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Vocabulary
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Watson & Crick
Codon
DNA replication
mRNA
tRNA
rRNA
DNA
Protein
Polypeptide
Peptide Bond
amino acids
nucleotide
transcription
translation
point mutation
Double Helix
mutation
frameshift
mutation
hydrogen bond
Complementary
base pairing
Objective
Biology Curriculum
3.01 Analyze Instruction SHOULD include:

Compare and contrast the structure of DNA and as compared to RNA.
the molecular
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Identify complementary base pairing between nucleotides.
basis of
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Illustrate that the sequence of nucleotides in DNA codes for proteins – (2004
the central key to cell function and life.
heredity
Edition)
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Explain
how
the
process
of
DNA
replication
allows
daughter
cells
to
including:
have an exact copy of parental DNA.
CH 11,

Describe the semi-conservative nature of the replication process.
DNA
281-301
(nature of the process, not the term semi-conservative)
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Identify
that
mutations
are
a
change
in
the
DNA
code.
Replication
Protein
Synthesis
(transcription
& translation)
Gene
Regulation
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Asexual / Sexual
Reproduction
chromosomes
chromatin
chromatid
interphase
prophase
metaphase
anaphase
telophase
cytokinesis
mitosis
meiosis
centromere
fertilization
nondisjunction
zygote
haploid
diploid
gametes
somatic cells
Related
Chapters
Point out the position of DNA replication within the cell cycle.
Show the importance of relatively weak hydrogen bonds.
Illustrate that transcription that produces an RNA copy of DNA, which
is further modified into the three types of RNA
mRNA traveling to the ribosome (rRNA)
Translation - tRNA supplies appropriate amino acids
Show that amino acids are linked by peptide bonds to form
polypeptides which are folded into proteins.
Use of a codon chart to determine the amino acid sequence produced
by a particular sequence of bases.
Demonstrate that all (with a few exceptions) of an organism’s cells
have the same DNA but differ based on the expression of genes.
Differentiation of cells in multi-cellular organisms
Cells respond to their environment by producing different types and
amounts of protein.
Discuss advantages (injury repair) and disadvantages (cancer) of the
overproduction, underproduction or production of proteins at the
incorrect times
Instruction SHOULD include:
3.02
Compare and
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Recognizing mitosis as a part of asexual reproduction and meiosis as a
contrast the
part of sexual reproduction.

Similarities and differences between mitosis and meiosis including
characteristic
replication and separation of DNA and cellular material, changes in
s of asexual
chromosome number, number of cell divisions, and number of cells
and sexual
produced in complete cycle.
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Putting mitosis diagrams in order and describing what is occurring
reproduction.
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throughout the process.
The sources of variation including:
Crossing over.
Random assortment of chromosomes.
Gene mutation
Nondisjunction
Fertilization
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Types of Asexual Reproduction:
Regeneration
Vegetative Propagation
Budding
Binary Fission
Sporulation (spores)
(2004
Edition)
CH 8.28.3, 201213
CH 10,
10.2,
263-273
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Homozygous
heterozygous
Recessive
Dominant
Gregor Mendel
Carrier
Hemophilia
PKU
Multiple Alleles
Sex-linked traits
heredity
allele
phenotype
genotype
Punnett Square
Cystic Fibrosis
karotype
Down Syndrome
autosome
incomplete
dominance
Co dominant
polygenic
inheritance
genetics
pedigree
Sickle Cell
Anemia
Color blindness
sex chromosomes
3.03 Interpret Instruction SHOULD include:

Identify and determine genotypes and phenotypes.
and predict
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Recognize that phenotype is the result of both genotype and the
patterns of
environment.
inheritance.
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Discuss Mendel’s experiments and laws.
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Dominant,
recessive and
intermediate
traits.
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Multiple
alleles.
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Polygenic
traits.
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Sex linked
traits
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Independent
assortment.
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Test cross.
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Pedigrees.
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Punnett
squares.
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(2004
Edition)
Interpret karyotypes (gender, chromosomal abnormalities)
Understand that dominant traits mask recessive alleles.
CH 10,
There are a variety of intermediate patterns of inheritance, including
10.1,
codominance and incomplete dominance.
