Download Bio Frames - Lee County School District

Biology Frame Introduc on
The Biology Frame Project includes Standards Based Instruc onal Frames for each of the standards
iden fied on the Florida End of Course Exam in Biology. These Instruc onal Frames were designed using the
Framing Rou ne, developed by Ed Ellis. Frames are communica on devices that show the organiza on or
structure of informa on, as well as the rela onship between pieces of informa on. The Framing Rou ne
focuses on how teachers can help students develop a more thorough understanding of informa on
associated with key topics and main ideas.
The Biology Frames can be used in many ways. Some instructors using the Framing Rou ne in their
classrooms with students, will already have the model frame completed for their use in guiding student
discussion and comple on of individual frames. They can be used as devices for review and are helpful
when students need to catch up on missed concepts. They are helpful study guides, allowing students to focus on essen al informa on and the rela onships that exist between main ideas and details. In addi on,
Frames are a helpful tool to differen ate instruc on among students. Frames allow teachers to engage in
standards based instruc on with a diverse group of students in a rou ne and concrete manner.
Teachers seeking training in the Framing Rou ne or other Strategic Instruc onal Model (SIM)
strategies are encouraged to contact the FDLRS Island Coast Center at 337-8363.
Nature of Science
Key Topic: SC.912.N.1.1
Complexity: High
Define a problem based on a specific body of knowledge for example: biology, chemistry, physics, and earth/space science and do the following: (DOK High) (1) pose quesons about the natural world, (2) conduct systemic observa ons, (3) examine books and other sources of informa on to see what is already known (4) review what is known
in light of empirical evidence, (5) plan inves ga ons, (6) use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems,
and also the genera on and interpreta on of graphical representa ons of data, including data tables and graphs), (7) pose answers, explana ons, or descrip ons of events,
(8) generate explana ons that explicate or describe natural phenomena (inferences), (9) use appropriate evidence and reasoning to jus fy these explana ons to others, (10)
communicate results of scien fic inves ga ons, and (11) evaluate the merits of the explana ons produced by others.
IS ABOUT…..scien fic inves ga ons begin with observa on(s), the act of no cing and describing events or processes in a careful and orderly way, asking ques ons, making
inferences and forming hypotheses, conduc ng controlled experiments, collec ng and analyzing data, and drawing conclusions.
Main Idea
Main Idea
Basic Process Skills
•
•
•
•
•
•
Observing
Inferring
Predic ng
Classifying
Using Models
Research
Main Idea
Conduc ng an Experiment
•
•
•
•
•
•
•
•
Compound Light
Scanning Electron
Transmission Electron
Op cal Telescopes
Radio Telescopes
Start with Ques ons or Problems
Develop a Hypothesis
Design an Experiment
Controlling Variables
Interpre ng Data
Drawing Conclusions
Jus fy explana ons
Communicate results
Main Idea
Microscopes/Telescopes
•
•
•
•
•
Main Idea
Organizing Informa on
•
•
•
•
•
Length (meters)
Volume (liters)
Mass (kilograms)
Temperature (C/F/K)
Flowcharts
Concept Maps
Compare/Contrast Tables
Venn Diagram
Cycle Diagram
Main Idea
Measurement Systems
•
•
•
•
Main Idea
Text Features
•
•
•
•
•
Main Idea
Technology and Design
Iden fy a Need
•
•
•
•
•
Research the Problem
Design a Solu on
Build and Evaluate a Prototype
Troubleshoot and Redesign
Communicate the Solu on
Data Tables
Bar Graphs
Line Graphs
Circle Graphs
Reading Diagrams
• Cross Sec ons
• Longitudinal Sec ons
Math Skills
Formulas and Equa ons
•
•
•
•
Mean, Median, Mode
Es ma on
Accuracy and Precision
Significant Figures
So What? (What’s important to understand about this?)
The goals of science are to observe and understand the natural world through scien fic methodology (Cite evidence to support the categories above).
Results from scien fic inquiry coupled with tools (technological advances) tend to fuel further advancements.
Cell Theory
Key Topic: SC.912.L.14.1
Describe the scien fic theory of cells (cell theory) and relate the history of its discovery to the process of science.
Complexity: Moderate
IS ABOUT…..a fundamental concept of biology which states: (1) all living things are made up of cells, (2) cells are the basic unit of structure and func on in living things, and
(3) new cells are produced from living cells.
Main Idea
Main Idea
Discovery
Main Idea
Cell Theory
Scien fic Thought
Main Idea
Scien fic Contributors
Early Microscopes: Developed in the
1500’s in Europe.
All living things are made of cells.
Theory – a well-tested explana on
that unifies a broad range of
observa ons and hypotheses, and
enable scien sts to make accurate
predic ons about new situa ons.
Van Leeuwenhoek – discovered bacteria
Cells: Discovered and named by
Hooke.
Basic unit of structure and func on.
Scien fic Law – a statement about
what happens in nature and that
seems to be true all the me.
Hooke – discovered and named cells
Modern Microscopes: Compound
Light, Scanning Electron, Transmission
Electron
New cells come from exis ng cells.
Science – based upon provable,
reproducible theories or facts.
Schleiden – concluded all plants are
made of cells
Non-science – not based upon
provable, reproducible theories
or facts
Schwann – followed Schleiden one year
later, concluded all animals are made of
cells
Pseudoscience – based upon a set
of ideas put forth as scien fic when
they are not scien fic.
Virchow – concluded that new cells are
only produced from the division of exis ng cells
So What? (What’s important to understand about this?)
Results from scien fic inquiry coupled with tools (technological advances in microscopy equipment and techniques) tend to fuel further advancements and refinement
of the Cell Theory.
Cells: Prokaryotes/Eukaryotes, Plants/Animals
Key Topic: SC.912.L.14.3
Complexity: Moderate
Compare and contrast the general structures of prokaryo c and eukaryo c cells. Compare and contrast the general structure of plant and animal cells.
IS ABOUT…..How prokaryo c and eukaryo c cells and how plant and animal cells are similar or different.
All TYPES OF CELLS HAVE: Ribosomes, Gene c Material, Cytoplasm, Cell (Plasma) Membrane, Microfilaments; and CAN BE: Autotroph or Heterotroph.
*This includes just the basics of cell structure. See SC.912.L.14.2 for Structure & Func on.
Main Idea
Main Idea
Prokaryotes
Examples:
Main Idea
Eukaryotes
Main Idea
Plant
Animals
(Diagram - structure &func on)
(Diagram - structure & func on)
Examples:
•
Cell Wall
•
Centrioles
•
Archaebacteria
•
Plant
•
Central Vacuole
•
Lysosome
•
Eubacteria
•
Animal
•
Chloroplast
•
No Chloroplast or cell wall
•
Pro st (see SC.912.L.15.6)
•
Regular “square” shape
•
Asymmetrical
•
Fungi (see SC.912.L. 15.6)
Characteris cs:
•
No Nucleus
•
No Membrane BOUND
organelles
•
Cell Wall
•
Nucleus
•
Plasmids
•
Membrane BOUND organelles
•
Circular DNA
•
Can have Cell Wall
•
Smaller Unicellular
•
Linear DNA (Chromosomes)
•
Bigger Uni- or Mul celllular
Characteris cs:
So What? (What’s important to understand about this?)
