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General Biology Syllabus And Curriculum Guide (updated 8-30-2013) Syllabus / Pacing Guide page 2 Introduction Unit page 3 - 4 Chemistry page 4 - 5 Biochemistry page 5 - 6 Cell Biology and Transport page 6 - 7 Photosynthesis and Cellular Respiration page 7 - 8 Cell Division page 8 - 9 Protein Synthesis page 9 - 10 Genetics page 10 - 11 Evolution page 11 - 12 Taxonomy page 12 - 13 Plants page 13 - 14 Animals page 14 – 15 Ecology page 15 - 16 Anatomy page 16 - 17 Additional Notes page 17 1 Subject Matching SOL (Note: Bio.1 matches for all units) Bio.1b,c,k Bio.4b Time Allowed Chemistry Bio.2a 5 days Biochemistry Bio.2b,c 8 days Cell Biology and Transport Bio.3a-e 10 days Photosynthesis and Cellular Respiration Cell Division Bio.2d 5 days Bio.5a-c 5 days Protein Synthesis Bio.5e-j 5 days Genetics Bio.5d,f,i,j 10 days Evolution Bio.6a-e Bio.7a-e Bio.4a-f Bio.6e 5 days Plants Bio.4a-c 4 days Animals Bio.4a-d 4 days Ecology Anatomy Bio.8a-e Bio.4b,d-f 3 days 12 days Introduction Unit Taxonomy 5 days 5 days Possible Labs (SLP – Sample Lesson Page from DOE) -Scientific Process and Experimental Design (SLP) -Safety and the Material Safety Data Sheet (SLP) -Current Applications in Science (SLP) -pH lab -The Physical and Chemical Properties of Water (SLP) -Macromolecule Identification Lab -Polysaccharide (cracker) Lab -Macromolecules (SLP) -The Effects of Heat and Acid on Enzyme Catalase (SLP) -“e” Lab -Cell Biology Lab -Cell Parts (SLP) -Prokaryotes (SLP) -The Ratio of Surface Area to Volume (SLP) -Structure and Function of Cell Membranes (SLP) -Energy and ATP (SLP) -Onion Mitosis Lab -Mitosis Video Lab -Pop Bead Lab -The Cell Cycle and Mitosis (SLP) -Meiosis (SLP) -Strawberry DNA Extraction -DNA Structure, Nucleic Acids, and Proteins (SLP) -Genetic Corn Lab -Make-a-Kid Lab -Pedigree Lab -Electrophoresis Lab -Genetics Disease Paper -Genetic Variation and Mutations (SLP) -Mendelian Genetics (SLP) -Biotechnological Issues and Bioethics (SLP) -Hardy-Weinberg Lab -Adaptation and Evolution (SLP) -Fungi Observation -“Classify This” Lab -The Germ Theory and Koch’s Postulates (SLP) -Flower Comparison Lab -Plant Group Identification Lab -A Dichotomous Key of Virginia’s Native Plants (SLP) -Animal Group Identification Lab -Booklet or Presentation -Succession (SLP) -Fetal Pig Dissection -EKG Lab -Bone Identification Lab -Heart/Kidney/Eye Dissection -Body Systems (SLP) 2 1. Introduction Unit – 5 days A. Concepts / SOL The student will know following, or be able to do the following. - The scientific research method. - The difference between a fact, hypothesis, law, and theory. - All the characteristics of living things. - The levels of organization. - Hypothesis are formulated based on direct observations from scientific literature (Bio.1b) - Variables are defined and investigations are designed to test the hypotheses (Bio.1c) - Differentiation is made between a scientific hypothesis, theory and law (Bio.1k) - Maintenance of homeostasis (Bio.4b) B. Vocabulary - science observation hypothesis experiment data conclusion control law theory metabolism homeostasis adaptation organelles cell tissue organ organism population community ecosystem biosphere 3 - biotic abiotic C. Laboratory Exercises - Scientific Process and Experimental Design (SLP) Safety and Material Safety Data Sheet (SLP) Current Applications in Science (SLP) 2. Chemistry – 5 days A. Concepts / SOL The student will know following, or be able to do the following. - The difference between a solid, liquid, gas, and plasma. - The three subatomic particles. - The difference between an atom and an element. - The difference between a compound and a mixture - How to use the periodic table. - How to draw atoms using the Lewis dot and electron shell methods. - The difference between ionic, covalent, and hydrogen bonding. - What an isotope is. - Water chemistry and its impact on life processes. (Bio.2a) - What the pH scale is and how to use it. B. Vocabulary - chemistry matter solid liquid gas atom proton neutron electron element atomic