253-262
Incomplete dominance (also called partial dominance) results in the
blending of traits. (Usually results from an inactive or less active gene CH 12,
so the heterozygous phenotype appears intermediate. E.g. Pink flowers)
309-329
Co-dominant alleles result in the expression of both traits. (two
different proteins are produced and both are detected e.g. roan cows
and AB blood type.)
Autosomal inheritance patterns and characteristics of sickle cell
anemia, cystic fibrosis, and Huntington’s disease
Solve and interpret co-dominant crosses involving multiple alleles.
A, B, AB and O blood types (alleles: IA, IB, and i).
Determine if parentage is possible based on blood types.
Some traits are controlled by more than one pair of genes.
This pattern of inheritance is identified by the presence of a wide range
of phenotypes (consider examples of skin and hair color).
An understanding of human sex chromosomes.
Solving crosses involving sex linked traits (examples: color-blindness
and hemophilia.)
Understand why males are more likely to express a sex-linked trait.
The importance of the genes being on separate chromosomes as it
relates to meiosis.
How the process of meiosis leads to independent assortment and
ultimately to greater genetic diversity.
Given certain phenotypes suggest an appropriate test cross to determine
the genotype of an organism.
Identify the genotypes of individuals from a given pedigree. (students
should be able to interpret pedigrees which show phenotype not
genotype)
Solving and interpreting problems featuring monohybrid crosses.
(Parental, F1, F2 generations)
 Determining parental genotypes based on offspring ratios.
Test Cross
Recombinant
3.04 Assess Instruction SHOULD include:
DNA
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The reasons for establishing the human genome project. Ethical issues
the impacts
Gene Therapy
and implications of genomics and biotechnology.
Clone
of genomics
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Recognition that the project is useful in determining whether
Plasmid
on
individuals may carry genes for genetic conditions and in developing
Restriction
gene therapy.
individuals
Enzyme
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Gel electrophoresis as a technique to separate molecules based on size.
Human Genome and society.
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Uses of DNA fingerprinting
Project
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Applications of transgenic organisms (plants, animals, & bacteria) in
Gel
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Human
agriculture and industry including pharmaceutical applications such as
Electrophoresis
genome
the production of human insulin.
Genetically
project.
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Ethical issues and implications of genomics and biotechnology. (stem
Modified
cell research and genetically modified organisms)
Organisms
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Applications
Genetic
of
Engineering
biotechnology.
Vector
Transgenic
Organisms
DNA
fingerprinting
(2004
Edition)
CH 13.213.3,
341-353
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Biogenesis
Abiogenesis
3.05 Examine Instruction SHOULD include:
Miller & Urey the
(2004
Fossils
development
 Historical development of the theory of evolution by Edition)
Relative Dating
of
the
theory
natural selection.
Absolute Dating
of evolution
 Biogenesis in contrast to abiogenesis with emphasis CH 15,
Speciation
393-413
Charles Darwin by natural
on the experiments used to support both ideas.
selection
natural
 Early atmosphere hypotheses and experiments.
Selection
including:
 How the early conditions affected the type of
Homologous
organism that developed (anaerobic and prokaryotic).
Structure
 Developme
 Evolution of eukaryotic and aerobic organisms.
Vestigial
nt of the
Structure
 Fossils– relative and absolute dating methods
theory.
Geographic
 A discussion of what can be inferred from patterns in
isolation
 The origin
the fossil record.
Divergent
and history
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Biochemical similarities.
Evolution
of life.
 Shared anatomical structures.
Convergent
Evolution
 How variations provide material for natural selection.
 Fossil and
Camouflage
biochemical
 The role of geographic isolation in speciation.
Analogous
evidence.
 The importance of the environment in selecting
Structure
adaptations.
Adaptive
 Mechanism
Radiation
 Discuss the evolutionary selection of resistance to
s of
Gradualism
evolution
antibiotics and pesticides in various species.
mimicry
embryo
 Application
Directional
s (pesticide
selection
& antibiotic
stabilizing
resistance).
selection
Punctuated
Equilibrium
Goal Vocabulary
2
2
2
Organic
Compound
Inorganic
Compound
Cellulose
insulin
glycogen
glucose
Protein
Amino Acid
acid/base
starch
lipid/fat
hemoglobin
Nucleic Acid
DNA/RNA
Organelle
Chromatin
Plasma
Membrane
Prokaryote
Eukaryote
nucleus
ribosome
mitochondria
vacuole
cytoplasm
cell wall
chloroplast
hormone
Diffusion
Facilitated
Diffusion
Selectively
Permeable
Passive
transport
Active
Transport
Homeostasis
Phospholipid
Osmosis
ATP/ADP
Enzyme
Related
Chapters
Course Objective
Biology Curriculum
2.01 Compare and
contrast the
structure and
functions of the
following organic
molecules:
Carbohydrates.