Plant and animal cells contain many of the same organelles, while other organelles are unique to either plant cells or animal cells.
There are two broad groups of cell types: Prokaryo c and Eukaryo c.
Cells: Structure & Func on
Key Topic: SC.912.L.14.2
Complexity: Moderate
Relate structure and func on for the components of the plant and animal cells. Explain the role of cell membranes as a highly selec ve barrier (passive and ac ve transport).
IS ABOUT….. How a cell func ons on a daily basis.
Main Idea
Main Idea
Cellular Control Center
•
Nucleus
•
Chroma n
•
•
Main Idea
Organelles That Store
Main Idea
Organelles That Clean-Up
Organelles that Support
•
Cytoskeleton
•
Centrioles
Chromosomes
•
Microtubules
Plasmid
•
Microfilaments
Main Idea
•
Main Idea
Organelles That
Build and Process
•
Vacuoles
Lysosomes
Main Idea
Organelles That
Capture and Release Energy
Main Idea
Cellular Boundaries
Mo lity
•
Ribosomes
•
Rough Endoplasmic Re culum
•
Chloroplasts
•
Cell Wall
•
Flagella
•
Smooth Endoplasmic Re culum
•
Mitochondria
•
Nuclear Envelope
•
Cilia
•
Golgi Apparatus
•
Cell Membrane
•
Nucleolus
Main Idea
Main Idea
EXTRA FEATURES
•
Cytoplasm
Main Idea
Passive Transport
•
Diffusion
•
Facilitated Diffusion
Ac ve Transport
•
Ac ve Transport
•
Sodium-Potassium Pump
•
Bulk Transport
•
Exocytosis
•
Endocytosis
•
Phagocytosis
•
Pinocytosis
•
Receptor-Mediated endocytosis
So What? (What’s important to understand about this?) The organelles and their func ons. Cells maintain homeostasis using passive and ac ve transport across the selecvely permeable cell (plasma) membrane. Cells must maintain homeostasis in all types of solu ons, including isotonic, hypotonic, and hypertonic. Large molecules are
moved into and out of the cell using endocytosis and exocytosis.
Cells: Structure & Func on
STRUCTURE
Nucleus
Contains DNA
Chroma n
Allows for replica on of DNA and
helps with chromosome forma on.
Cellular Control Center
Chromosomes
Pass on replicated DNA
Plasmid
Small circular DNA (foreign)
Vacuoles
Stores water, Digests waste material
Lysosomes
Break down and recycle macromolecules
Cytoskeleton
Maintains cell shape; moves cell
parts; helps cells move.
Centrioles
Organize cell division
Microtubules
Microfilaments
Support the shape and routes
which organelles can move.
Single-stranded fiber that maintains the structural integrity of
the cell.
Ribosomes
Organelles That Store, CleanUp, and Support
Organelles That Build and
Process
FUNCTION
PROKARYOTE
Prokaryote DNA is found in
cytoplasm
EUKARYOTE
EUKARYOTE
Animal
Plant
Present
Present
Present
Present
Present
Present
Present
(diges on, waste
disposal, protecon and storage)
Present
Present
(water balance,
storage, cell growth,
and protec on)
Present
Present
Present
Present
Prokaryo c cells have protein
filaments similar to ac n and
tubulin.
Present
Present
Present
Present
Present
Present
Present
Synthesize proteins
Present
Present
Rough Endoplasmic
Re culum
Assembles proteins
Present
Present
Smooth Endoplasmic
Re culum
Synthesize lipids and detoxify
drugs and poisons
Present
Present
Golgi Apparatus
Modifies, sorts, and packages
proteins and lipids for storage or
transport out of the cell
Present
Present
Nucleolus
Synthesize ribosomes
Present
Present
Cells: Structure & Func on
STRUCTURE
Organelles That Capture and
Release Energy
FUNCTION
PROKARYOTE
Chloroplasts
Convert solar energy to chemical
energy stored in food.
Mitochondria
Convert chemical energy in food
to usable compounds.
Cell Wall
Shapes, supports, and protects
the cell
Shapes, supports, and protects
the nucleus
Regulates materials entering and
leaving cell; protects and supports cells
Allow for cell movement (tail)
Aid in locomo on and feeding by
sweeping
Site for chemical reac ons and
placement of internal structures
In some prokaryo c cells,
photosynthesis occurs in associa on with internal photosynthe c membranes.
Prokaryotes carry out these
reac ons in the cytoplasm
rather than in specialized
organelles.
Present
Nuclear Envelope
Cellular Boundaries
Cell Membrane
Mobility
EXTRA FEATURES
Flagella
Cilia
Cytoplasm
EUKARYOTE
EUKARYOTE
Animal
Plant
Present
Present
Present
Present
Present
Present
Present
Present
Present
Present
Present
Present
Present
Present
Present
Present
Plant Organs and Tissues
Key Topic: SC.912.L.14.7
Complexity: Moderate
Relate the structure of each of the major plant organs and ssues to physiological processes.
IS ABOUT….. organs such as roots, stems, leaves, flowers, etc. are comprised of meristema c, dermal, ground and vascular ssues that help plants undergo the processes of
photosynthesis, cellular respira on, transpira on, growth, and reproduc on.
Main Idea
Main Idea
Plant Tissues
Main Idea
Plant Organs
Main Idea
Plant Structures
Physiological Processes
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Meristema c
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Roots
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Roots: root hairs, root cap
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Photosynthesis
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Dermal
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Stems
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Stems: phloem, xylem
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Cellular respira on
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Ground
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Leaves
•
Leaves: guard cells, stomata
•
Transpira on
•
Vascular
•
Flowers
•
Flowers:
•
Growth
•
Fruits
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stamen
•
Reproduc on
•
Cones
•
pis l
•
ovary
•
petals
•
sperm
•
egg
•
sepal
•
filament
•
anther
•
style
•
s gma
•
Fruits: seed
•
Cones: cambium
So What? (What’s important to understand about this?)
The four types of plant ssues are found within numerous plant organs and throughout plant structures.
The different arrangement of each ssue in an organ or structure assists the plant in growing, reproducing, cycling of water through transpira on and cycling of maQer
and flow of energy through photosynthesis and cellular respira on.
Parts of the Brain
Key Topic: SC.912.L.14.26
Iden fy the major parts of the brain on diagrams or models.
IS ABOUT….. Labeling the parts of the brain on a diagram.
Main Idea
Complexity: Low
Main Idea
Regions
Lobes
•
Cerebrum
•
Frontal
•
Medulla oblongata
•
Parietal
•
Hypothalamus
•
Occipital
•
Brain stem
•
Temporal
•
Pons
So What? (What’s important to understand about this?)
The brain and the spinal cord make up the central nervous system.
Cardiovascular System
Key Topic: SC.912.L.14.36
Describe the factors affec ng blood flow through the cardiovascular system.
Complexity: Moderate
IS ABOUT…..the circulatory system transports blood to deliver important substances, such as oxygen, to cells and to remove wastes, such as carbon dioxide.
Main Idea
Main Idea
Blood Pressure
• The amount of pressure exerted against the vessel walls by
blood.
Blood Volume
•
• Normal: 120(systolic)/80
(diastolic)
Main Idea
Main Idea
Main Idea
Resistance
The total amount of blood in the
body.
• 4 liters for females
• 5 liters for males
The ability of the system to dilate or constrict in response to the changes in pressure and volume.
