Essential knowledge Chapters/sections Illustrative examples covered 1.a.1 Natural selection is a major mechanism of evolution

Size: px
Start display at page:

Download "Essential knowledge Chapters/sections Illustrative examples covered 1.a.1 Natural selection is a major mechanism of evolution"

Transcription

1 Name of textbook: Biology: The Dynamic Science Edition: 2 nd Edition Author(s): Russell, Hertz, and McMillan Copyright: 2011 Big Idea 1: The process of evolution drives the diversity and unity of life. Essential knowledge Chapters/sections Illustrative examples covered 1.a.1 Natural selection is a major mechanism of evolution Chapt 1 Sec 1.2, p. 6 Chapt 19 Sec 19.2, p Sec 19.3, p All sections, p Graphical analysis of allele frequencies in a population Sec 20.1, p. 434 Fig 20.6 (phenotypes) Sec 20.3, p Fig (phenotypes) Sec 20.4, p. 447 Fig Application of Hardy-Weinberg Equation Sec 20.2, p. 436 Table 20.1 Sec 20.3, p Table a.2 Natural selection acts on phenotypic variations in populations Chapt 1 Sec 1.2, p. 6 7 Sec 13.4, p. 271 Chapt 19 Sec 19.2, p. 420 Sec 19.3, p. 424 Sec 20.0, p Sec 20.1, p. 434 Sec , p Sec 25.2, p. 552 Sec 49.3, p Flowering time in relation to global climate change Sec 49.3, p Sickle cell anemia Sec 13.4, p. 271 Sec 20.4, p Fig DDT resistance in insects Chapt 19 Sec 19.3, p. 424 Fig Artificial Selection Chapt 1 Sec 1.2, p. 6 7 Fig 1.8 Chapt 19 Sec 19.2, p. 420 Sec 20.1, p. 434 Fig 20.6

2 Overuse of antibiotics Sec 20.0, p Sec 25.2, p. 552 Sec 1.A.3 Evolutionary change is also driven by random processes 1.a.4 Biological evolution is supported by scientific evidence from many disciplines, including mathematics. Chapt 19 Sec 19.3, p. 423 Sec 20.3, p. 437, Sec 5.2, p. 94 Chapt 18 Sec 18.3, p Chapt 19 Sec 19.3, p Fig 19.13, All sections, p Chapt 22 All sections, p Chapt 23 All sections, p No recommended illustrative examples supplied in Curriculum Framework. Graphical analysis of allele frequencies in a population Sec 20.1, p. 434 Fig 20.6 (phenotypes) Sec 20.3, p Fig (phenotypes) Sec 20.4, p. 447 Fig Analysis of sequence data sets, phylogenetic trees, and construction of phylogenetic trees based on sequence data Chapt 1 Sec 1.3, p Fig 1.11 Sec 5.2, p. 94 Chapt 18 Sec 18.3, p Chapt 19 Sec 19.3, p. 427 Chapt 21 Sec 21.4, p. 466 Chapt 23 All sections, p , including: Sec 23.3, p Sec 23.6, p Fig Sec 23.7, p Fig 23.13, Table 23.1 Chapt 29 Sec 29.3, p Fig b.1 Organisms share many conserved core Chapt 1 Sec 1.1, p. 3 4 Cytoskeleton

3 processes and features that evolved and are widely distributed among organisms today. Chapt 3 Sec 3.5, p Chapt 4 Sec 4.2, p. 75 Sec , p Chapt 6 Sec 6.1, p. 120 Chapt 8 Sec 8.0, p. 156 Sec 8.1, p. 156 Chapt 24 Sec 24.3, p Sec 25.1, p. 541 Sec 5.1, p. 92 Sec 5.3, p Fig Chapt 6 Sec 6.1, p. 120 Sec 25.1, p. 541 Membrane-bound organelles Sec 5.3, p Fig , , Sec 5.4, p. 108 Fig 5.27 Chapt 24 Sec 24.3, p Fig Linear chromosomes Sec 5.3, p. 97 Endomembrane systems, including the nuclear envelope Sec 5.3, p Fig , b.2 Phylogenetic trees and cladograms are graphical representations (models) of evolutionary history that can be tested. 1.c.1 Speciation and extinction have occurred throughout the Earth s history. Chapt 23 All sections, p Chapt 21 All sections, p Chapt 22 Sec 22.4, p Sec 53.0, p Sec 53.2, p Sec 53.4, p Number of heart chambers in animals Not represented on cladogram, but the evolution of heart chambers is discussed: Chapt 42 Sec 42.1, p Fig 42.5 Absence of legs in some sea mammals Chapt 23 Sec 23.3, p. 510 Additional sections discuss leg loss in marine mammals: Chapt 30 Sec 30.10, p. 702 Five major extinctions: Chapt 22 Sec 22.4, p Fig Human impact on ecosystems and species extinction rates: 3 Sec 53.0, p Fig 53.1 Sec 53.2, p. 1230

4 Sec 53.4, p Fig c.2 Speciation may occur when two populations become reproductively isolated from each other. 1.c.3 Populations of organisms continue to evolve. 1.d.1 There are several hypotheses about the natural origin of life on Chapt 21 Sec , p Chapt 1 Sec 1.2, p. 6 8 Sec 7.4, p. 149 Chapt 17, Sec 17.2, p. 376 Chapt 19 Sec 19.0, p. 415 Sec 19.3, p. 424 Sec 20.0, p Sec 20.4, p Sec 25.2, p. 552 Chapt 29 Sec 29.2, p Chapt 30 Sec 30.3, p Sec 30.6, p. 690 Chapt 42 Sec 42.1, p Sec 43.1, p. 975 Sec 43.4, p Sec 53.2, p Chapt 24 All sections, p No recommended illustrative examples supplied in Curriculum Framework. Chemical resistance and emergent diseases Sec 7.4, p. 149 Chapt 17, Sec 17.2, p. 376 Chapt 19 Sec 19.3, p. 424 Fig Sec 20.0, p Sec 25.2, p. 552 Sec 43.4, p Sec 53.2, p Fig Observed directional phenotypic change in a population Sec 20.4, p Fig 20.11, A eukaryotic example describing the evolution of a structure or process such as heart chambers, limbs, brain, and immune system Chapt 30 Sec 30.3, p Fig Sec 30.6, p. 690 Fig Chapt 42 Sec 42.1, p Fig 42.5 Sec 43.1, p. 975 No recommended illustrative examples supplied in Curriculum Framework.

5 Earth, each with supporting scientific evidence. 1.d.2 Scientific evidence from many different disciplines supports models of the origin of life. Chapt 24 All sections, p No recommended illustrative examples supplied in Curriculum Framework. Big Idea 2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain dynamic homeostasis. Essential knowledge Chapters/sections Illustrative examples covered 2.a.1 All living systems require constant input of free energy. Chapt 4 Sec , p Chapt 8 Sec 8.1, p. 158 Sec 8.2, p Sec 8.3, p Sec 8.4, p. 169 Sec 8.5, p Chapt 9 Sec 9.1, p. 177 Sec 9.3, p Chapt 31 Sec 31.1, p. 720 Sec 46.6, p Sec 46.7, p Sec 46.8, p Sec 50.3, p Krebs Cycle Chapt 8 Sec 8.1, p. 158 Fig 8.3 Sec 8.3, p Fig 8.9, 8.11 Sec 8.4, p. 169 Fig 8.16 Glycolysis Chapt 8 Sec 8.1, p. 158 Fig 8.3 Sec 8.2, p Fig Sec 8.4, p. 169 Fig 8.16 Calvin Cycle Chapt 9 Sec 9.1, p. 177 Fig 9.2 Sec 9.3, p Fig 9.13 Fermentation Chapt 8 Sec 8.5, p Fig 8.17, 8.18 Endothermy and ectothermy Sec 46.6, p Fig Sec 46.7, p

6 Sec 46.8, p Fig 46.18, Life-history strategy (biennial plants, reproductive diapause) Chapt 31 Sec 31.1, p Sec 50.3, p Fig a.2 Organisms capture and store free energy for use in biological processes. 2.a.3 Organisms must exchange matter with the environment to grow, reproduce, and maintain organization. Chapt 8 All sections, p Chapt 9 All sections, p Sec 25.1, p. 545 Chapt 26 Sec 26.1, p. 562 Chapt 28 Sec 28.1, p Chapt 29 Sec 29.1, p. 640 Chapt 2 Sec , p Chapt 3 All sections, p Sec 5.1, p. 90, 92 Chapt 31 Sec 31.2, p. 725 Sec 31.4, p Chapt 32 Sec 32.3, p. 750 Chapt 33 Sec 33.2, p. 768 Sec 33.3, p. 770 Chapt 44 Sec 44.3, p Sec 45.3, p NADP + in photosynthesis Chapt 9 Sec 9.1, p Fig 9.2 Sec 9.2, p Fig Sec 9.3, p Fig 9.13 Oxygen in cellular respiration Chapt 8 Sec 8.1, p. 158 Fig 8.3 Sec 8.4, p Fig 8.12, 8.13 Cohesion Chapt 2 Sec 2.4, p. 34 Chapt 32 Sec 32.3, p. 750 Fig 32.7 Adhesion Chapt 2 Sec 2.4, p. 34 High specific heat capacity Chapt 2 Sec 2.4, p. 34 Universal solvent supports reactions Chapt 2 Sec 2.4, p Fig 2.15 Heat of vaporization Chapt 2 Sec 2.4, p Root hairs Chapt 31 Sec 31.2, p. 725 Fig 31.9c Sec 31.4, p

