NEWFOUNDLAND - BIOLOGY
c. 4
(
Biology
2201
Department of Education
Division of Program Development
Authorized by the Minister
BIOLOGY 2201
COURSE DESCRIPTION
Department of Education
Division of Program Development
Authorized by the Minister
June, 1994
ACKNOWLEDGEMENTS
The Department of Education acknowledges with appreciation the contribution to the
development of this course description made by members of the Biology Working Group.
Dr. Harry Elliott
Curriculum Consultant - Science
Department of Education
St. John's
Mr. Andre Grace, Chairperson 1991-1992
Biology Teacher
Holy Trinity High School
Torbay
Ms. Rose Hogan
Biology Teacher
St. Clare's High School
Carbon ear
Mr. Barry LeDrew, Chairperson 1990-1991
Curriculum Consultant - Science
Department of Education
St. John's
Mr. Albert Legge
Biology Teacher
Holy Trinity High School
Heart's Content
Mr. Frank Murphy, Chairperson 1989-1990
Science Program Coordinator
Placentia-St. Mary's R.C. School Board
Placentia
Mr. David Power
Biology Teacher
Clarenville Integrated High School
Clarenville
Ms. Jacinta Sheppard, Chairperson 1992-1993
Curriculum Consultant - Science
Department of Education
St. John's
i
TABLE OF CONTENTS
Biology and the Science Program I 1
Course Objectives I 3
Course Content I 7
Authorized Learning Resources I 10
Philosophy of Instruction I 11
Evaluation I 15
11
BIOLOGY AND THE SCIENCE PROGRAM
The word biology means "the study of life" but the emphasis of that study is moving in new
directions. "Mooern" biology will always incorporate new discoveries and refine its theories
It will continue to reflect the changes in the society that supports its research and the advances
in technology that emanate from and support it. Today the nature of the subject is such that it
offers the basis for the study and the evaluation of many environmental and technological
advances and concerns, while at the same time still dealing with many of the aspects of
"traditional" biology. It is the intent of this curriculum to expose students to some of the basic
principles unique to biology and to help them develop skills specific to the subject.
This
exposure will add to their collective body of knowledge and their repertoire of abilities which
can be applied to the solution of the challenges of the future.
What is it that distinguishes the study of biology from the other sciences and why offer it
in high school? There are a number of categories of reasons for this venture which include:
1.
Biology encompasses a unique body of knowledge, associated with life and its properties,
that is not likely to be encountered in other subject areas.
2.
Biology can foster an
interrelationships.
3.
Biology gives us a perspective on ourselves as human organisms. This can help us
comprehend our place in the biosphere, the results of our actions and the functioning of our
bodies.
4.
Biology can help in making decisions concerning economic, ethical, and social questions
with a biological basis.
5.
Biology contributes to an understanding of some technologies and thus relates to real and
significant applications in our lives.
6.
Biology is fundamental to many post-secondary study programs and is basic to numerous
employment opportunities and employment training programs.
understanding of life and its
inherent complexities
and
With the proliferation of knowledge in the past 40 years it is impossible to cover every
aspect of biology in a high school course. It is the intent of Biology 2201 to introduce students
1
to some basic biological principles and to lay a foundation for further studies in this discipline.
The purpose then, is not to present a comprehensive survey of all available biological knowledge
nor is it to produce young biologists but rather it is to spark a curiosity and to provide a basis
in skill and content that can lead to life long learning and critical thinking.
This in tum can
strengthen the likelihood of these students making a meaningful contribution to contemporary
society.
In an effort to address the reasons for and the considerations surrounding biology, the
program consists of two one year courses, Biology 2201 and Biology 3201. Biology 2201 is
intended for completion before Biology 3201, but it is not a prerequisite. Biology 2201 consists
of four units. Broadly described, these cover an introduction to biology as a science, basic cell
structure and function, and a study of the human organism. Biology 3201 consists of four core
units and one elective.
