IBET Biology Syllabus 2016 Thomas Jefferson HSST 6560 Braddock Road Alexandria, VA 22312 Contact Information: Aubrie Holman Jennifer Rosenblum Dr. Sonia del Cerro ASHolman@fcps.edu JFRosenblum@fcps.edu SDelCerro@fcps.edu

Dr. Jennifer James Dr. Thom Larson JJames1@fcps.edu TGLarson@fcps.edu Textbook: Biology, 12th edition (January, 2015); Mader and Windelspecht Cost: $185.92 from Amazon.com or $286.33 from the publisher ISBN-10: 0078024269 ISBN-13: 978-0078024269

IBET Biology

IBET (Integrated Biology, English, and Technology) is an essential three-period block that integrates the instructional objectives of Biology, English 9, and Design and Technology in order to facilitate a comprehensive research project. In the IBET Program, the FCPS Program of Studies for each discipline is taught by using a process-oriented approach to help students establish connections across the disciplines and attain the objectives for each course. Student groups learn to collect data, conduct literature searches, and prepare publications and presentations through long-term project collaborations with private and governmental agencies. Separate grades are awarded for biology coursework, but IBET assignments are placed in all three classes.

The freshman Biology course at TJHSST is designed with two purposes in mind. First, it provides the content and skills foundation for the entire scientific program at TJ—especially preparing students for the Advance Placement (AP) Biology course. Second, the course teaches that scientific concepts, language arts, and engineering innovation can be seamlessly woven together in a way that is realistic and relevant to students. As such, the Biology course must demonstrate cohesive horizontal articulation (including the constraints of the unique integrated project work done by each team) among the various Biology classes, while also targeting vertical articulation in support of upper-class courses. This document describes areas of coordination among biology teachers to implement these articulation efforts. IBET Projects

The IBET biology team believes that primary research skills are critical for our unique population at TJ because these students, in particular, will be the ones to bring new knowledge into their chosen fields and move these fields forward. Consequently, each IBET team requires the development of a year-long research project designed and conducted by students in small groups. Collaboration is stressed to prepare students for increased demands by industry for strong interpersonal skills as well as technical competencies. These skills initiated in the ninth-grade program come to fruition through the Senior Research Tech Labs and are meant to be a springboard to future research.

IBET projects often center on an overarching theme that provides structure and focus for the teacher teams and the student research groups. Themes vary from IBET to IBET to allow the teaching team to express their passion and expertise. The various project themes also may reflect special community relationships that the faculty cultivates with organizations such as the US Fish and Wildlife Service (through Mason Neck Wildlife Refuge.) Sequencing

Since project themes are diverse (and field projects are bound by seasons), the pacing of content in the IBET Biology courses is allowed to fluctuate to accommodate the demands of the projects and the sharing of equipment and other resources. However, the IBET biology team works on a continuing basis to coordinate the curriculum to the best of our ability.

Ecological concepts and field methodologies are often introduced early in the year by all classes because (1) these topics are familiar to most students, easing their transition to the TJ culture and pace, (2) the weather is good for initial field trips, and (3) the material introduces students to environmental topics that are possible IBET project topics.

Outside of Ecology, progression of content is as follows: chemistry, organic chemistry, energy and metabolism, photosynthesis, cellular respiration, cell cycle (mitosis and meiosis), genetics, DNA replication, protein synthesis, DNA technology, evolution and classification, and finally, body systems.

Embedded throughout the year, the concepts of the scientific method, research, data collection and analysis, and laboratory skills are covered. Supplemental Reading/Materials

Each Biology teacher requires reading that is supplemental to the textbook because we believe that students should keep abreast of current developments and be aware of the dynamic nature of scientific endeavors. Due to the long developmental process, textbooks are often significantly behind the rapidly changing field of biology. Textbooks, therefore, tend to present knowledge as a settled “done deal” rather than and fluid and exciting work in progress evident in scientific literature.

Furthermore, students at TJ must learn to glean pertinent information from primary articles, even though the material may initially appear overwhelming and highly technical. Although biology teachers require the reading of different articles in support of their IBET projects, many articles are used by all classes.

