Central High School DC Angelo State University BIO 1406 Principles of Biology I Spring 2018

Transcription

1 Central High School DC Angelo State University BIO 1406 Principles of Biology I Spring 2018 INSTRUCTOR CONTACT INFORMATION: Shamone Minzenmayer Office: Tucker sminzenmayer@saisd.org Phone: This is a college-level course taught in high school. This course introduces the integration between structure and function of biological organization. Students will be asked to use processes of science to apply principles of evolution, biological chemistry, energetics and homeostasis, cell structure and function, gene expression and patterns of inheritance in living systems. Observation, experimentation and investigation are emphasized. This course requires a conceptual understanding of the material rather than the simple memorization of facts. This course will challenge you to analyze and apply information, solve problems, and make connections different from the context in which they were learned. These are critical skills in biology. Students must exercise exceptional organizational skills in order to meet the demands of this course. Course Materials TEXTBOOK: Urry, Lisa A Biology in Focus. 1 st Edition. Benjamin Cummings. Book with Mastering Biology. LAB MANUEL: AP Investigative Labs: An Inquiry Based Approach. The College Board OTHER RESOURCES: Books: Moalem, Sharon, and Jonathan Prince. Survival of the Sickest: A Medical Maverick Discovers Why We Need Disease. New York: William Morrow, Print. Skloot, Rebecca. The Immortal Life of Henrietta Lacks. New York: Crown Publishers, Print. Other: Internet access A successful student in Principles of Biology should be able to achieve the following course and state core related learning outcomes: Describe, explain and predict natural phenomena using the scientific method (CT1, EQS1, EQS2) Design an experiment and complete a written description of their design, collaboratively conduct the experiment and analyze data generated to answer some component of a given causal question and defend the reasoning for conclusions drawn in the form of a lab report. (CS1) Collect and analyze data to evaluate relevant biological/ecological scenarios (EQS1) Work effectively with others to support and accomplish a shared goal. (CS1, TW2) Connect what she/he is learning to her/his own field (i.e. to make biology relevant to your own academic endeavors. All of these Learning Outcomes will be assessed by: in class activities, lecture exams, embedded test questions, lab quizzes, and lab activities/reports For State and Accreditation purposes this course will assess your ability to: CT1: Gather, analyze, evaluate and synthesize information relevant to a question or issue CS1: Develop, interpret, and express ideas through effective written communication EQS1: Manipulate and analyze numerical data and arrive at an informed conclusion. EQS2: Manipulate and analyze observable facts and arrive at an informed conclusion. TW2: Work effectively with others to support and accomplish a shared goal. GENERAL COURSE OUTLINE--BIO 1481 & 1482 Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Nature of Science and Biochemistry Cells Energetics Cell Signaling and Regulation Cell Division and Heredity Evolution Molecular Biology Ecology This course is divided into eight major units that each include all four of the Big s that are the fundamental framework for the AP/DC Biology Curriculum. Within each unit, the enduring understands, essential knowledge, learning objectives and science practices that will be taught as outlined below. Page 1 of 29

2 BIG IDEAS 1 The process of evolution drives the diversity and unity of life. 2 Biological systems utilize free energy & molecular building blocks to grow, to reproduce, & to maintain dynamic homeostasis. 3 Living systems store, retrieve, transmit, and respond to information essential to life processes. 4 Biological systems interact, and these systems and their interactions possess complex properties. Biology is a scientific process that requires students to make observations and interpret information from the natural world. Because the process of science is such an important part of this course, students will be required to record their lab activities in a lab notebook in such a way as to mirror the process that is used in research laboratories. Students in this course meet for 50 minutes five days each week and will spend at least 40% of this time engaged in laboratory exercises. Each of the Science Practices below will be addressed throughout the course within the context of the Essential Knowledge. They are listed in the curriculum framework along with the appropriate learning objective. This document is available on my website and the College Board website. Because students will be learning the practice of being a scientist, they will conduct at least two inquiry based lab activities per Big in the curriculum framework. The products of these investigations will be either a formal lab report, mini-poster presentation or a group presentation. SCIENCE PRACTICES 1: The student can use representations and models to communicate scientific phenomena and solve scientific problems. 