Department Of Education

Division of Instruction

Authorized by the Minister

1

BIOLOGY 3201

COURSE DESCRIPTION

"'' .,..~ r :;~,.

DIVIS fON OF INSTRUCTION AUTHORJZI-'~1) HY THF. MTt'-JlSTI·:R

FEBRUARY, l9R2

FOREHORD

There has been a significant increase in the number and ~ariety of

courses offered in Newfoundland and Labrador high schools as :1 result of the

r•::!org:1ni~ed ?rogram introduced last Sept12mber. Course desct·iptior:s make an

e .:; s e n t i a l con t r i but i o n to the imp 1 em en t a t i on o f the pro g L3. m by d 2 f i n i ::1 g

philosophy, objectives, and content 0f the courses developed for introduc~-ion

during the three-year i:nplementation period.

Developed co-operatively by the Division of Instruction, School Districts

and teachers, through a network of •:.~orl<:.ing groups ac:-oss the Province, these

publications are designed to assist teachers in transl . .lting course ·Jhjectives

into challenging learning experiences.

I trust the course descriptions will be of va.l.ue t•) you i:1 pL1nnir:g

activities which enrich learning experiences for high school students.

Lynn Verge

~1inister of Educati•)n

•. . r-'i,~-·/, '·)_

ACKNOWLEDGMENTS

The Department of Education gratefully acknowledges the contr-ibution of

the Biology Working Group in the preparation of this course description. The

members are as follows:

Mr. Donald Huxter­Teacher ~rant Colleglate Springdale

Mr. Hector Pearce Teacher Lewisporte Central Hizh School Lewis porte

Mr. Philip Patey Prozram Coorrlinator Notre Dame 1ntcgrated School Roard Lewisporte

iii

INTRODUCTION

Literally, biology means "the stuciy ot' Life". In o u t · l e c lHt o 1 n g I ~ :d

society, with its demands upon the environment for food and resources, there

is very real need for an awareness of the d1 ffere11t life forms on our pL1nF t.

Tt is hoped that by closely studying the or,s,Hltsms :1round them, st"uderHs will

develop an appreciation for life and a respect for the interrelationship~

among living things and their environment.

A trr:tditional approach to teachit18 hiology has heen to p~es.::>nt .o-1

expository survey of the various phyla, beginning 1.vith the simple forms ,mel

proceeding to more complex forms via a t&xonomic litany.

increasingly popular emphasi:-. on r:Iolecular biology and physio1 ,"1gy

necessitated modification of such an appro<-.ch. An overwhelming emph:u=:ts on

process ancl function is in voguP.

example, an author will sweep accoss and ll') thrnugh :1i1yln~~·'netic line~:,

touching here CJnd there to demonstrate che various manners in whi.ch Ol-ganis.11s

move. 1t is this approach that is followed in this program.

This program has beC'n deveJ op<>d l•) meet t h2 neeci s of t:crrn in:\ 1 and

non-terminAl students in biology. The prescribed progr.-' 1 C\)n• lstt-~ o! cnr•·

depth of treatment statements and core-associatPd activities.

capable students, option.J1 depth of treatmE•nt slat•:0 •'1ent•;, opt-ir.r';l' '~.•;o:r"'c't t.•·,l

Biology 3201 places major emphasi~-; on the U!-,~ o~ lahrH"dlllr-"~' ;,cr:ivilH's Ln

develop biological concepts, as well j () \..J e. \J ._: l (I~~ . . : i , n c v l ' r o · e s - ., ' l ! - .

laboratory skills and science process ski lis.

re>rpt i. re few materials which woulrl

well-equipped biology laboratory.

to make use of locally obtainable materLals.

l\1ost of our schools are in rur-iil ,n-.,'.''•, i!t

wht.'r"e a tremendously fascinating group of natur,ql communities exist, some

nnj•llte to this planet. Organisms can be observed in their natural habitats.

Specimens Lan he hruught lnto the laboratory for r->xamination. Ficlcl trips can

give students ,qn opportunity to observe the l,qhyrinth of interrelationships in

the:w hlo1ogical communities. 1n the long term, it is felt that individuals

who have greater knO\oJledge of their natural surroundings will also exhibit

greater appreciation and wi.se use of that ~nvironment.