7 Fig Chapt 33 Sec 33.2, p. 768 Sec 33.3, p. 770 Cells of the alveoli Chapt 44 Sec 44.3, p Fig 44.8 Cells of the villi and microvilli Sec 45.3, p Fig b.1 Cell membranes are selectively permeable due to their structure. 2.b.2 Growth and dynamic homeostasis are maintained by the constant movement of molecules across membranes. 2.b.3 Eukaryotic cells maintain internal membranes that partition the cell into specialized regions. Sec 5.1, p. 90, 92 Chapt 6 All sections, p Chapt 6 Sec 6.2, p Sec 6.3, p Sec 6.4, p Sec 6.5, p Sec 5.2, p Sec 5.3, p No recommended illustrative examples supplied in Curriculum Framework. Glucose transport Chapt 6 Sec 6.2, p. 124 Fig 6.8c Na + /K + transport Chapt 6 Sec 6.2, p. 124 Fig 6.8b Endoplasmic Reticulum Sec 5.3, p. 96, Fig 5.9, 5.10, 5.14 Mitochondria Sec 5.3, p. 96, Fig 5.9, 5.10, 5.18, 5.19 Chloroplasts Sec 5.3, p. 96 Fig 5.10 Sec 5.4, p. 108 Fig 5.27 Golgi Sec 5.3, p. 96, Fig 5.9, 5.10, 5.15 Nuclear Envelope Sec 5.3, p Fig 5.9, 5.10, 5.11

8 2.c.1 Organisms use feedback mechanisms to maintain their internal environments and respond to external environmental changes. Sec 7.4, p. 148 Sec 16.1, p Sec 35.1, p Chapt 36 Sec 36.4, p Chapt 42 Sec 42.2, p. 959 Sec 40.1, p Sec 40.3, p. 922, Sec 40.4, p , Sec 46.4, p Sec 46.6, p Chapt 47 Sec 47.3, p Operons in gene regulation Sec 16.1, p Fig Temperature regulation in animals Chapt 36 Sec 36.4, p Fig Sec 46.6, p Plant responses to water limitations Sec 35.1, p. 815 Lactation in mammals Sec 40.3, p. 922 Onset of labor in childbirth Chapt 36 Sec 36.4, p. 848 Ripening of fruit Sec 35.1, p Diabetes mellitus in response to decreased insulin Sec 40.4, p Dehydration in response to decreased anti-diuretic hormone (ADH) Sec 7.4, p. 148 Sec 40.3, p Fig 40.7 Sec 46.4, p Fig Graves disease (hyperthyroidism) Sec 40.4, p. 927 Blood clotting Chapt 42 Sec 42.2, p. 959 Fig c.2 Organisms respond to changes in their external environments. Chapt 6 Sec 6.1, p. 120 Chapt 28 Sec 28.1, p. 621 Photoperiodism and phototropism in plants Sec 35.3, p. 821, Fig 35.17,

9 All sections, p Sec , p Sec 49.4, p Sec 50.1, p All sections, p All sections, p Hibernation and migration in animals Chapt 6 Sec 6.1, p. 120 Sec 46.8, p Sec 49.4, p Sec 55.1, p Fig 55.6 Taxis and kinesis in animals Sec 55.2, p Other organisms (chemotaxis in bacteria, sexual reproduction in fungi) Chapt 28 Sec 28.1, p. 621 Shivering and sweating in humans Sec 46.8, p Fig d.1 All biological systems from cells and organisms to populations, communities, and ecosystems are affected by complex biotic and abiotic interactions involving exchange of matter and free energy Chapt 1 Sec 1.1, p. 4 6 Sec 25.1, p Chapt 26 Sec 26.1, p. 563 Sec 26.2, p. 567 Chapt 28 Sec 28.1, p. 621 Chapt 33 Sec 33.1, p. 764 Sec 33.3, p All sections, p Sec 45.5, p Sec 46.7, p Sec 46.8, p Sec 49.3, p Sec 49.4, p. 1127, 1129 Sec 49.5, p Sec , p All sections, p At the cellular level Biofilms Sec 25.1, p Fig Temperature/Sunlight Chapt 26 Sec 26.2, p. 567 Fig 26.8 Organisms: Symbiosis Chapt 33 Sec 33.3, p Fig 33.8, 33.9 Sec 45.5, p Fig 45.19, Sec 51.1, p Fig Predator-prey relationships 0 Sec 50.5, p Fig Sec 51.1, p Fig 51.4

10 2 Sec , p Sec 55.5, p Sec 55.5, p Fig 55.16, Water and nutrient availability, temperature, salinity, ph Chapt 28 Sec 28.1, p. 621 Chapt 33 Sec 33.1, p. 764 Fig 33.3 Sec 46.7, p Sec 46.8, p Fig Sec 49.3, p Fig 49.9 Sec 49.4, p Sec 55.2, p Populations, Communities, Ecosystems: Water and nutrient availability Sec 49.4, p. 1127, 1129 Fig 49.13, Sec 49.5, p Fig Availability of nesting materials and sites 0 Sec 50.4, p Food chains and food webs 1 Sec 51.3, p Fig Sec 52.1, p Species diversity 1 Sec 51.3, p Population density 0 Sec 50.5, p Fig Algal blooms Sec 49.5, p Fig 49.25

11 2.d.2 Homeostatic mechanisms reflect both common ancestry and divergence due to adaptation in different environments. Sec 25.1, p Fig Chapt 29 Sec 29.5, p Sec 29.6, p. 652, Sec 29.7, p. 662, 665, 666, 668 Chapt 30 Sec 30.1, p Chapt 36 Sec 36.4, p Chapt 42 Sec 42.1, p Chapt 44 Sec 44.1, p Sec 44.2, p Sec 44.3, p Sec 45.2, p Sec 45.3, p Sec 45.5, p. 1033, , 1038 Sec 46.1, p Sec 46.2, p Sec 46.3, p Sec 46.5, p Sec 46.6, p Sec 46.7, p Sec 46.8, p Digestive mechanisms in animals such as food vacuoles, gastrovascular cavities, oneway digestive systems Chapt 29 Sec 29.5, p Fig 29.9, Sec 29.6, p. 652 Fig Sec 45.2, p Fig 45.3, 45.4 Sec 45.3, p Fig 45.5 Sec 45.5, p. 1033, , 1038 Fig 45.17, 45.18, Respiratory systems of aquatic and terrestrial animals Chapt 29 Sec 29.6, p Fig Sec 29.7, p. 662, 665, 666, 668 Fig Chapt 30 Sec 30.1, p Fig 30.4 Chapt 44 Sec 44.1, p Fig 44.2 Sec 44.2, p Fig Sec 44.3, p Fig 44.8 Nitrogenous waste production and elimination in aquatic and terrestrial animals Sec 46.1, p Fig 46.3 Sec 46.2, p Fig Sec 46.3, p Fig Sec 46.5, p Fig 46.13, Common ancestry: Excretory systems in flatworms, earthworms, and vertebrates

12 Sec 46.1, p Fig 46.2 Sec 46.2, p Fig 46.4, 46.5 Sec 46.3, p Fig 46.7 Sec 46.5, p Fig 46.13, Osmoregulation in bacteria, fish, and protists Sec 46.1, p Fig 46.1, 46.2 Sec 46.5, p Fig Circulatory systems in fish, amphibians, and mammals Chapt 42 Sec 42.1, p Fig 42.5 Thermoregulation in aquatic and terrestrial animals (countercurrent exchange mechanisms) Sec 46.6, p Fig Sec 46.7, p Sec 46.8, p Fig 46.18, d.3 Biological systems are affected by disruptions to their dynamic homeostatis. Sec 7.4, p. 145, 148 Chapt 22 Sec 22.2, p. 483 Sec 25.2, p Chapt 26 Sec 26.0, p Chapt 28 Sec 28.2, p. 630 Sec 40.3, p All sections, p Sec 46.4, p Sec 50.0, p Physiological responses to toxic substances Sec 7.4, p. 145 Sec 25.2, p Dehydration Sec 7.4, p. 148 Sec 40.3, p Sec 46.4, p Fig Immunological responses to pathogens, toxins and allergens Chapt 28 Sec 28.2, p. 630

13 Sec 51.5, p Sec 52.0, p Sec 52.4, p Sec 53.1, p Sec 53.2, p All sections, p Invasive and/or eruptive species Chapt 26 Sec 26.0, p Sec 43.0, p Sec 50.0, p Fig Sec 53.2, p Fig Human impact 2 Sec 52.0, p Fig 52.1 Sec 52.4, p Sec 53.1, p Fig Sec 53.2, p Fig Hurricanes, floods, earthquakes, volcanoes, fires Chapt 22 Sec 22.2, p Sec 51.5, p Fig Water limitation Sec 35.1, p Sec 53.1, p. 1224, Fig 53.3, 53.5 Salination 3 Sec 53.1, p d.4 Plants and animals have a variety of chemical defenses against infections that affect dynamic homeostasis. Sec 35.2, p All sections, p Invertebrate immune systems have nonspecific response mechanisms but lack pathogen-specific defense responses Sec 43.5, p. 993 Plant defenses against pathogens Sec 35.2, p Fig Table 35.2

14 Vertebrate immune systems non-specific and non-heritable defense mechanisms Sec , p Fig Table 43.1, e.1 Timing and coordination of specific events are necessary for the normal development of an organism, and these events are regulated by a variety of mechanisms. 2.e.2 Timing and coordination of physiological events are regulated by multiple mechanisms. Sec 16.2, p Sec 16.5, p Chapt 34 Sec 34.5, p Chapt 48 All sections, p Chapt 6 Sec 6.1, p. 120 Sec 7.1, p. 140 Chapt 21 Sec 21.2, p Sec 25.1, p Sec 25.2, p Chapt 26 Sec 26.2, p Chapt 28 Sec 28.1, p. 619, 621 Sec 28.2, p. 626, Sec 35.1, p Sec 35.3, p. 821 Sec 35.4, p Chapt 39 Sec 39.5, p Sec 46.8, p Sec 49.4, p Sec 55.1, p Sec 55.3, p Programmed cell death: Morphogenesis of fingers and toes Chapt 48 Sec 48.3, p Fig 48.12, Immune function Sec 43.2, p. 978 Seasonal responses such as hibernation, estivation and migration Chapt 6 Sec 6.1, p. 120 Sec 46.8, p Sec 49.4, p Sec 55.1, p Fig 55.6 Release and reaction to pheromones Chapt 39 Sec 39.5, p Fig Sec 55.3, p Fig 55.9 Visual displays in reproductive cycle Chapt 21 Sec 21.2, p Sec 55.3, p Fruiting body formation in fungi, slime molds, and certain types of bacteria Sec 25.2, p Fig Chapt 26 Sec 26.2, p Fig Chapt 28 Sec 28.1, p. 619, 621