2: The student can use Mathematics appropriately. 3: The student can engage in Scientific questioning to extend thinking or to guide investigations within the context of the AP course. 4: The student can plan & implement data collection strategies appropriate to a particular scientific question. 5: The student can perform data analysis & evaluation of evidence. 6: The student can work with scientific explanations and theories. 7: The student is able to connect and relate knowledge across various scales, concepts and representations in and across domains. 1.1 The student can create representations and models of natural or manmade phenomena and systems in the domain. 1.2 The student can describe representations and models of natural or manmade phenomena and systems in the domain. 1.3 The student can refine representations and models of natural or manmade phenomena and systems in the domain. 1.4 The student can use representations and models to analyze situations or solve problems qualitatively and quantitatively. 1.5 The student can re-express key elements of natural phenomena across multiple representations in the domain. 2.1 The student can justify the selection of a mathematical routine to solve problems. 2.2 The student can apply mathematical routines to quantities that describe natural phenomena. 2.3 The student can estimate numerically quantities that describe natural phenomena. 3.1 The student can pose scientific questions. 3.2 The student can refine scientific questions. 3.3 The student can evaluate scientific questions. 4.1 The student can justify the selection of the kind of data needed to answer a particular scientific question. 4.2 The student can design a plan for collecting data to answer a particular scientific question. 4.3 The student can collect data to answer a particular scientific question. 4.4 The student can evaluate sources of data to answer a particular scientific question. 5.1 The student can analyze data to identify patterns or relationships. 5.2 The student can refine observations and measurements based on data analysis. 5.3 The student can evaluate the evidence provided by data sets in relation to a particular scientific question. 6.1 The student can justify claims with evidence. 6.2 The student can construct explanations of phenomena based on evidence produced through scientific practices. 6.3 The student can articulate the reasons that scientific explanations and theories are refined or replaced. 6.4 The student can make claims and predictions about natural phenomena based on scientific theories and models. 6.5 The student can evaluate alternative scientific explanations. 7.1 The student can connect phenomena and models across spatial and temporal scales. 7.2 The student can connect concepts in and across domain(s) to generalize or extrapolate in and/or across enduring understandings and/or big ideas. Page 2 of 29

3 1 Course Sequence and Correlation to Textbook Unit Unit Name Chapter Chapter Name 1 Introduction Nature of Science 2 Cells Nature of Science & Biochemistry 3 Energetics 4 5 Cell Signaling & Regulation Cell Cycle & Heredity 6 Evolution 7 Molecular Biology 8 Ecology 2 Chemistry of Life 3 Water 4 Carbon 5 Macromolecules 6 A tour of the cell 7 Membrane Structure & Function 44 Osmoregulation and Excretion 48 Neurons, Synapses and Signaling 50.5 Muscle Contraction 8 Intro to Metabolism 9 Cellular Respiration 27.3 Prokaryote Metabolism 10 Photosynthesis 40 Basic Principals of Animal Form & Function 36 Plant Resource Acquisition & Transport 11 Cell Signaling 39 Plant Responses 43 Immune System Hormones and Endocrine System Nervous Systems 47 Development 12 Cell Cycle 16 Molecular Basis of Inheritance 13 Meiosis 14 Mendelian Genetics 15 Chromosomal Basis of Inheritance 22 History of Evolutionary Thought 23 Population Genetics 24 Speciation 25 History of Life 26 Phylogenetics 17 Protein Synthesis 18 Regulation of Gene Expression 19 Viruses 20 Biotechnology 21 Genomes & Their Evolution 52 Intro to Ecology 53 Population Ecology 54 Community Ecology 55 Ecosystems 56 Conservation Biology 51 Animal Behavior Page 3 of 29

4 GRADING POLICY AND ASSIGNMENTS Each student s six-week s grade will be based on the following: Exams, Labs, Projects and Abstracts 65% Classwork, Reading Quizzes and Homework 35% All students will take the fall semester exam (i.e. there will be no exemptions). By taking the Semester Exam in the fall, students have an opportunity to review a good deal of material that will be on the AP exam. Since students will be taking the AP Exam in the spring there will be no spring semester exam (i.e. you are exempt) provided the student registers and takes the AP Exam on May 9. General Guidelines for Assignments: These assignments must be turned in on time (i.e. at the beginning of your class on the due date). Since you will know the due dates in advance, you are expected to turn in your work the day you return from an unexpected absence. If you have a planned absence (i.e. school trip, college