Mr. J's Biology - Main



Disclosure Document - IB Biology HL

Year II - 2013-2014

Teacher: Doug Jorgensen Classroom: D201

Phone: 484-4343 ext. 246 (s) E-mail: doug.jorgensen@

801-467-3098 (h) Consultation: A -3, or after school

801-386-0848 (c)

Teacher Philosophy

The teacher and student work together to make the school experience educational, beneficial, and enjoyable. The teacher has the responsibility to be prepared to facilitate learning. The student has the responsibility to come to school ready to learn, complete assignments and willing to participate in the education process.

It is the teacher's belief that students have the ability to progress, to make changes, and to evolve into a more enhanced individual. The student has control over his/her behavior and learning. The teacher and student have the ability and the opportunity to consistently show, develop, and promote respect for others.

Course Description:

This IB HL (higher learning) course is designed to be the second year of an in-depth coverage to the basic concepts of biology. The first year of this course included lessons, discussions, and lab experiments that introduced the student to principles of cell function, heredity, biological diversity, evolution, and ecology. This year we will continue the exciting biological trip into the realm of plants, cellular energy, and we will spend a lot of time exploring concepts in human physiology. There is an ample amount of time set apart for review of the complete two year curriculum; this review will help students prepare for the final IB test in biology.

Course Goals and Objectives:

• Provide opportunities for scientific study and creativity within a global context that will stimulate and challenge students.

• Provide a body of knowledge, methods and techniques that characterize science and technology

• Enable students to apply and use a body of knowledge, methods and techniques that characterize science and technology.

• Develop an ability to analyze, evaluate and synthesize scientific information.

• Engender an awareness of the need for and the value of, effective collaboration and communication during scientific activities.

• Develop experimental and investigative scientific skills.

• Develop and apply information and communication technology skills in the study of science.

• Raise awareness of the moral, ethical, social, economic and environmental implications of using science and technology.

• Develop an appreciation of the possibilities and limitations associated with science and scientists.

• Encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific method.

• Develop a continued love of science.

Instructional Time line

First term themes: Plant structure and function, photosynthesis, and cellular respiration.

Second term themes: Human health and physiology

Third term themes: Continued Human health and physiology including the physiology of exercise.

Fourth term themes: Neurobiology and behavior, review of the IB biology curriculum, and test preparation.

Instructional Materials and Methods

We will be using a great textbook , the AP Edition Biology, Eighth Edition. Campbell and Reece 2010.Additional instructional materials will include the use of; Higher Level Biology: Developed Specifically for the IB Diploma, Pearson Baccalaureate 2007, Multi-media presentations, various biology related web sites, overhead transparencies, guest speakers, district approved movies, and laboratory experiments. Parents are invited to review/preview any instructional materials.

We will be using the computer labs and the Internet at various times during the school year. Each student will need to have a signed Acceptable Use Permit (AUP) - An AUP should have been completed at registration. If possible, it will be helpful for students (but not required) to have their own email account or access to a parent’s account.

We will be using C-201 for our lab this year. Lab work is a privilege and an essential part of the curriculum. Proper conduct is essential in the lab. Your lab fee of $15.00 should have been paid at registration. If not, pay it to the treasurer and show me the receipt. We have eye protection for every student but are short on lab coats. If you know of someone who can donate a lab coat or two please let me know. Also, each student will need to have a lab book. The lab book is available at Office Depot for about $2.00.

