Mrs. Kristine May kmay@sturgischarterschool.org

IB Biology HL1 Syllabus

Welcome to IB Bio! Course Purpose The purpose of IB Biology HL is to establish a solid foundation in the most central and important areas of general biology. No matter which direction biologists choose to specialize in, they must all have this foundation. In this course, students will also learn how to think like a scientist, evaluate hypotheses, conduct research, and analyze data. Four overarching themes are woven throughout the course: structure dictates function, universality versus diversity, equilibrium within systems, and evolution. Beliefs Any study of the sciences requires collaboration, cooperation, and communication. This is as true in school as it is in the professional science field. The purpose of biology is to better understand the nature and functions of living things, and this applies to other species as well as ourselves. As we better understand the concepts of biology, we will better understand the functions of our own bodies, as well as the other organisms that surround us and affect our lives. Essential/Area of Knowledge Questions What are the qualities that make something alive? What needs and processes do living things share with one another? How does natural selection make living things unique and diverse? How do living things maintain equilibrium within their environment? Course Objectives For each course topic below, sub­topics are listed throughout the textbook and in the Course Information Manual . Each sub­topic begins with an “Essential Idea” that is an enduring interpretation that is considered part of the public understanding of science for this particular sub­topic. Following the essential idea is a “Nature of Science/NOS” statement which outlines how one or more of the Group IV NOS themes can be exemplified through the “Understandings” and “Applications and Skills” of that sub­topic. “Understandings” are the main general ideas to be taught and the “Applications and Skills” section outlines the specific applications and skills to be

developed from the understandings. “Command Terms” are key terms and phrases used in examination questions. Core SL/HL Topics: ­ Topic 1: Cell Biology ­ Topic 2: Molecular Biology ­ Topic 3: Genetics ­ Topic 4: Ecology ­ Topic 5: Evolution and Biodiversity ­ Topic 6: Human Physiology Additional Higher Level Topics (AHL): ­ Topic 7: Nucleic Acids ­ Topic 8: Metabolism, Cellular Respiration and Photosynthesis ­ Topic 9: Plant Biology ­ Topic 10: Genetics and Evolution ­ Topic 11: Animal Physiology Optional Topics of Study: ­ Option C: Ecology and Conservation

Topic Sequence Numbers refer to IB Biology standards that will be addressed.

Year 1, Semester 1 1.1 Introduction to Cells 1.2 Ultrastructure of Cells 1.5 The Origin of Cells 2.2 Water 1.3 Membrane Structure 1.4 Membrane Transport 2.1 Molecues to Metabolism 2.3 Carbohydrates and Lipids 2.4 Proteins 2.5 Enzymes 8.1 Metabolism 2.8 Cell Respiration 8.2 Cell Respiration 2.9 Photosynthesis 8.3 Photosynthesis 1.6 Cell Division (Cell Cycle)

2.6 Structure of DNA and RNA 7.1 DNA Structure and Replication 7.2 Transcription and Gene Expression 7.3 Translation

Year 1, Semester 2 3.1 Genes 3.2 Chromosomes 3.3 Meiosis 10.1 Meiosis 3.4 Inheritance 10.2 Inheritance 4.1 Species, Communities, and Ecosystems 4.2 Energy Flow 4.3 Carbon Cycling 4.4 Climate Change

Option C: Ecology and Conservation­ majority of lab work will be connected to upcoming Group 4 Estuary Project and to a horseshoe crab population study conducted with the Audubon Society. C.1 Species and Communities C.2 Communities and Ecosystems C.3 Impacts of Humans on Ecosystems C.4 Conservation of Biodiversity C.5 Population Ecology C.6 Nitrogen and Phosphorous Cycles

GROUP 4 Project –end of year environmental/estuary field study, complete research/design phase and gather materials.

End of Year One!

