{"id":522,"date":"2013-09-26T14:27:05","date_gmt":"2013-09-26T14:27:05","guid":{"rendered":"http:\/\/www.nhvweb.net\/vhs\/science\/lhance\/biology_i_club\/"},"modified":"2015-07-22T12:14:43","modified_gmt":"2015-07-22T16:14:43","slug":"biology_i_club","status":"publish","type":"page","link":"https:\/\/www.nhvweb.net\/vhs\/science\/lhance\/biology_i_club\/","title":{"rendered":"Biology I Club"},"content":{"rendered":"


\n <\/p>\n

Biology I Club<\/strong><\/p>\n

<\/p>\n

All Honors Biology students are eligible to compete.\u00a0 Our
\nteam consists of 4 students.<\/p>\n

<\/p>\n

Please see Mrs Hance if you are interested.<\/p>\n

<\/p>\n

\u00a0<\/p>\n

<\/p>\n

About Science League<\/strong><\/p>\n

<\/p>\n

The Science League Test is administered during the second
\nThursday of January, February, March, and April.\u00a0 <\/p>\n

<\/p>\n

The purpose of the Science League is
\nto provide competitions between schools in selected science areas of study.<\/span>
\n<\/span>All competitions are on two levels.<\/span>
\n<\/span>One level is for the students.<\/span>
\n<\/span>Students within any one testing area are ranked with
\neach other based upon their scores on 3 of the 4 exams given.<\/span>
\n<\/span>Any student completing 3 of the 4 exams receives a
\ncertificate from the Science League.<\/span>
\n<\/span>The top ten percent (10%) of the students receiving
\na certificate also receive a student plaque.<\/span>
\n<\/span>Last year the League awarded approximately 240
\nstudent plaques.<\/span> <\/span>
\nThe plaques are presented to the students in conjunction
\nwith your school\u0092s awards program.<\/span>
\n<\/span><\/p>\n

<\/p>\n

The next level of competition is with
\nteams.<\/span> <\/span>
\nThe students make up teams from the various schools.<\/span>
\n<\/span>Each school only needs two members for each team,
\nbut as many as four may compete for each subject area.<\/span>
\n<\/span>Schools may sign up for one to nine teams.<\/span>
\n<\/span>Team scores which is sum of top 2 student scores are
\ncumulative from January through April.<\/span>
\n<\/span>Competition within each testing area is extremely
\nkeen.<\/span> <\/span>
\nBy the end of the season there can be as little as one
\nquestion separating first place from second place.<\/span>\u00a0
\n<\/span>The final team score for the season will be the sum
\nof all four exams.<\/span> <\/span>
\nSchools are ranked from #1 down to the last school.<\/span>
\n<\/span>The top 10 schools (not 10%) are awarded plaques.<\/span>
\n<\/span><\/p>\n

<\/p>\n

BIOLOGY <\/span>
\nI <\/span>
\n:<\/span><\/span><\/span><\/u>
\nNo AP or second year students in this category.<\/span>
\n<\/span>60 multiple choice questions per exam.<\/span><\/p>\n

<\/span><\/b><\/p>\n

<\/p>\n

<\/p>\n

Topics of Study<\/p>\n<\/p>\n

<\/p>\n


\n
\nJANUARY EXAM – Structure and Function<\/p>\n

<\/span><\/b><\/p>\n

<\/p>\n


\n
\n\u0095
\n<\/span><\/span><\/span>cell structure and function,
\ndiffusion, osmosis, active transport<\/span><\/p>\n

<\/span><\/p>\n

<\/p>\n


\n
\n\u00b7
\n<\/span><\/span><\/span>structure of matter (basic chemistry
\nincluding the chemistry of water and pH), “biomolecules<\/span>”
\n(carbohydrates, proteins, lipids)<\/span><\/p>\n

<\/span><\/b><\/p>\n

<\/p>\n


\n
\n\u00b7
\n<\/span><\/span><\/span>Enzyme catalysis<\/span><\/p>\n

<\/span><\/p>\n

<\/p>\n


\n
\n\u00b7
\n<\/span><\/span><\/span>Homeostasis at the cell level<\/span><\/p>\n

<\/span><\/b><\/p>\n

<\/p>\n


\n
\n\u00b7
\n<\/span><\/span><\/span>
\nCell reproduction & mitosis<\/span><\/p>\n

<\/span><\/p>\n

<\/p>\n


\n
\n\u00b7
\n<\/span><\/span><\/span>Hierarchy
\nof organization from cell to system<\/span><\/p>\n

<\/span><\/p>\n

<\/p>\n


\n
\no
\n<\/span><\/span><\/span>
\nBOUNDARY<\/span><\/b>:
\nThe emphasis here is on hierarchical organization and the relationship between
\nstructure and function at the levels of organs and organ systems<\/span><\/span><\/p>\n

<\/span><\/p>\n

<\/p>\n


\n
\n
\nFEBRUARY EXAM – Heredity & Reproduction<\/p>\n

<\/span><\/b><\/p>\n

<\/p>\n


\n
\n\u0095
\n<\/span><\/span><\/span>
\nStructure and
\nfunction of DNA<\/span><\/p>\n

