
Parent’s email address: ____________________________________________________
Does your son/daughter have any allergies or medical conditions that could be problematic in a science
laboratory? _____________________ If yes, please explain.
Honors Biology Syllabus - 11