Main Idea
Disease
Viscosity
The resistance of a liquid, related to its thickness,
to flow under stress or pressure. The greater the
viscosity, the greater the amount of pressure required to pump a fluid.
Main Idea
Exercise
Blood Flows
(start and end at lungs)
•
High Blood Pressure
•
Atherosclerosis
•
Stroke
•
High Cholesterol
•
•
•
Aerobic exercise is physical exercise that intends to improve the blood flow
through the cardiovascular system.
•
Artery
•
Arteriole
The contrac on of major muscle groups must be repeated oSen enough to
elevate the heart rate to a target level determined during tes ng enabling
efficient oxygen input and carbon dioxide output.
•
Capillary
•
Venule
•
Vein
Ini ally, the increase in blood pressure and volume, if sustained, will lead to
effec ve muscle movement and increased blood flow. Aerobic exercise is
beneficial because the system works more efficiently at taking in oxygen and
releasing carbon dioxide and decreases blood pressure leading to beQer overall health.
So What? (What’s important to understand about this?)
Plasma is about 90% water and 10% dissolved gases, salts, nutrients, enzymes, hormones, waste products, plasma proteins, and cholesterol.
As blood flows through the circulatory system, it moves through three types of blood vessels—arteries, capillaries, and veins.
Blood cloWng is made possible by plasma proteins and cell fragments called platelets.
Three common and serious diseases of the circulatory system are heart disease, stroke, and high blood pressure.
Research indicates that high cholesterol levels, along with other risk factors, lead to atherosclerosis and higher risk of heart aQack.
The factors that affect blood flow through the cardiovascular system: blood pressure, blood volume, resistance, disease and exercise.
How these factors affect blood flow.
Addi onal resources: hQp://www.winona.edu/biology/adam_ip/misc/assignmenYiles/cardiovascular/Fact_Aff_Blood_Pressure.pdf
Human Immune System
Key Topic: SC.912.L.14.52
Complexity: Moderate
Explain the basic func on of the human immune system, including specific and nonspecific immune response, vaccines and an bio cs.
Also assesses: SC.912.L.14.6
Complexity: High
Explain the significance of gene c factors, environmental factors, and pathogenic agents to health from the perspec ves of both individual and public health.
IS ABOUT…..The immune system protects the body against pathogens like bacteria and viruses that cause disease.
Main Idea
Main Idea
Main Idea
Main Idea
Nonspecific immunity
Nonspecific response to
invasion
Cells of the Immune System
Specific Immunity
• Defenses you are born with that are
not aimed at a specific pathogen.
• Skin barriers: 1st line of defense,
helps protect against invasion of microorganisms.
• Chemical barriers:
• Lysozyme: (saliva, tears, nasal
secre ons ) breaks down bacterial cell walls and kills pathogens.
• Mucus: blocks bacteria
• Hydrochloric Acid: (stomach) kills
microorganisms
• How the body responds to pathogens
that get beyond barriers.
• Cellular defense: phagocytosis.
• Interferon: protein that helps prevent
viral replica on of cells.
• Inflammatory response: chemical
response that aids in the accumulaon of white blood cells.
• Neutrophils: blood cells that ingest bacteria.
• Macrophages: blood cells that ingest
bacteria and remove neutrophils and
other debris.
• Lymphocytes: blood cells that produce
an bodies and other chemicals.
• 2nd line of defense, when
pathogens get past nonspecific response.
• Involves ssues and organs.
Main Idea
Main Idea
Main Idea
Main Idea
Lympha c System
Vaccines
An bodies
Gene c Disorders
• Organs and cells that filter lymph and
blood, destroys microorganisms and
absorbs fat.
• B Cell: produces an bodies
• T Cell: AQacks and destroys pathogens
• Deliberate exposure of the body to an
an gen.
• Common vaccines: DBT, Polio, MMR,
Varicella, HIB, HBV
• An bodies made by other people or
animals injected or transferred into the
body.
• Examples: penicillin, azithromycin,
cephalexin
• Can be environmentally influenced
as well.
• Immune deficiency (ex: HIV and
AIDS)
• Degenera ve diseases (ex: Arthris)
• Metabolic (ex: Type 2 diabetes)
• Autoimmunity (ex: Rheuma c fever)
• Cancer
• Allergies
So What? (What’s important to understand about this?)
The immune system aQempts to protect the body from contrac ng an infec on through pathogens. Some immune disorders can be gene c and environmental. Pathogens that cause infec ons are dispersed by people, other animals, and objects. The immune system has two main components: nonspecific and specific immunity.
Theory of Evolu on
Key Topic: SC.912.L.15.1
Complexity: High
Explain how the scien fic theory of evolu on is supported by the fossil record, compara ve anatomy, compara ve embryology, biogeography, molecular biology, and observed evolu onary change
Also Assesses:
SC.912.L.15.10—Iden fy basic trends in hominid evolu on from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools.
SC.912.N.1.3— Recognize that the strength or usefulness of a scien fic claim is evaluated through scien fic argumenta on, which depends on cri cal and logical thinking, and
the ac ve considera on of alterna ve scien fic explana ons to explain the data presented.
SC.912.N.1.4— Iden fy sources of informa on, and assess their reliability according to the strict standards of scien fic inves ga on.
SC.912.N.1.6— Describe how scien fic inferences are drawn from scien fic observa ons, and provide examples from the content being studied.
SC.912.N.2.1— Iden fy what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science).
SC.912.N.3.1— Explain that a scien fic theory is the culmina on of many scien fic inves ga ons drawing together all the current evidence concerning a substan al range of
phenomena; thus, a scien fic theory represents the most powerful explana on scien sts have to offer.
SC.912.N.3.4— Recognize that theories do not become laws, nor do laws become theories; theories are well-supported explana ons, and laws are well-supported descripons.
IS ABOUT…..
Fossils provide key evidence for understanding the origin and the history of life on Earth.
The theory of evolu on is supported by natural selec on and explains the diversity of life, and that it is con nually being refined as scien sts learn new informa on.
Evolu onary change in a group of small, tree-living mammals eventually led to a diversity of species that includes modern humans (Hominid)
Science is the study of the natural world and is rooted in scien fic inquiry.
Main Idea
Main Idea
Fossil Record
Main Idea
Compara ve Anatomy
•
•
Trace fossil
Molds and cast
•
•
Homologous structures
Ves gial structures
•
Replacement
•
Analogous structures
•
•
Petrified or permineralized
Amber
•
•
•
•
Original material
Rela ve da ng
Law of superposi on
Radiometric da ng
Main Idea
Compara ve Embryology
•
•
•
Vertebrate embryos show evolu onary rela onships.
Homologous structure during certain phases of development.
All vertebrate have tail and pharyngeal pouches.
Compara ve Biochemistry
•
•
•
DNA, RNA, the gene c code, and
protein synthesis are similar in all
organisms.
Cytochrome C, an enzyme that is
essen al for respira on.
