Biology

Instructor : Cindy Morley

email : cmorley@inlandlakes.org
4363 S. Straits Hwy. Indian River, MI 49749
Room # 131
Course Description:
Biology is the study of life and living things. Students in this course will learn about the following
topics: the use of microscopes; applications of biotechnology; cell structures and their functions;
DNA and RNA structures and their importance to life as we know it; basic Mendelian genetics
including Punnett squares and discussion of mutations; cell growth and division; basic ecological
principles; and an overview of the theory of evolution.
Various individualized and group work will be done, including hands-on lab work, Internet research,
poster making and more. Students are responsible for maintaining a science notebook (three ring
binder) at all times, and they can expect classwork every day, as well as homework three days a week
on average. Attendance and participation are also important components to a students grade.
Required Textbook Holt Biology (ISBN# 13: 978-0-03-067214-9)
Supplemental Resources will be provided as needed.
Pacing:
During the first semester of this course, students will complete the following units:
Introduction to Science and Scientific Processes
Objectives:
Identify the goal of science as a way to understand nature
Generate questions to scientific problems/ideas
Evaluate the validity of scientific conclusions
Describe the steps of the scientific method
Compare a control and experimental set-up
Conduct and/or analyze scientific investigations using appropriate tools and techniques
Identify patterns in data
Describe a reason for a given conclusion using evidence from an investigation
Identify the scientific units of length, mass, volume and temperature
Explain the proper use and handling of a compound light microscope
Name and describe various careers that require scientific background
Explain the components of an acceptable lab report
*Note Many of these scientific process skills will continue to be used and emphasized throughout the
year.
Applications of Biology
(Scientific Reflection and Social Implications)
Objectives:
Critique whether or not specific questions can be answered through scientific inquiry
Identify and critique arguments about personal and societal issues

Access and evaluate scientific information from multiple sources

Discuss a controversial topic related to science using scientific evidence to support your
opinion
Evaluate career and job prospects in science related fields
Identify pros and cons to alternative solutions to a given problem
Explain the differences between theories, laws, hypotheses and observations
Explain how our understanding of science and the nature of disease has changed over time
Explain how biological research helps us understand and protect the environment

Chemistry of Life
Objectives:
Explain what makes up matter
Compare and contrast types of bonds
Explain the properties of water based on its molecular structure and hydrogen bonds
Identify carbohydrates, lipids, proteins and nucleic acids as the main types of biomolecules
Explain the conditions needed for chemical reactions to occur
Summarize the roles of enzymes in biological reactions
Compare and contrast the chemical reactions of cellular respiration and photosynthesis
Photosynthesis and Respiration
Objectives:
Explain the types of energy used in cells, and what the ultimate source of this energy is
Summarize the carbon cycle and how an organisms metabolism is related to this
Describe how energy is released in a cell
Compare and contrast the processes of photosynthesis and respiration
Explain how the bonds of ATP are important energy batteries
Define an electron transport chain and describe the two main chains
Describe the role of the Calvin cycle in photosynthesis
Name the three main environmental factors that affect the rate of photosynthesis
Identify the role of light, water, pigments, ATP, NADPH and Carbon dioxide in photosynthesis
List the products of glycolysis and explain the role of each of these products in both aerobic
and anaerobic respiration
Summarize the roles of the Krebs cycle and the electron transport chain during aerobic
respiration
Describe the role of fermentation in the second stage of cellular respiration
Cell Structure, Function and Organization
Objectives:
Explain how cells were discovered
Explain what defines cell shape and size
Calculate surface area to volume ratios and explain how a cells size affects its function
List and describe specific cell features
Summarize how DNA directs the activities of a cell
Sequence the processing of proteins through a cell
Compare the roles of mitochondria and chloroplasts in energy production
Explain what might go wrong in diseased cells

