___Year 2, HL Biology, Course Description
HL Biology, year 2 (Advanced
Biology 3) is a one-credit course designed to provide the WFS student with the
necessary experience and instruction in advanced modern biology as well as to
compliment and support the academic program as a whole. Although comprehensive in nature of the
topics involved in the course curriculum (see following section), the focus of
HL Biology, year 2 is on an integrated approach to understanding and
application of the content areas covered in the course.
Those students registered in the IB diploma program and having successfully completed HL Biology, year 1 during their junior year will be prepared to meet the requirements of the Higher Level Biology course, as listed under “Assessment” below.
I. Student Outcomes
Having successfully completed this course, students…
· are able to create logical hypotheses, generate predictions and carry out controlled experiments from which they draw conclusions.
· learn to accept or reject a hypothesis based on data and statistical analysis.
· understand the potential impact of technology.
· make sound decisions around a variety of ethical issues resulting from advances in science and technology.
· explore, investigate and analyze problems related to the diversity andcontinuity of living organisms.
· find relationships and recognize patterns in nature.
· acquire a body of knowledge regarding living organisms that will serve as a foundation for further study.
Focus on Internationalism
In addition to achieving the academic standards above, the Advanced Biology 3 curriculum is designed with a major focus on international aspects of the nature, understanding and application of science knowledge.
It is expected that HL Biology, year 2 students will…
·have developed a global perspective for analysis of biological issues such as emerging diseases, global ecology and interdisciplinary aspects of responses to and consequences of world biological problems.
·have an awareness of and appreciation for the achievements and cooperation between world cultures in current scientific endeavors as well as significant contributions of various cultures to the history of science.
II. Course Topics
· The Biochemical/Cellular Basis of Life (HL Biology, year 1 review)
Students study the chemical foundations that form the basis of organic material and life itself, as well as the structural organization of this material into the functioning essential building blocks of all living organisms - cells. Further study into cell specialization nd cell differentiation leads students to investigate the complexity of organisms through their structure and function.
· The Flow and Matter and Energy in Living Systems (year 1 review)
Students investigate the complex chemical processes that cell’s use to obtain and utilize energy and sustain life. After developing a basic foundation in biochemistry, the primary energy-acquiring and energy- releasing reactions of metabolism, photosynthesis and respiration are explored.
· Principles of Genetics (year1 review)
Students are introduced to the mechanisms of cellular reproduction and heredity. They will learn how the laws of inheritance affect every aspect of genetic transmission from the inheritance of blood type to the inheritance of blood disorders. In addition to gaining a foundation for understanding the structure and function of DNA, students will gain insight into the technology of genetic engineering.
· Principles of Evolution
Genetic mechanisms and hereditary principles interact with environmental influences to determine the survival of entire populations. Students study how life has branched out over four billion years to fill the five major kingdoms used to classify life on earth. Comparative studies of cellular proteins and embryonic development yield clues to the common origin of different species.
· Ecology – Equilibrium and Balance
The basic concepts of ecology are introduced through the study of various populations and communities. Students apply their knowledge of individual organisms and their unique characteristics to the study of how these organisms interact within their own species and with other species in the same environment.
· Organismal Structure and Function
A number of physiological systems from various organisms are used to illustrate the concept of structure as it influences and regulates function of the systems within biological organisms. Connections are made with unifying principles of genetics and evolution as comparative anatomy, biological diversity, and a genetic approach to understanding development and disease.
III. Methods
The process through which this instruction proceeds includes a number of diverse experiences for the students.
In addition to more traditional classroom instruction, students participate in…
·guided inquiry presentations and student-centered discussions of theory.
·laboratory investigations, projects and activities, including poster session, genetics debate, model construction, independent (experimentally based) research project, selected experiments using probeware.
·formal internal and external assessments (discussed in detail in class).
·field trips - to various natural areas and museums in the region
·genetics conference – update in current science and technology issues.
·computer-based literature searches and computer-based class presentations.
Assessment:
Various lab activities from throughout the course are evaluated for internal assessment of different aspects of the scientific process – experimental design, data collection, data processing and presentation, conclusion and evaluation, manipulative and personal skills. These evaluations along with the evaluation oral and written presentation of the collaborative, interdisciplinary Group 4 project, amount to 26% of the assessment for the IB program. These particular activities are completed prior to submission of sample student materials (in the form of a Practical Scheme of Work) to IB program in the spring of the second year of the HL course. The activities themselves are varied in nature and in content but generally are designed in order to maximize the student involvement in planning, implementation and interpretation of their own experiments. The remaining portion (74%) of the IB assessment is based upon the external evaluation of three examination papers written by the students over two days. These exams assess compulsory core and additional higher level material as well as the student’s choice of two topics from material covered as the options for the course.
Embedded assessments are employed in an ongoing manner throughout the course as well, for purposes of evaluating the students’ progress and proficiency in each individual syllabus area studied. The evaluations are varied in nature so as to allow for feedback to the students using a number of different assessment tools and optimize the students’ ultimate success in mastery of the course objectives. Examples of these assessments include both open and closed note free-response essay questions, oral presentations and debates, peer-and self-evaluation of poster project presenting research on current issues in medicine, lab practical examinations, as well as more traditional comprehensive “paper and pencil” exams.