Amino acids
Theory of Evolu on
Main Idea
Main Idea
Geographic Distribu on
Main Idea
Characteris cs of Primates
Main Idea
Primate Groups
Genus Homo
•
PaQerns of migra on
•
Manual dexterity
•
Strepsirrhines
•
Bigger brain
•
Climate
•
Senses
•
Haplorines
•
Lighter skeletons
•
Plate tectonics
•
Locomo on
•
New World monkeys
•
Tool use
•
Complex brains and behaviors
•
Old World monkeys
•
•
Reproduc ve rate
•
Apes which includes Hominis
Slowly developed language and
culture
Main Idea
Main Idea
Scien fic Thought
Scien sts
•
Darwin
*Law well-supported descrip ons
•
Lyell
*Theory well-supported explana ons
•
Malthus
*Evidence based
•
Mendel
*Cri cal and logical thinking
•
Wallace
*Mathema cal and experimental
techniques
•
Gould
•
Lamarck
•
HuQon
Science* vs. not science:
So What? (What’s important to understand about this?)
Fossils provide evidence of the past
Homologous and ves gial structures indicate shared ancestry.
Examples of embryological and biochemical traits provide insight into the evolu on of species.
All primates share certain anatomical and behavioral characteris cs.
Primates include lemurs, New World monkeys, Old World monkeys, apes and humans.
Science is a process based on inquiry that develops explana ons and scien sts use specific methods when conduc ng research.
Domains and Kingdoms
Key Topic: SC.912.L.15.6
Complexity: Moderate
Discuss dis nguishing characteris cs of the domains and kingdoms of living organisms.
IS ABOUT…..how organisms are classified into domains according to cell type and structure, and into kingdoms according to cell type, structure, and nutri on.
Main Idea
Hierarchical Classifica on
Biologists use a system of classifica on
to organize informa on about the diversity of living things.
Aristotle developed the first system
based upon plants or animals; further
subdivided those two categories.
Linnaeus broadened Aristotle’s system:
• formalized it into a “scien fic system,”
• first formal taxonomic system, responsible for “binominal nomenclature”.
Determining Species (Modern Classifica on):
• Typological – determina on by
comparison of physical characteriscs.
• Biological – determined by similar
characteris cs and the ability to
interbreed and produce fer le offspring.
• Phylogene c – determined by
evolu onary history.
Main Idea
Main Idea
Domains
There are three Domains:
• Archaea
• Bacteria
• Eukarya
Classified according to:
• cell type
• structure
Main Idea
Kingdoms
There are six Kingdoms:
• Eubacteria
• Archaebacteria
• Pro sta
• Fungi
• Plantae
• Animalia
Classified according to:
• cell type
• structure
• nutri on
Other Taxonomic Categories
•
•
•
•
•
•
Phylum – contains related Classes
Class – contains related Orders
Order – contains related Families
Family – contains related Genuses
Genus – a group of species that are
closely related
Species
Domains and Kingdoms
Main Idea
Vocabulary
Classifica on - the assignment of organisms to groups within domains, kingdoms and other taxonomic categories.
Taxonomy - the science of describing, naming, and classifying organisms.
Binominal Nomenclature - a method of naming organisms, coming from La n roots, which gives each species a scien fic name with two parts. The first part is the genus
name, and the second part is the specific epithet, or specific name, that iden fies the species.
Taxon – a named group of organisms.
Phylogeny – the evolu onary history of a species.
Ontogeny - the origin and the development of an organism.
Characters – to classify a species, scien sts oSen construct paQerns of descent, or phylogenies.
Cladis cs - is an approach to biological classifica on in which items are grouped together based on whether or not they have one or more shared unique characteris cs that
come from the group's last common ancestor and are not present in more distant ancestors. Therefore, members of the same group are thought to share a common history
and are considered to be more closely related.
Cladogram – a branching diagram that represents the proposed phylogeny or evolu onary history of a species or group.
Corresponding – being similar or equivalent in character, quan ty, origin, structure, or func on.
Dichotomous key – key based on a series of choices between alternate characteris cs.
So What? (What’s important to understand about this?)
Organisms can/have been classified typologically, biologically, or phylogenically.
Current classifica on is predicated upon evolu onary progression and extant evolu onary theories.
Classifica on systems have evolved from topological to biological to phylogenical in step with scien fic advancements (technological and theore cal).
Discovery of more and more organisms has driven the need for more complex classifica on systems.
Classifica on systems are “logically” driven through scien fic inquiry.
Addi onal resources: hQp://www.docstoc.com/docs/107926697/classifica on-of-living-things-table
Origin of Life on Earth
Key Topic: SC.912.L.15.8
Complexity: Moderate
Describe the scien fic explana on of the origin of life on Earth
Also Assesses:
SC.912.N.1.3 - Recognize that the strength or usefulness of a scien fic claim is evaluated through scien fic argumenta on, which depends on cri cal and logical thinking, and
the ac ve considera on of alterna ve scien fic explana ons to explain the data presented.
SC.912.N.1.4 - Iden fy sources of informa on, and assess their reliability according to the strict standards of scien fic inves ga on.
SC.912.N.2.1 - Iden fy what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science).
IS ABOUT…..how events leading to the origin of life have evolved con nuously since that me.
Main Idea
Main Idea
Early Ideas
•
•
•
Redi
•
Cellular Evolu on
Spontaneous genera on:
• Life from non-life.
Pasteur
• Theory of Biogenesis:
• Living organisms can produce other living organisms.
Oparin/Haldene
• Primordial Soup Theory:
• Organic compounds could be made from the reac ons of
gases in the early oceans.
Main Idea
•
No oxygen was present in the early atmosphere.
•
The first cells were prokaryo c.
•
Once oxygen was present in the atmosphere, photosynthe c prokaryo c
cells developed.
•
This led to eukaryo c cells
Main Idea
Modern Ideas
•
•
Miller/Urey
• Simple organic compounds can be made from
inorganic compounds.
Endosymbio c Theory
• (see Margulis)
Main Idea
Endosymbio c Theory
•
Margulis
• Eukaryo c cells ingested prokaryo c cells
and developed a symbio c rela onship.
• Scien sts believe this is the origin of the
chloroplast and mitochondria.
Scien fic Thought
•
•
•
Science
Non Science
Pseudo science
So What? (What’s important to understand about this?)
Evidence (as stated above) indicates that a sequence of chemical events preceded the origin of life on Earth and that life has evolved con nuously since that me.
Addi onal resources: hQp://www.biology.iupui.edu/biocourses/N100/2k2endosymb.html
Natural Selec on
Key Topic: SC.912.L.15.13
Complexity: Moderate
Describe the condi ons required for natural selec on, including: overproduc on of offspring, inherited varia on, and the struggle to survive, which result in differen al reproduc ve success.
IS ABOUT…..how natural selec on occurs in any situa on in which more individuals are born than can survive (the struggle for existence), there is natural heritable varia on
(varia on and adapta on), and there is variable fitness among individuals (survival of the fiQest).
Main Idea
Main Idea
Darwin’s Voyage of Discovery
•
•
•
Epic Journey
Developed scien fic theory of Natural Selecon based upon observa ons while aboard the
Beagle.
No ced three paQerns of biodiversity:
• Species vary globally
• Species vary locally
• Species vary over me
Main Idea
Ideas that Shaped Darwin’s Thinking
•
•
•
Processes that changed the Earth in the past are
the same processes that operate in the present.
Organisms can change during their life mes by
selec vely using or not using various parts of their
bodies.
• Also suggested that individuals could pass
these acquired traits on to their offspring,
enabling species to change over me.
If human popula ons grew unchecked, there
wouldn’t be enough living space and food for
everyone.