visit etc ) you are expected to turn in any assignments due before you leave on your trip. If you have extenuating circumstances you must communicate that with me before you leave on the trip. Assignments are graded and returned very quickly. Once I return graded work to students, only ½ of the points may be earned on the assignment. I reserve the right to decline accepting any late assignment. All work for a unit must be completed before the unit exam. It is okay if you work in study groups, but ALL ANSWERS AND ALL NOTES MUST BE YOUR OWN! You will be given a calendar at least one six weeks ahead of time and will not be given verbal reminders of when work is due. Textbook Reading and Note-taking You will be expected to read and take notes on each chapter. These notes will be turned in for a grade and oftentimes may be used on quizzes. I will provide you information on how to effectively take notes from a textbook with a method called Cornell Notes and SQWR. Please use the assigned method when preparing your notes. Homework Assignments Many homework assignments will be done through Mastering Biology. You will be given instructions on how to access MB during the first week of school. Assignments must be completed on time and cannot be made up. These assignments are meant to help you practice skills we will be working on in class. Most assignments will allow you to access hints to help you resolve misconceptions so that you learn the correct information. There will be many times that you will be assigned homework over concepts we haven t covered in class. You should always read the chapter in the book and complete the Cornell notes or SQWR BEFORE working on the homework assignment. Class time is meant to help you think critically about the material you are learning and to clear up misconceptions. You will be better able to learn if you take the time to prepare yourself before you come to class by thoroughly reading, taking notes and completing the homework. If you fail the assignment, the system will automatically assign to you an adaptive assignment. The adaptive assignment is due 2 days after the original assignment. You are required to complete the adaptive assignment and it would be a really good idea to do it as soon as possible so that you can learn where you are having problems. Some of the homework sets are long but they are not timed. It would be wise to work on the homework a little bit each day so that you may finish it without having to rush through the material. Video Notes You will usually have a set of short instructional videos to watch each week. You are expected to watch the videos and take notes in your spiral. Video notes will be checked each Friday at the beginning of class. These videos are meant to supplement classroom instruction and will allow us to explore topics in class more deeply. The videos are also a very good tool for test review for many students. Page 4 of 29

5 Paper Summaries Current scientific literature relevant to the topics being discussed are assigned to be read and summarized for each unit. Papers that are available to be read are posted on my website in each unit. Specific instructions for completing abstracts will be presented to you. You are required to prepare two summaries for each unit and will be given the opportunity to prepare 2-3 extra summaries for extra credit. You are expected to summarize the paper in your own words! Do not take several sentences from the paper and piece them together! Abstracts will be graded based on two criteria: (1) Completing the assignment in the correct format (2) Thoroughness and ability to accurately summarize information in the paper These assignments must be turned in on time (i.e. by the assigned time to Since these are considered major assignments, you may not turn them in late. Lab Assignments Directions for formal lab write-ups will be given to you before the first lab write up. You will not prepare a formal report for every lab. These assignments must be turned in on time (i.e. at the beginning of your class on the due date). These are considered major assignments and cannot be turned in late. Pre-labs are not accepted late for any reason and will result in your inability to participate in the lab!! Some lab activities cannot be made up because the materials will not keep very long, but you are still responsible for completing the lab questions or write up. If you are absent on a lab day, you are expected to get lab data from someone in class in order to complete the lab and turn it in on the due date. Quizzes Most quizzes are announced ahead of time (on your calendar) and will cover material you should have read, work we have done in class or something that we worked on in lab. Some quizzes will not be announced ahead of time and may be used to assess whether you have mastered important concepts that we have been working on in class. Consequently, it is important to try to manage your time and not get behind. Quizzes may be short answer, multiple choice or a free response question from a previous AP Exam. Many quizzes will be completed