Grading Procedures

Student learning will be assessed through daily assignments, lab reports, quizzes, and tests. Each student will also be given credit for attendance and participation. Each term there will also be a special project that will be evaluated accordingly. Grading will be basically as follows:

Points Grading Scale

Assignments/Labs 350 94 -100% = A 74 - 76% = C

Quizzes 350 90 - 93% = A- 70 - 73% = C-

Participation/ Attendance 150 87 - 89% = B+ 67 - 69% = D+

Project 150 84 - 86% = B 64 - 66% = D

80 - 83% = B- 60 - 63% = D-

___ 77 - 79% = C+ < 59.5% = F

Total 1000

Make-up work

Make-up work will be allowed for excused absences only. An excused absence will follow the guidelines in the Highland High School Handbook. Make-up work needs to be turned in within 2 school days after the absence. All assignments turned in late will have 25% of the overall grade deducted for each school day the assignment is overdue. Attendance and participation grades may be recovered by the student devising an assignment of his/her own design on a topic that was covered on the day missed. This assignment has to be approved by the teacher. Again, there will be no make up work for an unexcused absence. I will not accept bribes, but if you want to try, go ahead, try with Panda Express. It won’t work. But try. Noodles not rice, ½ mandarin chicken, ½ orange chicken, oh yes, don’t forget the egg roll.

Late Work

Please turn your work in on time. Assignments turned in one day late, (that is one week day) will be worth 75%, two days late 50%, three days late 25%, four days late - you get 1 point. By the way, weekends count as two days. So if an assignment is due on Friday and you don’t do it, then you turn it in on Monday - it is 3 days late. How much will I take off? __________

A Special Note: (Oh oh, I feel some negative vibes coming…)

We as IB teachers know that you have a lot to do. This and your other classes require a large amount of self-discipline and self- motivation. , that is simply the nature of IB. Hence, you will need to work on this and most other IB classes every night. Please do your work and do your work on time. I would never assume that just because you are IB students that you would feel that you can turn your work in any time you want. You will have deadlines and are expected to have your work done by those deadlines.

Additionally, it would be wonderful if we could make sure that you do not have two tests or major assignments on the same day in your IB classes but sometimes that may happen - it happens in high school, it happens in college and it may happen here. Stay on top of things and you will be ok.

Also, each year there are some students who think they can mess around, turn in their work late and then make up assignments at the end of the term. Sorry, this will not happen, I will not let you make up assignments, re-do assignments, especially not, if you have been messing around. If you have a 4.0 and the “C” you just earned in my class because you didn’t take it seriously just ruined your GPA, well, that was not my fault - your actions determine your grade. I do not give you a grade – you earn your grade. Just do your work, work hard, have fun, but be in control and be responsible.

Extra Credit Work

Should I? Shouldn’t I? Yes? No? I struggle with this. I really believe that IB students (actually all students) should work hard, do the best they can, and really have no need for extra credit. Students often want to do tons of extra credit to make up for sub-par work. Ok, this is what I will do (especially after my tirade above)…

Extra credit work will be an option for students who have completed all assignments. It is not a substitution for missed assignments. Extra credit work will include a project that the student has designed to cover a topic that has been approved by the teacher. A final grade may not be raised higher than a fourth of a letter grade by extra credit work. Just do your best work and get all of your assignments turned in and on time and chances are that you will not need any extra credit.

Checking Grades

Grades will be updated weekly and will be visible through the district grading program for students and parents to view via the internet. Please keep in mind that essays and other large assignments take a lot of time to grade, therefore, they may not be on Power School for a week or so. Always feel free to come in and talk about your grade.

Behavior, Attendance, Citizenship and Misc. Policies

• All students will be expected to attend class daily, and come to class prepared to learn. Each student will be expected to act in a manner that will not inhibit learning. Excessive tardiness or disruptive behavior will result in conferencing first with the student, then with the parent or guardian, and, as a last resort, with administration. Citizenship is not required by the school district however, I still give a citizenship grade. Citizenship will be determined on attendance, class participation, and overall behavior, and will be aligned with the school policies.

• The school dress code will be enforced.

• Food is allowed in your class only. None of my other classes get this privilege. However, if it gets in the way of learning we will get rid of it.

• Please, no food or drinks of any kind in the labs.

• Due to problems surrounding gang related clothing and distraction to learning, a policy of no head coverings in the classroom will be imposed. Head coverings, (i.e. hats, bandanas, stocking, hair nets, etc.) other than those worn for religious purposes, are not allowed in class.

