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Lakewood City Schools Course: Advanced Biology Revised: July 2009 Full Year, one credit, 7 periods per week, 10th Grade Advanced Biology Advanced Biology is a college prep, biological science course taken as the second year of a two-year sequence which begins with Advanced Geophysical Science. The subject matter provides an introduction to the study of the fundamentals of living matter in the six kingdoms of living organisms. Laboratory experiences are emphasized throughout the course. Under certain circumstances, some 9th grade students may take the course. The course uses a college text, and requires a project. Advanced Biology covers the same material as regular Biology in more detail and at a faster pace. The Clear Learning Targets stated in the document reflect the minimum, core targets for the course. The Pacing Chart is a general guideline. The instructor assesses students’ needs, interests, strengths and weaknesses to determine areas for remediation, acceleration and enrichment. Course of Study for Advanced Biology Revised: July 2009 Page 1 of 17 Lakewood City Schools Course: Advanced Biology Revised: July 2009 Pacing Chart UNIT 1: BIOCHEMISTRY AND CELL BIOLOGY 8 WEEKS UNIT 2: HEREDITY 7 WEEKS UNIT 3: EVOLUTION 3 WEEKS UNIT 4: ECOLOGY 4 WEEKS UNIT 5: DIVERSITY/TAXONOMY/SURVEY 14 WEEKS Course of Study for Advanced Biology Revised: July 2009 Page 2 of 17 Lakewood City Schools Course of Study for Advanced Biology Revised: July 2009 SUBJECT: ADVANCED BIOLOGY UNIT: BIOCHEMISTRY AND CELL BIOLOGY Life Science Standard: LS Scientific Inquiry Standard: SI Scientific Ways of Knowing standard: SW Science and Technology Standard: ST Clear Learning Targets: I can… Benchmark Grade Level Indicators Explain that cells are the basic unit of structure and function of living organisms that once life originated all cells come from pre-existing cells and that there ore a variety of cell types. Explain that living cells a. are composed of a small number of key chemical elements (carbon, hydrogen, oxygen, nitrogen, phosphorus, and sulfur b. are the basic unit of structure and function of all living things c. come from pre-existing cells after life originated, and d. are different from viruses LS-A-10-1 Compare the structure, function and interrelatedness of cell organelles in eukaryotic cells (e.g., nucleus, chromosome, mitochondria, cell membrane, cell wall, chloroplast, cilia, flagella) LS-A-10-2 LS-A-10 Explain the characteristics of life as indicated by cellular processes and describe the process of cell division and Course of Study for Advanced Biology Revised: July 2009 Explain the characteristics of life as indicated by cellular processes including a. homeostasis Describe the cell theory Describe the difference between Eukaryotes and Prokaryotes Identify the six basic elements that make up all organic compounds Compare and contrast cells and viruses Explain why viruses are classified as non-living Describe how Pasteur disproved spontaneous generation Compare and contrast prokaryotic and eukaryotic cells Identify the 4 different kinds of eukaryotic cells Compare and contrast the 4 different kinds of eukaryotic cells Identify the structure of all cell organelles Describe the function of all cell organelles Describe the role of cell membrane and processes involved with it (selective permeability) Differentiate between diffusion and osmosis Page 3 of 17 development. LS-B-10 b. energy transfers and transformation c. transportation of molecules d. disposal of wastes e. synthesis of new molecules LS-B-10-3 Explain the flow of energy and the cycling of matter through biological and ecological systems (cellular, organism and ecological). LS-D-10 Describe how cells and organisms acquire and release energy (photosynthesis, chemosynthesis, cellular respiration and fermentation). LS-D-10-10 Explain that living organisms use matter and energy to synthesize a variety of organic molecules (e.g., proteins, carbohydrates, lipids and nucleic acids) and to drive life processes (e.g., growth, reacting to the environment, reproduction and movement). LS-D-10-11 Course of Study for Advanced Biology Revised: July 2009 Compare and contrast active and passive transport Differentiate between isotonic, hypertonic and hypotonic solutions Compare and contrast exocytosis and endocytosis Compare and contrast photosynthesis and cellular respiration Explain the processes of making new molecules Define ATP and describe its role in the cell. Describe where cellular respiration takes place. Describe the steps in cellular respiration (including glycolysis, types of fermentation, etc) Describe how