15 Fig 28.2b Sec 28.2, p. 626, Fig Quorum sensing in bacteria Sec 7.1, p. 140 Sec 25.1, p Fig E.3: Timing and coordination of behavior are regulated by various mechanisms and are important in natural selection. Chapt 6 Sec 6.1, p. 120 Chapt 21 Sec 21.2, p Sec 25.2, p Chapt 27 Sec 27.5, p. 611 Chapt 28 Sec 28.1, p. 619, 621 Sec 28.2, p. 626, Sec 28.3, p Chapt 33 Sec 33.3, p Chapt 34 Sec 34.0, p Sec 34.3, p Sec 45.5 p Sec 46.8, p Sec 49.4, p Sec 51.1, p All sections, p All sections, p Hibernation and Estivation Chapt 6 Sec 6.1, p. 120 Sec 46.8, p Migration Sec 49.4, p Sec 55.1, p Fig 55.6 Courtship Chapt 21 Sec 21.2, p Sec 55.3, p Sec 55.4, p Fig 55.13, Availability of resources leading to fruiting body formation in fungi and certain types of bacteria Sec 25.2, p Fig Chapt 28 Sec 28.1, p. 619, 621 Fig 28.2b Sec 28.2, p. 626, Fig Niche and resource partitioning 1 Sec 51.1, p Fig Mutualistic relationships (lichens; bacteria in digestive tracts of animals; micorrhizae) Chapt 28 Sec 28.3, p Fig

16 Chapt 33 Sec 33.3, p Fig Sec 45.5 p Fig 45.19, Biology of pollination Chapt 27 Sec 27.5, p. 611 Fig Chapt 34 Sec 34.0, p Fig 34.1 Sec 34.3, p Fig 34.8 Big Idea 3: Living systems store, retrieve, transmit and respond to information essential to life processes. Essential knowledge Chapters/sections Illustrative examples covered 3.A.1: DNA, and in some cases RNA, is the primary source of heritable information. Chapt 1 Sec 1.1, p. 3 Chapt 4 Sec 4.5, p. 83 Sec 13.5, p. 276 Chapt 14 All sections, p Chapt 15 All sections, p Sec 16.2, p. 344 Chapt 17 Sec , p Chapt 18 Sec 18.1, p Sec 18.2, p Sec 25.1, p mrna transcription in eukaryotic cells: Addition of a poly-a tail Chapt 15 Sec 15.3, p. 313 Fig 15.7 Addition of a GTP cap Chapt 15 Sec 15.3, p. 313 Fig 15.7 Excision of introns Chapt 15 Sec 15.3, p Fig Expression of phenotypes: Enzymatic reactions Chapt 4 Sec 4.5, p. 83 Fig 4.17 Sec 13.5, p. 276 Fig Chapt 15 Sec 15.1, p Fig 15.2

17 Sec 16.2, p. 344 Transport by proteins Chapt 15 Sec 15.4, p Fig Synthesis Chapt 15 Sec 15.4, p Fig 15.10, Degradation Sec 16.3, p. 348 Fig Examples of genetic engineering: Electrophoresis Chapt 18 Sec 18.1, p. 389, 391 Fig 18.6 Plasmid-based transformation Chapt 14 Sec 14.1, p Fig 14.3 Chapt 17 Sec 17.1, p. 368 Chapt 18 Sec 18.1, p , 386 Fig 18.1, 18.3 Restriction enzyme analysis of DNA Chapt 18 Sec 18.1, p. 385 Fig 18.2 Polymerase Chain Reaction (PCR) Chapt 18 Sec 18.1, p Fig 18.5 Products of genetic engineering: Genetically-modified foods Chapt 18 Sec 18.2, p Fig 18.15, Transgenic animals Chapt 18 Sec 18.2, p Fig 18.11, Cloned animals Chapt 18 Sec 18.2, p Fig Pharmaceuticals, such as human insulin

18 or factor X Chapt 18 Sec 18.2, p. 396, A.2 In eukaryotes, heritable information is passed to the next generation via processes that include the cell cycle and mitosis, or meiosis plus fertilization. 3.A.3 The chromosomal basis of inheritance provides an understanding of the pattern of passage (transmission) of genes from parent to offspring Sec 7.3, p Chapt 10 All sections, p Chapt 11 All sections, p Sec 16.5, p Chapt 12 All sections, p All sections, p Mitosis promoting factor (MPF) Chapt 10 Sec 10.4, p. 212 Action of platelet derived growth factor (PDGF) Sec 7.3, p Fig 7.6 Cancer results from disruptions in cell cycle control Chapt 10 Sec 10.4, p. 214 Sec 16.5, p Fig 16.22, Sickle cell anemia Chapt 12 Sec 12.0, p Fig 12.1 Sec 12.2, p. 247, 252 Fig Sec 13.4, p. 271 Chapt 18 Sec 18.2, p. 392 Fig 18.7, 18.8 Sec 20.4, p Fig Huntington s disease Sec 20.3, p X-linked color blindness Sec 13.2, p. 263 Trisomy 21/Down Syndrome Chapt 11 Sec 11.2, p. 224 Sec 13.3, p Fig Klinefelter syndrome Sec 13.3, p. 270

19 Fig Table 13.1 Reproduction issues Sec 13.4, p A.4 The inheritance pattern of many traits cannot be explained by simple Mendelian genetics. 3.B.1 Gene regulation results in differential gene expression, leading to cell specialization. 3.B.2 A variety of intercellular and intracellular signal transmissions mediate gene expression. Sec , p Chapt 15 Sec 15.2, p. 311 All sections, p Sec 7.3, p. 144 Chapt 11 Sec 11.1, p. 225 Sec 13.2, p Sec 13.4, p. 273 Sec 16.1, p. 336 Sec 16.4, p Sec 16.5, p. 356 Chapt 19 Sex-linked genes reside on sex chromosomes (X in humans) Sec 13.2, p. 261, Fig In mammals and flies, the Y chromosome is very small and carries few genes Sec 13.2, p Fig 13.6 In mammals and flies, females are XX and males are XY; as such, X-linked recessive traits are always expressed in males Sec 13.2, p Fig 13.6, 13.8, 13.9 Promoters Chapt 15 Sec 15.2, p. 311 Sec 16.1, p Fig 16.2, 16.3, 16.5 Sec 16.2, p Terminators Chapt 15 Sec 15.2, p. 311 Enhancers Sec 16.2, p Fig 16.7, 16.10, Cytokines regulate gene expression to allow for cell replication and division Sec 35.1, p. 807, 812 Fig 35.8 Table 35.1 Levels of camp regulate metabolic gene expression in bacteria Sec 16.1, p. 336 Fig 16.4 Expression of the SRY gene triggers the

20 Sec 19.3, p Chapt 22 Sec 22.5, p. 495, 496 Chapt 29 Sec 29.7, p. 668 Chapt 30 Sec 30.3, p Chapt 34 Sec 34.3, p. 789 Sec 35.1, p. 807, Chapt 48 Sec 48.4, p. 1104, Sec 54.3, p male sexual development pathway in animals Sec 13.2, p Chapt 48 Sec 48.4, p. 1104, 1106 Ethylene levels cause changes in the production of different enzymes, allowing fruit ripening Sec 35.1, p. 807, Table 35.1 Gibberelin promotes seed germination in plants Chapt 34 Sec 34.3, p. 789 Fig Sec 35.1, p. 807 Table 35.1 Morphogens stimulate cell differentiation and development Sec 7.3, p. 144 Chapt 11 Sec 11.1, p. 225 Sec 13.4, p Sec 54.3, p Changes in p53 activity can result in cancer Sec 16.5, p. 356 Fig HOX genes play a role in development Sec 16.4, p Fig Chapt 19 Sec 19.3, p Fig Chapt 22 Sec 22.5, p. 495, 496 Chapt 29 Sec 29.7, p. 668 Chapt 30 Sec 30.3, p Fig 30.8

21 3.C.1 Changes in genotype can result in changes in phenotype. Chapt 1 Sec 1.2, p. 7 Chapt 14 Sec 14.4, p Chapt 15 Sec 15.5, p Sec 16.5, p Chapt 19 Sec 19.3, p. 424 Sec 20.0, p Sec 20.3, p. 437 Sec 20.4, p Chapt 21 Sec 21.4, p Sec 25.2, p. 552 Antibiotic resistance mutations Chapt 15 Sec 15.5, p Fig Sec 20.0, p Sec 25.2, p. 552 Pesticide resistance mutations Chapt 19 Sec 19.3, p. 424 Fig Sickle cell disorder and heterozygote advantage Sec 20.4, p Fig C.2 Biological systems have multiple processes that increase genetic variation. 3.C.3 Viral replication results in genetic variation, and viral infection can introduce genetic variation into the hosts. 3.D.1 Cell communication processes share common features that reflect a shared evolutionary history. Chapt 11 Sec 11.2, p Chapt 14 Sec 14.4, p. 298 Chapt 15 Sec 15.5, p Chapt 17 Sec 17.1, p Sec 17.2, p Sec 20.4, p Chapt 17 Sec 17.2, p Chapt 14 Sec 14.4, p. 298 Chapt 17 All sections, p Sec 25.2, p Sec 40.1, p. 917 Sec 40.2, p Sec 40.4, p No recommended illustrative examples supplied in Curriculum Framework. Transduction in bacteria Chapt 17 Sec 17.2, p Fig 17.7, 17.8 Quorum sensing in microbes Sec 7.1, p. 140 Response to external signals by bacteria that influences cell movement Sec 25.2, p Fig Epinephrine stimulation of glycogen breakdown in mammals Sec 7.1, p