Evolu onary Change
•
•
•
•
•
Natural Selec on – process by which organisms that
are most suited to their environment survive and
reproduce most successfully (overproduc on of offspring); also called survival of the fiQest.
Gene c Dri; – random change in an allele frequency
caused by a series of chance occurrences that causes
an allele to become more or less common in a popula on.
Gene Flow - the movement of genes from different
popula ons of species. Muta on – change in the
gene c material of a cell.
Gene c Recombina on - The process of forming
new allelic combina on in offspring by exchanges
between gene c materials (as exchange of DNA sequences between chromosomes).
Nonrandom Ma ng – ma ng that has not occurred
due to chance, and therefore has had human interference.
So What? (What’s important to understand about this?)
Results from scien fic inquiry coupled with tools (technological advances in microscopy equipment and techniques) tend to fuel further advancements and refinement of
the Cell Theory.
Mendel’s Laws
Key Topic: SC.912.L.16.1
Complexity: High
Use Mendel’s Law of Segrega on and Independent Assortment to analyze paQerns of inheritance
Also assesses: SC.912.L.16.2
Complexity: Moderate
Discuss observed inheritance paQerns caused by various modes of inheritance, including dominant, recessive, co-dominant, sex-linked, polygenic, and mul ple alleles.
IS ABOUT…..some traits are inherited through complex inheritance paQerns that may or may not follow Mendel’s Laws. Pedigrees and PunneQ Squares are tools to help analyze paQerns of inheritance.
Main Idea
Main Idea
Mendel’s Laws
•
•
Law of Segrega on: Two alleles for
each trait separate during meiosis.
Law of Independent Assortment:
Random distribu on of alleles occurs during gamete forma on.
Main Idea
Dominant Pa<erns of
Inheritance
•
•
Have the trait IF two dominant alleles
are inherited OR one dominant allele
is inherited (BB or Bb).
Gene c disorder examples: Hun ngton’s Disease and Achondroplasia.
Main Idea
Recessive Pa<erns of
Inheritance
•
•
Have the trait ONLY IF two recessive
alleles are inherited (bb).
Gene c disorder examples: Cys c
Fibrosis, Albinism, and Tay-Sachs disease.
Sex-linked Traits
•
•
•
Main Idea
Main Idea
Polygenic Traits
•
•
Mul ple genes determine trait.
Examples: skin color, eye color, and
fingerprints.
Main Idea
Mul ple Alleles
•
•
Some forms of inheritance are determined by more than two alleles.
Examples: ABO blood groups in humans and coat color of rabbits.
Main Idea
Complex Pa<erns of
Inheritance
•
•
•
Do not follow inheritance paQerns
described by Mendel.
Incomplete dominance: trait is a
blend of the alleles (red + white =
pink).
Codominance: Both alleles are shown
(red + white = white with red spots).
So What? (What’s important to understand about this?)
Gene c disorders and traits can be caused by dominant or recessive alleles.
Gene c disorders and traits can be inherited from mul ple alleles and genes.
According to Mendel , alleles separate independently of one another during gamete forma on.
Complex characters are not inherited in Mendelian fashion.
Human inheritance does not always follow Mendel’s Laws.
Gene cists can use tools such as pedigrees and PunneQ Squares to determine paQerns of inheritance.
Traits controlled by genes located
on the X chromosome.
Seen more oSen in boys (XY) girls
have to get the gene twice for it to
be seen (XX).
Gene c disorder examples: Redgreen color blindness and hemophilia.
Analysis Tools
•
•
Pedigrees: Illustrates the paQern
of a dominant disorder within a
family.
Punne< Square: Analyzes the
probability of offspring having a
certain trait.
DNA Replica on
Key Topic: SC.912.L.16.3
Complexity: High
Describe the basic process of DNA replica on and how it relates to the transmission and conserva on of the gene c informa on.
Also Assesses:
SC.912.L.16.4 - Explain how muta ons in the DNA sequence may or may not result in phenotypic change. Explain how muta ons in gametes may result in phenotypic changes
in offspring.
SC.912.L.16.5 - Explain the basic processes of transcrip on and transla on and how they result in the expression of genes.
SC.912.L.16.9 - Explain how and why the gene c code is universal and is common to almost all organisms.
IS ABOUT…..
Deoxyribonucleic acid (DNA) is the gene c material that contains a code for proteins.
DNA replicates by making a strand that is complementary to each original strand.
Gene expression is regulated by the cell, and muta ons can affect this expression.
DNA codes for Ribonucleic acid (RNA), which guides protein synthesis
Main Idea
Main Idea
DNA Replica on Process
•
•
•
•
•
•
•
•
•
DNA helicase
RNA primase
RNA primer
DNA polymerase
DNA Nucleo des: A-T, C-G
Lagging strand
Okazaki fragments
Telomeres
Semiconserva ve
Main Idea
Main Idea
Transmission
Transcrip on
Transla on
•
Prokaryo c DNA Replica on:
• Begins from a single point
• Proceeds in both direc ons
Eukaryo c DNA Replica on:
• Begins at mul ple points
• Proceeds in both direc ons
Main Idea
Transcrip on
•
•
•
•
•
•
•
•
Conserva on of Gene c
Informa on
•
•
•
Segments of DNA serve as templates
Complementary RNA Molecules
RNA polymerase
Promoters
Introns
exons
mRNA
RNA-cap, RNA-tail
Main Idea
•
•
•
•
Only 20 amino acids
64 base codons
AUG
UGG
Main Idea
Transla on
•
•
•
•
•
•
•
•
•
Gene c Code
Ribosomes use the sequence of codons in mRNA
Assemble amino acids
mRNA
tRNA
An codon
Methionine codon AUG
Polypep de
Stop codon
Protein
Muta ons
•
•
•
•
•
•
•
Change in DNA
Point muta on
• Subs tu on
• Inser ons and dele ons
Chromosomal muta ons
Mutagens
Changes in amino acids
Polyploidy
Harmful/Helpful muta ons
DNA Replica on
So What? (What’s important to understand about this?)
The DNA that makes up genes must be capable of storing, copying, and transmiWng the gene c informa on in a cell.
DNA polymerase is an enzyme that joins individual nucleo des to produce a new strand of DNA.
Replica on in most prokaryo c cells starts from a single point and proceeds in two direc ons un l the en re chromosome is copied.
In eukaryo c cells, replica on may begin at dozens or even hundreds of places on the DNA molecule, proceeding in both direc ons un l each chromosome is completely
copied.
In transcrip on, segments of DNA serve as templates to produce complementary RNA molecules.
The central dogma of molecular biology is that informa on is transferred from DNA to RNA to protein.
Muta ons are heritable changes in gene c informa on.
The effects of muta on on genes vary widely. Some have liQle or no effect; some produce beneficial varia on. Some nega vely disrupt gene func on.
Addi onal resources: hQp://nnhsbiology.pbworks.com/f/1280666569/transcrip on%20transla on%20diagram.png; hQp://www.cytologystuff.com/images/mbiocell.jpg
Impact of Biotechnology
Key Topic SC.912.L.16.10
Evaluate the impact of biotechnology on the individual, society, and the environment, including medical and ethical issues.
IS ABOUT…..techniques that have been used for people, society and their environment.