IV. Materials
·Biology, Course Companion, 3rd Edition, A. Allott, D. Mindorff (2014) Oxford University Press. (textbook)
·Biozone IB BIology Student Workbook, R. Allan (2012) Biozone International Ltd
·Life Sciences Student Lab Notebook. Hayden-McNeil Specialty Products
Those students registered in the IB diploma program and having successfully completed HL Biology, year 1 during their junior year will be prepared to meet the requirements of the Higher Level Biology course, as listed under “Assessment” below.
I. Student Outcomes
Having successfully completed this course, students…
· are able to create logical hypotheses, generate predictions and carry out controlled experiments from which they draw conclusions.
· learn to accept or reject a hypothesis based on data and statistical analysis.
· understand the potential impact of technology.
· make sound decisions around a variety of ethical issues resulting from advances in science and technology.
· explore, investigate and analyze problems related to the diversity andcontinuity of living organisms.
· find relationships and recognize patterns in nature.
· acquire a body of knowledge regarding living organisms that will serve as a foundation for further study.
Focus on Internationalism
In addition to achieving the academic standards above, the Advanced Biology 3 curriculum is designed with a major focus on international aspects of the nature, understanding and application of science knowledge.
It is expected that HL Biology, year 2 students will…
·have developed a global perspective for analysis of biological issues such as emerging diseases, global ecology and interdisciplinary aspects of responses to and consequences of world biological problems.
·have an awareness of and appreciation for the achievements and cooperation between world cultures in current scientific endeavors as well as significant contributions of various cultures to the history of science.
II. Course Topics
· The Biochemical/Cellular Basis of Life (HL Biology, year 1 review)
Students study the chemical foundations that form the basis of organic material and life itself, as well as the structural organization of this material into the functioning essential building blocks of all living organisms - cells. Further study into cell specialization nd cell differentiation leads students to investigate the complexity of organisms through their structure and function.
· The Flow and Matter and Energy in Living Systems (year 1 review)
Students investigate the complex chemical processes that cell’s use to obtain and utilize energy and sustain life. After developing a basic foundation in biochemistry, the primary energy-acquiring and energy- releasing reactions of metabolism, photosynthesis and respiration are explored.
· Principles of Genetics (year1 review)
Students are introduced to the mechanisms of cellular reproduction and heredity. They will learn how the laws of inheritance affect every aspect of genetic transmission from the inheritance of blood type to the inheritance of blood disorders. In addition to gaining a foundation for understanding the structure and function of DNA, students will gain insight into the technology of genetic engineering.
· Principles of Evolution
Genetic mechanisms and hereditary principles interact with environmental influences to determine the survival of entire populations. Students study how life has branched out over four billion years to fill the five major kingdoms used to classify life on earth. Comparative studies of cellular proteins and embryonic development yield clues to the common origin of different species.
· Ecology – Equilibrium and Balance
The basic concepts of ecology are introduced through the study of various populations and communities. Students apply their knowledge of individual organisms and their unique characteristics to the study of how these organisms interact within their own species and with other species in the same environment.
· Organismal Structure and Function
A number of physiological systems from various organisms are used to illustrate the concept of structure as it influences and regulates function of the systems within biological organisms. Connections are made with unifying principles of genetics and evolution as comparative anatomy, biological diversity, and a genetic approach to understanding development and disease.
III. Methods
The process through which this instruction proceeds includes a number of diverse experiences for the students.
In addition to more traditional classroom instruction, students participate in…
·guided inquiry presentations and student-centered discussions of theory.
·laboratory investigations, projects and activities, including poster session, genetics debate, model construction, independent (experimentally based) research project, selected experiments using probeware.
·formal internal and external assessments (discussed in detail in class).
·field trips - to various natural areas and museums in the region
·genetics conference – update in current science and technology issues.
·computer-based literature searches and computer-based class presentations.
Assessment:
Various lab activities from throughout the course are evaluated for internal assessment of different aspects of the scientific process – experimental design, data collection, data processing and presentation, conclusion and evaluation, manipulative and personal skills. These evaluations along with the evaluation oral and written presentation of the collaborative, interdisciplinary Group 4 project, amount to 26% of the assessment for the IB program. These particular activities are completed prior to submission of sample student materials (in the form of a Practical Scheme of Work) to IB program in the spring of the second year of the HL course. The activities themselves are varied in nature and in content but generally are designed in order to maximize the student involvement in planning, implementation and interpretation of their own experiments. The remaining portion (74%) of the IB assessment is based upon the external evaluation of three examination papers written by the students over two days. These exams assess compulsory core and additional higher level material as well as the student’s choice of two topics from material covered as the options for the course.
Embedded assessments are employed in an ongoing manner throughout the course as well, for purposes of evaluating the students’ progress and proficiency in each individual syllabus area studied. The evaluations are varied in nature so as to allow for feedback to the students using a number of different assessment tools and optimize the students’ ultimate success in mastery of the course objectives. Examples of these assessments include both open and closed note free-response essay questions, oral presentations and debates, peer-and self-evaluation of poster project presenting research on current issues in medicine, lab practical examinations, as well as more traditional comprehensive “paper and pencil” exams.
IV. Materials
·Biology, Course Companion, 3rd Edition, A. Allott, D. Mindorff (2014) Oxford University Press. (textbook)
·Biozone IB BIology Student Workbook, R. Allan (2012) Biozone International Ltd
·Life Sciences Student Lab Notebook. Hayden-McNeil Specialty Products