Download Required Lab - Arcadia Unified School District

Arcadia Unified School District
Arcadia High School
Biology
Grades 9-12
Cell Biology
1. Students understand that the fundamental life process of
plants and animals depend on a variety of chemical
reactions that occur in specialized areas of the organism’s
cells.
• Describe cells enclosed within semi-permeable membranes
that regulate their interaction with their surroundings (1.a)
P Investigate how enzymes are proteins that catalyze
biochemical reactions by lowering the activation energy (1.b)
P Assess the impact of varying temperature, ionic conditions,
and the pH on different enzymes (1.b)
P Recognize prokaryotic cells, eukaryotic cells (including those
from plants and animals), and viruses differ in complexity
and general structure (1.c)
P Examine the central dogma of molecular biology and trace
the flow of information from transcription of ribonucleic acid
(RNA) in the nucleus to translation of proteins on ribosomes
in the cytoplasm (1.d)
• Distinguish between the roles of the endoplasmic reticulum
and Golgi apparatus in the secretion of proteins (1.e)
• Explain that usable energy is captured from sunlight by
chloroplasts and is stored through the synthesis of sugar from
carbon dioxide (1.f)
• Demonstrate the role of the mitochondria in making stored
chemical-bond energy available to cells by completing the
breakdown of glucose to carbon dioxide. (1.g)
P Most macromolecules (polysaccharides, nucleic acids,
proteins, lipids) in cells and organisms are synthesized from a
small collection of simple precursors (1.h)
Required Labs:
Diffusion Lab
Liver Lab
Protein Synthesis Lab
Elodea and BTB
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Genetics (Meiosis and Fertilization)
2. Students explore and understand that mutation and sexual
reproduction lead to genetic variation in a population.
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Recognize that meiosis is an early step in sexual reproduction
in which the pairs of chromosomes separate and segregate
randomly during cell division to produce gametes containing
one chromosome of each type (2.a)
Understand only certain cells in a multicellular organism
undergo meiosis (2.b)
Analyze how random chromosome segregation explains the
probability that a particular allele will be in a gamete (2.c)
Demonstrate how new combinations of alleles may be
generated in a zygote through the fusion of male and female
gametes (fertilization) (2.d)
Demonstrate how approximately half of an individual’s DNA
sequence comes from each parent (2.e)
Relate the role of chromosomes in determining an
individual’s sex (2.f)
Demonstrate how to predict possible combinations of alleles
in a zygote from the genetic makeup of the parents (2.g)
Required Labs:
Modeling Meiosis Lab
Probability Lab
Punnett Squares
Genetics (Mendel’s Laws)
3. Students understand that a multicellular organism develops
from a single zygote, and its phenotype depends on its
genotype, which is established at fertilization.
Explore how to predict the probable outcome of phenotypes
in a genetic cross from the genotypes of the parents and mode
of inheritance (autosomal or X-linked, dominant or recessive)
(3.a)
• Relate the genetic basis for Mendel’s laws of segregation and
independent assortment (3.b)
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Genetics (Molecular Biology)
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4. Students explain that genes are a set of instructions encoded
in the DNA sequence of each organism that specify the
sequence of amino acids in proteins characteristic of that
organism.
• Sequence the general pathway by which ribosomes
synthesize proteins, using tRNAs to translate genetic
information in mRNA (4.a)
P Apply the genetic coding rules to predict the sequence of
amino acids from a sequence of codons in RNA (4.b)
• Analyze the impact of mutations in the DNA sequence of a
gene and how it may or many not affect the expression of the
gene or the sequence of amino acids in an encoded protein
(4.c)
• Analyze how specific types of cells containing the same
genome may produce specific proteins unique to that type of
cell (4.d)
• Differentiate between proteins and how they differ in the
number and sequence of amino acids (4.e)
Required Lab:
Protein Synthesis Lab
Genetics (Biotechnology)
5. Students understand that the genetic composition of cells
can be altered by incorporation of exogenous DNA into the
cells.
Model the general structures and functions of DNA, RNA,
and protein (5.a)
• Apply the base-pairing rules to explain precise copying of
DNA during semiconservative replication and transcription
of information from DNA into mRNA (5.b)
• Research how genetic engineering (biotechnology) is used to
produce novel biomedical and agricultural products (5.c)
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Required Lab:
Make a Model Lab
Ecology
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6. Students understand stability in an ecosystem is a balance
between competing effects.
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Describe biodiversity as the sum total of different kinds of
organisms. Predict how alterations of habitats affect
biodiversity (6.a)
Relate the influence on an ecosystem of changes in climate,
human activity, non-native species, and populations (6.b)
Evaluate how fluctuations in population size in an ecosystem
are determined by the relative rates of birth, immigration,
emigration, and death (6.c)
Trace how water, carbon, and nitrogen cycle between abiotic
resources and organic matter in the ecosystem and how
oxygen cycles through photosynthesis and respiration (6.d)
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Analyze the roles of producers, consumers and decomposers
in the ecosystem (6.e)
Understand that as energy is transferred at each trophic level
in the food web, most energy is lost as heat, as represented in
an energy pyramid (6.f)
Evolution (Population Genetics)
7. Students understand that the frequency of an allele in a gene
pool of a population depends on many factors and may be
stable or unstable over time.