number atomic mass Noble gas subatomic particle compound mixture chemical change physical change - valence electrons Lewis dot structures periodic table bonding covalent bond ionic bond cation anion hydrogen bond polar covalent cohesion surface tension density solvent solute solution isotope radio isotope 4 - pH scale acid base - neutral hydronium ion hydroxide ion C. Laboratory Exercises - Determine the pH of common substances and then determine the concentration of hydronium and hydroxide ions present. Physical and Chemical Properties of Water (SLP) 3. Biochemistry – 8 days A. Concepts / SOL The student will know following, or be able to do the following. - The structure and function of macromolecules. (Bio2.b) - How to draw molecules using the stick method. - How polymers and made and broken down. - The properties of carbohydrates, proteins, lipids, and nucleic acids and how to draw them. - The nature of enzymes. (Bio.2c) B. Vocabulary - organic compound hydrocarbons isomers functional group monomer polymer dehydration synthesis hydrolysis carbohydrate monosaccharide glucose (alpha and beta) fructose galactose disaccharide lactose maltose sucrose polysaccharide starch glycogen cellulose - fiber diabetes insulin protein amino acid variable group peptide bond polypeptide denature enzyme substrate lipid hydrophobic hydrophilic fat triglyceride unsaturated saturated phospholipid wax steroid 5 - hormone cholesterol nucleic acid - deoxyribonucleic acid ribonucleic acid C. Laboratory Exercises - Chew a cracker to see if salivary enzymes break down the starches. Macromolecules (SLP) The Effects of Heat and Acid on the Enzyme Catalase (SLP) 4. Cell Biology and Transportation – 10 days A. Concepts / SOL The student will know following, or be able to do the following. - Evidence supporting the cell theory (Bio.3a) - Characteristics of eukaryotic and prokaryotic cells (Bio.3b) - Similarities between the activities of the organelles in a single cell and a whole organism (Bio.3c) - The cell membrane model (Bio.3d) - The impact of surface to volume ratio on cell division, material transport, and other life processes (Bio.3e) - Compare and contrast plant and animal cells. - Identify the structure and function of organelles. - Tell why cells stay so small. - The parts of a microscope and how they function. - The role diffusion and osmosis play in a cell’s life. B. Vocabulary - Hooke Leeuvenhoek Schleiden Schwann Virchow Cell Theory surface area to volume ratio eukaryotic prokaryotic cytoplasm ribosome endoplasmic reticulum (rough and smooth) golgi apparatus - mitochondria cristae cellular respiration matrix lysosome cilia 9+2 arrangement flagella microtubules nucleus nucleolus nuclear envelope cell membrane phospholipid bilayer 6 - - channel, carrier, receptor, recognition proteins cell wall vacuole contractile vacuole plastid photosynthesis proplastid, chloroplast, leucoplast, amyloplast, chromoplast chlorophyll ocular lens, body, arm, nosepiece, objective lenses, stage, stage clips, - diaphragm, base, light, fine focus, coarse focus magnification resolution Brownian motion passive transport active transport diffusion osmosis isotonic, hypertonic, hypotonic equalibrium endocytosis exocytosis C. Laboratory Exercises - Basic “e” lab where students become familiar with the use of the microscope by observing how the position of the letter e changes. Cell biology lab where students observe 9 different items and compare the types of cells they see. Cell Parts (SLP) Prokaryotes (SLP) The Ratio of Surface Area to Volume (SLP) Structure and Function of Cell Membranes (SLP) 5. Photosynthesis and Cellular Respiration – 5 days A. Concepts / SOL The student will know following, or be able to do the following. - Describe the differences between ATP and ADP. - Describe the differences between autotrophs and primary and secondary heterotrophs. - The basic products and reactants of photosynthesis and cellular respiration. - Explain the difference between an endergonic and exergonic reaction. - Describe the parts of a chloroplast. - Describe