Table Of Content

*^-^ t-|ft!«#* •-> *. •awe*.'* *W^W^3& $ lite-; vH ! * ', J£J ?l!5 r * ft* inn »n 8* 4i« >**•"*>' ^'^j'^^ >..& £*»•* v^. *r ."7**- fc?*«v*<* V8G& iifti :^a *^? ;? ^ rJ,-.^^. «i*fe4 m- fe rt*,*4*S 3^' s-r»- ' U*L it. 1+^ fll^^li^>4 « J -t«k •^ **^*. f^:i»ii51-iM *V if- \ at /• - <*r •-S* IMl.., mm QH 315.5 -'mm v**--.* i* A33 '•'•ijC.jeiL 1994 i:i«W!.VS«« gr .1 1 - IE . i | CURRGDHT "*?!* •tffc'ltt Ex LIBRIS UNIVERSITATIS ALBERT7ENSIS Biology 20-30 Program of Studies Curriculum Standards Branch /dlbafa Interim May 31, 1994 EDUCATION UNIVERSITY LIBRARY UNIVERSITY OF 4LPrn^ SCIENCE VISION STATEMENT: SENIOR HIGH SCIENCE PROGRAMS The senior high science programs will help all gather, analyze and assess scientific students attain the scientific awareness needed information; and test scientific principles and to function as effective members of society. their applications. They will develop their Students will be able to pursue further studies problem-solving ability and use technology. By and careers in science, and come to a better providingstudents with opportunities to develop understanding of themselves and the world and apply these skills, they will better aroundthem. The same frameworkwas usedfor understandthe knowledgetheyhave acquired. the development of all the senior high science programs, including Science 10, Biology 20-30, Students will be expected to show an Chemistry 20-30, Physics 20-30 and Science appreciation for the roles of science and 20-30. The expected student knowledge, skills technology in understanding nature. They will and attitudes are approached from a common possess enthusiasm and positive attitudes philosophicalpositionineachscience course. toward science and maintain a lifelong interest inscience. In the senior high science programs, students focus on learning the big interconnecting ideas The learning context is an integral part of the and principles. These ideas, or major themes, senior high science programs. It will foster the originate from science knowledge that expected attitudes in students, further the transcends and unifies the natural science development of students' skills and increase disciplines. These themes include change, students' understanding of science knowledge, diversity, energy, equilibrium, matter and science process, and the connections among systems; the process by which scientific science, technology and society. The context for knowledge is developed, including the role of learning will be relevant so students will experimental evidence; and the connections experience science as interesting and dynamic. among science, technology and society. In Learning opportunities will be made meaningful addition to forming a framework for the by providing concrete experiences that students curriculum, these ideas provide continuity with canrelatetotheirworld. the junior high program and build on students' previous learning. The senior high science programs place students at the centre. Students are active learners and The senior high science programs place an will assume increased responsibility for their increased emphasis on developing methods of learning. They will appreciate the value of inquiry that characterize the study of science. teamwork and make a positive contribution For example, students will further their ability when workingwith others to solve problems and to ask questions, investigate and experiment; complete tasks. Science (SeniorHigh) /l (Revised 1994) Digitized by the Internet Archive in 2012 with funding from University of Alberta Libraries http://archive.org/details/biology2030program94albe BIOLOGY 20-30 PROGRAM RATIONALE AND PHILOSOPHY A. Biology is the study of life and living systems The Biology 20-30 program places students at from the molecular level to the biosphere. the centre. Students are active learners and will Through the study ofbiology, learners are given assume increased responsibility for their an opportunity to explore and understand the learning as they work through the program. A natural world and to become aware of the thorough study of biology is required to give profound influence of biology in their lives. students an understanding that encourages Learning is facilitated by relating the study of them to make appropriate applications of biology to whatthe learnersalready know, deem scientific concepts to their daily lives and personally useful and consider relevant. prepares them for future studies in biology. Learningproceedsbestwhenit originatesfrom a Students are expected to participate actively in base of concrete experiences presenting an their own learning. An emphasis on the key authentic view of science in the context of concepts and principles of biology provides biology. InBiology 20-30, students learnbiology studentswitha more unified view ofthe sciences in relevant contexts and engage in meaningful and a greater awareness of the connections activities. This facilitates the transfer of amongthem. knowledge to new contexts. Students are encouraged to participate in lifelong learning These science learnings will take varying about biology and to appreciate it as a scientific amounts of time to acquire, depending on the endeavour with practical impact on their own individual learning styles and abilities of livesandonsocietyas awhole. students. While each course is designed for approximately 125 hours, instructional time can Biology, as with all sciences, is an experimental be modified to meet the individual needs of discipline requiring creativity and imagination. students. Some students will require more than Methods of inquiry characterize its study. In 125 hours,whileotherswillrequire less. Biology 20-30, students further develop their ability to ask questions, investigate and experiment; to gather, analyze and assess GOALS scientific information; and to test scientific laws and principles and their applications. In the The major goals of the Biology 20-30 program process, students exercise their creativity and are: develop their critical thinking skills. Through experimentation, problem-solving activities and • to develop in students an understanding of independent study, students develop an the interconnecting ideas and principles that understanding of the processes by which transcend and unify the natural science scientificknowledge evolves. disciplines Biology 20-30 (SeniorHigh) /l CSB:940531 (Interim 1994) • to provide students with an enhanced understanding of the scientific world view, inquiryandenterprise • to help students attain the level ofscientific awareness essential for all citizens in a scientificallyliterate society • to help students make informed decisions aboutfurtherstudiesand careers inscience • to provide students with opportunities