The elective will be chosen from Forestry or Fisheries, and will be
studied in conjunction with Unit I, Ecology. The Newfoundland and Labrador emphasis of the
Forestry and Fisheries electives makes them unique in that this emphasis allows the study of
ecological principles using local examples. The other three units in Biology 3201 incorporate
genetics, population studies and evolution. These courses are described in detail by the intended
learning outcomes found in the appropriate curriculum guide.
The courses that contribute to the high school biology program have been developed to meet
the standards of academic, non-terminal courses in biology to be delivered through a variety of
instructional strategies which are necessary to address the varied learning styles of students.
More capable students can be challenged by the use of the indepth treatment of topics that is
presented in the authorized and recommended learning resources. The teacher can use his or her
expertise and knowledge to facilitate that challenge.
Extensive alterations in the prescribed
program could be recognized by offering the student credit for the altered course through the
Department of Education provisions for offering individualized programs.
2
COURSE OBJECTIVES
Biology is one of several sciences available to students to satisfy their science credit
requirements. Given the importance of basic knowledge of biology, it is recognized that biology
should be available to all students.
It is apparent that, in a high school biology course, the
purpose is not to present a comprehensive survey of all available biological knowledge; it is not
to produce young biologists, or even specifically to prepare students for post-secondary co urses.
It is to provide basic information needed for life. It must be clear, therefore, that "the primary
and greater goal of teaching biology" is to provide "a general understanding of nature and of
humankind' s place in it"}
In addition, a course In biology satisfies a variety of other program expectations and
objectives.
A. Science Program Expectations
To achieve scientific literacy for all primary, elementary and secondary students (K-12), the
science programs are expected to:
•
address the three basic scientific fields of study - physical, earth, and life. At the primary,
elementary and intermediate levels all students will be exposed to all fields. A t the high
school level students opt to take specific sciences. However, in all cases attempts should be
made to develop the connections among the basic sciences.
•
expose students to the various cognitive, scientific and technical skills. These include the
processes of science such as predicting and formulating hypothesis, higher level skills such
as critical thinking and evaluating, and manipulative skills such as the use of a microscope
and a balance.
•
utilize a wide variety of print and non-print resources developed in an interesting and
interactive style.
'Ordinary' materials, laboratory equipment, audio and v ideo tapes,
computer software and video discs should provide a substantial part of the students'
experience.
1
Biological and Health Sciences. Report of the Project 2061 Phase I Biological and Health
Sciences Panel. American Association for the Advancement of Science, 1989.
3
•
exhibit the character of science to be open to inquiry and controversy, and free of
dogmatism; the programs promote student understanding of how we came to know what we
know and how we test and revise our thinking.
•
give students the opportunities to construct the important ideas of science, which are then
developed in depth, through inquiry and investigation.
•
be presented in connection with students' own experiences and interests frequently using
hands-on experiences that are integral to the instructional sequence.
•
involve instructional strategies and materials which allow several levels and pathways of
access so that all students can experience both challenge and success.
•
demonstrate the connection between science and its application in technology and its
implications for the environment and society in general.
•
incorporate assessment approaches which are aligned philosophically with the instructional
program and correlates well with the intended program.
B. Biology 2201 Objectives
The student who completes Biology 2201 will be expected to demonstrate the following
understandings:
•
that biology is the study of life in all its diversity and that living things show definite
characteristics and levels of organization.
•
that biology is a science and that, by its nature, it lends itself to scientific investigations
utilizing the basic processes and special tools with which living things may be observed and
analyzed.
•
that complex organisms (humans) are made up of intricately coordinated organ systems.
•
that properly functioning organ systems are made up of functional organs.
•
that functional organs are made up of tissues which perform definite functions necessary for
life.
•
that tissues are made up of the basic units of life - cells. Cells are, in turn, made up of
complex parts called organelles, which perform all the activities that enable organisms to
maintain a living system.
•
that living organisms are composed of matter- atoms, molecules, elements, and compounds much of which is found in the physical environment.