the light and dark reactions in detail. - Explain the differences between a C3, C4, and CAM plant. - Explain what an aerobic and anaerobic reaction are. - Describe, in detail, the parts of glycolysis, krebs cycle, and fermentation. - The capture, storage, transformation, and flow of energy through the processes of photosynthesis and respiration. (Bio.2d) 7 B. Vocabulary - photosynthesis cellular respiration endergonic exergonic ATP ADP phosphorylation ATPase ATPsynthase stroma thylakoid membrane grana lumen carotene xanthophylls accessory pigments - light dependent reaction - light independent reaction (Calvin Cycle) - C3, C4, CAM - stomata - aerobic - anaerobic - cristae - matrix - fermentation - glycolysis - Krebs cycle (all acids) - facultative anaerobe - strict anaerobe - lactic acid - ethanol C. Laboratory Experiences - Energy and ATP (SLP) 6. Cell Division – 5 days A. Concepts / SOL The student will know following, or be able to do the following. - The make-up of a chromosome. - The differences between somatic cells and gametes. - The difference between the terms haploid and diploid. - The concept of cell growth and division (Bio.5a) - The concept of gamete formation. (Bio.5b) - The concept of cell specialization. (Bio.5c) - How crossing over increases genetic diversity. - The differences between spermatogenesis and oogenesis. B. Vocabulary - chromosome chromotid centromere haploid diploid somatic cell - gamete gene cell cycle interphase replicate mitosis 8 - centrioles spindle fibers asters kinetichore prophase, metaphase, anaphase, telophase - cytokinesis homologous pairs, tetrads crossing over ootid sperm polar bodies C. Laboratory Experiences - Have students observe video of mitosis actually taking place. Use “Pop Beads” to have students mimic the phases of cell division and meiosis. The Cell Cycle and Mitosis (SLP) Meiosis (SLP) 7. Protein Synthesis – 5 days A. Concepts / SOL The student will know following, or be able to do the following. - The difference between DNA and RNA. - Historical development of the structural model of DNA (Bio.5e) - How the processes of replication, transcription, and translation occur. - How a gene is used to make a protein. - Genetic variation (Bio.5f) - Structure, function and replication of nucleic acids (Bio.5g) - Events involved in the construction of proteins (Bio.5h) - Use, limitations, and misuse of genetic information (Bio.5i) - Exploration of the impact of DNA technologies (Bio.5j) B. Vocabulary - DNA RNA Deoxyribose Ribose Phosphate Group Nitrogen Base Nucleotide Adenine Guanine Thymine Cytosine Uracil Purine - Pyrimidine Hydrogen Bonds Double Helix Griffith Chargraff Pauling Franklin and Wilkins Watson and Crick Replication DNA helicase DNA polymerase Transcription RNA polymerase 9 - Translation TRNA, mRNA, rRNA Amino Acid Ribosome Codon Anti-codon Peptide Bond - Protein Gene Base Pair Protein Synthesis Sense Mis-sense C. Laboratory Experiences - Extract the DNA from strawberries. DNA Structure, Nucleic Acids, and Proteins (SLP) 8. Genetics – 10 days A. Concepts / SOL The student will know following, or be able to do the following. - Explain Mendel’s basic experiment and hypotheses. - The difference between genotype and phenotype. - Do a monohybrid and dihybrid Punnett Square. - The difference between codominance and incomplete dominance. - The different types of mutations. - The different sex chromosome mutations. - Understand sex linked traits. - How to use a pedigree. - What causes a mutation. - The blood types and Rh factor. - The different types of twins. - Predict inheritance of traits based on the Mendelian laws of heredity. (Bio.5d) - Genetic variation (Bio.5f) - The use, limitations, and misuse of genetic information. (Bio.5i) - Explore the impact of DNA technologies. (Bio.5j) B. Vocabulary - Allele Heterozygous Homozygous Recessive Dominant Mendel Phenotype Genotype - Heredity Pure-bred Mutation Gene Mutation Chromosome Mutation Autosome Sex Chromosome Nondisjunction 10 - Sex-linked Trait Pedigree Monohybrid Cross Dihybrid Cross Punnett Squre Codominance