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University ofAlbertaLibrary 1620 1892 0064 QH 315.5 A33 2005 CURR GD HIST Biology 20-30 Program Outcomes Resource Development Draft June 2005 Note: The philosophy and rationale that relates to these outcomes is in the Secondary Science Revisions Program Introduction Links to the various . frameworks within that document are identified in bold with parentheses ( ) after the program outcomes. Links to the Information and Communication Technology (ICT) Program ofStudies are identified in bold with square brackets [ ]. This resource development draft ofthe program outcomes was initiated based on information collected during the secondary science needs assessment conducted in 1998. It was developed under the guidance ofthe Alberta Learning Science Interbranch Team with advice from the Science 10-12 Advisory Committee made up ofteachers and education stakeholders from across the province. Additional revisions were made based on responses to a questionnaire and other consultations. Additional ICT links will be identified in the program. FirstNations, Metis and Inuit (Aboriginal) perspectives have yet to be infused into the program. Further changes may occur after field testing. Ex LlBRIS Universitatis Albertensis Biology 20 Biology 20 consists offour units ofstudy: A. Energy and Matter Exchange in the Biosphere B. Ecosystems and Population Change C. Photosynthesis and Cellular Respiration D. Human Systems Attitude Outcomes for Biology 20 Students will be encouraged to develop positive attitudes that supportthe responsible acquisition and application ofknowledge related to science and technology. The following attitude outcomes are to be developedthroughoutthe Biology 20 program, in conjunction with the outcomes for Knowledge, Science, Technology and Society (STS) and Skills in each unit. Interest in Science Students willbeencouragedto: show interest in science-related questions and issues, and confidently pursue personal interest and career possibilities within science-related fields, e.g., • recognize the usefulness ofbeingskilledatmathematics andproblem solving • appreciate howscientificproblem solvingandthedevelopmentofnew technologies are related • demonstrate interest inscience andtechnologies notdirectlyrelatedto everyday life • explore wherefurtherscience- andtechnology-relatedstudies can bepursued. Mutual Respect Students willbeencouragedto: appreciate that scientific understanding evolves fromthe interaction ofideas involving people with different backgrounds, e.g., • recognize thecontributions ofvariouspeoples andcultures infurthering understandingand applications ofbiology. Scientific Inquiry Students willbe encouragedto: seekand apply evidencewhenevaluatingalternative approachesto investigations, problemsand issues, e.g., • criticallyassess theiropinion ofthe value oftheapplications ofscience • appreciate thecreativityandperseverancerequiredto develop workablesolutions toproblems. Collaboration Students willbe encouragedto: work collaboratively in planning and carrying out investigations, as well as in generating and evaluating ideas, e.g., • acceptresponsibilityforanytaskthathelps thegroup completean activity • developa willingness to tryvariousproblem-solvingstrategies andriskbeingwrong. June 2005 Resource Development Draft Biology 20 IX ©AlbertaEducation,Alberta,Canada Stewardship Students willbeencouragedto: demonstrate sensitivity and responsibility in pursuing abalance between the needs ofhumans and a sustainable environment, e.g., • develop an awareness that the application oftechnology has risks andbenefits • value thecontributions oftechnological innovations in medicine to qualityoflife • valueefforts ofparks andspecific organizations topreservehabitatforlocalfloraandfauna. Safety Students willbe encouragedto: show concern for safety in planning, carrying out and reviewing activities, e.g., • considersafetyapositive limitingfactor in scientific andtechnologicalendeavours • keep the workstation uncluttered, with onlyappropriate laboratory materialspresent. 2/ Biology 20 June 2005 Resource Development Draft ©AlbertaEducation,Alberta, Canada UNIVERSITY LIBRARY UNIVERSITY §F AJ.BFRTA . Unit A: Energy and Matter Exchange in the Biosphere Themes: Energy, Equilibrium, Matter and Systems Unit Overview: The constant flow ofenergy and cycling ofmatter in the biosphere leads to a balanced or steady state. This balance is achieved through various biogeochemical cycles and the processes of photosynthesis and cellular respiration. In this unit, students become familiar with the maintenance ofthis balance and ofhow various human activities have impacted the balance. This unit builds on: • Science 7, UnitA: Interactions and Ecosystems • Science 9, Unit A: Biological Diversity • Science 10, Unit D: Energy Flow in Global Systems This unit will require approximately 20% ofthe time allotted for Biology 20. Links to Mathematics: Thefollowingmathematics topics are notconsideredasprerequisites. Topics: These topics may be found in the following courses: • plotting nonlinear data Pure Mathematics 10, specific outcome 3.1; Applied Mathematics 10, specific outcome 3.1 • expressing results of Applied Mathematics 20, specific outcomes 6.2, 6.3 and 6.4 investigations with appropriate recognition ofexperimental error Focusing Questions: How are carbon, oxygen, nitrogen and phosphorus cycled inthe biosphere? How is the flow ofenergy balanced inthe biosphere? How have human activities and technological advances affected the balance ofenergy and matter in the biosphere? General Outcomes: There are three majoroutcomes in this unit. Students will: explain the constant flowofenergythroughthe biosphere and ecosystems 1 2. explainthe cycling ofmatterthroughthe biosphere 3. explain the balance ofmatter and energy exchange in the biosphere as an open system, and howthis maintains equilibrium. Key Concepts: The following concepts are developed inthis unit and may also be addressed in other units at other levels. The intended level and scope oftreatment is defined by the learning outcomes. • biosphere • carbon, nitrogen, oxygen, phosphorus • equilibrium • water properties • trophic levels • food chains, food webs and pyramids of biomass, energy and numbers June 2005 Resource Development Draft Biology 20 /3 ©AlbertaEducation,Alberta,Canada General Outcome 1: Students willexplainthe constant flowofenergy throughthe biosphere and ecosystems. Outcomes for Knowledge Students will: 20-A1.Ik explain, in general terms, the one-way flow ofenergy through the biosphere and howstored biologicalenergy inthe biosphere, as asystem, iseventually lostasheat, e.g., • photosynthesis/chemosynthesis • cellularrespiration (muscle-heatgeneration, decomposition) • energytransfer byconduction, radiation andconvection 20-A1.2k explain how biological energy in the biosphere can be perceived as a balance between both photosynthetic and chemosynthetic, and cellular respiratory activities, i.e., • energy flow in photosynthetic environments • energy flow in deep seavent(chemosynthetic) ecosystems and otherextreme environments 20-A1.3k explain the structure ofecosystem trophic levels, using models such as food chains and food webs 20-A1.4k explain, quantitatively, the energy and matter exchange in aquatic and terrestrial ecosystems, using models such as pyramids ofenergy, biomass and numbers. Outcomes for Science, Technology and Society (Emphasis on the nature ofscience) Students will: 20-A1 lsts explain that the process ofscientific investigation includes analyzing evidence and . providing explanations based upon scientific theories and concepts by (NS5e) • evaluatingthe evidenceforthe influenceoficeandsnow on the trappingofsolar energy (albedo effect), andhypothesizeon theconsequences offluctuationsfor biologicalsystems • explaininghow metabolic heatreleasefrom harvestedgrain can bereducedbydrying processesprior tograinstorage, andexplain thescientificprinciples involvedin this technology • explaining, in terms ofenergyflow, the advantageofvegetarianism indensely populatedcountries. Note: Someoftheoutcomes are supported by examples. The examples arewritten in italics and do notform part ofthe required program butareprovided asan illustration ofhowtheoutcomes mightbe developed. 4/ Biology 20 June 2005 Resource Development Draft ©AlbertaEducation,Alberta,Canada General Outcome 1: Students willexplainthe constant flow ofenergy through the biosphere and ecosystems. Skill Outcomes (Focus on scientific inquiry) Initiating and Planning Students will: 20-Al.ls ask questions about observed relationships and plan investigations ofquestions, ideas, problems and issues by • proposingarelationship betweenproducers andavailable biologicalenergyofa system (IP-STS1) • predictingarelationship betweensolarenergystorage byplants andvaryinglight conditions (IP-NS3) [ICT C6-4.1]. Performing and Recording Students will: 20-A1.2s conduct investigations into relationships between and among observable variables and use a broad range oftools and techniques to gather and record data and information by • performing an experimentto demonstrate solar energy storage by plants (PR-NS1, 2, 3,4,5) • drawingannotateddiagrams, by handor usingtechnology, offoodchains,foodwebs andecologicalpyramids (PR-NS4) [ICT P3-4.1, C6-4.2, P4-4.3]. Analyzing and Interpreting Students will: 20-A1.3s analyze data and apply mathematical and conceptual models to develop and assess possible solutions by • analyzing data on the diversity ofplants, animals and decomposers ofan endangered ecosystem and predict a future outcome, e.g., wetlands, shortgrassprairie (AI-STS1, 2, 3, 4) [ICT C6-4.1, 4.4] • describing alternative ways ofpresenting energy flow data for ecosystems: pyramids of energy, biomass ornumbers (AI-STS1) (AI-NS4, 5, 6) [ICT C6-4.2, 4.3] • analyzingdata on thesolarenergystorage byplants (AI-NS2,3, 4, 5, 6). Communication and Teamwork Students will: 20-A1.4s work as members ofateam in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results by • usingappropriateSInotation,fundamentalandderivedunits in thedatapresentedin a foodpyramid(CT-ST2) • workingcooperativelyas a team to investigate, synthesize andpresent information collectedon organism diversityofan endangeredecosystem (CT-STS1, 2, 3, 4) [ICTP6^U]. Note: Someoftheoutcomesaresupported by examples. Theexamples are written in italicsand do notform part ofthe required program butareprovided asan illustration ofhowtheoutcomes mightbe developed. June 2005 Resource Development Draft Biology 20 /5 ©AlbertaEducation,Alberta, Canada General Outcome 2: Students willexplainthe cycling ofmatterthroughthe biosphere. Outcomes for Knowledge Students will: 20-A2.1k explain and summarize the biogeochemical cycling ofcarbon, oxygen, nitrogen and phosphorus, and relate this to general reuse ofall matter in the biosphere 20-A2.2k explain water's primary role in the biogeochemical cycles, using its chemical and physical properties, i.e., universal solvent, hydrogen bonding. Outcomes for Science, Technology and Society (Emphasis on social and environmental contexts) Students will: 20-A2.1sts explain that science and technology have both intended and unintended consequences for humans and the environment by (STS3) • discussingthe influence ofhuman activities on the biogeochemicalcyclingof phosphorus, sulphur, iron andnitrogen, e.g., - feedlotoperations - composting - fertilizer applications - wasteandsewage disposal - vehicularandrefineryemissions - aciddeposition - persistentorganicpollutants • discussingthe useofwaterbysociety, the impactsuch use has on water qualityand quantity in ecosystems, andthe needforwaterpurification andconservation, e.g., - manufacturingandprocessing - oil industry - agriculturalsystems - mining industry - domesticdailywaterconsumption • analyzingtherelationship between heavymetals releasedinto theenvironmentand matter exchange in naturalfoodchains/webs, andthe impactofthis relationship on the qualityoflife. Note: Someoftheoutcomesaresupportedby examples. The examplesarewritten in italicsand do not form part ofthe required program butareprovidedas an illustrationofhow theoutcomes mightbe developed. 6/ Biology 20 June 2005 Resource Development Draft ©AlbertaEducation,Alberta,Canada