Biology 101 Course Standards
CONTACT INFORMATION
Erin Baumgartner: [email protected] 503.838.8348
COURSE DESCRIPTION
Biology 101 General Biology (5 Credits)
Biology 101 focuses on principles of Biology related to evolution, ecology, and biodiversity. Our focus will be on these key biological concepts – what we know – and key scientific practices – how we know what we know.
COURSE STANDARDS
The following 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 Lab Writeup Lab writeup rubric hypotheses 2 I can Evaluate (including interpretation of graphs and figures) scientific information.
3 I can identify evolution as central theory of Content Exam Exam scoring guide biology and describe random and non- random influences on genetic change to Holistic Assessment Holistic rubric population over time.
4 I can identify major ecological interaction at the population, community and ecosystem level, including awareness of how energy and chemical nutrients move through ecosystems.
5A I can escribe positive and negative interaction that humans have with environments on regional and global scales.
Updated January 2018 Page 1 Biology 101 Course Standards
COURSE CHECKLIST
In order to meet the criteria for college credit, biology courses must meet the following requirements:
✓ Teacher develops course syllabus outlining lab and activities and keeps it on file ✓ Teacher provides a minimum of 12 lab hours relevant to 101 course material (must be completed before student can apply for college credit) ✓ Teacher may provide multiple opportunities to complete Lab Write Up Assessment ✓ Teacher administers Holistic Assessment on Human Role in the Environment ✓ 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 ✓ 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:
✓ Student completes a minimum of 12 lab hours (must be completed before student can submit Lab Write Up Assessment) ✓ Student earns a “Meets” on Lab Write Up Assessment Rubric ✓ Student earns a “Meets” on Holistic Assessment of Human Role in the Environment Assessment Rubric ✓ Student earns a “Meets” Content Exam Rubric by completing the exam with a score of 70% or higher.
Updated January 2018 Page 2 Biology 101 Course Standards
Updated January 2018 Page 3 Biology 101 Course Standards
PROPOSED SEQUENCE OF UNITS (Not required, suggested to support Standards)
Week Learning Key Concepts Sample Question Outcome 1 Nature of Biology is Science of Life: Which of the following criteria would the best, most Science & What is Science? Scientific process- key inclusive method to evaluate whether or not Living Things underlying principles something is alive? Opinion, Hypothesis, Theory a. Ability to communicate What is Life? Characteristics of Living Things b. Ability to maintain a constant temperature Viruses – why don’t they meet the criteria for c. Ability to process energy life? d. Ability to breathe oxygen Ability to take care of young
2 Domains & Domains & Kingdoms: What are the key Most animals are Kingdoms characteristics (evidence for ancestry) and how a. Vertebrates does each meet criteria for life (e.g. process b. Chordates energy, reproduce, respond to stimuli) Protists c. Mammals as example of not well-classified group d. Arthropods Australian 3 Common Classification systems attempt to organize According to the biological species concept, which Ancestry & species of these could be considered different species? Classification Taxon supported by common ancestry- a. Red kangaroos and grey kangaroos are Origin of evidence used to build phylogenetic trees not able to breed together Species (monophyly) b. Queensland wombats have black patches Species concepts- Biological Species Concept on their fur and Victoria wombats do not uses reproductive isolation as convenient c. The Tazmanian devil sims to New Zealand stand-in for evolutionary independence. and starts a new colony Allopatry and sympatry allow sufficient genetic d. Platypus in the Cairns river build nests of drift for speciation mud; platypus in the Daintree river build Adaptive radiation nests of grass Barriers to reproduction (pre- and post- Zoo related koalas are not very good at finding zygotic) their own food when released into the wild and starve, while wild-reared koalas survive.
4 Natural 4 Key postulates to Theory of Evolution By Having greater evolutionary fitness means? Selection Natural Selection: Variation, Heritability, a. Having greater strength Survival, Selection b. Being able to survive better Geologic time scale (how long this can take) c. Being larger or faster than others Basic population genetics (Evolution is genetic d. Being able to produce more sperm or eggs change to population over time). Having more viable offspring Genotype, phenotype, alleles, gene pool
Updated January 2018 Page 4 Biology 101 Course Standards
PROPOSED SEQUENCE OF UNITS (Not required, suggested to support Standards)
5 Population Overview of evidence for Evolution: fossils, What is a gene pool? genetics and anatomy (homology), embryology, a. The complete genetic code of an individual change biogeography, biochemical, observations of b. The possible combinations of alleles microevolution and artificial selection. between two parents Evolutionary Equilibrium c. The range of phenotypes within a Mutation as source of variation population Gene flow d. The different alleles available for an Genetic drift (incl. bottlenecks and founder individual gene events) The total of all alleles for all genes is population Natural selection & sexual selection Ways that selection can influence populations (directional, stabilizing, disruptive)
6 Bioenergetics Ecosystems include abiotic factors- disruptions Trees, kelp, and cyanobacteria can call store solar and to these can disrupt entire ecosystems energy as food; some archaeans can store chemical Biogeochemical Solar energy enters the food chain and is energy as food. These organisms could all be cycles transformed descried as Trophic levels (autotrophs, heterotrophs, a. Primary consumers detritivores/decomposers) b. Phototrophs Energy transfer is inefficient c. Photosynthetic Energy and nutrient pathways differ – nutrients d. Autotrophs are cycled e. Heterotrophs Carbon as detailed example of biogeochemical cycle
7 Communities & Communities are influenced by abiotic factors Sea otters prevent the transition from a kelp forest Biological like temperature and precipitation that to an urchin barren by keeping the urchin population Interactions contribute to forming Biomes. in check. The presence or absence of sea otters has W. Oregon is temperate rainforest Predation an impact on the community beyond what is Co-evolution and mutual selective pressure expected given their relative abundance in the Mimicry, Symbiosis (Parasitism, Mutualism, community. Otters in this scenario are Commensalism) a. Decomposers Keystone species b. Trophic cascade leaders Biological succession c. Dominant heterotrophs Niche concept d. Keystone species Niche overlap and interspecific competition Resource partitioners
Updated January 2018 Page 5 Biology 101 Course Standards
PROPOSED SEQUENCE OF UNITS (Not required, suggested to support Standards)
8 Population & Factors influencing population size A typical example of a population limiting factor that Competition Growth rate r and Growth per unit time G is density-independent is Exponential growth a. Disease Biotic potential and environmental resistance b. Predation Boom & Bust c. Competition Logistic Growth & Carrying capacity d. Flooding Density dependence & independence Famine Intraspecific competition (interference & exploitation) 9 Biodiversity Biodiversity is influenced by biotic and abiotic Which of the following would make a species more factors vulnerable to extinction? Abundance and richness factor into diversity a. High genetic diversity Biodiversity is important to humans (ecosystem b. Large population sizes goods and services) c. A highly specialized food source Threats to biodiversity include many human d. A large geographic range activities, primarily habitat destruction No natural predators (including pollution, transport of invasive species) Extinction is the complete loss of diversity (can include species, population, genetic extinction) Earth’s history includes mass extinction events most associated with climate change) and some hypothesize we are in a new mass extinction
10 Sustainability & Human populations can be understood using Which of the following in not a goal of conservation Conservation growth models biology? Biology Human K has changed over time a. Slow down the rate of human populating Uneven resource use is also connected (how growth many people use how much) b. Understand human impact on biodiversity Conservation Biology: c. Foster sustainable practices Preservation attempts to preserve Remediation: d. Prevent future loss of biodiversity bringing damaged areas back to healthy Preserve and restore natural communities condition Sustainability refers to wise use of resources
Updated January 2018 Page 6