Biology - Programme subject in programmes for specialization in general studies (BIO1-01)

Laid down as a regulation by the Norwegian Directorate for Education and Training on 29 March 2006 as delegated in a letter of 26 September 2005 from the Ministry of Education and Research pursuant to the Act of 17 July 1998 no. 61 relating to primary and secondary education (Education Act) Section 3-4 first paragraph.

Gjelder fra: 2006-08-01T00:00:00 +2

Gjelder til: 2022-07-31T00:00:00 +2

Purpose

Man has always depended on his knowledge of nature to survive. Biological knowledge includes everything from the amazing world that occurs at micro level in cells to the interaction in the earth’s eco-system. Access to knowledge is growing fast, and biology involves being able to apply specialized knowledge to describe and understand new phenomena, create new areas of learning and participate with professional competence in public debate.

The programme subject shall provide a basis for applying biology studies in various contexts, in practical situations in everyday life and for evaluating broad ethical issues. Through the programme subject biology, the pupil shall learn that man is just one of many species, that there is an interplay between man and nature, and that knowledge of biology is an important prerequisite for the sustainable management of natural resources and the environment.

The programme subject shall introduce the pupil to the subject’s culture, language and working methods, and provide training in different forms of communication. It shall help teach the pupil to focus on detail and develop a coherent understanding, with emphasis on observation, discussion, critical assessment and requirements for ground rules. The programme subject provides a basis for further studies in biology and related subjects. At the same time, teaching in the subject shall emphasize the general educative aspects of biology studies, such as knowledge linked to environmental challenges, sustainable development, biotechnology issues and questions relating to physiology and health. This competence can provide the basis for acquiring new knowledge throughout life. Since biology is constantly developing, the subject also includes a historical perspective. The programme subject provides a good opportunity for studying variation and deviation from theory and models as a basis for developing new theories and models.

The programme subject shall use nature and the environment as a teaching arena, and thus provide a basis for experiencing the joy and wonder of nature and developing respect for the environment. To develop knowledge about methods and ways of thinking in biology, it is necessary to work both practically and theoretically with the programme subject. The interaction between theoretical knowledge and practical skills and experience from the laboratory and field work is fundamental to understanding biology. Teaching in the subject shall ensure that these perspectives are safeguarded in the work with the programme subject.

Structure

Biology comprises two programme subjects: Biology 1 and Biology 2. The subject is built up in such a way that either programme subject may be selected independently of the other.

These programme subjects have been structured into main subject areas, for which competence aims have been formulated. The main subject areas complement each other, and should be viewed in relation to one another.

Overview of the main subject areas:

Programme subject

Main subject areas

Biology 1

The Young Biologist

Cell biology

Human physiology

Function and adaptation

Biological diversity

Biology 2

The Young Biologist

Energy conversion

Genetics

Biotechnology

Ecology

Evolution

Main subject areas

The Young Biologist

Biology 1

The main subject area deals with the use of biology-specific working methods in ecological fieldwork, investigation and laboratory experimentation. The subject area also involves various environmental challenges, and evaluating information in the media. It also covers the ethical aspects of such problems.

Biology 2

The main subject area deals with the use of subject-specific working methods in ecological fieldwork and laboratory experimentation. The subject area also includes working with various environmental challenges, and evaluation of information in the media. It also covers the ethical aspects of such problems.

Cell biology

The main subject area deals with the complex internal structure of eukaryotic cells, how the various parts function, and transport of material through the cell walls. The subject area also covers the structure and reproduction of bacteria and viruses.

Human physiology

The main subject area deals with different types of tissue, organs and organ systems and how they function. It also deals with the interaction between different processes in the body and the regulation of these processes. The main subject area also covers the body’s natural immune system and problems relating to organ donation.

Function and adaptation

The main subject area deals with the development of life on earth and how this has resulted in a diversity of organisms that display various ways of adapting to different living conditions. Selected features from the structure, function, reproduction and behaviour of organisms are seen in relation to this development.

Biological diversity

The main subject area deals with biological diversity, both locally and globally, and how the threat against biodiversity is one of the great challenges facing mankind today. Other elements in this subject area are the classification of species and the degree of variation within and between populations, as well as the relationship between diversity, habitat and niches.

Energy conversion

The main subject area deals with the fundamental processes and reactions in photosynthesis and cell respiration. It also deals with the role played by enzymes and cofactors in biochemical processes.

Genetics

The main subject area deals with the structure of the DNA molecule and how it contains the genetic instructions used in the development and function of all living organisms. The subject area also deals with how hereditary patterns can be studied from generation to generation, and how changes in the coding of the DNA molecule can result in mutations and diseases.

Biotechnology

The main subject area deals with the development in biotechnology and gene technology, and how this has resulted in new remedies and techniques in the areas of medicine, food production and biological research. The subject area also deals with ethical and environmental challenges associated with the use of biotechnology.

Ecology

The main subject area deals with the universal interaction between all living organisms, as well as the physical and chemical conditions in which they exist. The subject area also covers criteria that regulate and influence different populations in an ecosystem. Man-made environmental problems also form part of this subject area.

Evolution

The main subject area deals with how life on earth might have started and how life forms have developed along the way. Central to this programme area is the origin of new species with new characteristics seen in relation to the fundamental mechanisms that can change the genetic composition in populations.

Teaching hours

Teaching hours are given in 60-minute units.

Biology 1: 140 teaching hours per year

Biology 2: 140 teaching hours per year

Basic skills

Basic skills are integrated into the competence aims for this course in areas where they contribute to the development of and are part of the subject competence. In the Biology programme subject, basic skills are understood as follows:

Being able to express oneself orally and in writing in Biology involves accounting for one’s own observations and indications from nature and the laboratory by applying subject-specific concepts. It includes being able to formulate questions and hypotheses that can be investigated, reasoned and discussed in relation to other biological information. It also involves being able to critically assess various types of biological information in professional journals and the media.

Being able to read in Biology involves the ability to gather, interpret and reflect on the information found in newspapers, periodicals, books and brochures and on the Internet. It involves being able to understand formulae, tables, diagrams and symbols. It also means studying new areas of the subject by understanding more advanced biological literature.

Numeracy in Biology involves the ability to use numbers and mathematical computations, take readings and carry out simple statistical analyses, and work with and present the results of one’s own observations. It also means being able to understand and apply mathematical models from biological research. Similarly, it involves understanding results in the form of graphs and tables.

Being able to use digital tools in Biology means gathering information and research, taking readings, and working with and presenting the results of one’s own observations. It covers the use of animations and simulations to illustrate and explain scientific material. It also involves evaluating scientific information found on the Internet.