Download Science COS-Biology 2011-2012

Biology
2011-2012
Science Course of Study
Course Description
This course investigates the composition, diversity, complexity and interconnectedness of life on
Earth. Fundamental concepts of heredity and evolution provide a framework through inquirybased instruction to explore the living world, the physical environment and the interactions
within and between them. Students engage in investigations to understand and explain the
behavior of living things in a variety of scenarios that incorporate scientific reasoning, analysis,
communication skills and real-world applications.
Prerequisites: A grade of “C” or better in physical science.
Credit: 1
Biology
2011-2012
Science Course of Study
TOPIC: Cell Structure and Function
CONTENT STATEMENT:
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Every cell is covered by a membrane that controls what can enter and leave the cell. In all but
quite primitive cells, a complex network of proteins provides organization and shape. Within
the cell are specialized parts for the transport of materials, energy transformation, protein
building, waste disposal, information feedback and movement. In addition to these basic
cellular functions, most cells in multicellular organisms perform some specific functions that
others do not.
CONCEPTS
VOCABULARY
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Cell consists of small interrelated parts.
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Eukaryotic cells are more complex than
prokaryotic cells.
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Relate the function of a plasma membrane to
maintaining homeostasis.
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Eukaryotic
Prokaryotic
Cell
Tissue
Organ
Organ System
Organism
Nucleus
Nucleolus
Nuclear Membrane (pores)
Cytoplasm
Mitochondrion
Ribosomes
Vacuole
Chloroplasts
Endoplasmic Reticulum (rough and
smooth)
Cell Wall
Golgi Bodies
Lysosomes
Plasma Membrane
Phospholipids
Cytoskeleton (microtubules,
microfilaments)
Cilia
Flagella
Homeostasis
Microscope
Resolution
Biology
2011-2012
Science Course of Study
CONCEPTS
VOCABULARY(cont’d)
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Magnification
Light Microscope
Scanning Electron Microscope (SEM)
Transmission Electron Microscope
(TEM)
PERFORMANCE SKILLS:
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Students will be able to identify parts of cells and explain their functions.
Students will be able to explain the historical development of the cell theory.
Relate advancements in microscope technology to discoveries about cells and cell structure.
TOPIC: Biochemistry
CONTENT STATEMENT:
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A living cell is composed of a small number of elements, mainly carbon, hydrogen, nitrogen,
oxygen, phosphorous and sulfur. Carbon, because of its small size and four available bonding
electrons, can join to other carbon atoms in chains and rings to form large and complex
molecules.
CONCEPTS
VOCABULARY
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Levels of organization. (elements form
compounds, compounds form organelles,
organelles form cells, cells form tissues, etc.)
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Structure of an atom.
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Biomolecules and their importance.
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pH scale
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Elements
Compounds
Cells
Tissue
Organ
Organ System
Organism
Atoms
Protons
Electrons
Neutrons
Proteins
Amino Acids
Lipids
Carbon
Carbohydrates
pH
Biology
2011-2012
Science Course of Study
CONCEPTS
VOCABULARY (cont’d)
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Acids
Bases
Peptide bonds
Covalent bonds
Ionic bonds
Saccharide
Disaccharide
Polysaccharide
Glucose
Fructose
Sucrose
Starch
Nucleic Acids
Monomer
Polymer
Mixtures
Solutions
PERFORMANCE SKILLS:
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Explain how biochemical processes are necessary for the growth of an organism.
Explain how energy is necessary to synthesize organic molecules.
Use diagrams of molecules to explain the building of polymers.
Define acids and bases and relate their importance to biological systems.
TOPIC: Cellular Processes
CONTENT STATEMENT:
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Cell functions are regulated. Complex interactions among the different kinds of molecules in
the cell cause distinct cycles of activities, such as growth and division. Most cells function
within a narrow range of temperature and pH. At very low temperatures, reaction rates are
slow. High temperatures and/or extremes of pH can irreversibly change the structure of most
protein molecules. Even small changes pH can alter how molecules interact.
