Biology II Syllabus                                          

Rhea County High School

405 Pierce Road

Evensville, TN  37332

Anita Pippin, Instructor

pippina@rheacounty.org

phone: 775-7821 ext. 279

website address is: http://www.rheacounty.org/teachers/rchs/pippina/

Course Description

Biology is the study of living things and their interactions with their environment. Biology II is a course that introduces the major specialty areas of Biology. It is a course recommended for university track students.  As per the standards of the state of Tennessee, the student will investigate the following:

              Genetics

              Microbiology

              Comparative Anatomy and Zoology

              Embryology

              Immunology

              Botany

Following the state outline, students will explore each specialty areas using available materials and technology to carry out investigations using inquiry based learning, hands-on laboratory investigations, observation of demonstrations, individual studies, and group activities. The students will be introduced to the major themes of each specialty providing a knowledge base for more advanced studies. 

Prerequisites

Student must have successfully completed:

 Physical Science

 Biology I

Text

Alton Biggs, Kathleen Gregg, Whitney Crispin Hagins, Chris Kapicka, Linda Lundgren, Peter Rillero. (2002). Biology: The Dynamics of Life: Columbus, Ohio: Glencoe McGraw Hill.

Text onlineà http://www.glencoe.com/sites/common_assets/science/ose/

User name is BDOL and the password is huChEtAsp5

Replacement cost of text: $ 44.00

Lab Fund

We ask that each student donate $5.00 toward the purchase of lab supplies.

Lab money is needed by the end of the second  week of school.

This fee money purchases the supplies that will be used by the student during laboratory activities.

Required Materials

The following materials are needed for class everyday:

     Textbook

     Colored Pencils or Markers

     Ring Binder Notebook

     Paper

     Writing Utensil

Grading Scale

93-100         A               

85-92              B

75-84       C

70-74       D

0-69                 F

Grades

60% Tests and Projects

15% Quizzes

15% Labs

10% Homework

The semester exam counts as 1/7 of the semester average.

Make-up work will be accepted as per school board policy 6.200:

All missed class work or tests (from excused absences) may be made up provided that the student makes the request immediately upon returning to school and provided class time is not taken from other students.

Students will not be allowed to make up work missed when an absence is unexcused.

Classroom Rules

School-Wide Rules:

1.Be in class on time with all needed materials.

2.Do not curse, use profanity, inappropriate language, or obscene gestures.

3.Follow directions.

4.Keep your hands and feet to yourself.

5.Clean up your mess.

Objectives

State standards for this course may be found at the following websiteà http://www.state.tn.us/education/ci/cistandards2001/sci/ciscibiology2.htm

Six Weeks One: Genetics:  Chapters 11, 12, 13:  State Standard 3

• Interpret data from a model of crossing-over and explain how crossing-over increases genetic diversity.
• Analyze modes of inheritance including gene linkage and epistasis, using karyotypes, genetic problems, pedigrees, or Punnett squares.
• Distinguish between nuclear DNA and the DNA of bacteria, organelles, and bacteriophages.
• Research methods of genetic engineering, including recombinant DNA and cloning.
• Research the relationship of genetics to cancer.
• Explain the relationship between environmental conditions and changes in the DNA sequences.
• Investigate careers in genetic engineering, genetic counseling, and genetic research.
• Research DNA mutations related to environmental influences.

·        Investigate the editing of mRNA and its translation into a protein.

Six Weeks Two: Microbiology:  Chapters 18, 19, 20:  State Standard 5

• Explain exponential growth of bacterial populations and evaluate long term methods used to control growth.
• Demonstrate the process of using recombinant DNA production with the bacterium E. coli.
• Describe an environment for the major classes of microbes:  bacteria, viruses, fungi, parasites, and protests that will maximize growth and reproduction capabilities.
• Research careers that involve microbiology.
• Describe the procedure for a Gram stain, and use it to distinguish among bacteria.
• Participate in a classroom debate on the use of biological weapons.
• Research graphs, charts, and data of an epidemic and debate the position that this same scenario could or could not happen again today.

·        Use microscopes to analyze a soil sample for bacteria, fungi, and various roundworms found in a healthy sample

·        Investigate epidemiology of emerging infectious diseases.

Six Weeks Three and Four: Comparative Anatomy and Zoology:  Chapters 34, 35, 36, 37:  State Standard 1

• Identify organisms with intracellular digestion, two-way, and one-way digestive systems, and name vertebrate organisms that are herbivores, carnivores, and omnivores.
• Relate methods of respiration to the anatomy and the habitat of an animal.
• Identify the bones and major muscles of the musculoskeletal system, and investigate the physiology of muscle movement.
• Compare the circulatory systems of representative organisms, components of blood, and the differences among vertebrate hearts.
• Investigate the increasing complexity of methods of excretion utilized by animals.
• Investigate careers in wildlife and marine biology, zoo curator, and wildlife management.
• Relate the growth and development of organisms to genetic, hormonal, and environmental controls.
• Examine the ways that the endocrine system, nervous systems, and sense organs assist in monitoring an organism’s environment.

·        Compare human models to similar structures in animals

Six Weeks Five: Embryology and Immunology:  Chapters 38, 39:  State Standards 2, 4

• Examine and describe the behavior of egg and sperm during fertilization.
• Research the formation of body systems from origin tissues:  endoderm, mesoderm, and ectoderm.
• Research careers in animal husbandry, veterinary medicine, genetics, and zoology.
• Describe blastula formation in a variety of egg types, including frogs, chickens, and humans.
• Sequence a series of diagrams depicting gastrulation of a frog, chicken, and human embryo. 
• Contrast normal and abnormal differentiation of cells in amphibians, chickens, and mammals.
• Describe the process of cloning and debate its ethical and social implications.
• Compare and contrast specific immunity and acquired immunity.
• Investigate the effect of environmental and genetic factors on immune responses.
• Debate the use of other species for studying immune responses in humans.
• Research the process for the FDA approval of experimental drugs.
• Research careers in immunology, epidemiology, chemistry, virology, serology, and statistics.
• Investigate the major antibodies found in human serum.
• Research how vaccines are produced and the considerations made when manufacturing the influenza vaccine each year.
• Investigate the sharp increase in the number and kinds of allergies

Six Weeks Six: Botany:  Chapters 21, 22, 23, 24:  State Standard 6

• Observe differences in plants to identify those that are non-vascular or vascular, spore-bearing or seed producing, gymnosperms or angiosperms, and monocots or dicots.
• Distinguish the types of plants adapted to life in a variety of habitats, and explain the specializations necessary for survival in those habitats.
• Compare and contrast spores and seeds, and relate them to the structures of plants where they are produced.
• Compare and contrast gymnosperms and angiosperms.
• Research careers in agriculture, horticulture, landscaping, agronomy, food science, and nutrition.
• Explain the transpiration, tension-cohesion (adhesion-cohesion), and pressure flow models to describe transport of materials in vascular plants.
• Describe and list plants, or parts of plants, that are helpful and harmful to animals, and especially humans.
• Research local plant populations, using a dichotomous key to identify the various species.