4
•
that the physical components of the environment may be combined into living matter in the
form of organic compounds, which make up the living chemistry of cells, tissues, organs and
systems.
•
that there are specific groups of organic compounds with unique characteristics and functions
in living systems.
•
that food contains essential ingredients made up of compounds from which living things
derive materials and energy necessary for life.
•
that the digestive system, through its component parts, breaks large complex food molecules
into smaller simpler molecules for use within the body.
•
that digested food must be absorbed into the bloodstream for distribution to all parts of the
body.
•
that processes occur in the digestive system to move food along, break it down, absorb the
end products, assimilate the end products into the living cells and remove undigested
materials from the system, and that all of these processes contribute to the overall nutrition
of the organism.
•
the circulatory system as a transport system that allows the transfer of nutrients, gases and
wastes to and from cells.
•
that the efficiency of blood circulation is dependent upon a diversity of factors.
•
that blood is a connective tissue that functions to facilitate transport, exchange, and protect.
•
that blood transfusion therapy requires a knowledge of antigen groups.
•
that nonspecific defence strategies provide physical and chemical protection against invasion
by pathogens.
•
that the immune system provides specific defences gtvmg the body the ability to fight
infection through the production of antibodies and cells that attack pathogens directly.
•
that acquired immune deficiency syndrome (AIDS) is an immune disorder which is a result
of an infection.
•
that energy originates with the sun and that the sun's energy is stored in chemical bonds of
nutrient molecules such as glucose through a series of energy transformations called
photosynthesis.
5
•
that organisms release the chemical energy in sugars by cellular respiration so that cells can
have easily accessible energy for maintenance, growth, and repair.
•
that the human body has an efficient system for gas exchange.
•
that homeostasis is essential to life and that all body systems function within certain
boundaries.
•
that the kidney is a vital homeostatic organ and its structure is closely related to its
homeostatic functions.
•
the role of the liver as a vital organ of homeostasis.
•
that the homeostatic function of the nervous system is based on the structure and function
of the neuron.
•
the role played by each of the divisions of the nervous system.
•
that the nervous system has various receptors that are sensitive to the environment and that
these receptors play a role in homeostasis.
•
that endocrine secretions regulate and maintain body functions and that the endocrine and
nervous systems work together to maintain homeostasis.
6
COURSE CONTENT
Biology 2201 consists of four units.
Unit I introduces concepts fundamental to an understanding of science, and introduces
biology as a particular branch of science.
The unit develops an understanding of the basic
structures and functions of life from the sub-cellular level to the system level. It considers basic
general chemistry, the chemistry composition of nutrients, and the utilization of these variou s
molecules within the human body.
Unit II emphasizes the importance of the acquisition, distribution, and use of nutrients. The
structure and function of the human digestive and circulatory systems are examined in detail.
In addition to circulation, the composition, roles and types of blood are studied.
The unit
includes human body's defense mechanisms and its immune system and concludes with a study
of AIDS.
Unit III examines bioenergetics by stressing the importance of energy transformations wi thin
living systems. Beginning with a general study of photosynthesis as a means of capturing solar
energy, it progresses to explain how cells obtain and then use that energy through aerobic and
anaerobic cellular respiration. The unit ends with a detailed study of the structures and function s
of the human respiratory system.
Unit IV discusses balance and integration in living systems by explaining the concept of
homeostasis and its maintenance. Homeostasis is examined with reference to the structure and
function of the human excretory system, liver, nervous system and endocrine system .
The
emphasis is on developing an understanding of the interdependency of all the human system s in
maintaining a stable environment within the human body.
UNIT I:
1.1
Human Biology
Introduction to biology
(i)
(ii)
Characteristics of living things
Levels of organization
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1.2
Biology as a science
(i)
(ii)
(iii)
1.3
Structure and function in humans: systems to cells
(i)
(ii)
(iii)
(iv)
(v)
1.4
Nature of science
Methods of science
Tools of science
Anatomy of major body systems
Specific functions of each organ
Types of tissues: functions of each
Kinds of cells comprising tissues
Structure and functions of organelles
The chemical basis of life
(i)
(ii)
(iii)
Basic composition of matter
Biologically important molecules
Organic compounds: their characteristics and functions
UNIT II: Food-getting/Nutrient Use
2.1
Food and nutrients
2.2
Digestive system
(i)
(ii)
(iii)
(iv)
(v)
2.3.
