College Prep Biology

Instructor: Karrie Ware

Room: C-10  Office: Behind C-17

Office Hours: Before school, lunch, after school by appointment.

                       Drop-in Tues. after school

Phone: (510) 657-3600 ext 37052

Email: kware@fremont.k12.ca.us

 

School Vision

The mission of our school is the development of the mind, character, and physical well being of our students through the creation of an environment fostering academic excellence, maturity, responsibility and mutual respect. All students are expected to demonstrate effective reading, writing, listening, speaking and computational skills. In addition, students will possess the ability to solve a variety of problems in a collaborative environment, become effective communicators and critical thinkers and problem-solvers.

 

Science Requirements

            Graduation                              UC                                             CSU

             20 Units                            20 Units                                      20 Units

                                               (30 Recommended)

     Life Science (10)               Must be in 2 of these 3                Must be a lab science in

    Physical Science (10)         disciplines: Bio, Chem, or            Phys. Sci,  Bio, Chem, or

                                              Physics                                        Physics

 

Four-year colleges (UC and CSU) require a minimum of C or better to meet specific requirements.

 

Biology QBFP 10 a-g 10 units/year

Prerequisite: Grade 9; Earth Science

This course is a college preparatory lab science course, which focuses on the cell and its development into complex plant and animal systems. Other areas of study are ecology, genetics, and population dynamics and control, reproduction, embryology, and

microbiology. Students develop evaluative skills through lab activities. There will be a lab donation requested per student.

 

School-wide Testing dates

First Semester Finals

Jan 30-Feb 1, 2008

Jan 30 - Periods 1, 2
Jan 31 - Periods 3, 4
Feb 1 - Periods 5, 6

Second Semester Finals

June 16-18, 2008

Jun 16 - Periods 1, 2
Jun 17 - Periods 3, 4
Jun 18 - Periods 5, 6

STAR - CAT 6 Testing:  April 28 - May 9, 2008

 

AP Testing:  May 5-9 and May 12-16, 2008

 

College Prep Chemistry                                                                             K. Ware

 

Testing schedule

 In order to provide the student with the best possible opportunity to succeed, the following testing schedule has been established and will be followed in this class.

Monday: All subject areas may administer tests. Wednesday & Friday: Tests may be given in Home Economics, Industrial Arts, Social Science, Science, Health and Fine Arts. Tuesday & Thursday: Tests may be given in Math, English, Foreign Language, PE and Computer Science. The testing schedule does not prohibit an instructor from giving a quiz on any day during the course of the school week.

 

 

Exam/Assignment Make-up Policy

By district policy, I will allow students to make up exams and assignments missed during excused absences and field trips. In most cases, exams will be made up during class time. Students with a one-day excused absence on the day of an exam will make up that exam immediately upon return to school. Failure to do so will result in a zero on that exam. The number of days absent before an exam or assignment will count towards an extension for the make-up exam or assignment. Following district policy, I will not provide make-up exams or assignments for unexcused absences, truancies or suspensions.

It is the studentıs responsibility find out what they missed while they were absent. Students need to see me as soon as they get back to find out what exam/assignment they missed. Ignorance is not an excuse! 

Late Work

No credit is given to late homework in this class. Projects may be turned in late for partial credit at my discretion and will be dealt with on an individual basis. You should talk to me before the project becomes late. 

Homework

Homework is rarely collected. Instead, it is stamped if itıs complete and reasonably accurate. Incomplete assignments will not be stamped (no half stamps either). Every student has the ability to get 100% credit for homework. Anything less than that means you did not do the assignment.

Homework stamps are collected on a ³stamp sheet² which will be turned in after each test. Students are responsible for bringing the stamp sheet to class with their homework. No stamp sheet = no stamp for homework! Each stamp is worth 2 points.

Grading

100 - 90.0% A    89 - 80.0% B     79 - 70.0% C    69 - 60.0% D    59% and below F

Cheating

My professional judgment will determine whether cheating has occurred. Students are reminded not to give me cause to consider their actions violative.

To avoid inadvertent dishonesty the following list, which is not intended to be all-inclusive, delineates a variety of methods of cheating:

1. Letting someone else see oneıs own or anotherıs paper during an examination, test, or quiz.

2. Looking at someone elseıs paper during an examination, test, or quiz.

3. Talking with another student during an examination, test, or quiz.

4. Copying work assigned to be done independently, or allowing someone else to copy oneıs own or anotherıs assignment. Donıt grab someone elseıs paper and copy their answers when I come around to stamp homework. Thatıs cheating. 