cells store and release energy. Describe the process of photosynthesis (including things such as: photolysis, light-dependent reactions, lightindependent reactions, Calvin cycle, etc.) Describe where photosynthesis takes place State the basic products and reactants in photosynthesis and cellular respiration. Explain how photosynthesis and cellular respiration are complimentary processes. Compare and contrast ATP and ADP. Differentiate between aerobic processes and anaerobic processes. Explain why carbon has 4 valence electrons and how it has the ability to form 4 covalent bonds. Recognize carbon’s ability to form many different compounds. Identify how the process of polymerization works. Describe how dehydration synthesis reactions build polymers. Describe how hydrolysis reactions break down polymers. Identify the 4 groups of organic compounds found in living things Identify each of the monomers for each of the 4 organic compounds. Identify the indicator used to test for carbohydrates. Use biological indicators in the lab to test for the presence of organic compounds. Page 4 of 17 Explain the ways in which the processes of technological design respond to the needs of society. ST-A-10 Explain that science and technology are interdependent; each drives the other. ST-B-10 Participate in and apply the processes of scientific investigation to create models and to design, conduct, evaluate and communicate the results of these investigations. Collect data concerning the tests needed to test for the presence of carbohydrates and proteins. Make a model of a polymer given the appropriate monomers. Produce a graph and analyze data about enzymes. Explain how enzymes work and why they are important in living organisms. Explain that when evaluating a design for a device or process, thought should be given to how it will be manufactured, operated, maintained, replaced and disposed of in addition to who will sell, operate and take care of it. Explain how the costs associated with these considerations may introduce additional constraints on the design. ST-A-10-3 Cite examples of ways that scientific inquiry is driven by the desire to understand the natural world and how technology is driven by the need to meet human needs and solve human problems ST-B-10-1 1 Research and apply appropriate safety precautions when designing and conducting scientific investigations (e.g. OSHA, MSDS, eyewash, goggles and ventilation). SI-A-10-1 SI-A-10 Present scientific findings using clear language, accurate data, appropriate graphs, tables, maps and available Technology SI-A-10-2 Use mathematical models to predict and analyze natural phenomena SI-A-10-3 Course of Study for Advanced Biology Revised: July 2009 Page 5 of 17 Draw conclusions from inquiries based on scientific knowledge and principles, the use of logic and evidence (data) from investigations. SI-A-10-4 Explain how new scientific data can cause any existing scientific explanation to be supported, revised or rejected. SI-A-10-5 Explain that scientific knowledge must be based on evidence; be predictive, logical, subject to modification and limited to the natural world. Recognize that science is a systematic method of continuing investigation, based on observation, hypothesis testing, measurement, experimentation, and theory SW-A-10-3 SW-A-10 Course of Study for Advanced Biology Revised: July 2009 Page 6 of 17 Lakewood City Schools Course of Study for Advanced Biology Revised: July 2009 SUBJECT: ADVANCED BIOLOGY UNIT: HEREDITY Life Science Standard: LS Scientific Inquiry Standard: SI Scientific Ways of Knowing standard: SW Science and Technology Standard: ST Benchmark Grade Level Indicators Explain the characteristics of life as indicated by cellular processes and describe the process of cell division and development. Summarize the general processes of cell division and differentiation, and explain why specialized cells are useful to organisms and explain that complex multicellular organisms are formed as highly organized arrangements of differentiated cells. LS-B-10-4 LS-B-10 Clear Learning Targets: I can… Explain the genetic mechanisms and molecular basis of inheritance. LS-C-10 Illustrate the relationship of the structure and function of DNA to protein synthesis and the characteristics of an organism. LS-C-10-5 Course of Study for Advanced Biology Revised: July 2009 Identify the various levels of cellular organization in a multi-cellular organism as cells, tissue, organs, systems, and whole organisms Identify the 3 stages of Interphase and describe their role in the life cycle of a cell Identify the 4 stages of mitosis and describe the events within each stage Identify the 9 