STATEMENT OF PURPOSE

The senior high school science program must have, as Lwo main ohjPctivPs,

thP development of skills and the acquisition of content specific to science.

Students must continue the development of scientific processes such as

communicating, controlling variables, and formulating models. They must

continuP to ac1uire information related to such products of science as laws,

hypotheses, and theories. However, science education does not restrict itself

to such a 1 imi ted area. Science curriculum at the senior hieh school level

must aid in the achievement of objectives which are not discipllne-relatPd hut

focus on a much broader development of mental attitudes and skills, described

as Category B objectives in the Handbook for __ ?enio~ __ Hig~ __ Scho_~~-~~

Newfoundland and Labrador. Science education cant r i butes to the ac hie vemen t

oF:

l. the development of Christian principles :1nd the .qpplication of these

principles oF life

2. the provision of opportunities for students to develop attituclc~s

which are conducive to intellectual maturation and critical thinkj'l.g

such as:

(a) :1 heli_e f that the world can he understood in r.qtiondl term~;

(b) a belief in cause and effect relationships

(c) a habit of holding ideas tentatively, and chaneing opin ion wh'.t

new evidence comes to life

(d) the development of the Fundamental skills of communicat-ion and

mathematics and those .1ecess.t1-y to pttrsul' fu r t11er ->ttH1y i<l

various disciplines

(e) the promotion of sci.enc(' .1 nrl technolor,y tS prn,l,wts

heritage

(f) the fostering of an appreciation for the wo1-k. of

including the methods used hy scientists, and

responsibilities to society.

nf our

1thers ,

their

COURSE OBJECTIVES

This course is designed to meet tlw needs of students with a wide range

of interests and abilities. There fore, the course content consists of topics

which ~ll students should study, and others for students with specific

interests and/or abilities.

Bio 1 ogy is one of the sciences which assists in the achievement of the

general objectives previously listed .

biology r~ddresses specifically.

However, there ace objectives which

I. Students should develop and practice mentA.l and ma n ipula tive skills

r~ssociated with biology by learni~g:

A. Mental Skills:

l . to observe accurately

2. to measure r.~.ccur<ltely

3. to report accurately

4. to analyze relationships

5. to predict nn tht' has is of observed rela t i ""lns

fi. to suggest reasonable relationships for observed phenomena

7. to detect logical contradictions and faulty reasoning of all kinds

R. to consolidate related information.

B. ~anipulative Skills:

1. to report ner~tly

2. to use a microscope properly

l. to prepr.1re slides

~- to work with chemicals

'>. to opt:rate a bunsen burner

6. to cul tu re organisms

7. to perform identification tests on organi.:;'Tl!3

8. to dissect

9. to use col lee· ting equipment

I 0. Lo care for 1 iving organisms in the laboratory

I I . to use identification keys

12. to us~~ care :.1nd safety, both in the J>bor:1tory d,~d jn tltt" fit=>ld.

4

II. Students should obtain knowledge of basic biologjcal information by

le<=~rning:

/\.. the basic generAl theories of biology

B. the specific underlying concepts and ideas of biology:

l. the chemical and physical basis of life

2. the distinctions between diversity of type and w1ity of pattern

1. the interrelationships of structure and function among living things

4. the importance of homostasis in living systems

~- the concepts of change and continuity:

(a) significance of reproduction

(b) basis for genetic continuity

(c) theory of evolution

(d) individual adaptation behaviour

h. the concepts of ecology:

(a) interdependence of life and environment

(b) interdependence of life forms

(c) necessity of balance in nature

(d) exobiology.

1 1!. Studt_>ni~ s should develop an understanding of the science of biology, by

lc:1rning:

(a) to use the various methods of biology

(b ) to utilize different sources of biological information

(c) to see biological science development in an historical context

(d) to be aware of industrial, medical and military implications.

COURSE CONTENT

The following l. ,, ,-,. list of topics to be studied in Biology )201.

Statements as Lo the depth of treatment of such topics, associated core and

optional activities, and suggestions for topic. enrichment are contained in the

Biology Curric.ul urn Guide. Teachers are strongly advised to consult the

Curriculum Guide in order to obtain such information.