Mechanical and chemical digestion
Structure and alimentary canal
Functions of digestive organs
Absorption, transport, and use of nutrients
Technological/societal factors
Circulatory System
(i)
(ii)
(iii)
(iv)
(v)
Circulatory system functions: nutrient transport, waste transport, gas exchange
Efficiency of blood circulation
Blood's role as a connective tissue
Blood transfusion therapy
Immunology
UNIT III: Bioenergetic
3.1
Photosynthesis
(i)
Energy Transformation
8
3.2
Cellular respiration
(i)
(ii)
3.3
Essential process
Aerobic and anaerobic respiration
Respiratory systems in humans
(i)
(ii)
(iii)
Structure and function
Gas exchange
TechnologicaVsocietal factors
UNIT IV: Homeostasis
4.1
Homeostasis, the concept
4.2
Homeostasis, the excretory system
(i)
(ii)
4.3
Structure and function of kidney
Structure and function of liver
Homeostatic control centers, nervous and endocrine system
(i)
(ii)
(iii)
(iv)
(v)
(vi)
(vii)
(viii)
Structure of nervous system
Neuron: structure and function
Peripheral and autonomic nervous systems
Sense organs: eye and ear
Endocrine system as a control mechanism
Endocrine functions: disorders
Feedback
TechnologicaVsocietal factors
9
AUTHORIZED LEARNING RESOURCES
Student Resources
M'Laren, James E., Rotundo, Lissa and Gurley-Dilger, 'Laine. (1991). Heath Biology (videodisc
edition). Toronto, ON: D.C. Heath Canada Ltd.
Ritter, Bob, Coombs, Richard F., Drysdale, Dr. R. Bruce, Gardner, Dr. Grant A., and Lunn,
David T .. (1993). Nelson Biology (national ed.). Scarborough, ON: Nelson Canada, A
Division of Thomson Canada Limited, 1993.
Schraer, William D. and Stoltze, Herbert J .. (1993). Biology The Study of Life (5th ed.). New
Jersey: Prentice-Hall.
Teacher Resources
Government of Newfoundland and Labrador. Course Description Biology 2201. St. John's, NF:
Department of Education, Division of Program Development.
Government of Newfoundland and Labrador. Curriculum Guide Biology 2201. St. John's, NF:
Department of Education, Division of Program Development.
M'Laren, James E., Rotunda, Lissa and Gurley-Dilger, 'Laine. (1991). Heath Biology Teacher's
edition. (videodisc ed.). Toronto, ON: D.C. Heath and Company.
Ritter, Bob, Coombs, Richard F., Drysdale, Dr. R. Bruce; Gardner, Dr. Grant A., and Lunn,
David T .. (1993). Nelson Biology Teacher's Resource. Scarborough, ON: Nelson Canada,
A Division of Thomson Canada Limited, 1993.
Schraer, William D. and Stoltze, Herbert J. (1993). Biology The Study of Life (5th ed. annotated
teacher's ed.). New Jersey: Prentice-Hall.
10
PHILOSOPHY OF INSTRUCTION
The teacher is ultimately responsible for bringing an understanding of the products and
processes of biology to his/her students.
The process for deciding on which instructional
strategies should be used rests with the teacher, but it requires that he/she focus on, among other
things, the intended learning outcomes for the course; and the prior experiences and knowledge,
the interests, the learning styles, and the level of development of the student.
Taking all these factors into consideration, the philosophy behind instruction should promote
an active dynamic process in which the teacher acts as a facilitator to the learning experiences
of the students. The authorized and recommended learning resources are references meant to aid
the teacher and student in the pursuit of the completion of the intended learning outcomes of
Biology 2201.