Biology
2011-2012
Science Course of Study
CONCEPTS
VOCABULARY
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Cell division in eukaryotic cells and
prokaryotic cells.
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Cell division in somatic and gametic cells.
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Similarities and differences of meiosis and
mitosis.
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Movement of molecules across membranes is
both active and passive.
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ATP provides energy for all body functions
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Cellular wastes transported out of cell.
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Plants use the energy of sunlight to convert
water and carbon dioxide into oxygen and
high-energy sugars.
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Process of photosynthesis.
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Process of Cellular respiration.
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Process of chemosynthesis.
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Homeostasis
ATP (ADP, AMP)
Osmosis
Diffusion
Hypotonic
Hypertonic
Isotonic
Active Transport
Passive Transport
Pinocytosis
Phagocytosis
Facilitated Diffusion
Transport Proteins
Plasma Membrane
Concentration Gradient
Solute
Solvent
Mixtures
Solutions
Mitosis
Meiosis
Prophase
Metaphase
Anaphase
Telophase
Cytokinesis
Interphase
Centrioles
Spindle Fibers
Centromeres
Biology
2011-2012
Science Course of Study
CONCEPTS
VOCABULARY (cont’d)
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Sister Chromatids
Tetrad
Homologous Chromosomes
Cell Plate
Cleavage furrow
Photosynthesis
Cellular Respiration
Chloroplast
Chlorophyll
Light Dependent Reaction
Light Independent Reaction (Calvin
Cycle)
Carbon
Carbon dioxide
Oxygen
Sugar
Stroma
Thylakoid
Electron Transport Chain
Glycolysis
Lactic Acid Fermentation
Aerobic
Anaerobic
Pyruvic Acid
Alcoholic Fermentation
Krebs Cycle (Citric Acid Cycle)
Pigments
Carotenoids
Nondisjunction
Crossing over
Synapsis
Binary Fission
Gametes
Haploid
Diploid
Somatic
Zygote
Biology
2011-2012
Science Course of Study
PERFORMANCE SKILLS:
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Students will be able to explain how osmosis, diffusion, active transport, and passive
transport are important processes to cells and give specific examples of each.
Students will demonstrate how the various methods of molecular transport are used by living
organisms to maintain homeostasis.
Students will be able to make a model of cells undergoing mitosis.
Students will be able to explain the importance of the stages of both mitosis and meiosis.
Students should be able to relate cancer to cell division.
Describe the role of sunlight in the process of photosynthesis.
Identify the structures in the cell involved in photosynthesis.
Compare and contrast the processes of photosynthesis, chemosynthesis, and cellular
respiration.
Relate that photosynthesis and chemosynthesis is a way of capturing and using energy as a
way of storing energy in complex molecules and that respiration and fermentation is a way of
releasing energy for the use of organisms in their life functions.
TOPIC: Heredity
CONTENT STATEMENT:
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Genes are defined as segments of DNA molecules on chromosomes. Inserting, deleting or
substituting DNA segments alter genes. An altered gene is passed to every cell that develops
from it. The resulting features may increase, decrease or have no observable effect on the
offspring's success in its environment. Gene mutations when they occur in gametes can be
passed on to offspring.
The many body cells in an individual can be very different from one another, even though
they are all descended from a single cell and thus have essentially identical genetic
instructions. Different genes are active in different types of cells, influenced by the cell's
environment and past history. The sequence of DNA bases in a chromosome determines the
sequence of amino acids in a protein. The code applies almost universally.
Mendel’s Laws of Inheritance are interwoven with current knowledge of DNA’s structure
and function to build toward basic knowledge of modern genetics. Additionally the sorting
and recombination of genes in sexual reproduction, and meiosis, results in a variance in traits
of the offspring of any two parents are discussed.
Description of variations to Mendel’s first law should include explanations that include
means of describing the allelic relationships for the expression of the trait. Genes that affect
more than one trait and traits affected by more than one gene can be introduced using simple
real world examples. Additionally genes that modify or regulate the expression of another
gene. Dihybrid crosses can be used to explore linkage groups.