22 Fig 7.1 Sec 40.1, p. 917 Sec 40.2, p Fig 40.5 Sec 40.4, p Fig DNA repair mechanisms Chapt 14 Sec 14.4, p. 298 Fig D.2 Cells communicate with each other through direct contact with other cells or from a distance via chemical signaling. Chapt 3 Sec 3.3, p Sec 3.4, p. 58 Sec 5.4, p. 109 All sections, p All sections, p Sec 43.3, p Sec 45.4, p Sec 46.8, p Chapt 47 Sec 47.3, p Sec 47.4, p Chapt 48 Sec 48.4, p Sec 54.5, p Immune cells interact by cell-cell contact, antigen-presenting cells, helper T-cells, killer T-cells Sec 43.3, p Fig 43.5, 43.6, Plasmodesmata between plant cells that allow material to be transported from cell to cell Sec 5.4, p. 109 Fig 5.28 Sec 7.1, p. 138 Endocrine signals: Sec 40.3, p Table 40.1 Insulin Chapt 3 Sec 3.4, p. 58 Fig 3.21 Sec 7.3, p. 144 Sec 40.1, p. 917 Sec 40.4, p Fig Sec 45.4, p Fig Human Grown Hormone Sec 40.3, p , 924 Fig 40.7, 40.8 Thyroid hormones

23 Sec 40.1, p Fig 40.2 Sec 40.2, p. 918 Fig 40.3b Sec 40.4, p Fig 40.9 Sec 46.8, p Testosterone and estrogen Chapt 3 Sec 3.3, p. 54 Fig 3.16 Sec 7.5, p Fig 7.13 Sec 40.1, p. 916 Sec 40.4, p , Chapt 47 Sec 47.3, p Fig 47.13, Sec 47.4, p Table 47.1 Chapt 48 Sec 48.4, p Fig Sec 54.5, p Fig D.3. Signal transduction pathways link signal reception with cellular response. All sections, p Sec 13.3, p Sec 16.1, p. 336 Chapt 26 Sec 26.2, p Sec 35.5, p Chapt 37 Sec 37.3, p Chapt 39 Sec 39.4, p Sec 40.2, p , 920 Chapt 42 Sec 42.5, p. 967 G-protein linked receptors Sec 7.4, p Fig , 7.11, 7.12 Chapt 37 Sec 37.3, p Chapt 39 Sec 39.4, p Fig Sec 40.2, p Chapt 42 Sec 42.5, p. 967 Ligand-gated ion channels Chapt 37 Sec 37.3, p Fig Receptor tyrosine kinases

24 Sec 7.3, p Fig 7.6 Sec 7.4, p Fig 7.12 Sec 13.3, p Sec 40.2, p Secondary messengers such as: cyclic GMP, cyclic AMP, calcium ions, and inositol triphosphate Sec 7.4, p Fig 7.9, 7.10 Sec 16.1, p. 336 Fig 16.4 Chapt 26 Sec 26.2, p Fig Sec 35.5, p Fig 35.31b 3.D.4. Changes in signal transduction pathways can alter cellular response. Sec 7.3, p. 144 Sec 7.4, p. 149 Chapt 10 Sec 10.4, p. 213 Sec 25.2, p. 551 Chapt 37 Sec 37.2, p. 860 Chapt 41 Sec 41.1, p. 940 Sec 43.4, p Chapt 47 Sec 47.4, p Diabetes, heart disease, neurological disease, autoimmune disease, cancer, cholera Sec 7.3, p. 144 Sec 7.4, p. 145 Chapt 10 Sec 10.4, p. 213 Sec 43.4, p Effects of neurotoxins, poisons, pesticides Sec 25.2, p. 551 Chapt 41 Sec 41.1, p. 940 Drugs (Hypertensives, Anesthetics, Antihistamines, and Birth Control drugs Chapt 37 Sec 37.2, p. 860 Sec 43.4, p. 992 Chapt 47 Sec 47.4, p. 1084

25 3.E.1. Individuals can act on information and communicate it to others. Sec 20.3, p. 445 Chapt 21 Sec 21.2, p Chapt 27 Sec 27.5, p. 611 Sec 35.2, p Sec 45.1, p Sec 50.5, p Sec 51.1, p Sec 54.4, p Sec 55.1, p Sec 55.3, p Sec 55.4, p Sec 55.5, p Organisms exchange information: Predator warning 1 Sec 51.1, p Fig 51.4 Protection of young Sec 55.4, p Communication mechanisms: Herbivory responses Sec 35.2, p Coloration in flowers Chapt 27 Sec 27.5, p. 611 Fig Signaling modalities: Bee dances Sec 55.3, p Fig Bird song 4 Sec 54.4, p Sec 55.3, p. 1268, 1270 Territorial marking in mammals Sec 55.3 p Pack behavior in animals Sec 55.3, p Fig Predator warning 1 Sec 51.1, p Fig 51.4 Colony and swarming behavior in insects Sec 55.3, p Coloration 1 Sec 51.1, p Fig 51.5 Influence of natural selection: Parent and offspring interactions 0 Sec 50.5, p Table 50.3

26 Sec 55.4, p Migration patterns Sec 55.1, p Fig 55.2, 55.5, 55.6 Courtship and mating behaviors Sec 20.3, p. 445 Fig Chapt 21 Sec 21.2, p Sec 55.3, p Fig 55.8 Foraging in bees and other animals Sec 45.1, p Fig 45.2 Sec 55.3, p Cooperative behavior: Pack behavior in animals/ Herd, flock and schooling behavior in animals Sec 55.5, p Fig Colony and swarming behavior in insects Sec 55.5, p Fig E.2. Animals have nervous systems that detect external and internal signals, transmit and integrate information, and produce responses. Chapt 37 All sections, p Chapt 38 All sections, p Chapt 41 Sec 41.1, p. 940 Neurotransmitters: Chapt 37 Sec 37.3, p Table 37.1 Acetylcholine Chapt 41 Sec 41.1, p. 941 Fig 41.5 Functions of brain regions Chapt 38 Sec 38.1, p Fig 38.2 Sec 38.3, p Fig

27 Big Idea 4: Biological systems interact, and these systems and their interactions possess complex properties. Essential knowledge Chapters/sections Illustrative examples covered 4.A.1: The subcomponents of biological molecules and their sequence determine the properties of that molecule. Chapt 3 All sections, p No recommended illustrative examples supplied in Curriculum Framework. 4.A.2: The structure and function of subcellular components, and their interactions, provide essential cellular processes. 4.A.3: Interactions between external stimuli and regulated gene expression result in specialization of cells, tissues and organs. 4.A.4: Organisms exhibit complex properties due to interactions between their constituent parts. Sec 5.1, p Sec 5.3, p Sec 5.4, p. 108 Sec , p Chapt 32 Sec 32.1, p Sec 32.2, p Sec 32.3, p Chapt 38 Sec 38.2, p Sec 38.3, p Chapt 42 Sec 42.1, p , Sec 42.2, p Sec 42.3, p. 960 Chapt 44 Sec 44.1, p. 998 Sec 44.2, p Sec 44.3, p Sec 44.4, p Sec 45.3, p , No recommended illustrative examples supplied in Curriculum Framework. No recommended illustrative examples supplied in Curriculum Framework. Interactions between organs: Stomach and small intestines Sec 45.3, p , Fig 45.5, Kidney and bladder Sec 46.7, p Fig 46.7 Root, stem, and leaf Chapt 32 Sec 32.1, p Fig 32.2 Sec 32.2, p Fig Sec 32.3, p Fig Interactions between organ systems: Respiratory and circulatory

28 Sec 46.7, p Chapt 42 Sec 42.1, p , Fig 42.5 Sec 42.2, p Sec 42.3, p. 960 Fig Chapt 44 Sec 44.1, p. 998 Fig 44.1 Sec 44.2, p Fig 44.4 Sec 44.3, p Fig 44.8 Sec 44.4, p Fig 44.11, Nervous and muscular Chapt 38 Sec 38.2, p Fig 38.4, Sec 38.3, p Fig 38.7 Plant vascular and leaf Chapt 32 Sec 32.1, p Fig 32.2 Sec 32.2, p Fig Sec 32.3, p Fig A.5: Communities are composed of populations of organisms that interact in complex ways. 1 All sections, p Predator/prey relationships spreadsheet model 0 Sec 50.5, p Fig Symbiotic relationship Chapt 26 Sec 26.2, p. 567 Chapt 28 Sec 28.3, p Fig Sec 45.5, p Fig 45.19, Sec 51.1, p Fig Graphical representation of field data 0

29 Sec 50.1, p Fig 50.2 Sec 50.3, p Fig A D Sec 50.4, p Fig Sec 50.5, p. 1156, 1158, 1159, 1162 Fig 50.12, 50.15, 50.17, Sec 51.1, p. 1173, 1174 Fig 51.8, Sec 51.2, p Fig Sec 51.4, p. 1184, 1185 Fig 51.23, Sec 51.5, p Fig Introduction of species 0 Sec 50.1, p Sec 53.2, p Fig A.6: Interactions among living systems and with their environment result in the movement of matter and energy. 4.B.1: Interactions between molecules affect their structure and function. Chapt 1 Sec 1.1, p. 4 0 Sec , p All sections, p Chapt 4 Sec , p No recommended illustrative examples supplied in Curriculum Framework. No recommended illustrative examples supplied in Curriculum Framework. 4.B.2: Cooperative interactions within organisms promote efficiency in the use of energy and matter. All sections, p Sec 25.3, p. 554 Chapt 31 Sec 31.1, p Sec , p Chapt 32 All sections, p Chapt 33 Sec 33.3, p Chapt 42 All sections, p Exchange of gases Chapt 31 Sec 31.3, p Fig Chapt 44 All sections, p Circulation of fluids Chapt 31 Sec 31.3, p Fig Chapt 32 Sec 32.1, p Fig 32.2