Proteins.
Lipids.
Nucleic Acids
Instruction SHOULD include:
2005
1. Examine the role and importance of organic molecules Edition
to organisms.
CH 6, 6.3,
2. Examples to investigate include starch, cellulose,
157-163
insulin, glycogen, glucose, enzymes, hemoglobin, fats,
DNA and RNA.
3. Interpret results of tests for starch (iodine), lipids
(brown paper), monosaccharides (Benedict’s Solution),
and protein (Biuret’s).
Instruction SHOULD include:
1. Identify and give the structure and function of the
following cell organelles: nucleus, plasma membrane,
2005
cell wall, mitochondria, vacuoles, chloroplasts and the Edition
ribosomes.
2. Proficient use and understanding of light microscopic CH 7, 171techniques. Students should determine total power
187
magnification as well as steps in proper microscope
usage.
3. Hierarchy of cell organization: Cells
tissuesorgans organ systems.
4. Structure of cells as it relates to their specific
functions.
5. Students should view a variety of cells with particular
emphasis on the differences between plant and animal
cells.
6. Chemical signals may be released by one cell to
influence the activity of another cell.
7. Know the role of receptor proteins
8. Know the role of hormones
2.03 Investigate
Instruction SHOULD include:
and analyze the cell 1. Examples for exploration should include regulation of 2005
as a living system temperature, pH, blood glucose levels and water balance. Edition
including:
2. Discussion should include active vs. passive transport,
Maintenance of
diffusion, osmosis, and the porous nature of the semiCH 7, 171homeostasis.
permeable plasma membrane. (Pinocytosis, phagocytosis, 187
Movement of
endocytosis, and exocytosis have been deliberately
CH 8, 8.1,
materials into and excluded)
195-200
out of cells.
3. Given different types of cells, students should be able CH 9, 9.1,
Energy use and
to predict any changes in osmotic pressure that may
221-224
release in
occur as the cell is placed in solutions of differing
biochemical
concentrations. (Emphasis is on the processes, not
reactions.
terminology such as hypertonic, isotonic, hypotonic,
turgor pressure)
4. Examine ATP as the source of energy for cell
activities.
5. Students will describe how cells store and use energy
with ATP and ADP molecules
Instruction SHOULD include:
2.02 Investigate
and describe the
structure and
function of cells
including:
Cell organelles
Cell specialization.
Communication
among cells
Goal Vocabulary Course Objective
4
4
Biology Curriculum
4.01 Analyze the
Instruction SHOULD include:
classification of
organisms
History of classification system
according to their Originally two kingdoms (plants and animals). More
evolutionary
kingdoms added as knowledge of the diversity of organisms
relationships.
increased.
The historical
Development of the seven level classification system
development and (KPCOFGS) and binomial nomenclature
changing nature of Basis of classification system
classification
Evolutionary phylogeny, DNA and biochemical analysis,
systems.
embryology, morphology
Similarities and
Interpret phylogenetic trees.
differences between Only basic differences and similarities should be detailed.
eukaryotic and
Membrane bound organelles – none in prokaryotes.
prokaryotic
Ribosomes in both.
organisms.
Contrasts in chromosome structure.
Similarities and
Contrasts in size.
differences among Compare:
the eukaryotic
Cellular structures.
kingdoms: Protists, Unicellular vs. Multicellular.
Fungi, Plants, and Methods of making/getting food and breaking down food to
Animals.
get energy.
Classify organisms Reproduction.
using keys
Use dichotomous keys to identify organisms.
Representati 4.02 Analyze the
Instruction SHOULD include the comparison and contrast
ve
processes by which how the organisms listed accomplish the essential life
Organisms organisms
functions specified below. The focus is on physiology rather
representative of the than on the names of parts.
following groups
accomplish essential Transport – how organisms get what they need to cells; how
life functions
they move waste from cells to organs of excretion.
including:
Excretion – how organisms get rid of their waste and balance
their fluids (pH, salt concentration, water).