Biology
2011-2012
Science Course of Study
CONCEPTS
VOCABULARY
 Genes are specific sections of DNA that code
for specific proteins and specific traits.
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 Protein synthesis (transcription, translation)
 Structure of DNA
 RNA Structure
 DNA Replication
 Chromosomes occur in pairs.
 Punnett squares.
 Structure of a chromosome.
 Mutations (gene, point, chromosome,
frameshift, germ cell, somatic cell, deletion)
 Genetic Disorders (Turner Syndrome, Down
Syndrome, Klinefelter’s syndrome, PKU,
Sickle Cell Anemia, Hemophilia, Tay-Sachs,
Cystic Fibrosis etc.)
 Pedigree Analysis
 Karyotype
 Mendel’s Laws
 Sex-linked genes
DNA
RNA (mRNA, tRNA, rRNA)
Adenine
Thymine
Cytosine
Guanine
Uracil
Hydrogen Bond
Nucleotide
Base Pair
Helix
Double Helix
Enzyme
Transcription
Translation
Exon
Intron
DNA Replication
Chromosome
Allele
Dominant
Recessive
Homozygous
Heterozygous
Hybrid
Monohybrid
Dihybrid
Genotype
Phenotype
Frame shift
Point mutation
Gene
Translocation
Inversion
Monosomy
Trisomy
X-linked
Segregation
Independent Assortment
Dominant
Biology
2011-2012
Science Course of Study
CONCEPTS
VOCABULARY (cont’d)
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Recessive
Down Syndrome
Genetic Disorders
Polyploidy
Sex-linked
Pedigree
Karyotype
Genetic Recombination
Independent assortment
PERFORMANCE SKILLS:
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Students will be able to make and explain models of DNA, RNA, transcription, and
translation.
Students will be able to perform monohybrid crosses.
Students will be able to perform dihybrid crosses.
Students will be able to demonstrate an understanding of probability.
Students will be able to use Punnett squares to predict monohybrid and dihybrid crosses.
Students will be able to identify and explain point mutations such as specific frameshift
mutations.
Students will be able to explain the differences between somatic and germ cell mutations.
Students will be able to show the effects of chromosome mutations (translocation, inversions,
deletions).
Students will be able to do a pedigree analysis.
Students will be able to identify and explain inheritance of human dominant gene diseases.
Students will be able to identify and explain inheritance of recessive gene disorders.
Students will be able to identify and explain human chromosome disorders.
Students will be able to identify an abnormal karyotype.
TOPIC: Fossil Record
CONTENT STATEMENT:
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The basic idea of biological evolution is that the Earth's present-day species descended from
earlier, common ancestral species. Modern ideas about evolution provide a natural
explanation for the diversity of life on Earth as seen in the fossil record, and in the
similarities of existing species. From a long-term perspective, evolution is the descent with
modification of different lineages from common ancestors.
Biology
2011-2012
Science Course of Study
CONCEPTS
VOCABULARY
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Radiometric dating
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Law of Superposition
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Fossilization
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Geologic Time
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Radiometric Dating
Half-life
Relative Dating
Isotope
Strata
Fossil
Cast
Mold
Petrified
Geologic Time Scale
Mesozoic
Paleozoic
Cenozoic
Precambrian
PERFORMANCE SKILL:
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Explain how geologic time can be estimated by multiple methods (rock sequences, fossil
correlation, radiometric dating).
TOPIC: Evolutionary Theory
CONTENT STATEMENT:
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Historical perspectives as represented by study of the theory’s development from the time of
Darwin and his contemporaries to current scientific work. Study evolution should include
gene flow, mutation, speciation, natural selection and genetic drift.
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Biological evolution explains the natural origins for the diversity of life. Emphasis shifts
from thinking in terms of selection of individuals with a particular trait to changing
proportions of a trait in populations. Evolution is the ongoing adaptation of organisms to
environmental challenges and changes.