30 Chapt 44 All sections, p Sec , p Sec , p Sec 49.6, p Sec 32.3, p Fig 32.7 Chapt 42 All sections, p Digestion of food Sec , p Fig , Excretion of wastes Sec , p Fig Table 46.1 Bacterial community in the rumen of animals Sec 25.3, p. 554 (archaea) Sec 45.2, p Fig Bacterial community in and around deep sea vents Sec 49.6, p B.3: Interactions between and within populations influence patterns of species distribution and abundance. 4.B.4: Distribution of local and global ecosystems changes over time. 0 Sec 50.1, p All sections, p Sec 53.2, p Sec 53.5, p Chapt 22 Sec 22.2, p Sec 22.4, p Chapt 26 Sec 26.0, p. 559 Sec 26.1, p. 569 Sec 49.0, p Sec 52.4, p Sec 53.2, p , 1230 Loss of keystone species 1 Sec 51.4, p Fig 51.23, Sec 53.5, p Fig Kudzu 3 Sec 53.2, p Fig 53.9 Logging, slash and burn agriculture, urbanization, mono-cropping, infrastructure development (dams, transmission lines, roads), and global climate change threaten ecosystems and life on earth 2 Sec 52.4, p Fig Sec 53.2, p , 1230 Fig 53.6, 53.7

31 An introduced species can exploit a new niche free of predators or competitors, thus exploiting new resources 3 Sec 53.2, p Fig Potato blight Chapt 26 Sec 26.0, p. 559 Sec 26.1, p. 569 El Niño Sec 49.0, p Fig 49.1 Continental Drift Chapt 22 Sec 22.2, p Fig 22.7, 22.8 Chapt 22 Sec 22.4, p Fig 22.12, Meteor impact on dinosaurs Chapt 22 Sec 22.4, p C.1: Variation in molecular units provides cells with a wider range of functions. 4.C.2: Environmental factors influence the expression of the genotype in an organism. Chapt 9 Sec 9.2, p Sec 13.3, p. 267 Sec 20.4, p Chapt 30 Sec 30.3, p. 681 Sec 43.3, p Chapt 4 Sec 4.5, p. 83 Chapt 12 Sec 12.2, p. 251 Sec 16.1, p. 335 Different types of hemoglobin Sec 13.3, p. 267 MHC proteins Sec 43.3, p , 987 Fig 43.5 Chlorophylls Chapt 9 Sec 9.2, p Fig 9.6, 9.7 Molecular diversity of antibodies in response to an antigen Sec 43.3, p Fig 43.2, 43.3 Table 43.2 Height and weight in humans Chapt 12 Sec 12.2, p. 251 Effect of adding lactose to a Lac+ bacterial culture

32 Sec 49.3, p Sec 16.1, p. 335 Fig 16.3 Darker fur in cooler regions of the body in certain mammal species Chapt 4 Sec 4.5, p. 83 Fig 4.17 Alterations in timing of the body in certain mammal species Sec 49.3, p C.3: The level of variation in a population affects population dynamics. 4.C.4: The diversity of species within an ecosystem may influence the stability of the ecosystem. Sec 20.3, p Sec 51.3, p Sec 51.4, p This book does not cover any of the suggested illustrative examples. No recommended illustrative examples supplied in Curriculum Framework. Sections of the text book that do not have to be covered in an AP Biology course: Unit 4: Biodiversity. These chapters contain several examples that pertain to the curriculum guide, but the focus of the chapters, to introduce students to the major clades of organisms, is not included in the curriculum guide.

Campbell BIOLOGY IN FOCUS 1 st Edition, AP Edition, 2014 Reece Urry Cain Wasserman Minorsky Jackson

Campbell BIOLOGY IN FOCUS 1 st Edition, AP Edition, 2014 Reece Urry Cain Wasserman Minorsky Jackson A Correlation of Campbell BIOLOGY IN FOCUS 1 st Edition, AP Edition, 2014 Reece Urry Cain Wasserman Minorsky Jackson To the AP Biology Curriculum Framework AP is a trademark registered and/or owned by

More information

Campbell Biology 11th Edition, AP Edition. Advanced Placement Biology Curriculum Framework

Campbell Biology 11th Edition, AP Edition. Advanced Placement Biology Curriculum Framework A Correlation of Campbell Biology 11th Edition, AP Edition 2018 To the Advanced Placement Biology Curriculum Framework AP is a trademark registered and/or owned by the College Board, which was not involved

More information

AP Biology Essential Knowledge Cards BIG IDEA 1

AP Biology Essential Knowledge Cards BIG IDEA 1 AP Biology Essential Knowledge Cards BIG IDEA 1 Essential knowledge 1.A.1: Natural selection is a major mechanism of evolution. Essential knowledge 1.A.4: Biological evolution is supported by scientific

More information

This document should not be used as a substitute for the Essential Knowledge Learning Objectives

This document should not be used as a substitute for the Essential Knowledge Learning Objectives AP Biology Exam Review Illustrative Examples Worksheet Illustrative examples are suggested contexts for instructional purposes and are not required content components of AP Biology. However, review of

More information

Essential knowledge 1.A.2: Natural selection

Essential knowledge 1.A.2: Natural selection Appendix C AP Biology Concepts at a Glance Big Idea 1: The process of evolution drives the diversity and unity of life. Enduring understanding 1.A: Change in the genetic makeup of a population over time

More information

AP Curriculum Framework with Learning Objectives

AP Curriculum Framework with Learning Objectives Big Ideas Big Idea 1: The process of evolution drives the diversity and unity of life. AP Curriculum Framework with Learning Objectives Understanding 1.A: Change in the genetic makeup of a population over

More information

AP Biology Curriculum Framework

AP Biology Curriculum Framework AP Biology Curriculum Framework This chart correlates the College Board s Advanced Placement Biology Curriculum Framework to the corresponding chapters and Key Concept numbers in Campbell BIOLOGY IN FOCUS,

More information

Big Idea 1: The process of evolution drives the diversity and unity of life.

Big Idea 1: The process of evolution drives the diversity and unity of life. Big Idea 1: The process of evolution drives the diversity and unity of life. understanding 1.A: Change in the genetic makeup of a population over time is evolution. 1.A.1: Natural selection is a major

More information

Valley Central School District 944 State Route 17K Montgomery, NY Telephone Number: (845) ext Fax Number: (845)

Valley Central School District 944 State Route 17K Montgomery, NY Telephone Number: (845) ext Fax Number: (845) Valley Central School District 944 State Route 17K Montgomery, NY 12549 Telephone Number: (845)457-2400 ext. 18121 Fax Number: (845)457-4254 Advance Placement Biology Presented to the Board of Education

More information

Enduring understanding 1.A: Change in the genetic makeup of a population over time is evolution.

Enduring understanding 1.A: Change in the genetic makeup of a population over time is evolution. The AP Biology course is designed to enable you to develop advanced inquiry and reasoning skills, such as designing a plan for collecting data, analyzing data, applying mathematical routines, and connecting

More information

1 of 13 8/11/2014 10:32 AM Units: Teacher: APBiology, CORE Course: APBiology Year: 2012-13 Chemistry of Life Chapters 1-4 Big Idea 1, 2 & 4 Change in the genetic population over time is feedback mechanisms

More information

A A A A B B1

A A A A B B1 LEARNING OBJECTIVES FOR EACH BIG IDEA WITH ASSOCIATED SCIENCE PRACTICES AND ESSENTIAL KNOWLEDGE Learning Objectives will be the target for AP Biology exam questions Learning Objectives Sci Prac Es Knowl

More information

Essential knowledge Chapters/sections Illustrative examples covered 1.a.1 Natural selection is a major mechanism of evolution

Essential knowledge Chapters/sections Illustrative examples covered 1.a.1 Natural selection is a major mechanism of evolution Name of textbook: BIOLOGY AP* Edition Edition: 7 th Edition Author(s): Campbell/Reece et al. Copyright: 2005 Big Idea 1: The process of evolution drives the diversity and unity of life. Essential knowledge

More information

Map of AP-Aligned Bio-Rad Kits with Learning Objectives

Map of AP-Aligned Bio-Rad Kits with Learning Objectives Map of AP-Aligned Bio-Rad Kits with Learning Objectives Cover more than one AP Biology Big Idea with these AP-aligned Bio-Rad kits. Big Idea 1 Big Idea 2 Big Idea 3 Big Idea 4 ThINQ! pglo Transformation

More information

Campbell Biology AP Edition 11 th Edition, 2018

Campbell Biology AP Edition 11 th Edition, 2018 A Correlation and Narrative Summary of Campbell Biology AP Edition 11 th Edition, 2018 To the AP Biology Curriculum Framework AP is a trademark registered and/or owned by the College Board, which was not

More information

SPRING GROVE AREA SCHOOL DISTRICT. Course Description. Instructional Strategies, Learning Practices, Activities, and Experiences.