stages of meiosis and describe the events within each stage Compare and contrast mitosis and meiosis Describe the exceptions to the normal cellular process (i.e. cancer) Identify the building blocks of nucleic acids Identify the 3 parts of a nucleotide Describe how nucleotides, when assembled, make up the structure of nucleic acids Compare and contrast DNA and RNA Determine how the structure of DNA enables it to reproduce itself accurately Relate the concept of the gene to sequence of nucleotides in DNA Sequence the steps involved in protein synthesis (i.e. transcription and translation) Page 7 of 17 Explain that a unit of hereditary information is called a gene, and genes may occur in different forms called alleles (e.g., gene for pea plant height has two alleles, tall and short). LS-C-10-6 Describe that spontaneous changes in DNA are mutations, which are a source of genetic variation. When mutations occur in sex cells, they may be passed on to future generations; mutations that occur in body cells may affect the functioning of that cell or the organism in which that cell is found. LS-C-10-7 Use the concepts of Mendelian and non-Mendelian genetics (e.g., segregation, independent assortment, dominant and recessive traits, sex-linked traits and jumping genes) to explain inheritance. LS-C-10-8 Summarize the historical development of scientific theories and ideas, and describe emerging issues in the study of life sciences. LS-J-10 Explain that science and technology are interdependent; each drives the other. ST-B-10 Course of Study for Advanced Biology Revised: July 2009 Analyze and investigate emerging scientific issues (e.g., genetically modified food, stem cell research, genetic research and cloning). LS-J-10-28 Distinguish between genotype and phenotype Identify symbols of homozygous vs. heterozygous Predict how a human disorder can be determined by a single dominant allele Determine human genetic disorders caused by recessive alleles Identify that two forms of a gene exist for each trait (one from each parent) Infer several ways in which genetic variations may arise Sequence the events in a cell that may lead to cancer Identify the various types of gene mutations and how they affect the amino acid sequence of a gene Identify the four types of chromosomal mutations Identify the two kinds of frame shift mutations Sequence the events of nondisjunction in Meiosis Describe how the events of nondisjunction lead to genetic disorders Explain the three principles of genetics that Mendel obtained through his experiments Solve genetic problems using punnett squares or other methods to describe possible outcomes in offspring and the likelihood of each outcome Describe how chromosomes determine sex Explain why sex linked disorders occur in one sex more often than in the other Analyze a pedigree to determine the mode of inheritance Use a pedigree to trace a trait through many generations of a family Describe the pros and cons of genetically modified foods Debate the issue of stem cell research, including both points of view Describe different cloning methods Describe examples of scientific advances and emerging technologies and how they may impact society. ST-B-10-2 Page 8 of 17 Participate in and apply the processes of scientific investigation to create models and to design, conduct, evaluate and communicate the results of these investigations. SI-A-10 Explain that scientific knowledge must be based on evidence; be predictive, logical, subject to modification and limited to the natural world. SW-A-10 Course of Study for Advanced Biology Revised: July 2009 Use mathematical models to predict and analyze natural Phenomena SI-A-10-3 Discuss science as a dynamic body of knowledge that can lead to the development of entirely new disciplines SW-A-10-1 Describe that scientists may disagree about explanations of phenomena, about interpretation of data or about the value of rival theories, but they do agree that questioning, response to criticism and open communication are integral to the process of science SW-10-2 Page 9 of 17 Lakewood City Schools Course of Study for Advanced Biology Revised: July 2009 SUBJECT: ADVANCED BIOLOGY UNIT: EVOLUTION Life Science Standard: LS Scientific Inquiry Standard: SI Scientific Ways of Knowing standard: SW Science and Technology Standard: ST Benchmark Grade Level Indicators Explain how evolutionary relationships contribute to an understanding of the unity and diversity of life. LS-E-10 Relate diversity and adaptation to structures and their functions in living organisms (e.g., adaptive radiation). LS-E-10-14 Describe a foundation of biological evolution as the change in gene frequency of a