Semester 1, Year 2 GROUP 4 Project­ complete project started at end of Year 1, conduct field work, analyze and present results. 9.1 Transport in the Xylem of Plants 9.2 Transport in the Phloem Plants 9.3 Growth in Plants

9.4 Reproduction in Plants 5.1 Evidence for Evolution 5.2 Natural Selection 5.3 Classification of Biodiversity 5.4 Cladistics 10.3 Gene Pools and Speciation

Semester 2, Year 2 6.1 Digestion and Absorption 6.2 The Blood System 6.3 Defense Against Infectious Disease 11.1 Antibody Production and Vaccination 6.4 Gas Exchange 6.5 Neurons and Synapses 6.6 Hormones, Homeostasis, and Reproduction 11.4 Sexual Reproduction 11.2 Movement 11.3 The Kidney and Osmoregulation 3.5 Genetic Modification and Biotechnology

Class Expectations Attendance Each student is responsible for checking with the teacher for missing work when returning from absence. If the student does not attempt to make up missing work, the grade will become a zero. When a test or quiz (other than a pop quiz) is missed due to absence, it will be made up on the day that the student returns to school. The student may be given more time if there are extenuating circumstances (ex. long absence). If the test or quiz is not taken, it will become a zero. Makeups can be done in class or at a time arranged with Mrs. May. Preparation for class Please come to class prepared. You must bring your textbook, a notebook or binder and something to write with. You will need these materials every day, unless I tell you otherwise. (Warning: Pop quizzes are based on your notes!)

Assignments For full credit, work must be handed in on the due date. Every day that work is late, it loses points. This means that eventually, the work will be worth zero points. Don’t waste your time at home…hand in the work that you spent your valuable time on! If you are absent, be sure to turn in all homework the day you return. Check our Google Classroom regularly! Technology iPods and cell phones will be permitted sometimes. They can be a great tool for science, but using it instead of paying attention can be rude. It’s all about timing . Look at the sign on the front board to see if they’re allowed right now. They will never be allowed during a test, and will be grounds for a zero. Grading Each assignment is worth a certain number of points. At the end of the marking period, these are added up, and divided by the total possible points. Progress reports will be printed out from time to time for your information.

Tests: 100 points each Pop Quizzes: 10­20 points each Homework/Classwork/Current Events: 5 points each Labs/Activities: 20­30 points each Test retakes: One allowed per marking period, up to one week after the grades are posted. This may not be done in class. The old and new grades will be averaged. Use this! Academic Honesty (as stated in the IB course guidelines) This course requires academic honesty; therefore, all work that you submit must be your own. If you use any outside sources, they need to be correctly documented. Any form of cheating is unacceptable and will result in a zero (0) grade for the work, no matter how large the assignment. Cheating includes, but is not limited to: Copying another person’s work in and out of school, submitting another person’s work or ideas as one’s own (including internet and other sources), stealing tests or quizzes, or bringing unapproved texts and media into an examination. Feedback pledge Teacher feedback on your work is a two­way street. As a student, you have the right to expect feedback and comments in a timely fashion so that you can make progress and

improvement while that topic/skill is still relevant. As a teacher, I have the right to expect that you will carefully consider my comments and act upon them. There is no excuse for making the same mistake over and over. Extra Help I will definitely give you extra help if you need it. My goal is for you to do well! You may visit me during break in the Counseling Office, during lunch (check with me to see where I’ll be that day), or after school in our classroom(let me know you’re coming). It is your responsibility to ask for help if you need it; I don’t know that you’re confused unless you tell me. Practical Scheme of Work (PSOW)/Internal Assessment (IA) Integral to the experience of students in any of the Group 4 courses is their work in the classroom lab and/or in the field. Practical investigative activities allow students to interact directly with natural phenomena and secondary data sources and include individual and small group laboratory activities, some of which are teacher­designed and some of which are student­designed. The practical scheme of work/PSOW for the entire course will be documented for each student on a standard PSOW form and formal IA work will be scored using IA rubrics. See the Course Information Manual for a more specific breakdown of the required PSOW hours. Group IV Project The project is an interdisciplinary science investigation. The intention is that students from all the science disciplines collaborate to analyze a common topic/problem. The emphasis is on the processes involved in scientific investigation rather than on the products of such investigations. 10 hours is allocated for the group 4 project and the project is generally divided into three stages: planning, action, and evaluation. External Assessment The external assessment consists of three written papers/exams. See Course Information Manual for descriptions of Paper 1, Paper 2, and Paper 3.