In addition to supplemental literature, students will be asked to view podcasts and/or tutorials to better enhance their understanding of class content. SMARTR Goals All students, for every class, at TJ will participate in taking an assessment for learning called the “SMARTR Goal.” Generally, these assessments do not count early in the year; rather, they are used to establish a baseline. Throughout the year, we will repeat variations of the assessment to track progress. SMARTR Goal assessments will be given at least three times during the year: once at the beginning of school, once during the winter, and once during the spring. The teachers use the goal assessments to gather data about certain skills we hope to emphasize. Grade Calculations

This course follows a point system consistent with Fairfax County Public Schools guidelines for grading. In this class, quarter grades are computed on a simple numerical average basis. For each quarter, the number of points earned on biology tests, quizzes, lab reports, homework, etc. is divided by the total number of points offered that quarter to determine the report card percentage. The percentage earned is converted to a letter grade according to the FCPS grading scale listed below.

A (93-100) = 4.0 B+ (87-89) = 3.3 C+ (77-79) = 2.3 D+ (67-69) = 1.3 F (below 64) = 0.0 A- (90-92) = 3.7 B (83-86) = 3.0 C (73-76) = 2.0 D (64-66) = 1.0 B- (80-82) = 2.7 C- (70-72) = 1.7

The letter grade listed on the report card reflects my policy of rounding up those percentages that are within 0.5 % of the next letter grade. For example, since 86.5 is the half-way point between a B and a B+ the recorded grade is B+. A score of 86.49 is less than the half-way point between a B and a B+, so the recorded grade would be a B. However, the actual numerical percentage earned for each quarter is maintained and carried through to the end of the year to determine the final grade for the course, which is an average of the numerical percentages for each quarter.

The final grade for the course is based on four quarter grades, each worth 22%. A final exam grade worth 12% is calculated using grades from multiple culminating IBET project components. No midterm is given.

IBET work (e.g. benchmark assignments, presentation, drafts and final paper) will account for approximately 20-25% of the final grade. Due to differences in the research focus of each project, the IBET experience is unique to each rotation.

Weighting of the elements of the Biology curriculum is similar for each of the various IBET teams. Weighting is based on the cumulative percentages by the end of the year, not necessarily by quarter! Consequently, category percentages are not rigid. Listed below is the general weighting range for the five broad categories used each quarter.

Assessments (approximately 50-65%) Testing includes quizzes as well as unit tests. At least two unit tests will be given per quarter, so

that a single test will not account for more than 30% of the quarter grade. None of the IBET Biology teachers gives a final course exam per se due to (a) the natural accumulative nature of the material and (b) the presence of the IBET project as a culminating activity.

Labs (approximately 10-15%) This category describes in-class activities that require the student to manipulate laboratory

materials. Examples include conducting experiments, demonstrating physical phenomena, and practicing data collection methodologies.

Project Work (approximately 15-20%) The IBET Project has several components that will be assigned during the year. Components

include: IV/DV papers or mini-papers, project proposals, evidence of research, peer evaluations etc. The main products of the IBET Project are: the IBET Paper, a formal research paper written in APA format, and the IBET Presentation, a formal presentation using PowerPoint. Assignments will be given each quarter to document progress on the project. Final culminating assignments will be used to assess a final exam grade.

Classwork/Exercises (approximately 5-10%) Exercises refer to written or computer activities for which the student practices a skill or

manipulates information to demonstrate a concept or solve a problem. Homework assignments not described in other categories may be included here.

Homework/Reading Quizzes (approximately 5-10%) Homework grades are given for written assignments that have a due date. Reading quizzes are given before a class lecture.

Make-Up Work

When students are absent, an opportunity to make up work shall be provided. Makeup work is encouraged so that the student will profit from future instruction. For excused absences, makeup work receives full credit; for unexcused absences, makeup work receives no credit but the student is responsible for the material on assessments such as quizzes and tests (FCPS reg 2234.5, pg 3). Any exception to this practice shall require the principal’s approval. Except for extenuating circumstances, two days for every day of excused absence up to a maximum of ten school days is allowed for makeup work at no penalty (FCPS reg 2430P, pg 14). After that time, lab equipment will be disassembled, and missed work will be entered as a zero. It is the student’s responsibility to initiate the process and complete the work. Students are to use 8th period time or other time agreed upon with the teacher to make up missed work. ** If a student is absent for a test or quiz, they must take the missed assessment within two class periods of the original date. Failure to do so will result in a lower grade! Late Work Late work is assessed a 10% penalty each day the assignment is late. The maximum penalty is 50% off. The penalty will be deducted from the grade earned. For example, if your completed work earned a 70% and was 6 days late, your score will be a 35%. Each school day, Saturday, and Sunday, all count as “days.” Email work as needed to stop the “penalty clock,” but if a hard copy was required, you should bring one to your class on the next day you see your teacher.