population over time. Explain the historical and current scientific developments, mechanisms and processes of biological evolution LS-H-10 Recognize that a change in gene frequency (genetic composition) in a population over time is a foundation of biological evolution LS-H-10-20 Clear Learning Targets: I can… Course of Study for Advanced Biology Revised: July 2009 Summarize the effects of the different types of natural selection on gene pools. Relate changes in genetic equilibrium to mechanisms of speciation. Explain the role of natural selection in convergent and divergent evolution. Explain the concept of gene pool Identify the main sources of inheritable variation in a population Explain how natural selection affects single gene and polygenic traits Describe genetic drift List the five conditions needed to maintain genetic equilibrium Identify the conditions necessary for a new species to evolve Calculate and analyze genotype ratios in a model population Page 10 of 17 Explain that natural selection provides the following mechanism for evolution; undirected variation in inherited characteristics exist within every species. These characteristics may give individuals an advantage or disadvantage compared to others in surviving and reproducing. The advantaged offspring are more likely to survive and reproduce. Therefore, the proportion of individuals that have advantageous characteristics will increase. When an environment changes, the survival value of some inherited characteristics may change. LS-H-10-21 Describe historical scientific developments that occurred in evolutionary thought (e.g., Lamarck and Darwin, Mendelian Genetics and modern synthesis). LS-H-10-22 Explain how natural selection and other evolutionary mechanisms account for the unity and diversity of past and present life forms. LS-I-10 Analyze how natural selection and other evolutionary mechanisms (e.g. genetic drift, immigration, emigration, mutation) and their consequences provide a scientific explanation for the diversity and unity of past life forms, as depicted in the fossil record, and present life forms. LS-I-10-24 Course of Study for Advanced Biology Revised: July 2009 Explain how natural selection affects single gene and polygenic traits Describe how natural variation is used in artificial selection Explain how natural selection is related to species’ fitness Identify evidence Darwin used to present his case for evolution Describe Darwin’s theory of evolution by natural selection Compare and contrast analogous and homologous structures Compare and contrast artificial and natural selection Analyze experimental data and infer that the environment affects survival Given certain environmental criteria, design a model organism with evolutionary adaptations that will allow that organism to survive and reproduce Describe the pattern Darwin observed among organisms of the Galapagos Islands Identify evidence Darwin used to present his case for evolution Describe Darwin’s theory of evolution by natural selection State how Hutton and Lyell described geological change Identify how Lamarck thought species evolved Describe Malthus’s theory of population growth Compare and contrast the evolutionary theories of Lamarck and Darwin Calculate genotype ratios in a model population and compare them with Mendelian ratios Summarize the effects of the different types of natural selection on gene pools and how these influence diversity within a population. Explain the significance of gene pools in understanding evolution. Tell how genetic drift, gene flow (immigration and emigration), mutations, and natural selection contribute to changes in the gene pool by altering genetic frequencies of genes. Identify the 2 types of genetic drift. Identify the five conditions (Hardy-Wienberg) that must be met to maintain genetic equilibrium. Page 11 of 17 Explain that life on Earth is thought to have begun as simple, one celled organisms approximately 4 billion years ago. During most of the history of Earth only single celled microorganisms existed, but once cells with nuclei developed about a billion years ago, increasingly complex multicellular organisms evolved. LS-I-10-25 Summarize the historical development of scientific theories and ideas, and describe emerging issues in the study of life sciences. LS-J-10 Use historical examples to explain how new ideas are limited by the context in which they are conceived. These ideas are often rejected by the scientific establishment; sometimes spring from unexpected findings; and usually grow slowly through contributions from many different investigators (e.g., biological evolution, germ theory, biotechnology and discovering