Class Description

(required by sophomores) A two semester course that presents a comprehensive picture of the living world: a study of the unity of creation (ecology, populations); and similarities of living things (cells, energy, genetics). The focus is on basic biological principles, their relationship to current issues in science and Christian response to those issues. The course includes lecture/discussion as well as indoor and outdoor lab work.

Class Expectations

Testing:

1. Tests are given every 2-4 weeks (occasionally shorter or longer)

2. Tests are returned to students, after reviewing them in class

3. First test is generally given 3-4 weeks after school starts.

Daily Work:

1. "Daily" Work is assigned at irregular intervals. Some units have more than others.

2. Daily work consists of reading and text questions, completion of Lab reports, and some light research.

3. Daily work is graded, with varying values. Sometimes merely for completion, but usually on the basis of neatness, completion and accuracy. Points are deducted twice as fast for incomplete work than is for inaccurate work, thereby encouraging at least an attempt at answers.

Major Projects:

1. A major report is due in November/December that encompasses research and data collection that extends over a period of 3 to 4 weeks. This year that will involve proposals for turning approximately 1 acre of Unity's farmland back into native prairie.

2. A major research project is assigned in March/April and is due 3-4 weeks after assigned. This is research on some aspect of genetics. The purpose of this project is to familiarize students with research, new advancements in genetics, and the moral dilemmas that face people in genetics.

Miscellaneous:

1. Quizzes are usually announced, and count for approximately 1/4 of a test.

2. Class participation is expected. It is virtually impossible to not participate in Labs. Verbal participation in class discussions is also expected, though not specifically graded. Participation is most helpful for students who are poor test takers, since participation can give an indication of knowledge and understanding gains during the course.

Final Grade:

1. Grades are determined by the percent of points earned in a quarter. There are generally 2-4 tests in each quarter, each worth 100 points. Daily work generally adds up to another 100 points, making daily work about equivalent to one test.

2. Semester grades are determined by: 40% first quarter grade, 40% second quarter grade, and 20% from the exam. Any borderline grades are influenced by class participation and a subjective evaluation of the students knowledge of the material as displayed through the entire semester.

Class Outline

I. Unity

A. Food Webs

B. Ecological analysis

1. Quantitative

2. Qualitative

C. Ecological relationships

1. Matter

2. Energy

D. Individual relationships

E. Population relationships

F. Abiotic/Biotic interactions

II. Similarities

A. Biochemistry

1. Photosynthesis

2. Respiration

a) Calories

b) Food value

3. Biomolecules: Proteins, Fats, Carbohydrates Nucleic Acids

B. Cells

1. Spontaneous Generation

2. Cell Parts

C. Genetics

1. Mitosis, Meiosis

2. DNA, Chromosomes

3. Mendelian Crosses

4. Cloning, ethical issues

D. Immune system / Bacteria and Viruses / DNA and Protein synthesis

III. Change

A. Evolution/Creation argument (All four articles were written by Mr. Kamp, so all mistakes are his, not the viewpoints. They were written to be between 2,000-2,500 words for a high school audience. If I missed, I apologize.)

1. Revelation and Intro: Reading

2. Fossils evidence

2. 6-24 hr day: Reading

3. Long Day or Progressive Creation: Reading

4. Theistic Evolution or “Fully Gifted Creation”: Reading

B. Natural Selection

IV. Variability, Comparative systems

A. Digestive systems

B. Respiratory systems

C. Dissections

V. Closure and Responsibility