SPRING GROVE AREA SCHOOL DISTRICT. Course Description. Instructional Strategies, Learning Practices, Activities, and Experiences. SPRING GROVE AREA SCHOOL DISTRICT PLANNED COURSE OVERVIEW Course Title: Advanced Placement Biology Grade Level(s): 12 Units of Credit: 1.50 Classification: Elective Length of Course: 30 cycles Periods

More information

PACING GUIDE ADVANCED PLACEMENT BIOLOGY

PACING GUIDE ADVANCED PLACEMENT BIOLOGY PACING GUIDE ADVANCED PLACEMENT BIOLOGY BIG IDEAS: 1: The process of evolution drives the diversity and unity of life. 2: Biological systems utilize free energy and molecular building blocks to grow, to

More information

Explain how cell size and shape affect the overall rate of nutrient intake and the rate of waste elimination. [LO 2.7, SP 6.2]

Explain how cell size and shape affect the overall rate of nutrient intake and the rate of waste elimination. [LO 2.7, SP 6.2] Cells Learning Objectives Use calculated surface area-to-volume ratios to predict which cell(s) might eliminate wastes or procure nutrients faster by diffusion. [LO 2.6, SP 2.2] Explain how cell size and

More information

Chapters AP Biology Objectives. Objectives: You should know...

Chapters AP Biology Objectives. Objectives: You should know... Objectives: You should know... Notes 1. Scientific evidence supports the idea that evolution has occurred in all species. 2. Scientific evidence supports the idea that evolution continues to occur. 3.

More information

BIOLOGY STANDARDS BASED RUBRIC

BIOLOGY STANDARDS BASED RUBRIC BIOLOGY STANDARDS BASED RUBRIC STUDENTS WILL UNDERSTAND THAT THE FUNDAMENTAL PROCESSES OF ALL LIVING THINGS DEPEND ON A VARIETY OF SPECIALIZED CELL STRUCTURES AND CHEMICAL PROCESSES. First Semester Benchmarks:

More information

Correlation Between the AP Biology Curriculum Framework and CAMPBELL BIOLOGY 9e AP* Edition

Correlation Between the AP Biology Curriculum Framework and CAMPBELL BIOLOGY 9e AP* Edition Correlation Between the AP Biology Curriculum Framework 2012 2013 and CAMPBELL BIOLOGY 9e AP* Edition Summary Outline of Topics in Curriculum Framework Correlation to CAMPBELL BIOLOGY 9E AP* Edition Concepts

More information

6 th Grade Life Science Strand 3: Characteristics and Interactions of Living Organisms

6 th Grade Life Science Strand 3: Characteristics and Interactions of Living Organisms Middle School Life Science Standards There are 15 standards that encompass the proposed middle school life science standards. The new standards are listed 4 times to match the four times life science is

More information

Domain 6: Communication

Domain 6: Communication Domain 6: Communication 6.1: Cell communication processes share common features that reflect a shared evolutionary history. (EK3.D.1) 1. Introduction to Communication Communication requires the generation,

More information

Summary Outline of Topics in Curriculum Framework. and CAMPBELL BIOLOGY 9e AP* Edition

Summary Outline of Topics in Curriculum Framework. and CAMPBELL BIOLOGY 9e AP* Edition Summary Outline of the Topics in the AP Biology Curriculum Framework and CAMPBELL BIOLOGY 9e AP* Edition Summary Outline of Topics in Curriculum Framework Correlation to CAMPBELL BIOLOGY 9E AP* Edition

More information

AP Biology II Curriculum Guide Scranton School District Scranton, PA

AP Biology II Curriculum Guide Scranton School District Scranton, PA AP Biology II Scranton School District Scranton, PA AP Biology II Prerequisite: 10 th Grade Biology K Be in compliance with the SSD Honors and AP Criteria Policy The AP Biology II course is designed to

More information

California Subject Examinations for Teachers

California Subject Examinations for Teachers California Subject Examinations for Teachers TEST GUIDE SCIENCE SUBTEST II: LIFE SCIENCES Subtest Description This document contains the Life Sciences subject matter requirements arranged according to

More information

Course Name: Biology Level: A Points: 5 Teacher Name: Claire E. Boudreau

Course Name: Biology Level: A Points: 5 Teacher Name: Claire E. Boudreau Course Name: Biology Level: A Points: 5 Teacher Name: Claire E. Boudreau Texts/Instructional Materials: Biology : Concepts and Connections 5 th edition Campbell, Reece, Taylor and Simon Pearson Syllabus:

More information

AP Biology. Unit 1 (Biochemistry) Monomers Polymers Dehydration Hydrolysis Carbohydrat es Lipids Proteins Nucleic acids

AP Biology. Unit 1 (Biochemistry) Monomers Polymers Dehydration Hydrolysis Carbohydrat es Lipids Proteins Nucleic acids AP Biology Unit 1 (Biochemistry) Estimated Unit Time Frames 1 Month (September) Big Ideas Biological systems use molecular building blocks to grow, reproduce, and maintain homeostasis. Essential Questions

More information

AP Biology UNIT 1: CELL BIOLOGY. Advanced Placement

AP Biology UNIT 1: CELL BIOLOGY. Advanced Placement Advanced Placement AP Biology builds students' understanding of biology on both the micro and macro scales. After studying cell biology, students move on to understand how evolution drives the diversity

More information

CST and FINAL EXAM REVIEW

CST and FINAL EXAM REVIEW Name Date Period CST and FINAL EXAM REVIEW Directions: Both your final exam and the CST (STAR) test are based on the California Standards. There are five major categories and they include: Investigation

More information

AP* Biology Prep Course

AP* Biology Prep Course AP* Biology Prep Course SYLLABUS Welcome to the FlinnPREP AP* Biology Online Prep Course! Your enrollment in this course is your first step toward a 5 on the AP* Biology exam. FlinnPREP covers fundamental

More information

Activity Activity Title. Chapter Title Chapter Description Lesson Title Lesson Description Introduction to Living Things

Activity Activity Title. Chapter Title Chapter Description Lesson Title Lesson Description Introduction to Living Things Introduction to Living Things Students will explore the characteristics of living things, life cycles, stimuli and behavior, and how organisms maintain homeostasis. Characteristics of Living Things differentiate

More information

Chetek-Weyerhaeuser Middle School

Chetek-Weyerhaeuser Middle School Chetek-Weyerhaeuser Middle School Science 7 Units and s Science 7A Unit 1 Nature of Science Scientific Explanations (12 days) s 1. I can make an informed decision using a scientific decision-making model

More information

Bio/Life: Cell Biology

Bio/Life: Cell Biology Bio/Life: Cell Biology 1a The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism's cells. As a basis for understanding

More information

Big Idea 3: Living systems store, retrieve, transmit, and respond to information essential to life processes.

Big Idea 3: Living systems store, retrieve, transmit, and respond to information essential to life processes. Big Idea 3: Living systems store, retrieve, transmit, and respond to information essential to life processes. Enduring understanding 3.A: Heritable information provides for continuity of life. Essential

More information

Introduction to Biology

Introduction to Biology Introduction to Biology Course Description Introduction to Biology is an introductory course in the biological sciences. Topics included are biological macromolecules, cell biology and metabolism, DNA

More information

TEST SUMMARY AND FRAMEWORK TEST SUMMARY

TEST SUMMARY AND FRAMEWORK TEST SUMMARY Washington Educator Skills Tests Endorsements (WEST E) TEST SUMMARY AND FRAMEWORK TEST SUMMARY BIOLOGY Copyright 2014 by the Washington Professional Educator Standards Board 1 Washington Educator Skills

More information

Advanced Placement Biology

Advanced Placement Biology Advanced Placement Biology 2014-2015 Course Description This course is designed to be equivalent to a two-semester college introductory biology course sequence. AP Biology covers topics regularly covered

More information

BIOLOGY EOC REVIEW. Concept/Question. How does energy flow in the ecosystem? How do cells maintain homeostasis of ph, salinity, temperature, etc?

BIOLOGY EOC REVIEW. Concept/Question. How does energy flow in the ecosystem? How do cells maintain homeostasis of ph, salinity, temperature, etc? BIOLOGY EOC REVIEW Concept/Question Notes How does energy flow in the ecosystem? How do cells maintain homeostasis of ph, salinity, temperature, etc? Bonds- What are bonds? What are the different types

More information

Range of Competencies

Range of Competencies BIOLOGY Content Domain Range of Competencies l. Nature of Science 0001 0003 20% ll. Biochemistry and Cell Biology 0004 0005 13% lll. Genetics and Evolution 0006 0009 27% lv. Biological Unity and Diversity

More information

Life Science FROM MOLECULES TO ORGANISMS: STRUCTURES AND PROCESSES

Life Science FROM MOLECULES TO ORGANISMS: STRUCTURES AND PROCESSES FROM MOLECULES TO ORGANISMS: STRUCTURES AND PROCESSES HS-LS1-1 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential

More information

BIOLOGY Grades Summer Units: 10 high school credits UC Requirement Category: d. General Description:

BIOLOGY Grades Summer Units: 10 high school credits UC Requirement Category: d. General Description: Summer 2015 Units: 10 high school credits UC Requirement Category: d General Description: BIOLOGY Grades 9-12 Summer session biology will be an intense, fast paced course. Students will gain an understanding

More information

Compare and contrast the cellular structures and degrees of complexity of prokaryotic and eukaryotic organisms.

