Welcome to your biology class. The obvious goal of
this class is to provide you with the best possible learning experience that
will allow you to grow academically and personally as a mature young
adult. True to the nature of science another critical goal is to enhance
your ability to ask thought provoking questions, problem solve, think
critically, analyze and discuss data, and conclude best possible
solutions. We will accomplish this through many different methods of
learning. Be prepared to experience both inquiry based learning, and
direct instruction. You will find that the class will focus both on how
science works, in other words, "how did we come to know
something" or "how did we go about figuring that out" and
on the other hand, "what we currently know about biology". In
this class you will have the benefit of learning through projects, biology
lab investigations, group work, presentations, model building, small and
large group discussions, reading books and writing papers, researching
information, and most important of all asking questions. You will also
find that you will be using different forms of technology (application,
and scientific hardware) and the resources provide to you by the
technology. Examples include this web page our online text web page,
goggle app's, email, online grades, online videos, online quizzes,
biology mp3's, probe ware, gel electrophoresis apparatus, centrifuge,
electronic balances, etc). By the end of the school year my hope is that
you will have grown and learned not only in your biology content
knowledge but more importantly in your ability to make observations, ask
critical questions, problem solve, conclude best possible solutions, and
sharing ideas, as these skills will most certainly be useful for a
lifetime. When faced with a problem remember my favorite acronym A. I. O.
(adapt improvise and overcome)
(be sure to print out and read the Course
Part 1 - Course
2 - Student
information form or word format
Use this link to fill out part 2 of
the course outline online. Type "none" in the place of
any blanks. When you submit your student information the signature page
will be displayed, print and bring to class to turn in.
Course Curriculum: Biology
This introduction provides information about each of the following:
Current use of web page:
This biology web page will be used in conjunction with
the above course policies & procedures, weekly outline, text, online
text webpage, curriculum guide, classroom lectures, discussions, activities
and labs. Much of the concepts that will be taught are listed on this web
page and organized by units, sections and parts a,b,c. Because there is a vast amount of
information in the subject of biology, and therefore on this web page, we
will be unable to cover all the concepts presented on this web page in one
school year. The concepts that the class will cover will be provided
on a weekly outline as we progress thought the school year. The
weekly outlines will be posted for students each Monday. Throughout the
school year we will meet several times in the computer labs located either
in the library or the science building. Also, students should be prepared
to sometimes access the web page on their own from home or at
school, for research, reading, assignments and sometimes tests and quizzes.
It is a good idea (but not required) that all students have a portable
storage device for saving work (USB flash drive, even ipods
will work). An email account can also be used to save and transport work
done on a computer. Also each student should have access to their own
personal storage file on the schools server.
USB Flash drive
Very Important Student
must have a username and password for internet access at school, without
this studentís will be unable to complete this class.
Two link icons will be used on all section concept pages:
- The page icon will link to another page on
your computer. You can get to these pages at any time.
- The globe icon
will link to another web site.
You will have to be connected to the Internet for these.
It is in the studentís best interest to keep a well
organized biology notebook. This is much like
what a scientist would do with his notes and research. This allows the
scientist to verify and refer back to what has been accomplished. Students
will also need to keep track of completed work, notes, etc. for future use
such as studying and grade conformation. Three ring binder works best.
Using the DV biology web page:
The biology web page for this science class is divided
into four units which is further divided by
sections. By clicking on 1 of the 4 unit links found on the D.V. Biology
homepage (index page), you will be taken directly to that unit page. Each
of the unit pages are divided into sections showing the title for the
section on the left and the lab for the section on the right. Scroll down
the unit page until you find this icon (phospholipid) indicating the current section. The phospholipid will be used in conjunction with the weekly outline to indicate the current
topic the class is learning about and working from. Buy
clicking on the current concept title students will then be taken to the
concept page with links to reading material and assignments. Clicking on
the labs from the units page will take students to
the current lab for that section.
Weekly outline: (Important: if ever in doubt follow the weekly outline)
Make sure to check the weekly outline each
week for the current assignments. There will also be hard copies of the
weekly outline in class each Monday
All honors assignments have be incorporated
into the biology web page and make use of the dynamics of this interactive
medium to provide a higher level curriculum, promote higher order thinking
and problem solving skills. Honors biology assignment on the biology web
page will be indicated by a heading in blue font, such as ďHonors BiologyĒ.