5. Giving test information to other students in other periods of the same teacher/same course.

6. Submitting individual projects not wholly oneıs own.

7. Fabricating or altering laboratory data

 

Consequences

Consequences for cheating are severe. They are school-wide and cumulative for all the years you attend Mission San Jose High School.

First Offense:

1.      Student receives zero for the assignment.

2.      Teacher notifies parent and administrator.

3.      Saturday school is assigned.

4.      Counseling is provided for student to find acceptable ways to meet course obligations.

 

Second Offense: (in any class)

1.      Student receives zero for the assignment.

2.      Teacher notifies parent and administrator.

3.      Student receives a grade of ³F² for the grading period.

4.      Saturday school is assigned.

5.      Counseling is provided for student to find acceptable ways to meet course obligations.

 

Third Offense: (in any class)

1.      Student receives zero for assignment.

2.      Teacher notifies parent and administrator.

3.      Possible SST/placement consequences

4.      If in the same class for all three (3) offenses, student dropped from class with a grade of ³F² and possible suspension for up to five (5) days. Suspension and cause are reported to colleges in the school report.

5.      Counseling is provided for student to find acceptable ways to meet course obligations.

 

 

California Science Standards Biology

Cell Biology

The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism's cells. As a basis for understanding this concept:

                        Students know cells are enclosed within semipermeable membranes that regulate their interaction with their surroundings.

                        Students know enzymes are proteins that catalyze biochemical reactions without altering the reaction equilibrium and the activities of enzymes depend on the temperature, ionic conditions, and the pH of the surroundings.

                        Students know how prokaryotic cells, eukaryotic cells (including those from plants and animals), and viruses differ in complexity and general structure.

                        Students know the central dogma of molecular biology outlines the flow of information from transcription of ribonucleic acid (RNA) in the nucleus to translation of proteins on ribosomes in the cytoplasm.

                        Students know the role of the endoplasmic reticulum and Golgi apparatus in the secretion of proteins.

                        Students know usable energy is captured from sunlight by chloroplasts and is stored through the synthesis of sugar from carbon dioxide.

                        Students know the role of the mitochondria in making stored chemical-bond energy available to cells by completing the breakdown of glucose to carbon dioxide.

                        Students know most macromolecules (polysaccharides, nucleic acids, proteins, lipids) in cells and organisms are synthesized from a small collection of simple precursors.

                        * Students know how chemiosmotic gradients in the mitochondria and chloroplast store energy for ATP production.

                        * Students know how eukaryotic cells are given shape and internal organization by a cytoskeleton or cell wall or both.

Genetics

Mutation and sexual reproduction lead to genetic variation in a population. As a basis for understanding this concept:

                        Students know meiosis is an early step in sexual reproduction in which the pairs of chromosomes separate and segregate randomly during cell division to produce gametes containing one chromosome of each type.

                        Students know only certain cells in a multicellular organism undergo meiosis.

                        Students know how random chromosome segregation explains the probability that a particular allele will be in a gamete.

                        Students know new combinations of alleles may be generated in a zygote through the fusion of male and female gametes (fertilization).

                        Students know why approximately half of an individual's DNA sequence comes from each parent.

                        Students know the role of chromosomes in determining an individual's sex.

                        Students know how to predict possible combinations of alleles in a zygote from the genetic makeup of the parents.

A multicellular organism develops from a single zygote, and its phenotype depends on its genotype, which is established at fertilization. As a basis for understanding this concept:

                        Students know how to predict the probable outcome of phenotypes in a genetic cross from the genotypes of the parents and mode of inheritance (autosomal or X-linked, dominant or recessive).

                        Students know the genetic basis for Mendel's laws of segregation and independent assortment.

                        * Students know how to predict the probable mode of inheritance from a pedigree diagram showing phenotypes.

                        * Students know how to use data on frequency of recombination at meiosis to estimate genetic distances between loci and to interpret genetic maps of chromosomes.

Genes are a set of instructions encoded in the DNA sequence of each organism that specify the sequence of amino acids in proteins characteristic of that organism. As a basis for understanding this concept:

                        Students know the general pathway by which ribosomes synthesize proteins, using tRNAs to translate genetic information in mRNA.

                        Students know how to apply the genetic coding rules to predict the sequence of amino acids from a sequence of codons in RNA.

                        Students know how mutations in the DNA sequence of a gene may or may not affect the expression of the gene or the sequence of amino acids in an encoded protein.

                        Students know specialization of cells in multicellular organisms is usually due to different patterns of gene expression rather than to differences of the genes themselves.

                        Students know proteins can differ from one another in the number and sequence of amino acids.

                        * Students know why proteins having different amino acid sequences typically have different shapes and chemical properties.