• Please, no personal listening devices during class. If you have headphones or earphones (or whatever they are called nowadays) showing anywhere, the teacher has the right and duty to take them. Your parent can come pick them up a week after they are taken. No, you can’t use them while you are working alone. In connection with the use of ear buds you may want to read the report at

• Cell phones are to be turned off during class. I realize some of you may use your phone as a calendar and put in assignments, that’s ok. But please no calls or texting. The teacher will confiscate the phone if it is used inappropriately during class. If your phone is confiscated due to your misuse your parent can pick it up in a week after it is taken away.

• No cards during class. (Deal me in during lunch.)

• Please, no personal listening devices during class or cell phones during class. Didn’t I just say that?

• Use positive language. Repetitive swearing (two warnings) or one use of the “F” word will bring an automatic administrative ”U” for the term and a conference with administration. Plus the teacher will be extremely disappointed in your lack of self-control. Check this out:

• Please show ultimate respect for fellow students and towards the teacher.

• All students will be expected to follow the proper student code of conduct as outlined in the Highland High School Handbook.

• The teacher reserves the right to confiscate phones, hand held devices, listening devices, and any other items that are a distraction to the learning process.

• Whoa – wait a sec… Sorry about all the negative stuff (again.) Usually we have no problems. However, these rules are necessary for the few people who mess things up for the rest of us who are trying to do what we are supposed to. Let’s try some positive things here:

• Do have fun. Science can be really cool! (But be in control.)

• Talk and laugh before the bell rings and at appropriate times in class. (But be in control.) Check this out =>

• Help the person next to you. (Except on quizzes)

• Participate. This class is what you make it. It can be the most boring class in the world or the most exciting. See what you can do to make it the best.

Human Sexuality & Reproduction

Reproduction is an important theme in biology. Discussion of reproductive anatomy and reproductive processes in humans and in animals will be prevalent throughout the class. Due to the anatomical reproductive language used in this class the teacher is required to obtain a consent form from each parent allowing students to be present when reproduction is discussed. That consent form accompanies this disclosure document. There are no formal lessons on birth control, abortion, the intricacies of intercourse, homosexuality, or other gender preference, or gender alteration issues.

Sugarhouse Park

The park gives us great opportunities to observe nature. We will be making periodic trips to Sugarhouse Park to observe, experiment, gather organisms, and collect data. The class will walk to the park together and will always stay together as a group. If any member of the class strays or misbehaves his/her park privilege will be revoked and the student will be given an assignment to be completed in the library under strict supervision.

Consultation/Communication

I desire open communication with student, parent, and administration. Please call with any questions or concerns. Email is a great invention - I like to use it. If you text me please make sure you put your name in the text. I will get back to you as soon as I can but it may not be an immediate response. I will be available for student consultation before and after school. If necessary, an appointment can be arranged.