Be mindful that late work may not be accepted after the end of the quarter or the unit (whichever comes first). Late work is handed in directly to your teacher (not slipped under a door). If you cannot locate your teacher, the front office can time-stamp your work and place it in our box. Retakes Each quarter, biology teachers give multiple quizzes and unit tests. Each quarter, the largest unit test (worth the most points) will be offered as a retake opportunity. If a student scores below an 80% on the test, they can request a retake. Of the two scores, the highest grade will be entered as the final grade, not to exceed 80%. Students will need to request a retake by contacting the teacher in person and through email within 48 hours of the test score being returned. After requesting the retake, students should complete the following corrective actions: -Ensure all work is up to date. Any missing work from the unit must be turned in. -Schedule and complete a pre-retake conference with the teacher. Due to the interdisciplinary nature of the IBET project, IBET project assignments will not be available for retakes. Extra Credit

Extra credit will not be given to students. Please do not email teachers asking for extra credit to raise your grade! We would however, be happy to meet with students to discuss strategies to improve grades on future assignments. Safety

All students are required to turn in a signed lab safety contract. Per FCPS guidelines NO FOOD is allowed in any lab classroom. Laboratory safety procedures, such as wearing safety goggles during labs, will be strictly enforced.

In event of emergency, rooms are equipped with eye washes, safety showers, fire blankets, and fire extinguishers. For safety reasons, backpacks/book bags will not be allowed in the classroom. These items will be stored in the cubbies outside the classroom and lockable cubbies are available (bring your own lock). Science Fair

Participation in the Science Fair or the Virginia Junior Academy of Science (VJAS) by individuals or groups is encouraged, but not required. Student-directed collaborative research projects (IBET projects) conducted during the course will, however, be presented at the Thomas Jefferson Symposium to Advance Research (tjSTAR) at the end of the year. This presentation is the equivalent activity in place of the Science Fair. Blackboard

A monthly calendar for assignments is posted on my website at fcps.blackboard.com. Please check these assignment due dates frequently as the calendar is continually modified. Many assignments/homework may be issued as an “announcement” on BB and will be written on the board in class. Please be diligent in checking the white board every class! The workload at school with extracurricular activities can be managed best if the student pays active attention to the calendar, and spaces out advance time for work and study accordingly. TJ Biology Time Commitment

In order to provide depth and exploration during class, students are required to spend 3-5 hours each week preparing for biology class. Preparation may include textbook and article readings, lab preparation, and watching informative videos. Lab and project completion may take additional time, especially if class time is not utilized wisely. We do not include additional time spent studying for tests in our estimate since it varies widely from student to student.

IBET project work time is hard to estimate since often work is being completed for a grade that counts in three different classes. Students may exceed these hours if they do not take advantage of collaborative time during school or are distracted/fatigued while working. Rights and Responsibilities / Student Advocacy

Per Advocacy Guidelines for TJHSST Students, any student with more than two major tests or assignments due on any given day may ask one of the teachers to reschedule the assignment. While teachers are not beholden to reschedule any assignment, students who request a chance from their biology instructor at least one week in advance of the assignment, in person and in writing (both), will have their request carefully considered.

Overall, students have a right to expect courtesy, fairness, and respect from members of the school staff and other students. Students have the responsibility to respect the rights of their fellow students and to respect both the rights and authority of school officials. Students should advocate for themselves and communicate directly with their teachers if there is a concern regarding grades.