on Mastering Biology. These will be timed and cannot be turned in late or made up. If you are absent and miss a quiz, expect to take it on the day you return to class unless you have made other arrangements with me ahead of time. Unit Exams: It is important that you keep up with your assignments and work on studying a little bit each day. There is too much information for you to try to cram all of your studying into a few hours before the exam. If you try to do the cramming method, you will hurt yourself in the long run because you will be unable to remember the material long term (i.e. for Unit Exams or the AP exam in May). You will be more likely to retain information if you review and study your notes and textbook a little every day! Exams are composed of questions that mirror what you will see on the AP exam. Many questions will present you with data and/or experiments that you have not seen before and you will be expected to apply the information you have learned in class. Expect each exam to be comprehensive (i.e. contain material previously learned in class). Most of the exam will consist of material for that particular unit but will often contain questions from previous units. Exams will sometimes take two periods and time will be limited just as it is on the AP exam. Exam questions will be based on class notes, assignments, labs and the textbook. All exams will be corrected when they are returned. Directions for correcting will be given to you after your first unit exam. Corrections are usually due one week after tests are returned. Exam corrections will be a SEPARATE GRADE and you will keep your original exam grade! Corrections are an important learning tool and will help you analyze your performance and help you decide what concepts need further review. If you are absent on the day of an exam, you should expect to take the test on the day you return to class. If you have extenuating circumstances you are expected to make arrangements with me ahead of time. Page 5 of 29

6 Using Turnitin.com We will use the website: for many written class assignments including labs, projects and frq s. This is anti-plagiarism software purchased by SAISD. You will probably be using it in more than one of your classes this year. When you submit your work to this website, the program compares your work to everyone else in the class and to several thousand website entries for similarities. The percent similarity and location of similarities are reported to the instructor. I am choosing to use the software to encourage everyone to think for themselves! You should almost always have a 0% similarity. You should never have anything over a 10% similarity (this would account for quotes etc ) You will be given specific directions when work should be turned into this service. Plan ahead for computer problems!! You will not be able to turn in work late when we use this program! You will usually be asked to turn in a hard copy of your work as well as uploading a digital copy to turnitin.com Page 6 of 29

7 Nature of Science & Biochemistry COURSE OUTLINE Unit Chapter Name Big Process of Science Chemistry of Life Properties of Water Carbon Macromolecules A Change in the genetic makeup of a population over time is evolution. 1.B Organisms are linked by lines of descent from common ancestry. 1.D The origin of living systems is explained by natural processes. 2.A Growth, reproduction and maintenance of the organization of living systems require free energy and matter. 3.A Heritable information provides for continuity of life. 4.A Interactions within biological systems lead to complex properties. 4.B Competition and cooperation are important aspects of biological systems. 4.C Naturally occurring diversity among and between components within biological systems affects interactions with the environment. 1.A.4 Biological evolution is supported by scientific evidence from many disciplines, including mathematics 1.B.1 Organisms share many conserved core processes and features that evolved and are widely distributed among organisms today 1.D.1 There are several hypotheses about the natural origin of life on Earth, each with supporting evidence 1.D.2 Scientific evidence from many different disciplines supports models of the origin of life. 2.A.3 Organisms must exchange matter with the environment to grow, reproduce, and maintain organization 3.A.1 DNA, and in some cases RNA, is the primary source of heritable information 4.A.1 The subcomponents of biological molecules and their sequence determine the properties of that molecule 4.B.1 Interactions between molecules affect their structure and function 4.C.1 Variations in molecular units provides cells with a wider range of functions 1.9 The student is able to evaluate evidence provided by data from many scientific disciplines that support biological evolution. [ SP 5.3] 1.10 The student is able to refine evidence based on data from many scientific disciplines that support biological evolution. [SP 5.2] 1.11 The student is able to design a plan to answer scientific questions regarding how organisms have