Incomplete Dominance - Karyotype Klinefelders Syndrome Turners Syndrome Fraternal Twins Identical Twins Cloning C. Laboratory Experiences - Use pennies to represent traits in the Make – A – Kid lab. Trace a trait through a family history in the pedigree lab. Genetic Variation and Mutation (SLP) Mendelian Genetics (SLP) Biotechnological Issues and Bioethics (SLP) 9. Evolution – 5 days A. Concepts / SOL The student will know following, or be able to do the following. - Understand the hypotheses on the origins of life. - Explain Kettlewell’s observations and how they are a good example of microevolution. - The ideas of scientists whose works helped develop the theory of evolution. - Understand Darwin’s basic principles of evolution. - Explain the evidence supporting evolution. - Describe the types of natural selection, types of evolution, and the hypotheses on how evolution occurs. - Understand what a gene pool is and how to change it. - Structural similarities among organisms (Bio.6a) - Fossil record interpretation (Bio.6b) - Comparison of developmental stages of different organisms (Bio.6c) - Examine biochemical and structural similarities of different organisms. (Bio.6d) - Systems of classification that are adaptable to new scientific discoveries (Bio.6e) - Evidence found in fossil records (Bio.7a) - How genetic variation, reproductive strategies, and environmental pressures impact the survival of populations (Bio.7b) - How natural selection leads to adaptation (Bio.7c) - Emergence of a new species (Bio.7d) - Scientific evidence and explanations for biological evolution (Bio.7e) 11 B. Vocabulary - Redi Oparin Miller Microevolution Gene Pool Kettlewell Genetic Drift Gene Flow Mutation Non-random Mating Natural Selection Aristotle Cuvier Lamarck Adaptive Radiation Malthus - Natural Selection “On the Origin of Species” Taxonomy Homologous Structures Vestigial Organs Comparative Embryology Molecular Biology Stabilizing Selection Directional Selection Diversifying Selection Convergent Evolution Divergent Evolution Gradualism Punctuated Equalibrium Macroevolution C. Laboratory Experiences - Adaptation and Evolution (SLP) 10. Taxonomy (Viruses, Monera, Protista, Fungi) – 5 days A. Concepts / SOL The student will know following, or be able to do the following. - List the 7 levels of classification. - List the 6 kingdoms and 3 domains and give example of each. - How viruses, monerans, protests, and fungi are classified and give examples of each classification group. - The “life” cycle of a virus. - How to write a name scientifically. - Understand the complex job of a taxonomist and the tools they use to classify living organisms. - Comparison of their metabolic activities (Bio.4a) - Maintenance of homeostasis (Bio.4b) - How the structures and functions vary among and within the eukarya kingdoms of protists, fungi, plants, and animals including humans (Bio.4c) - Human health issues, human anatomy, and body systems (Bio.4d) - How viruses compare with organisms (Bio.4e) - Evidence supporting the germ theory of infectious disease (Bio.4f) 12 - Systems of classification that are adaptable to new scientific discoveries (Bio.6e) B. Vocabulary - Taxonomy Aristotle Linnaeus Whittaker Binomial Nomenclature Retrovirus Lytic Cycle Lysenogenic Cycle Reverse Transcriptase Endospore Saprophytic Photoautotroph Chemeautotroph Pathogenic Cocci Bacilli Spirilli Sarcodina - Ciliophora Zoomastigophora Sporozoa Giardia Plasmodium Paramecium Trypanosoma Pseudopodia Flagella / Cilia Mycelium Hyphae Chitin Zygomycota Spore Basidiomycota Ascomycota Deuteromycota Sporangia C. Laboratory Experiences - Observe parts of a fungi reproductive body. Allow students to become taxonomists by classifying random objects. The Germ Theory and Koch’s Postulates (SLP) Viruses (SLP) 11. Plants – 4 days A. Concepts / SOL The student will know following, or be able to do the following. - Comparison of their metabolic activities (Bio.4a) - Maintenance of homeostasis (Bio.4b) - How the structures and functions vary among and within the eukarya kingdoms of protists, fungi, plants, and animals including humans (Bio.4c) - The 4 different types of plant tissues. - The parts of a flower and seed. - The benefits of fruit and how flowers have coevolved with pollinators. 