Differentiate between unicellular, colonial and multicellular organisms

List the levels of organization found in multicellular organisms

Cell Development and Regulation Processes

Objectives:
Define homeostasis and its importance in cell survival
Compare the functions of channel and carrier proteins
Compare and contrast passive and active transport and the energy requirements of each
Explain why diffusion occurs
Identify one function of signal molecules in a multicellular organism
Describe the relationship between receptor proteins and signal molecules
Describe ways a receptor protein may respond when a signal molecule binds with it
Explain how cells can be classified into different cell types based on various factors
Cell Growth and Division: Mitosis and Meiosis
Objectives:
Explain reasons for cellular reproduction
Describe the structure and function of a chromosome
Describe how a cell prepares for division
Compare and contrast the stages of the cell cycle
Diagram the stages of mitosis
Explain the difference between mitosis and cytokinesis
Describe factors that control the cell cycle
Explain the relationship between cancer and the cell cycle
Compare and contrast asexual and sexual reproduction
Diagram the stages of meiosis
During the second semester of this course, students will complete the following units:
DNA, RNA and Proteins
Objectives:
Explain what genetic material is composed of
Describe the major experiments of Avery, Griffith, Hershey and Chase
Describe with words and a picture the structure of a DNA molecule
Explain that the genetic code is found in base sequences along a DNA strand
Create a step diagram that summarizes the process of replication, transcription, translation and
protein synthesis
Differentiate between mutation types and their results
Summarize the Human Genome Project in terms of its goals and potential uses
Debate the pros and cons of genetic technology in todays world.
Genetics Inherited Traits
Objectives:
Explain how and why Mendel used pea plants in his experiments
Identify Mendels contributions/findings relating to genetics
Define P, F1 and F2 generations

Explain the different alleles that can be passed from parent to offspring
Compare and contrast genotypes and phenotypes
Describe how a Punnett Square is used in genetics
Explain the link between math and Punnett Squares
Sketch and explain a pedigree for at least three generations
Give examples of exceptions to Mendels rules of inheritance
List examples of environmental factors that can influence phenotypic outcomes
Genetic Variation

Objectives:
Describe the scope of population genetics.
Explain how phenotypic variation can be measured.
Relate the number of genes that affect a phenotype to the variation in traits that may exist.
Identify the major source of genetic variation in a population.
Restate the hardy-Weinberg principle in your own terms.
Relate sexual reproduction to evolutionary forces.
Explain why a small population is subject to genetic drift.
Describe the limits of the force of natural selection.
List the patterns that can result from natural selection acting on polygenic traits.
Identify two definitions of species used in evolutionary biology.
Summarize a general process by which one species can evolve into two species.
Relate extinction to changes that occur in the numbers and types of species over time.
Relate the idea of reproductive isolation to the biological species concept.
Human Body Systems
Objectives:
Identify characteristics of stem cells that make them different from other cells of the body
List four types of body tissues, giving an example of each
Explain the relationship between cells, tissues, organs and organ systems
Describe the system used to maintain homeostasis in most of the bodys processes
Name the structures of the respiratory system through which air flows
Identify the muscles that allow for breathing
Compare the transport of oxygen in the blood to that of carbon dioxide
State the causes of bronchitis, TB, lung cancer and asthma
List the main nutrients and a role of each in the human body
Explain the purpose of the digestive system
Distinguish between mechanical and chemical digestion
Explain why the villi in the small intestine are important
Summarize the immune systems job in the human body 24/7
List and explain at least three blood cell types responsible for the immune response
Describe how an antibody works
Explain how a vaccination primes your body for exposure to a disease causing agent
Ecosystems
Objectives:
Describe the difference between an ecosystem and a community.
Explain how an ecosystem responds to change.

Identify the three major groups of terrestrial biomes.

Describe the four types of aquatic ecosystems.
Identify two factors of climate that determine a biome.
Describe how energy flows in an ecosystem.
Explain why only 10% of energy is transferred from one trophic level to the next.
Describe the difference between a herbivore, a carnivore, and an omnivore.
Justify what limits the length of a food chain or the spread of a food web.
Explain why scientists believe that most animals would become extinct if all plant life where to
die.
Explain how carbon and oxygen are cycled through an ecosystem.
Explain why is important that nitrogen and phosphorus are cycled through the ecosystem.
Analyze how nutrients can be cycled through an ecosystem but energy is not all recycled.
The Environment