changed over time using information from morphology, biochemistry and geology. [SP 4.2] 1.12 The student is able to connect scientific evidence from many scientific disciplines to support the modern concept of evolution. [SP 7.1] 1.14 The student is able to pose scientific questions that correctly identify essential properties of shared, core life processes that provide insights into the history of life on Earth. [SP 3.1] 1.15 The student is able to describe specific examples of conserved core biological processes and features shared by all domains or within one domain of life, and how these shared, conserved core processes and features support the concept of common ancestry for all organisms. [SP 7.2] 1.16 The student is able to justify the scientific claim that organisms share many conserved core processes and features that evolved and are widely distributed among organisms today. [SP 6.1] 1.27 The student is able to describe a scientific hypothesis about the origin of life on Earth. [SP 1.2] 1.28 The student is able to evaluate scientific questions based on hypotheses about the origin of life on Earth. [SP 3.3] 1.29 The student is able to describe the reasons for revisions of scientific hypotheses of the origin of life on Earth. [SP 6.3] 1.30 The student is able to evaluate scientific hypotheses about the origin of life on Earth. [SP 6.5] 1.31 The student is able to evaluate the accuracy and legitimacy of data to answer scientific questions about the origin of life on Earth. [SP 4.4] 1.32 The student is able to justify the selection of geological, physical, and chemical data that reveal early Earth conditions. [SP 4.1] 2.8 The student is able to justify the selection of data regarding the types of molecules that an animal, plant or bacterium will take up as necessary building blocks and excrete as waste products. [SP 4.1] 2.9 The student is able to represent graphically or model quantitatively the exchange of molecules between an organism and its environment, and the subsequent use of these molecules to build new molecules that facilitate dynamic homeostasis, growth and reproduction. [SP 1.1, 1.4] 3.1 The student is able to construct scientific explanations that use the structures and mechanisms of DNA and RNA to support the claim that DNA and, in some cases, that RNA are the primary sources of heritable information. [SP 6.5] 3.2 The student is able to justify the selection of data from historical investigations that support the claim that DNA is the source of heritable information. [SP 4.1] 4.1 The student is able to explain the connection between the sequence and the subcomponents of a biological polymer and its properties. [ SP 7.1] 4.2 The student is able to refine representations and models to explain how the subcomponents of a biological polymer and their sequence determine the properties of that polymer. [SP 1.3] 4.3 The student is able to use models to predict and justify that changes in the subcomponents of a biological polymer affect the functionality of the molecule. [SP 6.1, 6.4] 4.17 The student is able to analyze data to identify how molecular interactions affect structure and function. [SP 5.1] 4.22 The student is able to construct explanations based on evidence of how variation in molecular units provides cells with a wider range of functions. [SP 6.2] Page 7 of 29

8 Cells Unit Chapter Name Big Cell Structure & Function Cell Membrane Structure & Function Osmoregulation and Excretion Neurons, Synapses and Signaling Muscle Contraction A Change in the genetic makeup of a population over time is evolution. 1.B Organisms are linked by lines of descent from common ancestry. 2.A Growth, reproduction and maintenance of the organization of living systems require free energy and matter. 2.B Growth, reproduction and dynamic homeostasis require that cells create and maintain internal environments that are different from their external environments. 2.D Growth and dynamic homeostasis of a biological system are influenced by changes in the system s environment. 1.A.4 Biological evolution is supported by scientific evidence from many disciplines, including mathematics 1.B.1 Organisms share many conserved core processes and features that evolved and are widely distributed among organisms today 2.A.1 All living systems require constant input of free energy 2.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 2.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 2.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. 