1617 BI 102 Course Standards.pdf - Google Drive

Biology 102 Course Standards

• CONTACT INFORMATION •

Erin Baumgartner: [email protected] 503.838.8348 Angela Poole: [email protected] 503.838.8491

• COURSE DESCRIPTION • BI 102 General Biology (5 each) Biology 102 investigates cell structure, cell division, Mendelian genetics, and principles of evolution. Introduces modern techniques in biotechnology and discusses their ethical implications. Introductory biology course designed for students not majoring in biology or biology related fields.

• COURSE STANDARDS • TTH The following are standards students will know and the assessments and tasks on which they will demonstrate their knowledge in order to earn credit.

Proficiency Standard

Assessment

Measurement

1

I can formulate, test and evaluate scientific hypotheses

Lab Writeup

Lab writeup rubric

2

I can evaluate (including interpretation of graphs and figures) scientific information.

3

I can explain how atomic and molecular structure influence cell structure and function

Content Exam

Exam scoring guide

Holistic Assessment

Holistic rubric

4

I can explain how cells process energy and identify inputs and outputs when cells store and use energy, including energy carriers

5A I can explain how inheritance is expressed through the production of proteins encoded in DNA 5B I can describe how genetic information is transmitted and the processes for creating genetic variability

Updated August 2016


• COURSE CHECKLIST •

In order to meet the criteria for college credit, biology courses must meet the following requirements: ü Teacher develops course syllabus outlining lab and activities and keeps it on file ü Teacher provides a minimum of 12 lab hours relevant to 102 course material (must be completed before student can apply for college credit) ü Teacher may provide multiple opportunities to complete Lab Write Up Assessment ü Teacher administers Holistic Assessment of Cellular Biology ü Use provided Holistic item or submit a developed item for approval. Examples of potential holistic items meeting proficiency criteria include: o Essay o PowerPoint presentation o Project o Open-ended test questions ü Teacher administers Content Exam o Content exam can be administered in sections or as a whole o A single content exam retake may be requested In order for students to earn college credit, they must meet the following requirements: ü Student completes a minimum of 12 lab hours (must be completed before student can submit Lab Write Up Assessment) ü Student earns a “Meets” on Lab Write Up Assessment Rubric ü Student earns a “Meets” on Holistic Assessment of Human Role in the Environment Assessment Rubric ü Student earns a “Meets” Content Exam Rubric by completing the exam with a score of 70% or higher

Updated August 2016


Updated August 2016


• PROPOSED SEQUENCE OF UNITS• (Not required, suggested to support Standards) Week 1

Learning Outcome What is science? What is a gene?

Key Concepts Biology is Science of Life: What is Science? Scientific process- key underlying principles Opinion, Hypothesis, Theory Structure of DNA Nucleotide “alphabet” Mutations a. b. d. e.

2

Transcription/transl ation

3

Atomic structure and chemical bonds Biomolecules

4

Cell Theory Membrane structure & function (movement across membranes);

Variations between RNA/DNA Transcription – steps (RNA polymerase) Modification to mRNA in eukaryotes a. Ribosome b. Translation – steps c. Mutations redux- compare potential impacts on d. protein expression e. Examples of gene regulation in eukaryotes (what are the basic ways or strategies that genes can be regulated) Basic atomic structure- electrons, protons, neutrons Atomic reactivity- electron interactions Bond formation- ionic, polar & non-polar covalent, a. hydrogen b. Monomers/subunits & polymers/complex compounds Catabolism and anabolism of molecules through d. hydrolysis & dehydration synthesis e. Properties vary due to functional groups (without dwelling on individual groups) Basic structure & function of 4 major categories Cell theory What all cells have in common (membrane, genetic material, gain nutrients from environment) Prokaryotes vs. eukaryotes a. Why cells are small (diffusion of materials) b. Fluid mosaic- phospholipid bilayer c. (hydrophilic/hydrophobic) d. Types of membrane proteins & roles e. Membrane movement (simple diffusion, facilitated diffusion, osmosis, active transport, endo & exocytosis)

