Biology 101 Course Standards

• CONTACT INFORMATION •

Erin Baumgartner: [email protected] 503.838.8348 Angela Poole: [email protected] 503.838.8491

• COURSE DESCRIPTION • BI 101 General Biology (5 each) 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 • TTH The following are standards students will know and the assessments and tasks on which they will demonstrate their knowledge in order to earn credit. 1

Proficiency Standard I can formulate, test and evaluate scientific hypotheses 2 I can evaluate (including interpretation of graphs and figures) scientific information. 3 I can identify evolution as central theory of biology and describe random and nonrandom influences on genetic change to populations over time. 4 I can identify major ecological interactions at the population, community and ecosystem level, including awareness of how energy and chemical nutrients move through ecosystems. 5A I can describe positive and negative interactions that humans have with environments on regional and global scales.

Assessment Lab Writeup

Measurement Lab writeup rubric

Content Exam Holistic Assessment

Exam scoring guide Holistic rubric





Updated August 2016

Biology 101 Course Standards

• COURSE CHECKLIST •

In order to meet the criteria for college credit, biology courses must meet the following requirements. ü Teacher develops course syllabus outlining lab and activities and keeps it on file ü Teacher provides a minimum of 12 lab hours relevant to 101 course material (must be completed before student can apply for college credit) ü Teacher may provide multiple opportunities to complete Lab Write Up Assessment ü Teacher administers Holistic Assessment on Human Role in the Environment ü 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 ü 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: ü Student completes a minimum of 12 lab hours (must be completed before student can submit Lab Write Up Assessment) ü Student earns a “Meets” on Lab Write Up Assessment Rubric ü Student earns a “Meets” on Holistic Assessment of Human Role in the Environment Assessment Rubric ü Student earns a “Meets” Content Exam Rubric by completing the exam with a score of 70% or higher.



Updated August 2016

Biology 101 Course Standards











Updated August 2016

Biology 101 Course Standards

• PROPOSED SEQUENCE OF UNITS• (Not required, suggested to support Standards) Week 1

Learning Outcome Nature of Science & Living Things

Key Concepts

Sample Question

Biology is Science of Life: What is Science? Scientific process- key underlying principles Opinion, Hypothesis, Theory What is Life? Characteristics of Living Things Viruses – why don’t they meet the criteria for life? a.

2

Domains & Kingdoms

3

Common Ancestry & Classification Origin of Species

4

Natural Selection

Domains & Kingdoms: What are the key characteristics (evidence for ancestry) and how does each meet criteria for life (e.g. process energy, reproduce, respond to stimuli) Protists as example of not well-classified group a. Classification systems attempt to organize species Taxon supported by common ancestry- evidence used to build phylogenetic trees (monophyly) Species concepts- Biological Species Concept uses reproductive isolation as convenient stand-in for evolutionary independence. Allopatry and sympatry allow sufficient genetic drift for speciation Adaptive radiation Barriers to reproduction (pre- and post- a. zygotic) 4 Key postulates to Theory of Evolution By Natural Selection: Variation, Heritability, Survival, Selection Geologic time scale (how long this can take) Basic population genetics (Evolution is genetic change to population over time). Genotype, phenotype, alleles, gene pool





Updated August 2016

Which of the following criteria would the best, most inclusive method to evaluate whether or not something is alive? a. Ability to communicate b. Ability to maintain a constant temperature c. Ability to process energy d. Ability to breathe oxygen Ability to take care of young Most animals are a. Vertebrates b. Chordates c. Mammals d. Arthropods Australian According to the biological species concept, which of these could be considered different species? a. Red kangaroos and grey kangaroos are not able to breed together b. Queensland wombats have black patches on their fur and Victoria wombats do not c. The Tazmanian devil swims to New Zealand and starts a new colony d. Platypus in the Cairns river build nests of mud; platypus in the Daintree river build nests of grass Zoo-reared koalas are not very good at finding their own food when released into the wild and starve, while wild-reared koalas survive. Having greater evolutionary fitness means? a. Having greater strength b. Being able to survive better c. Being larger or faster than others d. Being able to produce more sperm or eggs Having more viable offspring

Biology 101 Course Standards

• PROPOSED SEQUENCE OF UNITS• (Not required, suggested to support Standards)





5

Population genetics and change

6

Bioenergetics & Biogeochemical cycles

7

Communities & Biological Interactions

8

Populations & Competition



Overview of evidence for Evolution: fossils, anatomy (homology), embryology, biogeography, biochemical, observations of microevolution and artificial selection. Evolutionary Equilibrium Mutation as source of variation Gene flow Genetic drift (incl. bottlenecks and founder events) Natural selection & sexual selection e. Ways that selection can influence populations (directional, stabilizing, disruptive) Ecosystems include abiotic factors- disruptions to these can disrupt entire ecosystems Solar energy enters the food chain and is transformed Trophic levels (autotrophs, heterotrophs, detritivores/decomposers) Energy transfer is inefficient Energy and nutrient pathways differ – nutrients are cycled Carbon as detailed example of biogeochemical cycle Communities are influenced by abiotic factors like temperature and precipitation that contribute to forming Biomes. W. Oregon is temperate rainforest Predation Co-evolution and mutual selective pressure Mimicry, Symbiosis (Parasitism, Mutualism, Commensalism) Keystone species Biological succession Niche concept Niche overlap and interspecific competition e. Factors influencing population size Growth rate r and Growth per unit time G Exponential growth Biotic potential and environmental resistance Boom & Bust Logistic Growth & Carrying capacity Density dependence & independence e. Intraspecific competition (interference & exploitation)

Updated August 2016

What is a gene pool? a. The complete genetic code of an individual b. The possible combinations of alleles between two parents c. The range of phenotypes within a population d. The different alleles available for an individual gene The total of all alleles for all genes in population

Trees, kelp, and cyanobacteria can all store solar energy as food; some archaeans can store chemical energy as food. These organisms could all be described as a. Primary consumers b. Phototrophs c. Photosynthetic d. Autotrophs e. Heterotrophs Sea otters prevent the transition from a kelp forest to an urchin barren by keeping the urchin population in check. The presence or absence of sea otters has an impact on the community beyond what is expected given their relative abundance in the community. Otters in this scenario are a. Decomposers b. Trophic cascade leaders c. Dominant heterotrophs d. Keystone species Resource partitioners A typical example of a population limiting factor that is density-independent is a. Disease b. Predation c. Competition d. Flooding Famine

Biology 101 Course Standards

• PROPOSED SEQUENCE OF UNITS• (Not required, suggested to support Standards) 9

Biodiversity

10

Sustainability & Conservation Biology

Biodiversity is influenced by biotic and abiotic factors Abundance and richness factor into diversity Biodiversity is important to humans (ecosystem goods and services) Threats to biodiversity include many human activities, primarily habitat destruction a. (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 Human populations can be understood using growth models Human K has changed over time Uneven resource use is also connected (how many people use how much) Conservation Biology: Preservation attempts to preserve Remediation: bringing damaged areas back to healthy condition Sustainability refers to wise use of resources a.





Updated August 2016

Which of the following would make a species more vulnerable to extinction? a. High genetic diversity b. Large population sizes c. A highly specialized food source d. A large geographic range No natural predators

Which of the following is not a goal of conservation biology? a. Slow down the rate of human population growth b. Understand human impact on biodiversity c. Foster sustainable practices d. Prevent future loss of biodiversity e. Preserve and restore natural communities