1.9 The student is able to evaluate evidence provided by data from many scientific disciplines that support biological evolution. [ SP 5.3] 1.10 The student is able to refine evidence based on data from many scientific disciplines that support biological evolution. [SP 5.2] 1.11 The student is able to design a plan to answer scientific questions regarding how organisms have changed over time using information from morphology, biochemistry and geology. [SP 4.2] 1.12 The student is able to connect scientific evidence from many scientific disciplines to support the modern concept of evolution. [SP 7.1] 1.13 The student is able to construct and/or justify mathematical models, diagrams or simulations that represent processes of biological evolution. [SP 1.1, 2.1] 1.14 The student is able to pose scientific questions that correctly identify essential properties of shared, core life processes that provide insights into the history of life on Earth. [SP 3.1] 1.15 The student is able to describe specific examples of conserved core biological processes and features shared by all domains or within one domain of life, and how these shared, conserved core processes and features support the concept of common ancestry for all organisms. [SP 7.2] 1.16 The student is able to justify the scientific claim that organisms share many conserved core processes and features that evolved and are widely distributed among organisms today. [SP 6.1] 2.1 Student is able to explain how biological systems use free energy based on empirical data that all organisms require constant energy input to maintain organization, to grow & to reproduce. [SP 6.2] 2.3 The student is able to predict how changes in free energy availability affect organisms, populations and ecosystems. [SP 6.4] 2.4 The student is able to use representations to pose scientific questions about what mechanisms and structural features allow organisms to capture, store and use free energy. [SP 1.4, 3.1] 2.5 The student is able to construct explanations of the mechanisms and structural features of cells that allow organisms to capture, store or use free energy. [ SP 6.2] 2.6 The student is able to use calculated surface area-to-volume ratios to predict which cell(s) might eliminate wastes or procure nutrients faster by diffusion. [SP 2.2] 2.7 Students will be able to explain how cell size and shape affect the overall rate of nutrient intake and the rate of waste elimination. [SP 6.2] 2.8 Student is able to justify the selection of data regarding the types of molecules that an animal, plant or bacterium will take up as necessary building blocks and excrete as waste products. [SP 4.1] 2.9 The student is able to represent graphically or model quantitatively the exchange of molecules between an organism and its environment, and the subsequent use of these molecules to build new molecules that facilitate dynamic homeostasis, growth and reproduction. [SP 1.1, 1.4] 2.10 The student is able to use representations and models to pose scientific questions about the properties of cell membranes and selective permeability based on molecular structure. [SP 1.4, 3.1] 2.11 The student is able to construct models that connect the movement of molecules across membranes with membrane structure and function. [SP 1.1, 7.1, 7.2] 2.12 The student is able to use representations and models to analyze situations or solve problems qualitatively and quantitatively to investigate whether dynamic homeostasis is maintained by the active movement of molecules across membranes. [SP 1.4] 2.13 The student is able to explain how internal membranes and organelles contribute to cell functions. [SP 6.2] 2.14 The student is able to use representations and models to describe differences in prokaryotic and eukaryotic cells. [SP 1.4] 2.22 The student is able to refine scientific models and questions about the effect of complex biotic and abiotic interactions on all biological systems, from cells and organisms to populations, communities and ecosystems. [SP 1.3, 3.2] 2.23 The student is able to design a plan for collecting data to show that all biological systems (cells, organisms, populations, communities and ecosystems) are affected by complex biotic and abiotic interactions. [SP 4.2, 7.2] 2.24 The student is able to analyze data to identify possible patterns and relationships between a biotic or abiotic factor and a biological system (cells, organisms, populations, communities or ecosystems). [SP 5.1] Page 8 of 29

9 Unit Chapter Name Big D Cells communicate by generating, transmitting and receiving chemical signals. 3.E Transmission of information results in changes within and between biological systems. 4.A Interactions within biological systems lead to complex properties. 4.B Competition and cooperation are important aspects of biological systems. 4.C Naturally occurring diversity among and between components within biological systems affects interactions with the environment. 2.D.2 Homeostatic mechanism reflect both common ancestry and divergence due to adaptation in different environments 2.D.3 Biological systems are affected by disruptions to their dynamic homeostasis 3.D.2 Cells communicate with each other through direct contact with other cells or from a distance via chemical signaling. 3.E.2 Animals have nervous systems that detest external and internal signals, transmit and integrate information, and produce responses 4.A.1 The subcomponents of biological molecules and their sequence determine the properties of that molecule. 4.A.2 The structure and function of subcellular components, and their interactions, provide essential cellular processes 4.A.4 Organisms exhibit complex properties due to interactions between their constituent parts 4.B.1: Interactions between molecules affect their structure and function. 