Main Idea
Main Idea
Applied Gene cs
•
•
•
•
Selec ve Breeding
Inbreeding
Test cross
Hybridiza on
Main Idea
DNA Technology
•
•
•
•
•
Gene c engineering
Gel electrophoresis
Cloning
Polymerase chain reac on (PCR)
Recombinant DNA
Complexity: High
Main Idea
Human Genome
•
•
•
•
Gene Therapy
DNA fingerprin ng
Micro Array
Genomics/Proteomics
So What? (What’s important to understand about this?)
Selec ve breeding is used to produce organisms with traits that are considered desirable.
Hybridiza on produces organisms with the desired traits from parents with different traits.
Inbreeding creates pure breeds.
A test cross can be used to determine organism’s genotype.
Gene c engineering is used to produce organisms that are useful to humans.
Recombinant DNA technology is used to study individual genes.
DNA fragments can be separated using gel electrophoresis.
Clones can be produced by transforming bacteria with recombinant DNA.
The polymerase chain reac on is used to make copies of small DNA sequences.
Transgenic organisms are being created to increase the quality of human life.
Researchers who worked on the HGP sequenced all nucleo des in the human genome.
DNA fingerprin ng can be used to iden fy individuals.
DNA microarrays allow researchers to study all the genes in the genome simultaneously.
Gene therapy might be used in the future to correct gene c disorders.
Genomics is the study of an organism’s genome and proteomics is the study of the proteins in the human body.
Ethics & Impacts
•
•
•
•
Modify organisms
Patent holders
Gene cally Modified Foods
Stem Cells
Human Reproduc ve Systems
Key Topic: SC.912.L.16.13
Complexity: Moderate
Describe the basic anatomy and physiology of the human reproduc ve system. Describe the process of human development from fer liza on to birth and major changes that
occur in each trimester of pregnancy.
IS ABOUT…..the parts of male and female reproduc ve systems, how they work, and how a fer lized egg undergoes many diverse phases of development from a zygote to a
full term fetus during pregnancy.
Main Idea
Male Reproduc ve System
•
•
•
•
•
•
•
•
Seminal vesicle
Prostate gland
Vas deferens
Urethra
Epididymis
Scrotum
Penis
Testes
Main Idea
Early Stages of
Development
•
•
•
•
•
Implanta on
Morula
Blastocyst
Gastrula on
Neurula on
Main Idea
Main Idea
Female Reproduc ve System
•
•
•
•
•
Ovaries
Oviduct (fallopian tube)
Uterus
Cervix
Vagina
Main Idea
Fetal Development
•
•
•
•
Placenta
Umbilical cord
Amnio c fluid
Amnio c sac
Main Idea
Main Idea
Hormone Produc on
• Basic male changes in rela on to
reproduc ve physiology.
• Basic female changes in rela on to
reproduc ve physiology.
Main Idea
Pregnancy
1 Trimester Major Events
Pregnancy
2 Trimester Major Events
Pregnancy
3 Trimester Major Events
•
•
• Organ systems mature.
• Fetus doubles in mass.
• Central nervous system and lungs
complete development.
• Fetus can regulate its body temperature.
• Fetus can survive outside of the
uterus .
st
•
•
•
All ssues, organs and organ systems begin to develop.
Movement of arms, fingers, and
toes.
Facial expressions
Fingerprints present
nd
•
•
•
•
Tissues become more specialized
and begin to func on.
Fetal heartbeat can be heard.
Bone replaces car lage.
Hair grows
Fetal movements can be felt by the
mother.
rd
So What? (What’s important to understand about this?)
Males and females develop differently based on hormones released.
There are dis nc ve organs present in the male and female reproduc ve systems that create and produce the gametes necessary for sexual reproduc on.
Once an egg is fer lized by a sperm and a zygote is formed, the zygote goes through further transforma on before implan ng in the uterus and developing into a fetus.
Major changes happen aSer implanta on within each trimester, such as those listed above.
Cell Cycle: Asexual/Sexual Reproduc on
Key Topic: SC.912.L.16.17
Complexity: High
Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduc on and their consequences for gene c varia on.
Also Assesses:
SC.912.L.16.8 - Explain the rela onship between muta on, cell cycle, and uncontrolled cell growth poten ally resul ng in cancer.
SC.912.L.16.14 - Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the forma on of new cells and its importance in maintaining chromosome number during asexual reproduc on.
SC.912.L.16.16 - Describe the process of meiosis, including independent assortment and crossing over. Explain how reduc on division results in the forma on of haploid gametes or spores.
IS ABOUT…..how cells goes through a life cycle that includes interphase, mitosis, and cytokinesis. And how reproduc ve cells, which pass on gene c traits from the parents to
the child, are produced by the process of meiosis.
Main Idea
Main Idea
Mitosis
•
•
•
•
•
Cell growth and repair
Cell cycle
Two diploid (iden cal) cells are
produced.
One division occurs
DNA replica on
Main Idea
Asexual Reproduc on
•
•
•
•
Two iden cal daughter cells
Single parent
Some pro sts and bacteria
Diploid cells
Main Idea
•
•
•
•
•
Cell Cycle - Mitosis
•
•
•
•
•
•
Starts with diploid
Daughter cells not gene cally iden cal due to
crossing over.
Four haploid gametes produced.
Homologous chromosomes
Synapsis of homologous chromosomes
Cells are regulated by cyclins.
Checkpoints
Uncontrolled growth – cancer
Apoptosis – cell death
Main Idea
Sexual Reproduc on
•
•
Cell Cycle Regula on
•
•
•
•
Interphase
Prophase
Metaphase
Anaphase
Telophase
Cytokinesis
Main Idea
Meiosis
Main Idea
Four haploid gametes are produced
Muta on is faster
So What? (What’s important to understand about this?)
Mitosis is the process by which the duplicated DNA is divided.
The stages of mitosis include prophase, metaphase, anaphase, and telophase.
The cell cycle of eukaryo c cells is regulated by cyclins.
Meiosis consists of two sets of divisions and produce gene c varia on in gametes.
Cell Cycle - Meiosis
•
•
•
•
•
Meiosis I – Prophase I, Metaphase I, Anaphase I,
and Telophase I
Synapsis and Crossing over
Diploid (double) - 2n
Meiosis II – Prophase II, Metaphase II, Anaphase II,
and Telophase II, ending with Cytokinesis
Haploid (single) - n
Popula on Size/Carrying Capacity
Key Topic: SC.912.L.17.5
Complexity: High
Analyze how popula on size is determined by births, deaths, immigra on, emigra on, and limi ng factors (bio c and abio c) that determine carrying capacity.
Also Assesses:
SC.912.L.17.2 - Explain the general distribu on of life in aqua c systems as a func on of chemistry, geography, light, depth, salinity, and temperature.
SC.912.L.17.4 - Describe changes in ecosystems resul ng from seasonal varia ons, climate change, and succession.
SC.912.L.17.8 - Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human ac vity, and the introduc on of invasive,
nonna ve species.
SC.912.N.1.4 - Iden fy sources of informa on, and assess their reliability according to the strict standards of scien fic inves ga on.
IS ABOUT…..how a popula on size changes and what are some of the factors that can determine the carrying capacity of an ecosystem.