Biology
2011-2012
Science Course of Study
CONCEPTS
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VOCABULARY
There is a relationship between structures and  Species
their functions in living organisms that can be  Evolution
traced through time.
 Mutation
 Change
Patterns of evolution.
 Convergent Evolution
 Divergent Evolution
Darwinian theories: natural selection, descent  Adaptive Radiation
with modification
 Selection
 Biodiversity
Survival of the fittest. (adaptive advantage)
 Vestigial Structures
 Darwin’s Laws
Genetic Drift.
 Directional Selection
 Stabilizing Selection
Jean Baptiste Lamarck’s explanation.
 Disruptive Selection
 Natural Selection
History of Darwin as an evolutionist (the
 Adaptive Advantage
voyage of the HMS beagle, Galapogos
 Co-Evolution
Islands, writing of “The Origin of Species.”
 Analogous Structures
 Homologous Structures
 Artificial Selection
 Genetic Drift
 Acquired trait
 Punctuated Equilibrium
 Gradualism
PERFORMANCE SKILLS:
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Relate diversity and adaptation to structures and their functions in living organisms.
Provide examples of vestigial, analogous, and homologous structures in organisms.
Give examples of natural selection.
Contrast the effects of stabilizing, directional, and disruptive selection on variations in a trait
over time.
Differentiate between co-evolution, divergent, and convergent evolution.
Differentiate between directional, stabilizing, and disruptive selection.
Explain Darwin’s theory of descent with modification and natural selection.
Explain Lamark’s theory of evolution and describe how it was flawed.
List some of the evidence that led Darwin to his idea of how species might change over time.
Define Evolution.
Identify the significance of Charles Darwin in evolutionary history.
Biology
2011-2012
Science Course of Study
TOPIC: Population Dynamics
CONTENT STATEMENT:
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Populations evolve over time. Evolution is the consequence of the interactions of: (1) the
potential for a population to increase its numbers; (2) the genetic variability of offspring due
to mutation and recombination of genes; (3) a finite supply of the resources required for life;
and (4) the differential survival and reproduction of individuals with the phenotype.
Heritable characteristics influence how likely an organism is to survive and reproduce in a
particular environment. When an environment and organisms that inhabit it change, the
survival value of inherited characteristics may change.
CONCEPTS
VOCABULARY
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Depletion of natural resources.
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Changing dynamics of populations. (shifts in
populations over time, birth rate, death rate,
mortality rate, age structure, life expectancy,
immigration, emigration.)
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Properties of populations (size, density, and
dispersion)
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Living organisms have the capacity to
produce populations of infinite size, but
environments and resources are limited
(carrying capacity).
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Exponential growth vs. logistic growth
models.
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Human population growth.
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Population
Demography
Exponential Growth
Logistic Growth
Carrying Capacity
Resources
Limiting Factors
Age Structure
Birth Rate
Death Rate
Life Expectancy
Population Density
Density Dependent
Density Independent
Immigration
Emigration
Species Richness
Biodiversity
Zero Population Growth
Negative Population Growth
Mortality
Biology
2011-2012
Science Course of Study
PERFORMANCE SKILLS:
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Describe advances and issues that have important long-lasting effects on science and society
(geologic time scales, global warming, depletion of resources, and exponential population
growth).
Use bell curves to illustrate changes in species over time due to changing environmental
conditions.
Identify variations among a population and hypothesize how these variations might be
advantageous or detrimental to the organism.
Explain the differences between population size, density, and dispersion.
Explain the importance of a population’s age structure.
Contrast the three main types of survivorship curves.
Explain the carrying capacity of a population as it relates to the ecosystem and its resources.
Describe limiting factors that affect population growth.
Explain the views of the relationship between species richness and stability.
Differentiate between primary and secondary succession.
Identify some of the characteristics of pioneer species, and examples of each.
Discuss the successional changes that can occur when an existing community is disrupted.
List ways why small populations are vulnerable to extinction.