Compare and contrast the cellular structures and degrees of complexity of prokaryotic and eukaryotic organisms. Subject Area - 3: Science and Technology and Engineering Education Standard Area - 3.1: Biological Sciences Organizing Category - 3.1.A: Organisms and Cells Course - 3.1.B.A: BIOLOGY Standard - 3.1.B.A1:

More information

GACE Biology Assessment Test I (026) Curriculum Crosswalk

GACE Biology Assessment Test I (026) Curriculum Crosswalk Subarea I. Cell Biology: Cell Structure and Function (50%) Objective 1: Understands the basic biochemistry and metabolism of living organisms A. Understands the chemical structures and properties of biologically

More information

VCE BIOLOGY Relationship between the key knowledge and key skills of the Study Design and the Study Design

VCE BIOLOGY Relationship between the key knowledge and key skills of the Study Design and the Study Design VCE BIOLOGY 2006 2014 Relationship between the key knowledge and key skills of the 2000 2005 Study Design and the 2006 2014 Study Design The following table provides a comparison of the key knowledge (and

More information

AASD SCIENCE CURRICULUM AP Biology AP Biology 4180

AASD SCIENCE CURRICULUM AP Biology AP Biology 4180 AP Biology 4180 Description This course is designed to be the equivalent of the introductory General Biology and Biology Lab class taken at the college level. A strong laboratory component provides students

More information

construct a model of DNA. explain that proteins to describe mutations. (DNA mrna determine cell structure predict traits of offspring Protein)

construct a model of DNA. explain that proteins to describe mutations. (DNA mrna determine cell structure predict traits of offspring Protein) Biology 1-2 Essential Questions: 1. How does the process of evolution drive the unity and diversity of life? 2. How do biological systems utilize free energy and molecular building blocks to grow, reproduce

More information

Biology II : Embedded Inquiry

Biology II : Embedded Inquiry Biology II : Embedded Inquiry Conceptual Strand Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21 st century. Guiding Question What tools, skills,

More information

Stockton Unified School District Instructional Guide for BIOLOGY NGSS Pilot for both 4X4 and Traditional. 1st Quarter

Stockton Unified School District Instructional Guide for BIOLOGY NGSS Pilot for both 4X4 and Traditional. 1st Quarter 1st Quarter Unit NGSS Standards Required Labs Supporting Text Content Academic Suggested Labs and Activities Biochemistry HS-LS-1-6 Ch. 1 & 2 molecules elements amino acids Carbon-based Carbon Hydrogen

More information

FINAL VERSION_ Secondary Preservice Teacher Standards -- Life Science AFK12SE/NGSS Strand Disciplinary Core Idea

FINAL VERSION_ Secondary Preservice Teacher Standards -- Life Science AFK12SE/NGSS Strand Disciplinary Core Idea Secondary Preservice Teacher Standards -- Life Science AFK12SE/NGSS Strand Disciplinary Core Idea LS1: From Molecules to Organisms: Structures and Processes LS1.A: Structure and Function How do the structures

More information

Marine Resources Development Foundation/MarineLab Grades: 9, 10, 11, 12 States: AP Biology Course Description Subjects: Science

Marine Resources Development Foundation/MarineLab Grades: 9, 10, 11, 12 States: AP Biology Course Description Subjects: Science Marine Resources Development Foundation/MarineLab Grades: 9, 10, 11, 12 States: AP Biology Course Description Subjects: Science Highlighted components are included in Tallahassee Museum s 2016 program

More information

BIG IDEA 4: BIOLOGICAL SYSTEMS INTERACT, AND THESE SYSTEMS AND THEIR INTERACTIONS POSSESS COMPLEX PROPERTIES.

BIG IDEA 4: BIOLOGICAL SYSTEMS INTERACT, AND THESE SYSTEMS AND THEIR INTERACTIONS POSSESS COMPLEX PROPERTIES. Enduring Understanding 4.C Independent Study Assignment Assignment Instructions Both components of this assignment (Part I and Part II) should be completed on the pages provided. Each numbered component

More information

Evaluate evidence provided by data from many scientific disciplines to support biological evolution. [LO 1.9, SP 5.3]

Evaluate evidence provided by data from many scientific disciplines to support biological evolution. [LO 1.9, SP 5.3] Learning Objectives Evaluate evidence provided by data from many scientific disciplines to support biological evolution. [LO 1.9, SP 5.3] Refine evidence based on data from many scientific disciplines

More information

Biology Science Crosswalk

Biology Science Crosswalk SB1. Students will analyze the nature of the relationships between structures and functions in living cells. a. Explain the role of cell organelles for both prokaryotic and eukaryotic cells, including

More information

Text of objective. Investigate and describe the structure and functions of cells including: Cell organelles

Text of objective. Investigate and describe the structure and functions of cells including: Cell organelles This document is designed to help North Carolina educators teach the s (Standard Course of Study). NCDPI staff are continually updating and improving these tools to better serve teachers. Biology 2009-to-2004

More information

CELLULAR ORGANIZATION UNICELLULAR & MULTICELLULAR ORGANISMS

CELLULAR ORGANIZATION UNICELLULAR & MULTICELLULAR ORGANISMS 7.2 CELL STRUCTURE The student will investigate and understand that all living things are composed of cells. Key concepts include a. cell structure and organelles b. similarities and differences between

More information

Biology Pacing Guide

Biology Pacing Guide Unit Dates Glencoe Chapters 0 8/10 N/A Biology Intro 8/12 1 Cells 8/15 9/30 6.4 6.2 7.1 18.2 7.3 6.3 7.2 7.4 Topic GPS Classroom Procedures, Introduction to Biology SCSh 1-7 Macromolecules (6 days) Monomer/

More information

Biology EOC Review Study Questions

Biology EOC Review Study Questions Biology EOC Review Study Questions Microscopes and Characteristics of Life 1. How do you calculate total magnification on a compound light microscope? 2. What is the basic building block of all living

More information

Curriculum Map. Biology, Quarter 1 Big Ideas: From Molecules to Organisms: Structures and Processes (BIO1.LS1)

Curriculum Map. Biology, Quarter 1 Big Ideas: From Molecules to Organisms: Structures and Processes (BIO1.LS1) 1 Biology, Quarter 1 Big Ideas: From Molecules to Organisms: Structures and Processes (BIO1.LS1) Focus Standards BIO1.LS1.2 Evaluate comparative models of various cell types with a focus on organic molecules

More information

Area of Focus: Biology. Learning Objective 1: Describe the structure and function of organs. Pre-Learning Evaluation: Teaching Methods and Process:

Area of Focus: Biology. Learning Objective 1: Describe the structure and function of organs. Pre-Learning Evaluation: Teaching Methods and Process: Area of Focus: Biology Learning Objective 1: Describe the structure and function of organs. Pre- Diagram and label the structure of the primary components of representative organs in plants and animals

More information

Biology regimented study plan

Biology regimented study plan For each topic, write down notes, make it organized, always have a pencil and paper while studying. At the end of each section, test yourself (Answer past exam questions, practice Quizlet, watch Crash

More information

Grade 7 Science Learning Standards

Grade 7 Science Learning Standards Grrade 7 Sciience Currrriicullum Overrviiew Middle School Science Hands-on, Minds-On, Science is the primary focus of the middle school science program, and includes content from Earth and Space Science,

More information

OCR Biology Checklist

OCR Biology Checklist Topic 1. Cell level systems Video: Eukaryotic and prokaryotic cells Compare the structure of animal and plant cells. Label typical and atypical prokaryotic cells. Compare prokaryotic and eukaryotic cells.

More information

OCR Biology Checklist

OCR Biology Checklist Topic 1. Cell level systems Video: Eukaryotic and prokaryotic cells Compare the structure of animal and plant cells. Label typical and atypical prokaryotic cells. Compare prokaryotic and eukaryotic cells.

More information

Enduring Understanding. Growth and dynamic homeostasis of a biological system are influenced by changes in the system s environment.

Enduring Understanding. Growth and dynamic homeostasis of a biological system are influenced by changes in the system s environment. Enduring Understanding Growth and dynamic homeostasis of a biological system are influenced by changes in the system s environment. Objective: You will be able to design a plan to collect data to show

More information

Miller & Levine Biology 2010

Miller & Levine Biology 2010 A Correlation of 2010 to the Pennsylvania Assessment Anchors Grades 9-12 INTRODUCTION This document demonstrates how 2010 meets the Pennsylvania Assessment Anchors, grades 9-12. Correlation page references

More information

TEACHER CERTIFICATION STUDY GUIDE FOUNDATIONS OF SCIENTIFIC INQUIRY

TEACHER CERTIFICATION STUDY GUIDE FOUNDATIONS OF SCIENTIFIC INQUIRY Table of Contents SUBAREA I. COMPETENCY 1.0 FOUNDATIONS OF SCIENTIFIC INQUIRY UNDERSTAND THE RELATIONSHIPS AND COMMON THEMES THAT CONNECT MATHEMATICS, SCIENCE, AND TECHNOLOGY... 0H1 Skill 1.1 Skill 1.2

More information

Summary of changes (certificate to new GCSE)

Summary of changes (certificate to new GCSE) Summary of changes (certificate to new GCSE) This resource outlines the main changes that have been made to the assessment and subject content from our legacy Level 1/2 Certificate in Biology (8401) to

More information

1. The picture below shows a paramecium. 2. Anya is observing an organism in the laboratory. The table below shows her observations.

1. The picture below shows a paramecium. 2. Anya is observing an organism in the laboratory. The table below shows her observations. Name: Period: Date: Life Science MCAS Review Packet Directions: Answer each of the following questions under the standards. The question may be multiple choice or open response, if needed please use a

More information

Department Curriculum and Assessment Outline

Department Curriculum and Assessment Outline Department: Science Year Group: 10 Teaching, learning and assessment during the course: Combined Science 1 2 B1 Key concepts in Biology B2 Cells and control What are the structure and function of cells.

More information

A Correlation of. to the. Georgia Standards of Excellence Biology

A Correlation of. to the. Georgia Standards of Excellence Biology A Correlation of to the Introduction The following document demonstrates how Miller & Levine aligns to the Georgia Standards of Excellence in. Correlation references are to the Student Edition (SE) and

More information

AP Bio Final Exam Review

AP Bio Final Exam Review AP Bio Final Exam Review Big Idea #1 The process of evolution drives the diversity and unity of life. f. Analyze the following phylogenic tree: What are some conclusions you can draw from this tree about

More information

Biology Teaching & Learning Framework (Block) Unit 4. Unit 1 1 week. Evolution SB5

Biology Teaching & Learning Framework (Block) Unit 4. Unit 1 1 week. Evolution SB5 Biology Biology Standards The Cobb Teaching and Learning Standards of Excellence for Science are designed to provide foundational knowledge and skills for all students to develop proficiency in science.

