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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: 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 Cell consists of small interrelated parts. Eukaryotic cells are more complex than prokaryotic cells. Relate the function of a plasma membrane to maintaining homeostasis. 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) Magnification Light Microscope Scanning Electron Microscope (SEM) Transmission Electron Microscope (TEM) PERFORMANCE SKILLS: 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: 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 Levels of organization. (elements form compounds, compounds form organelles, organelles form cells, cells form tissues, etc.) Structure of an atom. Biomolecules and their importance. pH scale 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) Acids Bases Peptide bonds Covalent bonds Ionic bonds Saccharide Disaccharide Polysaccharide Glucose Fructose Sucrose Starch Nucleic Acids Monomer Polymer Mixtures Solutions PERFORMANCE SKILLS: 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: 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 Cell division in eukaryotic cells and prokaryotic cells. Cell division in somatic and gametic cells. Similarities and differences of meiosis and mitosis. Movement of molecules across membranes is both active and passive. ATP provides energy for all body functions Cellular wastes transported out of cell. Plants use the energy of sunlight to convert water and carbon dioxide into oxygen and high-energy sugars. Process of photosynthesis. Process of Cellular respiration. Process of chemosynthesis. 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) 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: 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: 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. 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) Recessive Down Syndrome Genetic Disorders Polyploidy Sex-linked Pedigree Karyotype Genetic Recombination Independent assortment PERFORMANCE SKILLS: 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: 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 Radiometric dating Law of Superposition Fossilization Geologic Time Radiometric Dating Half-life Relative Dating Isotope Strata Fossil Cast Mold Petrified Geologic Time Scale Mesozoic Paleozoic Cenozoic Precambrian PERFORMANCE SKILL: Explain how geologic time can be estimated by multiple methods (rock sequences, fossil correlation, radiometric dating). TOPIC: Evolutionary Theory CONTENT STATEMENT: 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. 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 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: 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: 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 Depletion of natural resources. Changing dynamics of populations. (shifts in populations over time, birth rate, death rate, mortality rate, age structure, life expectancy, immigration, emigration.) Properties of populations (size, density, and dispersion) Living organisms have the capacity to produce populations of infinite size, but environments and resources are limited (carrying capacity). Exponential growth vs. logistic growth models. Human population growth. 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: 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: 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 Relationship between climatic and resultant biome. Nature of rainfall & temperature of midlatitude climatic zone that supports the deciduous forests. Seven major biomes. Biomes Tundra Permafrost Taiga Temperate Deciduous Forest Temperate Grassland Desert Savanna Tropical Rain Forest Canopy Epiphytes Biology 2011-2012 Science Course of Study CONCEPTS Characteristics of each major biome (i.e., climate, average temperature, yearly precipitation, soil, vegetation, and life forms). Ocean zones. Ponds, rivers and lakes. The relationships between organisms in food chains, food webs, and ecological pyramids. Cycles of Matter Biological magnification. Classification Systems. Diversity of Organisms and degree of relatedness between organisms. The relationships between organisms. (predator/prey, parasite/host, mutualism, commensalism.) Five levels of ecological organization (biosphere, ecosystem, community, population, and organisms) Interactions between biotic and abiotic factors in ecosystems. Adaptations that allow organisms to avoid unfavorable conditions. Community ecology and interactions such as predation, mimicry, parasitism, competition, mutualism, and commensalisms. VOCABULARY (cont’d) 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 Primary and secondary succession. Environmental Issues (global warming) VOCABULARY (cont’d) 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: 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) 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.