They are not considered the complete authority on every topic nor do they
represent the perspective that is always needed. They are a source of information, questions,
activities, etc. and they may act as a tutor for some students. Limits to the instructional strategies
and methods used by the teacher should only be bound by his or her imagination and expertise.
The key words to describe the employed methods and strategies should be imaginative, flexible,
and adaptive.
In the introduction of biology to students, teachers should be cognizant that it is a new
subject which has a new language, offers new experiences, introduces new skills and develops
new attitudes.
The relationship that should be developed between students and teachers to
introduce this new endeavour carries responsibilities for each group. Students must respond to
the learning environment by spending sufficient time and effort to comprehend and master the
information. Teachers have the responsibility to present the students with the type of learning
environment that offers them the information they need in a knowledgeable and motivating
fashion.
Important to the teaching of biology is the incorporation of a laboratory expenence.
Laboratory activities should be an integral, rather than an additional, part of the biology program.
These laboratory activities should be used in a variety of ways including the introduction,
11
development or reinforcement of a topic. They are important because they offer the students the
opportunity to learn new content but at the same time develop psychomotor skills and facility in
the science process skills.
A set of core laboratories has been identified but teachers are
encouraged to expand their students's laboratory experience beyond these boundaries.
With the changing nature of some of the more current biological topics, it is also desirable
to develop the skills necessary to enable students to critically analyze the information presented
through various media. These media can then be used as a source of background information
and course content; a means to motivate students and promote discussion; and a vehicle to expose
students to biology in the real world. Print resources, videos and film, videodiscs, CD ROM and
computer software are but a few of the resources available today.
With the growing emphasis on technology and technology education it would be appropriate
for teachers
to
integrate as much technology as is available into their teaching strategies. From
microscopes and sphygmomanometers, to test tubes and microcomputers the range of tools
available for use is broad, but all have the potential of adding value to the learning experience.
This value may be seen, for example, in the use of the microcomputer for conducting simulations,
collecting and analyzing data, keeping records, drawing graphs or doing word processing.
The selection of teaching strategies based on the overall need to create an effective and
varied learning environment for the student may be facilitated by the following information from
Instructional Approaches:
A Framework for Professional Practice (1991) prepared by the
Saskatchewan government. The information is introductory in nature but it is provided as a
starting point for the design of the instructional framework each teacher should develop. The
ideal philosophy of instruction would incorporate strategies and methods that reach all students
all the time, but in the real classroom situation, using a selection of these methodologies will all
teachers to reach many students most of the time.
Direct Instruction places the teacher in control and is among the most commonly used form
of instruction. Lecture is a valuable part of a teacher's instructional repertoire if it is not over
used and if it is not used when other methods would be more effective. Didactic questioning
offers the teacher a way to structure the learning process and can be effectively used in many
12
situations such as to diagnose recall. Demonstrations by the teacher can be effectively used jf
all students are aware of what is taking place, particularly if time and resources are sc arce .
Indirect Instruction is mainly student-oriented. In this type of instruction a teacher m ay
use concept formation to explore ideas by making connections and seeing relationships between
items of infom1ation. For example, students may be provided with population growth data and
from it they can learn a number of the basic concepts associated with the growth of a populatiOn.
Directing students through the processes associated with inquiry learning provides
opportunities for students to experience and acquire processes through which they can gather
laboratory activities, research papers and Science Fair projects.
During interactive instruction the emphasis is on discussion and sharing among the
participants. The interaction can range from including the whole class in a lively discussion
through to small co-operative learning groups. Co-operative small group learning is an approach
to organizing the classroom so that students can interact and learn from each other as well as
from those around them. It is a method that has been extensively researched and used with great
success. Co-operative learning has a broad range of applications but can be used, for example,
to brainstorm for solutions to ecological concerns or to act as a tutorial group or as a chosen
instructional strategy. Perhaps more unfamiliar to biology teachers, but equally as effective,
would be the use of debates, role playing and panels. These techniques would be particularly
effective when dealing with some of the aspects of careers in biology, biotechnology or genetic
counselling.