Main Idea
Main Idea
Popula on
•
•
•
•
•
Geographic Range
Density and Distribu on
Growth Rate
Age Structure
Carrying Capacity
Main Idea
Popula on Growth
•
•
•
•
•
Compe on
Preda on and Herbivory
Parasi sm and Disease
Stress from Overcrowding
Birthrate Death
Rate
Immigra on
Emigra on
Succession
Main Idea
Density-Dependent
Limi ng Factors
•
•
•
•
Main Idea
Carrying Capacity
Limited By:
•
•
•
•
•
•
Weather factors, such as hurricanes, droughts, or floods.
Natural disasters, such as wildfires.
Ar ficial factors, such as herbicides and mechanical removal.
Energy
Water
Oxygen
Nutrients
Main Idea
Density-Independent
Limi ng Factors
•
Main Idea
Limi ng Factors
•
•
•
•
•
•
Main Idea
Bio c
•
Compe on
Preda on
Parasi sm and disease
Unusual weather
Natural disaster
Bio c and Abio c factors
Invasive and nonna ve species
So What? (What’s important to understand about this?)
By causing species to divide resources, compe on helps determine the number and kinds of species in a community.
Many factors can affect the size of a popula on.
Ecosystems change over me, especially aSer disturbances, as some species die out and new species move in.
Earth has an uniden fied carrying capacity for the human popula on.
Abio c
•
•
•
•
•
Aqua c factors - pH, oxygen,
carbon dioxide, nitrogen, phosphorous, and salinity
Light
Salinity
Depth
Temperature
Food Webs/Tropic Levels/ Energy Transfer
Key Topic: SC.912.L.17.9
Complexity: Moderate
Use a food web to iden fy and dis nguish producers, consumers and decomposers. Explain the pathway of energy transfer through trophic levels and the reduc on of available energy at successive trophic levels.
Also Assesses:
SC.912.E.17.1* - Analyze the movement of maQer and energy through the different biogeochemical cycles, including water and carbon.
IS ABOUT…..how energy is transferred from one organism to another in a food web or food chain.
Main Idea
Main Idea
Energy in an Ecosystem
•
•
•
Autotroph: 1st trophic level, plants
and some bacteria, photosynthesis and chemosynthesis.
Heterotroph: 2nd through 4th
trophic levels, herbivores, carnivores, omnivores and detrivores.
Decomposers: No energy transfer
Main Idea
Trophic Levels
•
•
•
•
Steps in a food chain, food web
and energy pyramid.
Producers (autotrophs): there
are more of them.
Consumers: primary, secondary,
ter ary, quaternary (less organisms as you go up the trophic
levels).
10% energy transfer rule
Main Idea
Food Web
•
•
Main Idea
More complex
Shows energy flow in an ecosystem
Models of Energy Flow
•
•
•
•
MaQer is neither created or destroyed
Water cycle
Carbon cycle
Food Chain
Food Web
Main Idea
*Cycling of Ma<er
•
Main Idea
•
•
Simple: 3-4 organisms
Goes from autotroph to heterotroph
Main Idea
Water Cycle
•
•
•
•
Food Chain
Evapora on
Condensa on
Precipita on
Transpira on
So What? (What’s important to understand about this?)
Autotrophs capture energy, making it available for all members of a food web.
Heterotrophs transfer energy.
Decomposers recycle maQer.
Food chains, food webs and ecological pyramids are models to show how energy transferred through an ecosystem.
Essen al nutrients are cycled through biogeochemical processes.
Carbon Cycle
Carbon is cycled from living things into CO2
and back through by photosynthesis, burning and more.
Impact of Individuals/Sustainability
Key Topic: SC.912.L.17.20
Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.
Complexity: High
IS ABOUT…..the impact that individuals have on gene c diversity, species diversity and environmental diversity.
Main Idea
Main Idea
Kind of Impact
Current Threats to
Environmental Systems
•
•
•
•
•
•
Direct Economic Effect
Indirect Economic Effect
•
•
•
Ex nc on Rates
•
Background
•
Mass
Biodiversity Reduc on
Overexploita on
Habitat Loss
•
Destruc on
•
Disrup on
Fragmenta on of Habitat
Pollu on
•
Biological Magnifica on
•
Acid precipita on
•
Eutrophica on
Introduced Species
Main Idea
Main Idea
Conserving Biodiversity
Increasing Sustainability
•
•
•
•
Sustainable Use
•
Renewable Resource
•
Non-renewable Resource
Protected Use
Biodiversity Hot Spots
Corridors between habitat fragments
Restoring Ecosystems
•
•
•
•
So What? (What’s important to understand about this?)
Humans impact environment systems; some human ac vi es reduce biodiversity in ecosystems.
Current evidence suggests that reduced biodiversity might have serious long-term effects.
Individuals can adopt lifestyles that conserve or reduce the use of resources at a rate they can be replaced or recycled.
Given me, biological communi es can recover from natural and human disasters through human interven on and/or legisla on.
Bioremedia on
Biological augmenta on
Legisla on
Lifestyle Choices
Macromolecules
Key Topic: SC.912.L.18.1
Describe the basic molecular structures and primary func ons of the four major categories of biological macromolecules.
Complexity: Moderate
IS ABOUT…..macromolecules, carbon compounds that are essen al for life.
Main Idea
Main Idea
Main Idea
Carbohydrates
Lipids
Examples:
• Monosaccharaides:
• glucose
• fructose
• Disaccharides:
• Lactose
• sucrose
• Polysaccharides:
• Cellulose (plants)
• Starch (plants)
• Glycogen (animals)
• Chi n (animals and fungi)
Examples:
• Triacylglycerols (fats or oils):
• Glycerol + 3 faQy acids
• Phospholipids:
• phosphate group + 2 faQy
acids
• Steroids:
• four fused rings with
aQached chemical groups
Func ons:
• Fuel: carbon sources that can be
converted to other molecules or
combined into polymers.
• Structural support
Func ons:
• Important energy source
• Lipid bilayers of membranes
• Component of cell membranes
(cholesterol)
• Signaling molecules that travel
through the body (hormones)
Main Idea
Proteins
Examples:
• Enzymes
• Structural proteins
• Storage proteins
• Transport proteins
• Hormones
• Receptor proteins
• Motor proteins
• Defensive proteins
Func
•
•
•
•
•
•
•
•
ons:
Catalyze chemical reac ons
Provide structural support
Store amino acids
Transport substances
Coordinate organismal responses
Receive signals from outside cell
Func on in cell movement
Protect against disease
Nucleic Acids
Examples:
•
DNA:
• Sugar = deoxyribose
• Nitrogenous bases = C, G, A, U
• Usually double-stranded
•
RNA:
•
Sugar = ribose
•
Nitrogenous bases—C, G, A, U
•
Usually single-stranded
Func ons:
• Stores hereditary informa on.
• Various func ons during gene expression, including carrying instruc ons
from DNA to ribosomes.
So What? (What’s important to understand about this?)
Carbon is the basic building block of life because it can bond with many elements, including: hydrogen, oxygen, phosphorus, sulfur, and nitrogen.
There are 4 types of macromolecules that are made from small carbon compounds joining into polymers.
Living things use carbohydrates as their main source of energy. Plants, some animals, and other organisms also use carbohydrates for structural purposes.
Lipids can be used to store energy. Some are important part of membranes and are waterproof coverings.
Pep de bonds join amino acids in proteins.
Chains of nucleo des from nucleic acids which store and transmit hereditary (gene c) informa on.