<\/span><\/p>\n

<\/p>\n


\n
\n\u00b7
\n<\/span><\/span><\/span>
\nPatterns of
\ngenetic inheritance, limited to Mendelian<\/span> patterns,
\nX-linkage, non-dominance, co-dominance, multiple allelism<\/span><\/span><\/p>\n

<\/span><\/p>\n

<\/p>\n


\n
\n\u00b7
\n<\/span><\/span><\/span>
\nDNA replication<\/span><\/p>\n

<\/span><\/p>\n

<\/p>\n


\n
\n\u00b7
\n<\/span><\/span><\/span>
\nOrganization of
\nDNA into chromosomes<\/span><\/p>\n

<\/span><\/p>\n

<\/p>\n


\n
\n\u00b7
\n<\/span><\/span><\/span>What is a gene?<\/span><\/p>\n

<\/span><\/p>\n

<\/p>\n


\n
\n\u00b7
\n<\/span><\/span><\/span>Transcription & translation<\/span><\/p>\n

<\/span><\/p>\n

<\/p>\n


\n
\no
\n<\/span><\/span><\/span>
\nBoundary:<\/span><\/b><\/span>
\nStudents are not expected to memorize the names and characteristics of specific
\namino acids or the detailed minutiae of transcription and translation, such as
\nthe names of specific enzymes.<\/span><\/p>\n

<\/span><\/p>\n

<\/p>\n


\n
\no
\n<\/span><\/span><\/span>DNA technology (genetic engineering,
\nPCR, DNA fingerprinting, DNA manipulation, bioinformatics, stem cells)<\/span><\/p>\n

<\/span><\/p>\n

<\/p>\n


\n
\n\u00b7
\n<\/span><\/span><\/span>
\nTypes of mutations
\nand their potential impacts<\/span><\/p>\n

<\/span><\/p>\n

<\/p>\n


\n
\n\u00b7
\n<\/span><\/span><\/span>
\nGenetic disorders<\/span><\/p>\n

<\/span><\/p>\n

<\/p>\n


\n
\n\u00b7
\n<\/span><\/span><\/span>
\nRegulation of gene
\nexpression<\/span><\/p>\n

<\/span><\/p>\n

<\/p>\n


\n
\n\u00b7
\n<\/span><\/span><\/span>
\nDifferent roles of
\nDNA (coding, noncoding<\/span>, regulatory, structural)<\/span>
\n<\/span><\/span>
\n<\/p>\n


\n<\/span><\/p>\n

<\/p>\n


\n
\n\u00b7
\n<\/span><\/span><\/span>Embryology and development<\/span><\/p>\n

<\/span><\/p>\n

<\/p>\n


\n
\n\u00b7
\n<\/span><\/span><\/span>
\nMeiosis<\/span><\/p>\n

<\/span><\/p>\n

<\/p>\n


\n<\/p>\n


\n<\/span><\/b><\/p>\n

<\/p>\n


\nMARCH EXAM – Evolution and Diversity<\/p>\n

<\/p>\n


\n
\n\u0095
\n<\/span><\/span><\/span>The principles of evolution (including
\nnatural selection and common descent) <\/span>
\n<\/p>\n

<\/b><\/p>\n

<\/p>\n


\n
\no
\n<\/span><\/span><\/span>
\nBoundary:<\/span><\/b> Students should
\nunderstand the principles of evolution; however, students do not need to engage
\nin the classification of species.<\/span><\/p>\n

<\/b><\/p>\n

<\/p>\n


\n
\no
\n<\/span><\/span><\/span>Ability of a species to reproduce<\/span><\/p>\n

<\/b><\/p>\n

<\/p>\n


\n
\no
\n<\/span><\/span><\/span>Genetic variability of offspring due
\nto mutation and recombination of genes<\/span><\/p>\n

<\/b><\/p>\n

<\/p>\n


\n
\no
\n<\/span><\/span><\/span>Finite supply of the resources
\nrequired for life<\/p>\n

<\/span><\/p>\n

<\/p>\n


\n
\no
\n<\/span><\/span><\/span>Natural selection, due to
\nenvironmental pressure, of those organisms better able to survive and leave
\noffspring <\/p>\n

<\/span><\/p>\n

<\/p>\n


\n
\n\u00b7
\n<\/span><\/span><\/span>
\nEnvironmental
\nfactors affect expression of traits<\/span><\/p>\n

<\/span><\/p>\n

<\/p>\n


\n
\n\u00b7
\n<\/span><\/span><\/span>Molecular evidence for evolution
\n(e.g., DNA, protein structures, etc.)<\/p>\n

<\/span><\/p>\n

<\/p>\n


\n
\n\u00b7
\n<\/span><\/span><\/span>
\nMultiple lines of
\ndescent can be inferred from the DNA composition of organisms. <\/span>
\n<\/p>\n