13 B. Vocabulary - Vascular Tissue Xylem Phloem Bryophyta Pioneer Species Pterophyta Rhizome Fiddleheads Sori Gymnosperm Seeds Angiosperm Flower Fruit Herbaceous - Woody Dicotyledon Net Veins Monocotyledon Parallel Veins Petals Sepals Stamen Pistil Stigma Style Filament Anther Nectar Pollen C. Laboratory Experiences - Look at different flower and compare the reproductive parts of the flowers. Students will walk around the school and identify different types of plants. A Dichotomous Key of Virginia’s Native Plants (SLP) 12. Animals – 4 days A. Concepts / SOL The student will know following, or be able to do the following. - Comparison of their metabolic activities (Bio.4a) - Maintenance of homeostasis (Bio.4b) - How the structures and functions vary among and within the eukarya kingdoms of protists, fungi, plants, and animals including humans (Bio.4c) - Human health issues, human anatomy, and body systems (Bio.4d) - The three cell layers, three body plans, and three types of symmetry. B. Vocabulary - porifera pores spicules cnideria medusa tentacles - cnidocytes platyhelminthes parasite anelidia leeches segmentation 14 - mollusca mantle foot radula arthropoda exoskeleton chitin head abdomen thorax insects arachnids crustaceans nematoda echinodermata endoskeleton larvae water vascular system chordata notochord endoskeleton - agnatha jawless chondrichthyes cartilage osteichthyes bone swim bladder amphibia ectothermic reptiles scales amniote egg aves feathers endothermic mammalia mammary glands monotremes hair marsupial placental C. Laboratory Experiences - Classify preserved specimen into different phyla and classes. 13. Ecology – 3 days A. Concepts / SOL The student will know following, or be able to do the following. - Identify the 10 major biomes. - Understand how competition leads to co-evolution. - The three forms of symbiosis. - Look at the interactions within and among populations including carrying capacities, limiting factors, and growth curves. (Bio.8a) - Study the nutrient cycling with energy flow through ecosystems. (Bio.8b) - The succession patterns in an ecosystem. (Bio.8c) - Observe the effects of natural events and human activities on ecosystems. (Bio.8d) - The analysis of the flora, fauna, and microorganisms of Virginia ecosystems. (Bio.8e) B. Vocabulary 15 - behavior ecology population density-independent density-dependent competition predator prey symbiosis - mutualism parasitism succession food chain food web biome carrying capacity limiting factors ecosystem C. Laboratory Experiences 14. Succession (SLP) Anatomy – 12 days A. Concepts / SOL The student will know following, or be able to do the following. - Maintenance of homeostasis (Bio.4b) - Human health issues, human anatomy, and body systems (Bio.4d) - How viruses compare with organisms (Bio.4e) - Evidence supporting the germ theory of infectious disease (Bio.4f) - The major functions of all the body systems as well as organs that are part of the systems. - The types of joints and examples. B. Vocabulary - Epidermis Dermis Sebaceous Gland Sweat Gland Hair Follicle Subcutaneous Layer Esophagus Liver Gall Bladder Pancreas Bile Villi Large Intestine Pharynx - Epiglottis Larynx Trachea Diaphragm Eurythrocytes Heart Arteries Veins Capillaries Compact Bone Spongy Bone Yellow / Red Marrow Haversian Canal Osteoblast 16 - Osteocyte Osteoporosis Axial / Appendicular Skeleton Immovable Joint Slightly Movable Joint Movable Joint Ball and Socket - Pivot Plane Saddle Hinge Neurons Stimulus Kidneys Bladder C. Laboratory Experiences - Dissection of the fetal pig identifying muscles and internal organs specifically. Allow students to observe and learn 30 individual bones. Body Systems (SLP) Additional Notes – - All laboratory experiences labeled with SLP can be found at the following web site from the Virginia Department of Education. Sample Lesson Plans 17