The concept of resource-based learning is not new, yet the term is relatively new. It is the
philosophy and practice of employing human and material resources to the fullest extent possible
in the design of learning experiences that are varied and that meet the needs of students. It is
particularly appropriate in biology in this day and age because of the explosion and datedness
of information.
Excellent information on this topic can be accessed in the Department of
Education document Learning to Learn:
Policies and Guidelines for the Implementation of
Resource-Based Learning in Newfoundland and Labrador (1991).
Experiential learning is learner-centred and activity oriented. In this category one could
13
employ a computer program; one, for example, that simulates the conditions inside a cell and the
effects when variables are manipulated.
Laboratory experiments, field trips, visits from
community members and role playing could all be employed to enhance the learning environment
using this strategy.
Independent Study can be defined as the range of instructional methods which are
purposefully provided to foster the development of individual student initiative, self-reliance, and
improvement. This teaching strategy is as open as the teacher requires or it can be structured
to meet the needs of a particular situation. For example, very able students can be given a unit
of work to carry out on their own or small groups could be set
to
work on a Science Fair project.
The use of homework assignments, computer assisted instruction, and questions from learning
resources for reinforcement are all methods that can fall into this category.
14
EVALUATION
Evaluation is the systematic process of collecting, analyzing, and interpreting data.
Evaluation is an integral part of the teaching and learning environment and the design of the
process should be given major consideration.
A comprehensive evaluation program has
applications from the three domains of learning: cognitive, affective and psychomotor, as well
as the utilization of pre-instructional, formative, and summative modes.
Pre-instructional
evaluation involves gathering information on what students bring to the learning environment.
The formative elements of evaluation are used to provide information to students and teachers
for the determination of the success of learning/teaching effectiveness. Based on this feedback
the teacher will continually modify the strategies and techniques being used in the
learning/teaching environment and students will receive reinforcement and guidelines for
improvement. Pre-instructional and formative evaluation should then aid teachers and students
in the creation of an environment conducive to student success on the summative evaluations so
necessary for grading, promoting and reporting.
An evaluation process should start with a clear understanding of the goals and intended
learning outcomes of Biology 2201.
From that point teachers can incorporate tools and
techniques to cover all domains of learning and modes of evaluation. A brief description of
evaluation in each domain is offered as a guide to teachers.
A. Evaluating the Affective Domain
The Evaluation of Students in the Classroom, A Handbook and Policy Guide from the
Department of Education provides generic information on evaluation that deals with the attitudes,
interests, and values associated with this domain.
Further to that discussion, biology teachers can also make use of other types of evaluation
items and methods such as those suggested below.
1.
Semantic differential. In this type of item pairs of opposite terms are used. The pairs must
be opposites, and they must actually relate to the object to which they are to be applied. A
seven-point (usually) or a five-point scale is arranged between the two terms (here referred
15
to X and Y), as follows: 1. Extremely X; 2. Quite X; 3. Slightly X; 4. Neither X nor Y;
5. Slightly Y; 6. Quite Y; 7. Extremely Y.
Example: Biology is extremely useful, quite useful, slightly useful, neither useful nor useless,
slightly useless, quite useless, extremely useless.
2.
Likert Scale. Students respond to sentences, stated in positive or negative terms, by
indicating on a five-position continuum: strongly agree, agree, uncertain/neutral, disagree,
strongly disagree.
Example: The working biologist believes that nature is orderly rather than disorderly: strongly
agree, agree, uncertain/neutral, disagree, strongly disagree.
3.
Forced choice items. A question or statement is provided, along with several responses, one
of which the students must choose.
Example: I like reading about travel - reading about genetic discoveries.
a.
b.
c.
d.
e.
a lot more than
a little more than
just as much as
a little less than
a lot less than
Personal discussions and interviews.
4.