TOPIC: Diversity and Interdependence of Life
CONTENT STATEMENT:
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Organisms transform energy (flow of energy) and matter (cycles of matter) as they survive
and reproduce. The cycling of matter and flow of energy occurs at all levels of biological
organization, from molecules to ecosystems. The study of food webs, the flow of energy
through organisms, and energy flow as unidirectional in ecosystems and the molecules
involved in energy flow through living systems are explored.
CONCEPTS
VOCABULARY
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Relationship between climatic and resultant
biome.
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Nature of rainfall & temperature of midlatitude climatic zone that supports the
deciduous forests.
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Seven major biomes.
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Biomes
Tundra
Permafrost
Taiga
Temperate Deciduous Forest
Temperate Grassland
Desert
Savanna
Tropical Rain Forest
Canopy
Epiphytes
Biology
2011-2012
Science Course of Study
CONCEPTS
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Characteristics of each major biome (i.e.,
climate, average temperature, yearly
precipitation, soil, vegetation, and life
forms).
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Ocean zones.
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Ponds, rivers and lakes.
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The relationships between organisms in
food chains, food webs, and ecological
pyramids.
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Cycles of Matter
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Biological magnification.
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Classification Systems.
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Diversity of Organisms and degree of
relatedness between organisms.
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The relationships between organisms.
(predator/prey, parasite/host, mutualism,
commensalism.)
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Five levels of ecological organization
(biosphere, ecosystem, community,
population, and organisms)
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Interactions between biotic and abiotic
factors in ecosystems.
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Adaptations that allow organisms to avoid
unfavorable conditions.
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Community ecology and interactions such as
predation, mimicry, parasitism, competition,
mutualism, and commensalisms.
VOCABULARY (cont’d)
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Photic Zone
Aphotic Zone
Intertidal Zone
Neritic Zone
Pelagic Zone
Oceanic Zone
Benthic Zone
Estuary
Oligotrophic Lake
Eutrophic Lake
Food Chain
Food Web
Ecological Pyramid
Carbon Cycle
Nitrogen Cycle
Water Cycle
Taxonomy
Kingdom
Phylum
Class
Order
Family
Genus
Species
Binomial Nomenclature
Linnaeus
Phylogeny
Homologous
Analogous
Vestigial
Dichotomous Key
Produces
Consumers (primary, secondary, tertiary)
Trophic Level
Herbivore
Carnivore
Omnivore
Biomass
Biology
2011-2012
Science Course of Study
CONCEPTS
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Primary and secondary succession.
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Environmental Issues (global warming)
VOCABULARY (cont’d)
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Parasitism
Commensalism
Mutualism
Predation
Ecology
Greenhouse effect
Biosphere
Ecosystem
Abiotic
Biotic
Community
Population
Generalist
Specialist
Mimicry
Detrivores
Niche
Ozone
Competition
Succession (primary, secondary)
Biodiversity
Climax Community
Pioneer Species
Conservation
PERFORMANCE SKILLS:
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Construct a food chain, food web, and energy pyramid from real world data.
Explain how they are personally involved in the carbon cycle.
Show an example of biological magnification.
Compare and contrast the carbon cycle and the nitrogen cycle.
Describe the differences among the seven biomes.
Identify climatic characteristics of each biome.
Identify plant and animal life of each biome.
Biology
2011-2012
Science Course of Study
PERFORMANCE SKILLS: (cont’d)
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Describe water conservation adaptations of desert organisms.
Contrast tropical rainforests with temperate deciduous forests.
Describe the differences among the neritic and oceanic zones.
Contrast the aphotic and photic zones in the ocean.
Distinguish between eutrophic and oligotrophic lakes.
Classify an organism using a dichotomous key.
Identify homologous, analogous, and vestigial structures.
Explain how energy is stored and how energy is lost between each tropic level.
Explain the symbiotic relationships among organisms.
Explain the relationship of plants, animals, fungi, bacteria, and Protista within ecosystems
(producers, consumers, decomposers).
Contrast biotic and abiotic factors and provide examples of each.
Contrast fundamental niches with realized niches.