All honors biology students should first read the honors biology assignment
criteria before completing the assignment as it will include special
In order to keep track of your assignment files, here is
a way to name them so you can easly
tell what they contain. Read these details
about saving files.
We all want to help conserve so all print jobs should be
for school purposes and make sure to check all setting before your print.
Here are some general guidelines about appropriate
Most assignments are found at the bottom of each sections information. Each assignment is given a
title which includes the unit the section and part: Example assignment 1.1a - would
indicate unit one, section 1 Intro to biology part a.
- †Other assignments come from the
biology text book or the online version. Student are often given class
time to begin or finish assignments but may need to finish them as
homework, others are done as homework only.
The "To Do" icon will indicate a short
activity related to the current concept. You are usually asked to work in
a group on this activity. While it is not a formal lab, be sure to keep
the scientific method in mind when doing the activity.
A question of the day is found at the beginning of most
concept pages. You might already know the answer to this science
question. Click on the icon to check the answer.
Most often one or even more lab experience are linked to each section concept. Most of these are
presented as a question or hypothesis. You are expected to research these
labs before beginning. Following the procedures and/or planning the
procedures for an experiment is important in order to test your hypothesis
correctly. To be successful in this experience, you must understand the scientific method and do your research before trying
to do the lab in class.
Some of the labs for each section are presented on a "lab report
guide" or as a "data sheet" with a list of steps to follow . Read these details about
You will learn to evaluate your own work, looking for
weaknesses, and correct them before turning in your work to the teacher. To
help you do this, a tool called a "scoring rubric" is often used.
A scoring rubric is a chart showing the important areas of each assignment
and the criteria to be fulfilled to produce a first-class product. The
scoring rubric should be your guide when planning your work. As you do the
assignment, be sure to fulfill all the criteria. When you have finished the
assignment, use the scoring rubric again to critically evaluate your
product. Give yourself enough time to find and correct weakness before
turning in the assignment. Read these details
Class tests & quizzes:
Section quizzes are provided on the concept pages and
are sometimes given in class as a hard copy or done on the internet. The quizzes
are also important when preparing for semester tests. Reviews for the
semester will consist of all quizzes taken during the semester.
Class grading systems:
All assignments will be given a pointís possible total
which can be broken down into percentages. The grading and percentages for
assignments and the class are explained on this
page. Student grades/progress reports will
be posted on this web page. Grade access will be password protected and
each student will have their own password. Although online grade reports
are updated regularly, the grade reflected here might already be out dated.
The studentís grade is subject to change at any time and is not official
until reported on a district-issued report card. Student grades are posted
for your convenience and as a general indicator of the studentís progress.
This Biology web page has a science career link
throughout the sections indicated by the
icon reading "science careers". Click on the icon on a concept
page to be taken to a web site that will introduce you to this
One of your science teacher's main goals is to help you develop critical thinking skills. Because of
this, he might sometimes do things differently from other teachers. He
thinks of himself as a resource to you, someone who is there to
"facilitate" your learning. A facilitator is someone who makes
something; in this case youíre learning, run smoothly. A facilitator is not
someone who just hands you the answers to questions. A facilitator expects
you to think for yourself to find logical solutions to problems. Whenever
you encounter a road block, the facilitator expects you to seek his advice
about how to overcome it. In all probability, he will ask you questions to help stimulate your thinking so that
you can solve the problem for yourself.
There will be times when you are asked a question that has a very specific
answer. An example might be, "What is the density of water?" With
this question, you must be able to give the answer as "one gram per
cubic centimeter, at four degrees Celsius". Is the answer correct if
you leave off the "at four degrees Celsius"? Well, that answer is
certainly not as good, but it is better than saying "five grams
per cubic centimeter". There will be times when you are asked to give
your ideas about a topic. An example might be, "should cloning be
controlled by government regulation?" When researching this question,
you will find some that say yes and some that say no. Which group is right?
Only you can answer this question. When you decide on an answer, be
able to give a reason for your answer.
These examples are given to help you understand that your science
facilitator expects you to think for yourself. Become confident in
expressing your own ideas and be able to communicate the reasoning behind
those ideas. (remember A. I.
If you ask your science
teacher, "Is this right?" His answer is going to be, "What
do you think?" Your answer to his question is an indication
of how well you are doing.