<\/span><\/p>\n

<\/p>\n


\n
\n\u00b7
\n<\/span><\/span><\/span>
\nPopulation
\ngenetics<\/span><\/p>\n

<\/span><\/p>\n

<\/p>\n


\n
\no
\n<\/span><\/span><\/span>
\nBoundary<\/span><\/b><\/span>:
\n<\/span> <\/p>\n

<\/span><\/p>\n

<\/p>\n


\n
\n\u00a7
\n<\/span><\/span><\/span>Students should understand the concept
\nof proportional changes in a population over time. <\/p>\n

<\/span><\/p>\n

<\/p>\n


\n
\n\u00a7
\n<\/span><\/span><\/span>Students do not need to independently
\ncalculate population dynamics using the Hardy-Weinberg Equilibrium Theorem. <\/p>\n


\n<\/span><\/p>\n

<\/p>\n


\n
\n\u00a7
\n<\/span><\/span><\/span>Students are expected to read and
\ninterpret population graphs and develop evidence-based predictions regarding
\nselection pressures.<\/p>\n

<\/span><\/p>\n

<\/p>\n


\n<\/p>\n


\n<\/span><\/p>\n

<\/p>\n


\n
\nAPRIL EXAM PART I – <\/span>
\n
\nMatter and Energy Transformations<\/span><\/strong> <\/p>\n

<\/span><\/b><\/p>\n

<\/p>\n


\n
\n\u00b7
\n<\/span><\/span><\/span>
\nCarbon, nitrogen,
\nwater cycles<\/span><\/p>\n

<\/span><\/b><\/p>\n

<\/p>\n


\n
\n\u00b7
\n<\/span><\/span><\/span>Food chains, webs<\/span><\/p>\n

<\/span><\/b><\/p>\n

<\/p>\n


\n
\n\u00b7
\n<\/span><\/span><\/span>
\nTrophic<\/span><\/span> levels<\/span><\/span><\/p>\n

<\/span><\/b><\/p>\n

<\/p>\n


\n
\n\u00b7
\n<\/span><\/span><\/span>Flow of energy through ecosystems<\/span><\/p>\n

<\/span><\/b><\/p>\n

<\/p>\n


\n
\n\u00b7
\n<\/span><\/span><\/span>Photosynthesis and cellular resp<\/span>iration
\n(including anaerobic processes) provide m<\/span>ost
\nof the energy for life pro<\/span>cesses.
\n<\/span>
\n<\/p>\n


\n<\/span><\/b><\/p>\n

<\/p>\n


\nAPRIL EXAM PART II – Interdependence<\/p>\n

<\/p>\n


\n
\n\u0095
\n<\/span><\/span><\/span>
\nEcological
\nrelationships and roles<\/p>\n

<\/span><\/p>\n

<\/p>\n


\n
\n\u0095
\n<\/span><\/span><\/span>Biomes<\/p>\n

<\/span><\/p>\n

<\/p>\n


\n
\n\u0095
\n<\/span><\/span><\/span>Succession<\/p>\n

<\/span><\/p>\n

<\/p>\n


\n
\n\u0095
\n<\/span><\/span><\/span>Factors that contribute to ecosystem
\nstability<\/p>\n

<\/span><\/p>\n

<\/p>\n


\n
\n\u0095
\n<\/span><\/span><\/span>Disruptions to ecosystem stability<\/p>\n

<\/span><\/p>\n

<\/p>\n


\n
\n\u0095
\n<\/span><\/span><\/span>Environmental issues, sustainability<\/p>\n

<\/span><\/p>\n

<\/p>\n


\n
\n\u0095
\n<\/span><\/span><\/span>Carrying capacities<\/p>\n

<\/span><\/p>\n


\n <\/p>\n","protected":false},"excerpt":{"rendered":"

Biology I Club All Honors Biology students are eligible to compete.\u00a0 Our team consists of 4 students. Please see Mrs Hance if you are interested. \u00a0 About Science League The Science League Test is administered during the second Thursday of January, February, March, and April.\u00a0 […]<\/p>\n","protected":false},"author":424,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"page-with-no-title.php","meta":{"footnotes":""},"class_list":["post-522","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.nhvweb.net\/vhs\/science\/lhance\/wp-json\/wp\/v2\/pages\/522","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.nhvweb.net\/vhs\/science\/lhance\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.nhvweb.net\/vhs\/science\/lhance\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.nhvweb.net\/vhs\/science\/lhance\/wp-json\/wp\/v2\/users\/424"}],"replies":[{"embeddable":true,"href":"https:\/\/www.nhvweb.net\/vhs\/science\/lhance\/wp-json\/wp\/v2\/comments?post=522"}],"version-history":[{"count":1,"href":"https:\/\/www.nhvweb.net\/vhs\/science\/lhance\/wp-json\/wp\/v2\/pages\/522\/revisions"}],"predecessor-version":[{"id":1730,"href":"https:\/\/www.nhvweb.net\/vhs\/science\/lhance\/wp-json\/wp\/v2\/pages\/522\/revisions\/1730"}],"wp:attachment":[{"href":"https:\/\/www.nhvweb.net\/vhs\/science\/lhance\/wp-json\/wp\/v2\/media?parent=522"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}