UN[T 1: MECHANISMS OF BIOLOGICAL CONTINUITY

A. Life Persists - An Overview:

(a) methods of reproduction

(b) cellular naturP of reproduction

B. Patterns of Reproduction and Development

(a) budding and fragmentation

(h) asexual reproduction

Protists:

C. Patterns of Reproduction and Development - Plants:

l. simple plants:

(a) alternation of generations

(b) life cycle of mosses

2.. seed plants:

(a) reproduction displayed by gymnosperms and angiosperms

(b) adaptlons of flowering ?lants

J. plant development:

(a) dormancy

(h) breaking dormancy

(c) germination

(d) differentiation of parts

n. Patterns of Reproduction and Development - Animals:

l. invertebrates:

(a) the r.oncept ) f sexes: male and female

(h) the concept of germ cells

(c) reproduction ill hydra and insects

(d) the adaptive value of sexual reproduction

6

2. vertt.,brate reproduction and developme11t:

(a) fish

(h) amphi hians

(r) birds

(<i) mammals

IJNl T [ f : ASPECTS OF' GENWfl CS

A. Mendelian Genetics:

(a) Mtc•nciel 1 s Jaws of heredity

(b) genetic cermJnology

(c) dihyhrid cross

{rl) incomplete dominance

B. Cenes -~nd Things:

1 • the ~o~ene concept:

(a) the ge>ne concept

(h) the chromosome theory of heredity

(c) multiple gene effect

2. sex-linkvd traits:

( 1) x and y chromosomes

(c) linkage

(c) sex-linkeci traits

) • m u 1- : 1 t ion :

(.1) mut;1tions

(h) helpful versus harmful mutAtions

C. !INA an_d -~-~_tein Synthesis:

(a) nucleic ::trids

{ '1) Llw DNA model

( (' ) D"JA rPpl ic•tion

'd) I_ ht· genetic code

( (') the role of RNA

( t) prole in synthesis

7

UNIT UI: ORGANISMS AND TIME

A. Th~Geolog~cal Time Scale:

(a) fossil formation

(b) nature of fossils

(c) geological eras

(d) aging of fossils

B. Evolution and its Alternatives:

(a) Darwin - Wallace theory and natural selection and organic evolution:

(1) historical account

(2) evidence for evolution

(3) errors in Darwin's theory

(h) Lamarckism

(c) spontaneous generation

(d) creation according to Christianity

C. Modern Observations on Natural Selection:

(a) the concept of species and speciation

(b) population genetics

(c) factors affecting evolution

UNIT IV: THE HUMAN ORGANISM

A. Structure and Function in Humans:

(a) bones and muscles

(b) digestive system

(c) breathing and gas exchange

(d) excretion

(e) circulatory system

(f) endocrine system

(g) necvous system

(h) reproduction

(i) homeostasis

B. Humans and the Biosphere:

(a) pollution

(b) conservation of resources

(c) human population

8

COURSE MATERIALS

Sturlcnt:

third edition. 1.J e s t on , On t a rio : Mer r i ll Pub l i shin g c; om pan y , 1 9 7 9 •

Oram, R.T., et al. Biology: Living S_ysterns, thirj edition.

Ont.'l rio: t1erril1 Publishing Company, 1979.

~i~~--~ch~~ Biology

1979.

Curriculum Guide. Depart nent nf

\.Jes ton,

Education ,

Ka s kt' 1, 1\. , et a l. La bora tory Biology: Investigating Living Systems,

t hi r d ed i t ion . 1.J e s t o n , On t a r i o : Merrill Puhlic;hing Company, 1979.

Morholt, F:., et al. A Sourcebook for the Biolog_i_c:_~l-~cier:ces Nc\.;r York:

i!an·ourt, RracP, ::1nd Horld, Inc., 1966

Or:ttn, ILT., et al. Ri~~~gy_: ___ Living S_y~tem_?_, thir J edit ion.

Ontario: Merrill Publishing Company, 1979.

9

PHILOSOPHY OF INSTRUCTION

The aims and objectives outlined previously have many implications for

the teaching of biology. While some emphasis must be placed on the "content"

of biology, the teacher should keep in mind that it is not the purpose of a

high school biology course to train biologists or even to train prospective

unjversity biology students. The development of the process skills of

science, and the development of desirable science attitudes begun at the

t·1 ementary level and extended at junior high level, must be continued.