Ma<er and Energy Transforma ons
Key Topic: SC.912.L.18.11
Complexity: Moderate
Explain the role of enzymes as catalysts that lower the ac va on energy of biochemical reac ons. Iden fy factors, such as pH and temperature, and their effect on enzyme
ac vity.
IS ABOUT…..how to interpret a chemical equa on, the rela onship between ac va on energy and enzymes and environmental influences on enzymes.
Main Idea
Main Idea
Reactants
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•
•
LeS side of arrow
Chemicals being mixed
Chemical amounts will equal the
other side.
Main Idea
Products
•
•
•
Used by autotrophs
Func on: take light energy and
make organic compounds (sugars)
Formula:
light
6CO2 + 6H2O-------> C6H12O6 + 6O2
Main Idea
Catalyst
•
Main Idea
Speed up reac on
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Chemical Equa on
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•
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All Chemicals involved
Has arrow to show two parts.
Will have numbers (coefficient, subscripts, and superscripts) and element symbols.
Main Idea
Enzymes
Protein (most of the me)
Main Idea
Ac va on Energy
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•
Main Idea
Factors that Affect Enzymes
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•
•
pH
Temperature
Concentra on/Regulatory
Molecules
Energy is needed to start a reac on.
Is usually represented in a graph.
Factor’s Effect
•
•
•
Inac ve or denature
Inac ve or denature
Rate of reac on
So What? (What’s important to understand about this?)
Balanced chemical equa ons must show an equal number of atoms for each element on both sides.
Chemical reac ons always involve changes in the chemical bonds that join atoms in compounds.
Chemical reac ons that release energy oSen occur spontaneously. Chemical reac ons that absorb energy will not occur without a source of energy.
Ac va on energy is the energy required to begin a reac on
Catalysts are substances that alter chemical reac ons.
Enzymes are biological catalysts (speed up chemical reac ons) that take place in cells.
Temperature, pH, concentra on and regulatory molecules can affect the ac vity of enzymes.
Photosynthesis and Respira on
Key Topic: SC.912.L.18.9
Complexity: Moderate
Explain the interrelated nature of photosynthesis and cellular respira on.
Also assesses:
SC.912.L.18.7 - Iden fy the reactants, products, and basic func ons of photosynthesis
SC912.L.18.8 - Iden fy the reactants, products and basic func ons of aerobic and anaerobic cellular respira on
SC912.L.18.10 - Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell
IS ABOUT…..the products of photosynthesis become the reactants in cellular respira on and the products of cellular respira on become the reactants in photosynthesis.
Main Idea
Main Idea
Adenosine Triphosphate
(ATP)
•
•
•
Most abundant energy carrier
molecules
“Storehouse” of chemical energy
Role: Cells use to perform a variety of reac ons
Main Idea
Photosynthesis
•
•
•
Used by autotrophs
Func on: take light energy and
make organic compounds (sugars)
Formula:
light
6CO2 + 6H2O-------> C6H12O6 + 6O2
Main Idea
•
•
Photosynthesis Reactants
Photosynthesis Products
•
•
•
•
•
Carbon Dioxide (CO2)
Water (H2O)
Light Energy
Main Idea
Cellular Respira on
Used by autotrophs and heterotrophs
Has 2 parts: Aerobic (requires oxygen) and
Anaerobic (no oxygen required) can lead to
fermenta on producing carbon dioxide and
ethyl alcohol or lac c acid.
• Func on: harvest electrons from carbon compounds (sugars) and use it to make ATP
• Formula:
C6H12O6 + 6O2------->6CO2 + 6H2O+ energy (ATP)
Main Idea
Main Idea
Cellular Respira on Reactants
•
•
•
Glucose (C6 H12O6 )
Oxygen (O2)
Both reactants come from photosynthesis)
So What? (What’s important to understand about this?)
All living organisms use energy to carry out all biological processes.
Light energy is trapped and converted into chemical energy during photosynthesis.
Living organisms obtain energy by breaking down organic molecules during cellular respira on.
Energy released from the breakdown of ATP drives cellular ac vi es.
Glucose (C6 H12 O6)
Oxygen (O2)
Cellular Respira on Products
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•
•
•
Carbon Dioxide
Water
Energy
All 3 products kick-start photosynthesis
Proper es of Water
Key Topic: SC.912.L.18.12
Complexity: Moderate
Discuss the special proper es of water that contribute to Earth’s suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon
freezing, and versa lity as a solvent.
IS ABOUT…..water is essen al for life on Earth because it has unique characteris cs not found in any other compound or on any other known planet, like bonding to itself,
requiring enormous amounts of energy to change its temperature, becoming less dense as a solid and being able to dissolve numerous other substances.
Main Idea
Main Idea
Chemical Structure of Water
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•
•
Cohesive Behavior
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•
H2O: covalent bonds
Hydrogen bonds
Polarity
•
Main Idea
Cohesion: H2O –H2O
Adhesion: H2O – other substances; “capillary ac on” results from water s cking
to the cell walls of roots and stems moving upward against gravity.
Unequal sharing of electrons causes hydrogen bonds to form between water
molecules; H+ to O-.
Main Idea
Moderate Temperature
Expansion Upon Freezing
High heat capacity makes water difficult to heat because so much energy is required to move molecules
held by hydrogen bonds. Heat produced by cellular
processes is absorbed by water within and around
cells to moderate temperature.
As water becomes colder and its molecules slow
down, the hydrogen bonds between molecules keep
each molecule a certain distance from another. The
“space” between water molecules causes frozen
water to be less dense or expand upon freezing and
float.
Main Idea
Versa lity as a Solvent
•
Polar nature of water allows for it to dissolve ionic
compounds and other polar molecules.
•
Acids- Substances with an abundance of hydrogen
ions (H+) in solu on; range of 1-6 on pH scale.
•
Bases- Substances with an abundance of hydroxide
ions (OH-) in solu on; range of 8-14 on pH scale.
So What? (What’s important to understand about this?)
Because of the unequal sharing of electrons between hydrogen and oxygen, water has slight posi ve charges on the hydrogen side and slight nega ve charges on the oxygen
side. These par al charges result in water being polar or having polarity.
The polarity of water allows for it to bond to other water molecules crea ng hydrogen bonds between them. Hydrogen bonds between adjacent water molecules create the
unique proper es of water like cohesiveness, the ability to moderate temperature in ecosystems and within cells, to form less dense structures of ice to float and the ability
to dissolve numerous other polar or ionic substances.
The Biology Frame Project is a cooperative effort between the Florida Diagnostic Learning Resources System, Island Coast Center,
and several members of the science instructional community of The School District of Lee County.
FDLRS Island Coast would like to acknowledge the members participating in this project.
Tiffany Becker, Science Teacher
North Ft. Myers High
Jacqueline Curls, Curriculum Master Teacher- Secondary Science
Curriculum Services, The School District of Lee County
Cher Hollar, Literacy Coach and SIM Trainer
Cape Coral High School
Tim Kenny, Science Teacher
Cape Coral High School
Lorrie Kinney, Science Teacher
Riverdale High school
Elizabeth Kominar, Science Teacher
Cape Coral High School
This document, created December 2013, was developed by FDLRS Island Coast Center, a discretionary project of the Bureau of Exceptional Education and Student Services. This project is funded by the Florida Department of Education, Division of Public Schools
and Community Education, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals
with Disabilities Education Act (IDEA), Part B funds and state funds.