The IBET Biology program teaches and expects acknowledgement of another person’s work in all written documents and the ethical collection and reporting of research data. All FCPS policies published in the FCPS Student Rights and Responsibilities document, including the FCPS dress code and the Network User Guidelines, will be enforced. Academic Integrity

To provide the best possible learning environment, we expect students to follow the following guidelines. Links to Northwestern University are provided below to better explain the basics of academic integrity. TJ’s honor code states: I will uphold academic and personal integrity in the TJ community.

Honesty is a value that holds each person to the truth, to tell the truth, and to defend the truth. Honesty results in fairness for each member of the Thomas Jefferson High School for Science and Technology community. Integrity is firm adherence to our values with and without the presence of others. Respect is treating others as we would like to be treated. In an environment of respect, work we submit as our own is our own. Responsibility is the quality of being accountable for our actions and accepting the consequences of our actions.

The Honor Code is a physical representation of the values that Thomas Jefferson High School for Science and Technology should encompass. At any educational institution, a code of conduct must be established so that people, teachers and students alike, know the proper way to behave. Integrity and the honest reputation that students acquire through their actions is the most valuable gift they can carry with them after graduation, and it is the most valuable gift any educational institution can give. Formulas and facts can carry students only so far in life. True success lies in one's desire to be good for the sake of being good, doing the right thing, even when no one is looking. The Honor Code is not meant as an imposition, but rather as a standard to which all students and faculty should be held. At Thomas Jefferson High School for Science and Technology, we encourage higher academic achievement; this code asks that we hold each other, with the same rigor and passion in academics, to a higher standard of integrity and of personal commitment.

*If a student is unclear as to whether or not his or her actions are in violation of the Honor Code, then it is that student’s responsibility to clarify any ambiguities with the appropriate instructor.

For more information on schoolwide consequences for integrity violations, see the TJ honor code webpage: https://www.tjhsst.edu/abouttj/integrity/honorcode.html Biology Integrity Guidelines:

If there are multiple names on a paired/group assignment, those are the ONLY people you should collaborate with.

If only your name is on the paper, you should not be taking information from others. You are allowed to EXPLAIN concepts to your peers, if you abide by the following:

o No sending of files while “explaining” a topic (that is giving someone an opportunity to plagiarize). Explanations should only be done by speaking (examples: text messaging or chatting over the internet is NOT okay; speaking in person or over a phone or webcam is okay.)

o There should be NO discussion of quizzes or tests outside of the biology classroom. o Assignments are to be done independently and NO ONE should be copying from others. In the

event that a student is caught sharing or copying information, both students will receive a zero for the assignment.

Specific examples (unless otherwise stated): o While performing labs, students may collaborate on set-up and data collection. They must not,

however, collaborate or “share” any answers to questions or data representation (graphing, statistics).

o If questions are assigned for homework, answers must be derived independently. o Study guides, if not required by the teacher, may be shared. o Discussion of topics before a test or quiz, as a means of studying, may occur

In the event that there is confusion regarding an assignment i.e. due date, details etc., students should ask the teacher for clarification. The use of Facebook often confuses matters.

If a student witnesses an honor code violation, they should: Inform their teacher or counselor. OR use the Integrity Violation Form found on the ion.tjhsst.edu portal.

For further reference: http://www.northwestern.edu/provost/policies/academic-integrity/principles.html http://www.northwestern.edu/provost/policies/academic-integrity/cardinal-rules.html http://www.northwestern.edu/provost/policies/academic-integrity/how-to-avoid-plagiarism.html Cell phone policy

Cell phone use is only permitted in the classroom with the teacher’s permission. If it is used without teacher permission, it can be confiscated.

During assessments like tests and quizzes, cell phones are expected to be turned off and placed in a location where they are not on the student’s person (i.e. backpack, designated place in room, etc…). Use during a test is an integrity violation and will be reported to an administrator.

Cell phones are permitted in the hallways when classes are not in session (before school, after school, and during lunch and class changes). However, if a student leaves a class for any reason and is seen using their cell phone during class time in the hallways, the phone can be confiscated. Repeated confiscations will result in penalties such as the parent having to come to TJ to retrieve the phone or a delay before the parent can pick up the phone. Other Equipment Needs Biology equipment needs vary by teacher due to the varying nature of IBET projects. Each teacher provides a list of needs at the start of the school year. IBET fees are handled through tech classes.