for acquiring knowledge, skills and attitudes thatcontributetopersonaldevelopment. Biology 20-30 isanacademic programthat helps students better understand and apply fundamental concepts and skills. The focus is on helping students understand the biology principles behind the natural events they experience and the technology they use in their dailylives. The programencourages enthusiasm forthe scientific enterprise and developspositive attitudes about biology as an interesting human activity with personal meaning. It develops in students the knowledge, skills and attitudes to help them become capable of, and committed to, setting goals, making informed choices and actingin ways that will improve their own lives andlifeintheircommunities. Biology 20-30 (Senior High) 12 (Interim 1994) CSB:940531 GENERAL LEARNER EXPECTATIONS B. The general learner expectations outline the • appreciation of the roles of science and many facets ofscientific awareness and serve as technology in our understanding of the the foundation for the specific learner naturalworld. expectations covered in section C. The general learner expectations are developed in two KNOWLEDGE categories: program expectations and course expectations. ScienceThemes PROGRAM GENERAL LEARNER EXPECTATIONS Students will be expected to demonstrate an understanding of themes that transcend the The program general learner expectations are disciplineboundaries, and showthe unity among broad statements of science attitudes, the naturalsciences, including: knowledge, skills and science, technology and society (STS) connections that students are • Change: how all natural entities are expected to achieve in all of the senior high modified over time, how the school science programs. Theseprogram general direction of change might be learner expectations are further refined through predicted and, in some the course general learner expectations and then instances, how change can be developed in specific detail through the study of controlled individual units in each of Biology 20 and Biology 30. All expectationsfollowaprogression • Diversity: the array of living and from Science 10 through to Biology 30, and nonliving forms ofmatter and though listed separately, are meant to be the procedures used to developed in conjunction with one another, understand, classify and withina context. distinguish those forms on the basisofrecurringpatterns ATTITUDES • Energy: the capacity for doing work that drives much of what Students willbeencouragedtodevelop: takes place in the Universe through its variety of • enthusiasm for, and a continuing interest in, interconvertible forms science • Equilibrium: the state in which opposing • affective attributes of scientists at work; forcesorprocessesbalance ina such as, respect for evidence, tolerance of staticordynamicway uncertainty, intellectual honesty, creativity, perseverance, cooperation, curiosity and a • Matter: the constituent parts, and the desiretounderstand variety of states of the material inthephysical world • positive attitudes toward scientific skills involving mathematics, problem solving and • Systems: the interrelated groups of processskills things or events that can be defined by their boundaries • open-mindedness and respect for the points and, in some instances, by ofview ofothers theirinputsand outputs. • sensitivity to the living and nonliving environment Biology20-30 (SeniorHigh) /3 CSB:940531 (Interim 1994) SKILLS formulate questions, hypotheses and/or predictionstoguideresearch Students will be expected to develop an ability to design and/or describe a plan for use thinking processes associated with the research, orto solve a problem practice of science for understanding and prepare required observation charts or exploring natural phenomena, problem solving diagrams, and carry out preliminary and decision making. Students will also be calculations expected to use teamwork, respect the points of view of others, make reasonable compromises, • Collectingand Recording contribute ideas and effort, and lead when appropriate to achieve the best results. These carry out the procedure and modify, if processes involve many skills that are to be necessary developed within the context of the program organize and correctly use apparatus and content. materialstocollectreliabledata observe, gather and record data or The skills framework presented here assumes information accurately according to that thinking processes often begin with an safety regulations; e.g., Workplace unresolved problem or issue, or an unanswered Hazardous Materials Information question. The problem, issue or question is System (WHMIS), and environmental usually defined and hypotheses formulated considerations before information gathering can begin. At certain points in the process, the information • Organizingand Communicating needs to be organized and analyzed. Additional — ideas may be generated for example, by organize and present data (themes, — prediction or inference and these new ideas, groups, tables, graphs, flow charts and when incorporated into previous learning, can Venn diagrams) in a concise and create a new knowledge structure. Eventually, effectiveform an outcome, such as a solution, an answer or a communicate data more effectively, decision is reached. Finally, criteria are using mathematical and statistical established to judge ideas and information in calculations, where necessary order to assess both the problem-solving process express measured and calculated anditsoutcomes. quantities to the appropriate number of significant digits, using SI notation for The following skills are not intended to be allquantities developed sequentially or separately. Effective communicate findings of investigations thinking appears to be nonlinear and recursive. ina clearlywrittenreport Students should be able to access skills and strategies flexibly; select and use a skill, process • Analyzing or technologythat is appropriate to the task, and monitor, modify or replace it with a more analyze data or information for trends, effective strategy. patterns, relationships, reliability and accuracy • InitiatingandPlanning identify and discuss sources of error and theiraffect onresults identify and clearly state the problem or identify assumptions, attributes, biases. issue tobe investigated claimsorreasons differentiate between relevant and identifymain ideas irrelevantdata orinformation assemble and record background • Connecting, Synthesizing and Integrating information identifyallvariablesandcontrols predict from data or information, and identify materials and apparatus determine whether or not these data required verify or falsify the hypothesis and/or prediction Biology 20-30(SeniorHigh) /4 (Interim 1994) CSB:940531