4.B.2 Cooperative interactions within organisms promote efficiency in the use of energy and matter 4.C.1 Variation in molecular units provides cells with a wider range of functions The student can construct explanations based on scientific evidence that homeostatic mechanisms reflect continuity due to common ancestry and/or divergence due to adaptation in different environments. [SP 6.2] 2.28 The student is able to use representations or models to analyze quantitatively and qualitatively the effects of disruptions to dynamic homeostasis in biological systems. [SP 1.4] 3.34 The student is able to construct explanations of cell communication through cell-to-cell direct contact or through chemical signaling. [SP 6.2] 3.35 The student is able to create representation(s) that depict how cell-to-cell communication occurs by direct contact or from a distance through chemical signaling. [SP 1.1] 3.43 The student is able to construct an explanation, based on scientific theories and models, about how nervous systems detect external and internal signals, transmit and integrate information, and produce responses. [SP 6.2, 7.1] 3.44 The student is able to describe how nervous systems detect external & internal signals. [SP 1.2] 3.45 The student is able to describe how nervous systems transmit information. [SP 1.2] 3.48 The student is able to create a visual representation to describe how nervous systems detect external and internal signals. [SP 1.1] 3.49 The student is able to create a visual representation to describe how nervous systems transmit information. [SP 1.1] 3.50 The student is able to create a visual representation to describe how the vertebrate brain integrates information to produce a response. [SP 1.1] 4.2 The student is able to refine representations and models to explain how the subcomponents of a biological polymer and their sequence determine the properties of that polymer. [SP 1.3] 4.3 The student is able to use models to predict and justify that changes in the subcomponents of a biological polymer affect the functionality of the molecule. [SP 6.1, 6.4] 4.4 The student is able to make a prediction about the interactions of subcellular organelles. [SP 6.4] 4.5 The student is able to construct explanations based on scientific evidence as to how interactions of subcellular structures provide essential functions. [SP 6.2] 4.6 The student is able to use representations and models to analyze situations qualitatively to describe how interactions of subcellular structures, which possess specialized functions, provide essential functions. [SP 1.4] 4.8 The student is able to evaluate scientific questions concerning organisms that exhibit complex properties due to the interaction of their constituent parts. [SP 3.3] 4.9 The student is able to predict the effects of a change in a component(s) of a biological system on the functionality of an organism(s). [SP 6.4] 4.10 The student is able to refine representations and models to illustrate biocomplexity due to interactions of the constituent parts.[sp 1.3] 4.17 The student is able to analyze data to identify how molecular interactions affect structure and function. [SP 5.1] 4.18 The student is able to use representations and models to analyze how cooperative interactions within organisms promote efficiency in the use of energy and matter. [SP 1.4] 4.22 The student is able to construct explanations based on evidence of how variation in molecular units provides cells with a wider range of functions. [SP 6.2] Page 9 of 29

10 Energetics Unit Chapter Name Big Intro to Metabolism Cellular Respiration Prokaryote Metabolism Photosynthesis Feedback Loops Thermoregulation Plant Resource Acquisition & Transport A Change in the genetic makeup of a population over time is evolution. 1.B Organisms are linked by lines of descent from common ancestry. 2.A Growth, reproduction and maintenance of the organization of living systems require free energy and matter. 2.B Growth, reproduction and dynamic homeostasis require that cells create and maintain internal environments that are different from their external environments. 2.C Organisms use feedback mechanisms to regulate growth and reproduction, and to maintain dynamic homeostasis. 2.D Growth and dynamic homeostasis of a biological system are influenced by changes in the system s environment. 1.A.4 Biological evolution is supported by scientific evidence from many disciplines, including mathematics 1.B.1 Organisms share many conserved core processes and features that evolved and are widely distributed among organisms today 2.A.1 All living systems require constant input of free energy 2.A.2 Organisms capture and store free energy for use in biological processes 2.B.2 Growth and dynamic homeostasis are maintained by the constant movement of molecules across membranes. 2.C.1 Organisms use feedback mechanisms to maintain their internal environments and respond to external environmental changes 2.C.2 Organisms respond to changes in their external environments. 