Groups:
Regulation – how organisms control body processes –
Unicellular protists, hormones, nervous system.
annelid worms,
Respiration – how organisms get oxygen from the
insects, amphibians, environment and release carbon dioxide back to the
mammals, nonenvironment and how plants exchange gases.
vascular plants,
Nutrition – how organisms break down and absorb foods.
gymnosperms and Synthesis – how organisms build necessary molecules.
angiosperms.
Reproduction – sexual versus asexual, eggs, seeds, spores,
placental, types of fertilization.
Essential Life
Growth and development – metamorphosis, development in
Functions
egg or in uterus, growth from seed or spore.
Transport,
excretion,
respiration,
regulation, nutrition,
synthesis,
reproduction, and
Related
Chapters
2000
Edition
CH 17,
453-473
2005
Edition
CH 17,
443-459
2000
Edition
(Pgs)
519-525
597-607
608-617
661-666
748-753
771- 774
827-833
867-873
2005
Edition
(Pgs)
503-509
577-587
588-597
641-645
728-733
747-755
803-809
841-847
4.05 Analyze
4
Animal
Behavior
the
Instruction SHOULD include:
broad patterns of
animal behaviors as Taxes and instincts, including:
adaptations to the
• suckling (instinct)
environment:
• insects moving away from or toward light (taxis)
• migration, estivation, hibernation
Innate behavior
Learned Behavior Focus should be on various types of learned behavior including:
• Habituation
Social behavior
• Imprinting
• Classical conditioning (e.g. Pavlov’s dog –stimulus association)
• Trial and error (focus on concept of trial and error learning not
term operant conditioning).
Focus should be on communication, territorial defense, and courtship,
including:
• Communication within social structure using pheromones (ex:
bees and ants).
• Courtship dances.
• Territorial defense (ex: Fighting Fish).
2005
Edition
216
312-313
323-324
508-509
928
10231041
Goal
5
5
5
Vocabulary
Course Objective
Words
Symbiosis
Mutualism
5.01 Investigate and analyze
Commensalism the interrelationships among
Parasitism
organisms, populations,
Abiotic/Biotic communities and ecosystems
Niche
Techniques of field ecology
Habitat
Abiotic and biotic factors
Population
Carrying capacity
Community
Ecosystem
Succession
(Primary and
Secondary)
Limiting Factor
Climax
Community
Predator
Prey
Lichen
Species
Organism
Carrying
Capacity
Exponential
Growth
Heterotroph
Scavenger
Trophic Level
Food
Web/Chain
Autotroph
Ominvore
Carnivore
Herbivore
Decomposers
Natural
Resources
Nonrenewable
Resources
Renewable
Resources
Extinction
Threatened
Species
Endangered
Species
Biodiversity
5.02 Analyze the flow of
energy and the cycling of
matter in the ecosystem.
Relationship of the carbon
cycle to photosynthesis and
respiration
Trophic levels- direction and
efficiency of energy transfer
Biology Curriculum
Related
Chapters
Instruction SHOULD include:
Identification and description of symbiotic
relationships
Mutualism
Commensalism
Parasitism
Students should be able to identify and predict
patterns in Predator /prey relationships.
Use field ecology techniques such as sampling
and quadrant studies to determine species
diversity and changes over time.
Explain how abiotic and biotic factors are related
to one another and their importance in
ecosystems.
Analyze how limiting factors influence carrying
capacity (e.g. food availability, competition,
harsh winter).
Interpret population growth graphs.
2005
Edition
CH 2,
2.1, 3545
CH 4,
4.1, 9199
Instruction SHOULD include:
Investigate the carbon cycle as it relates to
photosynthesis and respiration.
Analyze food chains, food webs and energy.
5.03 Assess human population Instruction SHOULD include:
and its impact on local
ecosystems and global
Analyze human population growth graphs
environments:
(historical and potential changes) .(See 5.01)
Factors influencing birth rates and death rates.
Historic and potential changes Effects of population size, density and resource
in population
use on the environment.
Factors associated with those Discussion of human impact on local
changes.
ecosystems:
Climate Change.
Acid rain
Resource use
Habitat destruction
Sustainable practices/
Introduced non-native species.
2005
Edition
CH 2,
2.2, 4657
2005
Edition
CH 4,
4.1, 9199
CH 4,
4.2 100103
CH 5,
111-125