Coincidentally with the development of process skills and science

art itucles, a high school biology course should :

(a) provide the student with a level of

biology, and an understanding of

competence in

a basic set

the

of

lang11age of

contemporary

biological concepts and theories

(b) provide the student with a basic literacy in the various branches of

biology

(c) foster an appreciation of the influence of biology upon our social,

economic, and natural environment.

Such

process.

They must

satisfying

aims require that students be actively involved in the le<'lrning

They must be allowed to quest ion hypoth e ses, laws, and theories.

be presented with challenging problems, and he taught to develop

methods of solution which involve selective research, planned

experimentation, objective observation, and careful measurement. This

np~roach to biology implies that teachers must be c<'lreful not to set

t hemselves up as experts, able to answer all questions. Their role, wnile at

t i rn:~s authorita tive, must be that of leaders, and coordinators of the L.:arnl ng

process.

As far as teaching strategies are concerned, the key word is flexibility.

Teachers must adapt their methods to suit a number of constraints:

1 0

chara(·teristics of their classes, school and community environment, laboratory

and and io-visual equipment and materia] s available, and restrictions of time

p1:-H'c>c! upon them by the school anc! the syllabus. The student-cc>ntered

activity approach is the one currently favored, but any approach· or.

combination of Approaches may be used, as long as two basic premises are kept

in mind:

1. Biology Ls an activity, and is also an accumulation of facts, theories

concepts which ace sometimes difficult for high school

s L11den ts.

Students are heing introduced to Ht1 area with whi '-~h they have alrnos t

no t"'Xperience. They must learn a new lang11age, new skills and new

attitudes, anc!, therefore, must have time and opportunity to practise.

Teachers will ne0d imagination, persistence, and patience.

1\ v:1riety of the following teaching-le<lrning strategies is encouraged to

achi<'ve the objectives of biology.

Lecture - Discussion

The te:tcher plays a dominant role. Active studei!t participation is

l imi Leci. TherL' is little opportunity for direct, "hands on" activity.

Demonstration

Equipment and materials are handled by the teacher, oc by .1 small numbt.·t-

of student s. The class is involved with information colle('ted, with

co11clusions and evolving inferences. Again, the tenC"ht'r

d om i n <1t ~' s , w i t h 1 i m i_ t e d pa r t i c i p a t ion by the c l a s s •

Structured Experiences

Studc'lts are provided with materials and procedures. All students tend

Lo rlt-rive <'It the same answers and conclusions. These cxperien,:es are often

t <--'<'~clwr-directed, but may be applied as voluntary se1 f-training hy the

1 1

student. They are always limited in content and scope, and designed to

rPinforce a spec..ific set of skills or a specific concept. They may involve

Jahoratory activities or classroom activities.

Guided Discovery

This is a less structured activity which is designed to allow the student

to "discover" new relationships and new concepts. There is more room for

in.Iividua1 i_nitiative. Frequently, .q problem is posed, and materials and/ or

references are suggested that could be used to solve the problem.

Pure Discov·ery

Students are provided with laboratory and/or rese.'lrch materials and a

minimum of direction. Using the materials, they determine their own method

for tackling the problem and, by themselves, interpret data, draw conclusions

:1 nd ~- ormu late hypo theses for further testing. 1n the L'Xt rt'TIH', students would

he requlred to find their own problem and select their own material.

Whatever the teaching strategy selected, careful plann.i.ng is paramount • •

Both the detail and complexity of the plan increases as on~· ranges from the

traditional lecture towards "pure discovery". The better teacher is one who

rangPs through these strategies and who cannot be labelled as using one

approach almost exclusively.

Teachers should not be tied to the student text. They should use as many

audio-visual aids as possible. A variety of films and books are available on

most topics. Consistent, overt reference to these aids by the teacher will

encourage students to expand their reading beyond their text and thereby

broaden their scope of learning and deepen their understanding of the

dl.scipline.

T....a bora tory activities should be integra ted, .qs m11ch as possible, into the

course content. An ideal s1tua tion would be a classroom-laboratory facility

\•JhE:'rP the students could move easily from expository to laboratory conditions.

It is often through laboratory activity that abstract concepts are given the

concrete base which is so necessary for comprehension by the students at their

level of mental maturity.

12

---

DATE DUE

. '