These are relatively easy means to obtain
information, except that they must be done on an individual basis. Also, care must be taken
in asking questions so that students responses will not be biased by the wording of the
question.
5.
Student reports and term papers. These can indirectly provide affective information, for
example in the choice of topics a student makes, or in the way the paper is written.
6.
Subjective test questions. These require students to exercise value judgements.
7.
Checklists. Used over a long period, a checklist can help the teacher make a balanced
assessment of a student's behaviour. The list itself is a series of outcomes or behaviours
consistent with the objectives of the course or of science generally.
B. Evaluating the Psychomotor Domain
Assessment of psychomotor outcomes in biology refers to the evaluation of specific
laboratory skills such as dissection skills. Typical methods of evaluating laboratory skills might
include:
16
I.
Checklists. Checklists or rating scales require the teacher to observe an individual student
carrying out a specific process in the laboratory. It may indicate, for example, the steps and
their order used by the student in examining a specimen under the microscope. Other
activities that could be similarly evaluated include: preparing slides, cultivating protozoans
or Drosophila, collecting and sorting, and measuring.
2.
Laboratory Practicals. The laboratory practical is an excellent way to measure skills which
cannot otherwise be measured easily. For this method to be successful the apparatus and
equipment used must be durable and reliable, and instructions must be complete and detailed
C. Evaluating the Cognitive Domain
The evaluation of the cognitive domain is probably the area with which biology teachers are
most comfortable and for this reason only a few points need consideration. Evaluation in this
domain involves the evaluation of both the content of biology and the science process skills. The
Evaluation of Students in the Classroom offers suggestions for the evaluation of science processes
and Science Process Skills Item Bank, published by the Department of Education has many
applicable life science questions. Further, teachers may refer to Griffiths ( 1987) The Evaluation
of Scientific Processes.
By nature biology is a very factual science and evaluation can easily fall into an evaluation
of material categorized in the lower levels of Bloom's taxonomy. Teachers, therefore, should
be diligent in ensuring that items at the higher process levels are included in their evaluation
instruments. Further, these instruments should be designed so that they test the intended learning
outcomes to the depth and breadth required. There are many commercially prepared item banks
on the market and they can be excellent sources of evaluation items, but careful consideration
should be given to the selection of items for use. Evaluation of students in this course should
include a variety of sources of evaluation data such as; quizzes, tests, case studies, questions that
require students to organize and analyze data, laboratory work, learning journals, observation,
personal interview, self-evaluation, work sample files, projects, presentations and a variety of
other activities as deemed appropriate by the teacher.
In the construction of exams a table of specifications should be constructed and attention
must be paid to the incorporation of items from all levels of Bloom's taxonomy. The following
is a Table of Specification suitable for the construction of a final exam in Biology 2201.
17
It
II
2
reflects the structure that will be used to evaluate students in Biology 3201. While the number
of multiple choice items can be adjusted, the incorporation of at least 20% at the higher level
thinking and at least 10% from the laboratory component is recommended.
Cognitive Level %
Unit
Knowledge
Understanding
and Application
Higher Level
Thinking
Total (%)
Human Biology
13
12
5
30
Food Getting/
N utrient Use
9
10
6
25
Bioenergetics
10
10
5
25
Homeostasis
8
8
4
20
TOTAL
40
40
20
100%
Notes
.•
1.
The exam should consist of two parts. The Table of Specifications above covers Part I
(75%) and Part II (25%).
2.
Part I (75%) should consist of 75 multiple-choice items based on Human Biology, Food
Ge tting/Nutrient Use, Bioenergetics, and Homeostasis.
3.
Part II (25%) should consist of unstructured response items. Part II should include a choice
of items.
4.
Core laboratory acuvlttes are subject to evaluation. Items related to the laboratory
component should be incorporated into one or both parts of the exam for a total of 10% .
Finally, the evaluation used in Biology 2201 should be varied, imaginative, and adaptive.
These adjectives are also used to describe the teaching/learning environment to be fostered by
this course, and evaluation should mirror that environment.
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(