germs). LS-J-10-26 Describe advances in life sciences that have important longlasting effects on science and society (e.g., biological evolution, germ theory, biotechnology and discovering germs LS-J-10-27 Course of Study for Advanced Biology Revised: July 2009 Explain how spontaneous generation is different from the modern cell theory. Use the experiments of Redi, Pasteur, and others to explain how spontaneous generation controversy was resolved. Describe the formation and development of the Earth and its atmosphere. Compare and contrast the conditions on the modern Earth with those on the Earth before life began. Summarize the four steps in scientists’ hypotheses about how the first cells were formed. Discuss the importance of nucleic acids to the first cells. Discuss the probable characteristics of the earliest cells. Describe scientists’ hypotheses about the development of photosynthesis, aerobic respiration, and eukaryotic cells. Compare and contrast the concept of spontaneous generation according to: Needham, Redi, Spellanzani, and Pasteur Compare and contrast the concept of natural selection and evolution according to Hutton, Malthu, lamarck, Darwin, Lyell, and Wallace Describe specific examples of how technology has advanced the study of biological sciences (i.e. stem cells, DNA fingerprinting, human genome project, genetic engineering, ecological benefits of prokaryotic organisms, etc) Compare and contrast the concept of spontaneous generation according to: Needham, Redi, Spellanzani, and Pasteur Compare and contrast the concept of natural selection and evolution according to Hutton, Malthus, Lamarck, Darwin, Lyell, and Wallace Describe specific examples of how technology has advanced the study of biological sciences (i.e. stem cells, DNA fingerprinting, human genome project, genetic engineering, ecological benefits of prokaryotic organisms, etc) Page 12 of 17 Lakewood City Schools Course of Study for Advanced Biology Revised: July 2009 SUBJECT: ADVANCED BIOLOGY UNIT: ECOLOGY Life Science Standard: LS Scientific Inquiry Standard: SI Scientific Ways of Knowing standard: SW Science and Technology Standard: ST Benchmark Grade Level Indicators Explain the flow of energy and the cycling of matter through biological and ecological systems (cellular, organism and ecological). LS-D-10 Describe how matter cycles and energy flows through different levels of organization in living systems and between living systems and the physical environment. Explain how some energy is stored and much is dissipated into the environment as thermal energy (e.g., food webs and energy pyramids). LS-D-10-9 Explain that the variation of organisms within a species increases the likelihood that at least some members of a species will survive under gradually changing environmental conditions. LS-E-10-13 Explain how evolutionary relationships contribute to an understanding of the unity and diversity of life. LS-E-10 Clear Learning Targets: I can… Identify the source of energy for life processes Trace the flow of energy through living systems Evaluate the efficiency of energy transfer among organisms in an ecosystem Explain the structure and function of ecosystems and relate how ecosystems change over time. LS-F-10 Course of Study for Advanced Biology Revised: July 2009 Explain how living things interact with biotic and abiotic components of the environment (e.g., predation, competition, natural disasters and weather). LS-F-10-15 Explain the main sources of heritable variation in a population. Describe how evolution is defined in genetic terms. Identify what determines the numbers of phenotypes for a given trait. Describe the four parts of Darwin’s theory of evolution by natural selection. Give three examples of natural selection in action. Explain how natural selection is related to an organism’s fitness Identify the levels of organization that ecologists study. Describe the methods used to study ecology. Define, explain and give examples of the following terms Page 13 of 17 Describe how human activities can impact the status of natural systems. LS-G-10 Relate how distribution and abundance of organisms and populations in ecosystems are limited by the ability of the ecosystem to recycle materials and the availability of matter, space and energy LS-F-10-16 Conclude that ecosystems tend to have cyclic fluctuations around a state of approximate equilibrium that can change when climate changes, when one or more new species appear as a result of immigration or when one or more species disappear LS-F-10-17 describe how matter cycles among the living and non living parts of an ecosystem explain why nutrients are important in living