Objectives:
Explain how human population affects the environment.
Describe the difference between renewable and nonrenewable resources.
State several nonrenewable resources that are in use today.
State a variety of ways that environmental problems may affect human health.
Identify the affects of air pollution.
Explain how the burning of fossil fuels, such as oil, might lead to climate change.
Identify several sources of water pollution.
Explain why soil erosion is a problem.
List at least four ways that ecosystem disruption affects nature.
Explain how conservation might help endangered species.
Describe three ways you can reduce the use of environmental resources.
Describe how research and technology affect the environment.
Explain how education on the resources that we use can help preserve the environment.
Describe how planning can prevent damage to the environment.
Populations
Objectives:
Explain the importance of studying populations.
Compare exponential growth with logistic growth.
Identify an abiotic factor that affects population.
Explain how science and technology have affected human population growth.
Explain how predator-prey interactions influence both the predator and the prey.
Define the different types of relationships.
Describe two types of relationships in a community.
Explain why an organisms role is important for a community.
Describe one example of how competition for resources affects species in a community.
Explain how predation can help make an ecosystem resilient.
Compare a niche and a habitat
Evolutionary Theory
Objectives:
Describe Darwins relationship to modern evolutionary theory.

Identify personal experiences that contributed to Darwins thinking about evolution.

Identify other scientists that influenced Darwins thinking.
Outline Darwins theory of evolution by natural selection, making sure to include logical steps.
List the kinds of data that Darwin helped explain.
Compare the strengths and weaknesses of Darwins ideas.
Use the theory of natural selection to explain how a species might adapt of change over time.
Describe how Darwins ideas have been updated, by using natural selection and modern
evolutionary ideas.
List the scales at which evolution can be studied, and list the patterns and processes studied.
School Wide and Classroom Behavioral Expectations

Students are expected to exhibit Bulldog PRIDE:

Be on time
Be on task
Bring any materials you may need to class (writing utensil, folder, book,
P
Prepared
homework, colored pencils, etc)
Plan ahead
Be attentive
Be polite
R Respectful
Use a positive tone
Use active listening skills
Be inquisitive
I
Involved
Assist your peers
Participate
Take responsibility for your own learning
Be persistent
D Determined
Stay focused
Complete your work
Follow through
E
Excellent
Work to your potential. Give 100%
Be self-motivated
Additional specifics
1) No inappropriate language or discussion
2) Keep your hands and feet to yourselfno touching = no problems!!!
3) Cell phones or other electronic devices are a privilege and NOT a right in my classroom.
Unless you have been given permission to use them, they are to be out of sight and on silent
mode. If you are using them when you shouldnt be, I will confiscate them. 1st offense = get
from me at end of hourafter that, it will be written up and turned into the office per the
school handbook.
Act in an adult-like manner and you will be treated as one
Grading Policy
The Inland Lakes High School staff and administration has established a universal grading scale to be
used in all classes. It is as follows:

For this class, semester grades are

calculated in the following manner:
each marking period accounts for
42.5% and the semester exam for 15%
of the final grade.
Late work will be accepted, but worth
only 50% of the points earned. Late
work will be accepted until the test to
which it pertains is given. After this
point, no credit may be earned on a
missing/late assignment.
If you have an excused tardy (signed by
the office or a teacher) your work is
due when you return to class and will
not be deemed late as long as it is turned in immediately upon your return to class.
It is also YOUR responsibility to get make-up work and to complete it in the time frame as
indicated in the student handbook, or loss of credit will result.
If you are absent, it is YOUR responsibility to turn in any work that was due when you were
absent. This is to be labeled with the word ABSENT clearly written on it so it is not scored as late.

What You Can Expect in Biology Class

1) You will need to have a three-ring notebook for your notes, handouts, assignments, homework,
etc. This is to be brought to class on a daily basis and should always be organized. Notebook
checks will be done throughout the year.
2) You should expect several small quizzes (often unannounced) as well as a test over each unit.
Generally three or four units are covered within a marking period.
3) You can also expect to do some labs and activities that will include written reports throughout
the semester. The lab reports will follow the standard lab report outline. Occasionally a report
will be a formal lab report that you will word process (type) on the computer.
4) You can expect to have homework on a regular basis in this class. Although I try to allow class
time for many assignments, work not completed in class will be assigned as homework. USE
CLASS TIME WISELY!!!
Extra Credit
At least one extra credit assignment will be available each grading period. Specific instructions
will be provided when applicable.
If you should need to contact me, my prep. hour is from 12:19 to 1:10 pm. I can be reached at 2386868 ext. 9131 or my e-mail address is cmorley@inlandlakes.org
I have read and understand the above rules and expectations for Mrs. Morleys Biology class.
Student Signature

Parent/Guardian Signature

Date