Second Year—First Term

I. Topic 9: Plant Science (11 hours)

A. Plant structure and growth (4 hours)

B. Transport in Angiosperms (4 hours)

C. Reproduction in angiosperms (3 hours)

LABS: Plant Pigments and Photosynthesis

Flower Dissection

II. Topic 8: Cell Respiration and Photosynthesis (10 hours)

A. Cell Respiration (5 hours)

B. Photosynthesis (5 hours)

LABS: Cellular Respiration

Rate of Photosynthesis

Second Year—Second Term

III. Topic 6: Human Health and Physiology (20 hours)

A. Digestion (3 hours)

B. The transport system (3 hours)

C. Defense against infections disease (3 hours)

D. Gas exchange (2 hours)

E. Nerves, hormones, and homeostasis (6 hours)

F. Reproduction (3 hours)

LABS: Exercise and Heart Rate

Physiology of the Circulatory System

IV. Option H: Further Human Physiology (11 hours)

A. Hormones (1.5 hours)

B. Digestion (2 hours)

C. Absorption of digestion foods (1 hours)

D. Functions of the liver (1.5 hours)

E. The transport system (2.5 hours)

F. Gas Exchange (2.5 hours)

LAB: Fetal Pig Dissection

Group 4 Project Due

Second Year—Third Term

V. Topic 11: Human Health and Physiology (18 hours)

A. Defense against infections disease (4 hours)

B. Muscles and movement (4 hours)

C. The kidney (4 hours)

D. Reproduction (6 hours)

LAB: Action potential

EGS

VI. Option B: Physiology of Exercise (15 hours)

A. Muscles and movement (4 hours)

B. Training and the Pulmonary System (2 hours)

C. Training and the cardiovascular system (3 hours)

D. Exercise and Respiration (3 hours)

E. Fitness and Training (2 hours)

F. Injuries (1 hour)

LAB: Max VO2

Second Year—Fourth Term

VII. Option E: Neurobiology and Behavior (22 hours)

A. Stimulus and response (2 hours)

B. Perception of stimuli (4 hours)

C. Innate and learned behavior (4 hours)

D. Neurotransmitters and synapses (5 hours)

E. The human brain (4 hours)

F. Further studies of behavior (3 hours)

LABS: National Institute of Health studies

Biofeedback

VII. Review (10 hours)

A. Review year 1 term 1 topics (1.25 hours)

B. Review year 1 term 2 topics (1.25 hours)

C. Review year 1 term 3 topics (1.25 hours)

D. Review year 1 term 4 topics (1.25 hours)

E. Review year 2 term 1 topics (1.25 hours)

F. Review year 2 term 2 topics (1.25 hours)

G. Review year 2 term 3 topics (1.25 hours)

H. Review year 2 term 4 topics (1.25 hours)

External Assessment Total Value: 76%

The external assessment consists of three written papers, which the student takes in the last semester of the course, and are scored by the IBO.

Paper 1 20% (1 hour) 40 Multiple Choice Questions

Paper 2 36% (2.25 hours) Data-based questions & short answers; 2 extended responses

Paper 3 20% (1.25 hours) Short answers & extended response in 2 options studied

Internal Assessment Total Value 24%

Internal Assessments are scored by the teacher, and moderated by the IBO.

Lab investigations documented through the Practical Scheme of Work (PSOW)

60 hours time minimum on practical activities, including the Group 4 project.

The assessments are scored according to the Criteria descriptions found on pages 19-22 of the IB Biology guide, and the Achievement Level Matrixes found on page 23

Group 4 Project

This project topic will be cross curricular with at least two sciences including biology, chemistry, and physics. The individual teams will be chosen and will initiate their projects at the beginning of the second year of Biology HL. This will be a long term project culminating in the spring of their second year of Biology HL. The teachers from Chemistry and Biology will provide guidance in terms of time, materials, safety, and ethics.

Each project will meet the following guidelines:

• Teams will schedule bi-weekly meetings with their topic advisor.

• Teams will present their initial project in December of their second year of Biology HL.

• Final Project will be completed by March.

Each project will be assessed in the following ways:

• Each team member will have a particular role

• Each team member will be responsible for self and peer evaluations.

• Progress review will be provided during the bi-weekly meetings.

• Each team member will be involved and have a role in the final presentation.

Non-IB Assessments (from state and local core curriculum)

Grades will also accumulate from tests, quizzes, class work and projects, designed by the teacher to assess student understanding. There will be a Criterion Reference Test as well at the end of the year to satisfy the Salt Lake City School District and Utah State.

(Please sign, then detach this sheet and return to the teacher)

Student Name (printed) ________________________________ Period # _____________

I have signed the human sexuality consent form.

Yes ________ No _______

I have read and understand this Disclosure Document.

Student _______________________________ Date _________

Parent or Guardian _____________________ Date _________

Teacher _________________________________ Date _________

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