More information

Cells and Genetics. Life Science. Cell parts. Cell parts cont. Cell processes. Cell Division 5/4/2015

Cells and Genetics. Life Science. Cell parts. Cell parts cont. Cell processes. Cell Division 5/4/2015 Cells and Genetics Life Science SOL Review Hooke was 1 st person to observe cells Cells Basic Unit of structure and function of life Prokaryote: bacteria/no nucleus Eukaryote: membrane structures; everything

More information

Life Science Curriculum Sixth Grade

Life Science Curriculum Sixth Grade Life Science Curriculum Sixth Grade The Sixth Grade life science curriculum emphasizes a more complex understanding of cycles, patterns and relationships in the living world. Students build on basic principles

More information

EXAMgen Correlation to Texas Essential Knowledge and Skills (TEKS)

EXAMgen Correlation to Texas Essential Knowledge and Skills (TEKS) EXAMgen Correlation to Texas Essential Knowledge and Skills (TEKS) TEKS EXAMgen Biology 3rd Edition Outline 112.34 Biology *TEKS in red denote Readiness Standards ex: (B.4)(B)R *TEKS in green denote Supporting

More information

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK DRAFT October 2017 This document is a working draft. The information in this document is subject to change, and any changes will

More information

Massachusetts Tests for Educator Licensure (MTEL )

Massachusetts Tests for Educator Licensure (MTEL ) Massachusetts Tests for Educator Licensure (MTEL ) FIELD 13: BIOLOGY TEST OBJECTIVES Subarea Multiple-Choice Range of Objectives Approximate Test Weighting I. Nature of Science 01 04 10% II. Chemistry

More information

Prereq: Concurrent 3 CH

Prereq: Concurrent 3 CH 0201107 0201101 General Biology (1) General Biology (1) is an introductory course which covers the basics of cell biology in a traditional order, from the structure and function of molecules to the structure

More information

Practicing Biology Questions

Practicing Biology Questions Practicing Biology Questions Big Idea 2.A 1. Log onto http://www.bozemanscience.com/ap-biology/. Scroll down to Big Idea 2: Free Energy. Complete the video review activities listed below for videos #012,

More information

Biology Final Review Ch pg Biology is the study of

Biology Final Review Ch pg Biology is the study of Biology Final Review Ch. 1 1-3 pg. 17-25 1. Biology is the study of Ch.2 2-3 pg. 45-49 2. All organic compounds contain. 3. Starch is an example of which type of organic compound? 4. What monomers make

More information

Grades 6 8 Overview of Science and Engineering Practices

Grades 6 8 Overview of Science and Engineering Practices Grades 6 8 Overview of Science and Engineering Practices Active engagement of middle school students with the science and engineering practices is critical as students generally make up their minds about

More information

Semester Outline of ALS Animals Standards

Semester Outline of ALS Animals Standards Semester Outline of ALS Animals Standards ALS: Animals Standards to be covered during Fall Semester (Level of Importance to Course Content: *low, **medium, ***high) Standard 1 Taxonomy and Classification

More information

Georgia Standards of Excellence Biology

Georgia Standards of Excellence Biology A Correlation of Foundation Edition 2014 to the A Correlation of Miller & Levine 2014, Foundation Edition to the in Introduction This document demonstrates how Miller & Levine : Foundation Edition 2014

More information

Education Transformation Office (ETO) 8 th Grade Unit #4 Assessment

Education Transformation Office (ETO) 8 th Grade Unit #4 Assessment Education Transformation Office (ETO) 8 th Grade Unit #4 Assessment 1. Which of these shows the correct hierarchical sequence? A. organs cells tissues organ systems B. cells tissues organs organ systems

More information

Side-by-Side Comparison of the Texas Educational Knowledge and Skills (TEKS) and Louisiana Grade Level Expectations (GLEs) SCIENCE: Biology

Side-by-Side Comparison of the Texas Educational Knowledge and Skills (TEKS) and Louisiana Grade Level Expectations (GLEs) SCIENCE: Biology Side-by-Side Comparison of the Texas Educational Knowledge and Skills (TEKS) and Louisiana Grade Level Expectations (GLEs) SCIENCE: Biology TEKS Comments Louisiana GLE (Bio.1) Scientific Processes. The

More information

Big Idea #1: The process of evolution drives the diversity and unity of life

Big Idea #1: The process of evolution drives the diversity and unity of life BIG IDEA! Big Idea #1: The process of evolution drives the diversity and unity of life Key Terms for this section: emigration phenotype adaptation evolution phylogenetic tree adaptive radiation fertility

More information

What is the structure of DNA?

What is the structure of DNA? NAME Biology Final Review Sem. II Genetics 1. Define: a. allele b. phenotype c. genotype d. recessive e. dominant f. heterozygous g. homozygous h. autosomes i. sex chromosomes j. Punnett square k. pedigree

More information

Name: Date: Period: Biology End of Course Vocabulary 1. This is an organism s unique role in the environment that includes the habitat, function, and

Name: Date: Period: Biology End of Course Vocabulary 1. This is an organism s unique role in the environment that includes the habitat, function, and 1. This is an organism s unique role in the environment that includes the habitat, function, and activities of the organism. a. Niche 2. This is a inter-species relationship in which one species benefits

More information

Next Generation Science Standards Life Science Performance Expectations

Next Generation Science Standards Life Science Performance Expectations A Correlation of Essentials of Human Anatomy and Physiology 12 th Edition, 2018 To the Life Science Performance Expectations HS-LS1 From Molecules to Organisms: Structures and Processes HS-LS1-1. Construct

More information

Missouri Educator Gateway Assessments

Missouri Educator Gateway Assessments Missouri Educator Gateway Assessments June 2014 Content Domain Range of Competencies Approximate Percentage of Test Score I. Science and Engineering Practices 0001 0003 21% II. Biochemistry and Cell Biology

More information

Reception The target cell s detection of a signal coming from outside the cell May Occur by: Direct connect Through signal molecules

Reception The target cell s detection of a signal coming from outside the cell May Occur by: Direct connect Through signal molecules Why Do Cells Communicate? Regulation Cells need to control cellular processes In multicellular organism, cells signaling pathways coordinate the activities within individual cells that support the function

More information

115 THINGS YOU SHOULD KNOW FOR THE LIVING ENVIRONMENT REGENTS EXAM

115 THINGS YOU SHOULD KNOW FOR THE LIVING ENVIRONMENT REGENTS EXAM 115 THINGS YOU SHOULD KNOW FOR THE LIVING ENVIRONMENT REGENTS EXAM 1. Amino acids are the individual units that bond together to form a polypeptide (protein). 2. Monosaccharides are the individual units

More information

AP Biology Notes Outline Enduring Understanding 1.B. Big Idea 1: The process of evolution drives the diversity and unity of life.

AP Biology Notes Outline Enduring Understanding 1.B. Big Idea 1: The process of evolution drives the diversity and unity of life. AP Biology Notes Outline Enduring Understanding 1.B Big Idea 1: The process of evolution drives the diversity and unity of life. Enduring Understanding 1.B: Organisms are linked by lines of descent from

More information

Purpose of cytoplasm. Cell membrane. Cell membrane. Purpose of cell membrane. Cytoplasm. Contains organelles and site of many chemical reactions

Purpose of cytoplasm. Cell membrane. Cell membrane. Purpose of cell membrane. Cytoplasm. Contains organelles and site of many chemical reactions Cell membrane Purpose of cell membrane Cell membrane Cytoplasm Purpose of cytoplasm Contains organelles and site of many chemical reactions Plant cell wall Purpose of cell wall Provides support (plants

More information

Module A Unit 1 Basic Biological Principles. Mr. Mitcheltree

Module A Unit 1 Basic Biological Principles. Mr. Mitcheltree Module A Unit 1 Basic Biological Principles Mr. Mitcheltree Biochemistry Cytology Genetics Evolution Taxonomy Microbiology Mycology Botany Zoology Ecology Branches of Biology Characteristics of Life Made

More information

Use evidence of characteristics of life to differentiate between living and nonliving things.

Use evidence of characteristics of life to differentiate between living and nonliving things. Grade Big Idea Essential Questions Concepts Competencies Vocabulary 2002 Standards All living things have a common set characteristic needs and functions that separate them from nonliving things such as:

More information

Introduction to Biology with Lab

Introduction to Biology with Lab Introduction to Biology with Lab Course Text/Materials Mader, Sylvia S. Inquiry into Life, 12th edition, McGraw-Hill, 2008, ISBN: 9780073309330 [find and buy the text: Straighterline.com/textbooks] Custom

More information

Prentice Hall Biology: Exploring Life 2004 Correlated to: North Carolina Standard Course of Study and Grade Level Competencies, Biology (Grades 9-12)

Prentice Hall Biology: Exploring Life 2004 Correlated to: North Carolina Standard Course of Study and Grade Level Competencies, Biology (Grades 9-12) North Carolina Standard Course of Study and Grade Level Competencies, Biology LEVEL COMPETENCIES (REVISED, 2004) BIOLOGY (If submission is not a book, cite appropriate location(s)) COMPETENCY GOAL 1: The

More information

What makes something alive? Prokaryotic Cells. Two Main Classes of Cells. Eukaryotic Cell Structure. What features define living systems?

What makes something alive? Prokaryotic Cells. Two Main Classes of Cells. Eukaryotic Cell Structure. What features define living systems? What makes something alive? What features define living systems? 1. Composed of a common organization of atoms, molecules, cells... with emergent properties. 2. Share a similar chemical composition. 3.

More information