Updated August 2016

Sample Question Mutations such as insertions and deletions can be very serious; they belong to a category of mutations called _____ mutations that can change all the amino acids following the mutation. Recessive Point Frameshift Triploid Inversion The RNA base that pairs with adenine is Adenosine Cytosine Guanine Thymine Uracil

Which of the following is NOT an example of an organic molecule? Water H2O Glucose C6H12O6 Ethanol C2H5OH Octane C8H14 Butyric acid C4H8O2

When molecules diffuse down a concentration gradient, it is an example of Passive transport Active transport Impermeability Exocytosis Gradient transport


• PROPOSED SEQUENCE OF UNITS• (Not required, suggested to support Standards) 5

Population genetics and change

Overview of evidence for Evolution: fossils, anatomy (homology), embryology, biogeography, biochemical, a. observations of microevolution and artificial selection. Evolutionary Equilibrium b. Mutation as source of variation Gene flow c. Genetic drift (incl. bottlenecks and founder events) Natural selection & sexual selection d. Ways that selection can influence populations (directional, stabilizing, disruptive) e.

6

Bioenergetics & Biogeochemical cycles

Ecosystems include abiotic factors- disruptions to these can disrupt entire ecosystems Solar energy enters the food chain and is transformed Trophic levels (autotrophs, heterotrophs, detritivores/decomposers) Energy transfer is inefficient a. Energy and nutrient pathways differ – nutrients are b. cycled c. Carbon as detailed example of biogeochemical cycle d. e.

7

Communities & Biological Interactions

Communities are influenced by abiotic factors like temperature and precipitation that contribute to forming Biomes. W. Oregon is temperate rainforest Predation Co-evolution and mutual selective pressure Mimicry, Symbiosis (Parasitism, Mutualism, Commensalism) Keystone species Biological succession Niche concept Niche overlap and interspecific competition

8

Populations & Competition

a. b. c. d. e.

Factors influencing population size Growth rate r and Growth per unit time G Exponential growth Biotic potential and environmental resistance a. Boom & Bust b. Logistic Growth & Carrying capacity c. Density dependence & independence d. Intraspecific competition (interference & exploitation) e.

Updated August 2016

What is a gene pool? The complete genetic code of an individual The possible combinations of alleles between two parents The range of phenotypes within a population The different alleles available for an individual gene The total of all alleles for all genes in population Trees, kelp, and cyanobacteria can all store solar energy as food; some archaeans can store chemical energy as food. These organisms could all be described as Primary consumers Phototrophs Photosynthetic Autotrophs Heterotrophs Sea otters prevent the transition from a kelp forest to an urchin barren by keeping the urchin population in check. The presence or absence of sea otters has an impact on the community beyond what is expected given their relative abundance in the community. Otters in this scenario are Decomposers Trophic cascade leaders Dominant heterotrophs Keystone species Resource partitioners A typical example of a population limiting factor that is densityindependent is Disease Predation Competition Flooding Famine


• PROPOSED SEQUENCE OF UNITS• (Not required, suggested to support Standards) 9

10

Gametogenesis & Inheritance

Inheritance

Gametogenesis and genetic diversity- random assortment of genes, recombination Alleles, loci, traits Law of Segregation Dominant/recessive Homozygous/heterozygous Monohybrid punnet squres Low of Independent Assortment Dihybrid punnet squares

a. b. c. d. e.

Genetic linkage Sex linkage Non-mendelian inheritance (incomplete dominance, polygenic, multiple alleles, pleiotropy) Human genetic disorders a. Nondisjunctions b. c. d. e.

Updated August 2016

Cystic fibrosis is a recessive trait. If two parents are Cystic fibrosis carriers and their first child has the disease, what is the probability that their second child will have Cystic fibrosis? 0% 25% 50% 75% 100% Some traits are coded for by genes that are located on the x chromosome. These traits are known as Homologous Autosomal Non-autosomal Sex-linked Gametogenic