systems describe how the availability of nutrients affects the productivity of ecosystems List various biotic and abiotic factors that can influence equilibrium within an ecosystem. Explain how emigration and immigration affect various population within and ecosystem and how these factors influence equilibrium. Describe ways that human activities can deliberately or inadvertently alter the equilibrium in ecosystems. Explain how changes in technology/biotechnology can cause significant changes, either positive or negative, in environmental quality and carrying capacity. LS-G-10-18 Illustrate how uses of resources at local, state, regional, national, and global levels have affected the quality of life (e.g., energy production and sustainable vs. non-sustainable agriculture). LS-G-10-19 Explain that many processes occur in patterns within the Earth’s systems. ES-B-10 Course of Study for Advanced Biology Revised: July 2009 Summarize the relationship between the climatic zone and the resultant biomes. (This includes explaining the nature of the rainfall and temperature of the mid-latitude climatic zone that supports the deciduous forest.)A Page 14 of 17 ES-B-10-1 Explain the 4.5 billion-year history of Earth and the 4 billion year history of life on Earth based on observable scientific evidence in the geologic record. ES-C-10 Describe the finite nature of Earth’s resources and those human activities that can conserve or deplete Earth’s resources. ES-D-10 Summarize the historical development of scientific theories and ideas, and describe emerging issues in the study of Earth and space sciences. ES-F-10 Course of Study for Advanced Biology Revised: July 2009 Describe how organisms on Earth contributed to the dramatic change in oxygen content of Earth's early Atmosphere ES-C-10-4 Explain how the acquisition and use of resources, urban growth and waste disposal can accelerate natural change and impact the quality of life. ES-D-10-5 Describe ways that human activity can alter biogeochemical cycles (e.g., carbon and nitrogen cycles) as well as food webs and energy pyramids (e.g., pest control, legume rotation crops vs. chemical fertilizers). ES-D-10-6 Describe advances and issues in Earth and space science that have important long-lasting effects on science and society (e.g., geologic time scales, global warming, depletion of resources and exponential population growth). ES-F-10-7 Page 15 of 17 Lakewood City Schools Course of Study for Advanced Biology Revised: July 2009 SUBJECT: ADVANCED BIOLOGY UNIT: DIVERSITY/TAXONOMY/SURVEY Life Science Standard: LS Scientific Inquiry Standard: SI Scientific Ways of Knowing standard: SW Science and Technology Standard: ST Benchmark Grade Level Indicators Explain how evolutionary relationships contribute to an understanding of the unity and diversity of life. LS-E-10 Describe that biological classification represents how organisms are related with species being the most fundamental unit of the classification system. Relate how biologists arrange organisms into a hierarchy of groups and subgroups based on similarities and differences that reflect their evolutionary relationships. LS-E-10-12 Clear Learning Targets: I can… Participate in and apply the processes of scientific investigation to create models and to design, conduct, evaluate and communicate the results of these investigations. SI-A-10 Course of Study for Advanced Biology Revised: July 2009 Explain how to classify organisms. List the seven levels of classification introduced by Linneaus. Explain how to write scientific names. Explain what binomial nomenclature means. Describe how dichotomous key help in identifying organisms. Describe each of the six kingdoms. Explain how evolutionary relationships are important in classification. Explain how DNA and RNA help scientists determine evolutionary relationships. Identify the three domains present in the modern classification system Present scientific findings using clear language, accurate data, appropriate graphs, tables, maps, and available technology. SI-A-10-1 Draw conclusions from inquires based on scientific knowledge and principles, the use of logic and evidence (data) from investigations. SI-A-10-4 Page 16 of 17 Explain how new scientific data can cause any existing scientific explanation to be supported, revised or rejected. SI-A-10-5 Explain that scientific knowledge must be based on evidence, be predictive, logical subject to modification and limited to the natural world. SW-A-10 Course of Study for Advanced Biology Revised: July 2009 Discuss science as a dynamic body of knowledge that can lead to the development of entirely new disciplines. SW-A-10-1 Page 17 of 17