The genetic composition of cells can be altered by incorporation of exogenous DNA into the cells. As a basis for understanding this concept:

                Students know the general structures and functions of DNA, RNA, and protein.

                Students know how to apply base-pairing rules to explain precise copying of DNA during semiconservative replication and transcription of information from DNA into mRNA.

Students know how genetic engineering (biotechnology) is used to produce novel biomedical and agricultural products.

* Students know how basic DNA technology (restriction digestion by endonucleases, gel electrophoresis, ligation, and transformation) is used to construct recombinant DNA molecules.

* Students know how exogenous DNA can be inserted into bacterial cells to alter their genetic makeup and support expression of new protein products.

Ecology

Stability in an ecosystem is a balance between competing effects. As a basis for understanding this concept:

    Students know biodiversity is the sum total of different kinds of organisms and is affected by alterations of habitats.

    Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size.

    Students know how fluctuations in population size in an ecosystem are determined by the relative rates of birth, immigration, emigration, and death.

    Students know how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles through photosynthesis and respiration.

    Students know a vital part of an ecosystem is the stability of its producers and decomposers.

    Students know at each link in a food web some energy is stored in newly made structures but much energy is dissipated into the environment as heat. This dissipation may be represented in an energy pyramid.

    * Students know how to distinguish between the accommodation of an individual organism to its environment and the gradual adaptation of a lineage of organisms through genetic change.

Evolution

The frequency of an allele in a gene pool of a population depends on many factors and may be stable or unstable over time. As a basis for understanding this concept:

    Students know why natural selection acts on the phenotype rather than the genotype of an organism.

    Students know why alleles that are lethal in a homozygous individual may be carried in a heterozygote and thus maintained in a gene pool.

                Students know new mutations are constantly being generated in a gene pool.

    Students know variation within a species increases the likelihood that at least some members of a species will survive under changed environmental conditions.

    * Students know the conditions for Hardy-Weinberg equilibrium in a population and why these conditions are not likely to appear in nature.

    * Students know how to solve the Hardy-Weinberg equation to predict the frequency of genotypes in a population, given the frequency of phenotypes.

Evolution is the result of genetic changes that occur in constantly changing environments. As a basis for understanding this concept:

    Students know how natural selection determines the differential survival of groups of organisms.

    Students know a great diversity of species increases the chance that at least some organisms survive major changes in the environment.

    Students know the effects of genetic drift on the diversity of organisms in a population.

                Students know reproductive or geographic isolation affects speciation.

                        Students know how to analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction.

    * Students know how to use comparative embryology, DNA or protein sequence comparisons, and other independent sources of data to create a branching diagram (cladogram) that shows probable evolutionary relationships.

* Students know how several independent molecular clocks, calibrated against each other and combined with evidence from the fossil record, can help to estimate how long ago various groups of organisms diverged evolutionarily from one another.

Physiology

As a result of the coordinated structures and functions of organ systems, the internal environment of the human body remains relatively stable (homeostatic) despite changes in the outside environment. As a basis for understanding this concept:

    Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide.

    Students know how the nervous system mediates communication between different parts of the body and the body's interactions with the environment.

    Students know how feedback loops in the nervous and endocrine systems regulate conditions in the body.

    Students know the functions of the nervous system and the role of neurons in transmitting electrochemical impulses.

    Students know the roles of sensory neurons, interneurons, and motor neurons in sensation, thought, and response.

    * Students know the individual functions and sites of secretion of digestive enzymes (amylases, proteases, nucleases, lipases), stomach acid, and bile salts.

    * Students know the homeostatic role of the kidneys in the removal of nitrogenous wastes and the role of the liver in blood detoxification and glucose balance.

    * Students know the cellular and molecular basis of muscle contraction, including the roles of actin, myosin, Ca+2 , and ATP.

    * Students know how hormones (including digestive, reproductive, osmoregulatory) provide internal feedback mechanisms for homeostasis at the cellular level and in whole organisms.

Organisms have a variety of mechanisms to combat disease. As a basis for under-standing the human immune response:

    Students know the role of the skin in providing nonspecific defenses against infection.

                Students know the role of antibodies in the body's response to infection.

                Students know how vaccination protects an individual from infectious diseases.

    Students know there are important differences between bacteria and viruses with respect to their requirements for growth and replication, the body's primary defenses against bacterial and viral infections, and effective treatments of these infections.

    Students know why an individual with a compromised immune system (for example, a person with AIDS) may be unable to fight off and survive infections by microorganisms that are usually benign.

* Students know the roles of phagocytes, B-lymphocytes, and T-lymphocytes in the immune system.