Investigate why natural selection acts on the phenotype rather
than the genotype of an organism (7.a)
• Evaluate why alleles that are lethal in a homozygous
individual may be carried in a heterozygote and thus
maintained in a gene pool (7.b)
• Understand new mutations are constantly being generated in
a gene pool (7.c)
P Predict how variation within a species increases the
likelihood that at least some members of a species will
survive under changed environmental conditions (7.d)
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Required Lab:
Adaptation Lab
Natural Selection Lab
Evolution (Speciation)
8. Students understand that evolution is the result of genetic
changes that occur in constantly changing environments.
Understand that natural selection favors the organisms that
are better suited to survive in a given environment (8.a)
• Understand that a great diversity of species increases the
chance that at least some organisms survive major changes in
the environment (8.b)
• Relate the effects of genetic drift on the diversity of
organisms in a population (8.c)
• Understand the influence of reproductive or geographic
isolation on speciation (8.d)
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• Demonstrate how to analyze fossil evidence with regard to
biological diversity, episodic speciation, and mass extinction
(8.e)
Required Lab:
Bird Beak Lab
Physiology (Homeostatis)
9. Students understand that as a result of the coordinated
structures and functions of organ systems, the internal
environment of the human body remains relatively stable
(homeostatic) despite changes in the outside environment.
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Explain how the complementary activity of major body
systems (respiratory, circulatory, digestive, & excretory)
provides cells with oxygen and nutrients and removes toxic
waste products such as carbon dioxide (9.a)
Investigate how the nervous system mediates communication
between different parts of the body and the body’s
interactions with the environment (9.b)
Demonstrate how feedback loops in the nervous and
endocrine systems regulate conditions in the body (9.c)
Understand the functions of the nervous system (9.d1)
Diagram how neurons transmit electrochemical impulses
(9.d2)
Diagram the pathway of impulses in sensation, thought, and
response (includes sensory neurons, interneurons, and motor
neurons) (9.e1)
Required Lab:
Senses Lab
Physiology (Infection & Immunity)
10. Students understand how organisms have a variety of
mechanisms to combat disease.
• Recognize the role of the skin in providing non-specific
defenses against infection (10.a)
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• Trace the role of antibodies in the body’s response to
infection (10.b)
• Describe how vaccination protects an individual from
infectious diseases. (10.c1)
• Interpret a graph showing the body’s production of
antibodies in response to infection (10.c2)
P Compare and contrast bacteria and viruses. (10.d)
• Explain why an individual with a compromised immune
system (i.e., a person with AIDS) may be unable to fight off
and survive infections by microorganisms that are usually
benign (10.e)
Required Lab:
HIV Transmission Demo
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Investigation and Experimentation
11. Investigation and experimentation forms the foundation
of science knowledge and is one of the core skills needed for
scientific inquiry. It is essential that we teach our students
skills and knowledge needed to do scientific inquiry. Science
literacy stems from students engaging in appropriate
scientific investigations and interpreting new data to form
decisions.
The scientific process is made-up of asking meaningful
questions and conducting engaging investigations. As a basis
for understanding this process students will develop their
own questions and perform required and recommended lab
investigations.
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Select and use appropriate tools and technology (such as
computer-linked probes, spreadsheets, graphing calculators,
rulers, protractors, and balances) to perform tests, collect
data, analyze relationships, and display data (11.a)
Identify and communicate sources of unavoidable
experimental error (11.b)
Identify possible reasons for inconsistent results, such as
sources of error or uncontrolled conditions (11.c)
Formulate explanations by using logic and evidence (11.d)
Distinguish between hypothesis and theory as scientific terms
(11.f)
Recognize the usefulness and limitations of models and
theories as scientific representations of reality (11.g)
Analyze the locations, sequences, or time intervals that are
characteristic of natural phenomena (e.g., relative ages of
rocks, locations of planets over time, and succession of
species in an ecosystem) (11.i)
Recognize the issues of statistical variability and the need for
controlled tests (11.j)
Recognize the cumulative nature of scientific evidence (11.k)
Analyze situations and solve problems that require
combining and applying concepts from more than one area of
science (11.l)
Investigate a science-based societal issue by researching the
literature, analyzing data, and communicating the findings.
Examples of issues include irradiation of food, cloning of
animals by somatic cell nuclear transfer, choice of energy
sources, and land and water use decisions in California
(11.m)
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Know that when an observation does not agree with an
accepted scientific theory, the observation is sometimes
mistaken or fraudulent (e.g., Piltdown Man fossil or
unidentified flying objects), and that the theory is sometimes
wrong (e.g., Ptolomaic model of the movement of the Sun,
Moon and planets) (11.n)
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