2.D.2 Homeostatic mechanism reflect both common ancestry and divergence due to adaptation in different environments 1.9 The student is able to evaluate evidence provided by data from many scientific disciplines that support biological evolution. [ SP 5.3] 1.10 The student is able to refine evidence based on data from many scientific disciplines that support biological evolution. [SP 5.2] 1.11 The student is able to design a plan to answer scientific questions regarding how organisms have changed over time using information from morphology, biochemistry and geology. [SP 4.2] 1.12 The student is able to connect scientific evidence from many scientific disciplines to support the modern concept of evolution. [SP 7.1] 1.13 The student is able to construct &/or justify mathematical models, diagrams or simulations that represent processes of biological evolution. [SP 1.1, 2.1] 1.14 The student is able to pose scientific questions that correctly identify essential properties of shared, core life processes that provide insights into the history of life on Earth. [SP 3.1] 1.15 The student is able to describe specific examples of conserved core biological processes and features shared by all domains or within one domain of life, and how these shared, conserved core processes and features support the concept of common ancestry for all organisms. [SP 7.2] 1.16 The student is able to justify the scientific claim that organisms share many conserved core processes and features that evolved and are widely distributed among organisms today. [SP 6.1] 2.1 The student is able to explain how biological systems use free energy based on empirical data that all organisms require constant energy input to maintain organization, to grow and to reproduce. [SP 6.2] 2.2 The student is able to justify a scientific claim that free energy is required for living systems to maintain organization, to grow or to reproduce, but that multiple strategies exist in different living systems. [SP 6.1] 2.3 The student is able to predict how changes in free energy availability affect organisms, populations and ecosystems. [SP 6.4] 2.4 The student is able to use representations to pose scientific questions about what mechanisms and structural features allow organisms to capture, store and use free energy. [SP 1.4, 3.1] 2.5 The student is able to construct explanations of the mechanisms & structural features of cells that allow organisms to capture, store or use free energy. [ SP 6.2] 2.12 The student is able to use representations and models to analyze situations or solve problems qualitatively and quantitatively to investigate whether dynamic homeostasis is maintained by the active movement of molecules across membranes. [SP 1.4] 2.13 The student is able to explain how internal membranes and organelles contribute to cell functions. [SP 6.2] 2.15 The student can justify a claim made about the effect(s) on a biological system at the molecular, physiological or organismal level when given a scenario in which one or more components within a negative regulatory system is altered. [SP 6.1] 2.16 The student is able to connect how organisms use negative feedback to maintain their internal environments. [SP 7.2] 2.17 The student is able to evaluate data that show the effect(s) of changes in concentrations of key molecules on negative feedback mechanisms. [SP 5.3] 2.18 The student can make predictions about how organisms use negative feedback mechanisms to maintain their internal environments. [SP 6.4] 2.19 The student is able to make predictions about how positive feedback mechanisms amplify activities and processes in organisms based on scientific theories and models. [SP 6.4] 2.20 The student is able to justify that positive feedback mechanisms amplify responses in organisms. [SP 6.1] 2.21 The student is able to justify the selection of the kind of data needed to answer scientific questions about the relevant mechanism that organisms use to respond to changes in their external environment. [SP 4.1] 2.25 The student can construct explanations based on scientific evidence that homeostatic mechanisms reflect continuity due to common ancestry and/or divergence due to adaptation in different environments. [SP 6.2] 2.26 The student is able to analyze data to identify phylogenetic patterns or relationships, showing that homeostatic mechanisms reflect both continuity due to common ancestry and change due to evolution in different environments. [SP 5.1] 2.27 The student is able to connect differences in the environment with the evolution of homeostatic mechanisms. [SP 7.1] Page 10 of 29

11 Unit Chapter Name Big E Transmission of information results in changes within and between biological systems. 4.A Interactions within biological systems lead to complex properties. 4.B Competition and cooperation are important aspects of biological systems. 4.C Naturally occurring diversity among and between components within biological systems affects interactions with the environment. 2.D.3 Biological systems are affected by disruptions to their dynamic homeostasis 2.D.4 Plants and animals have a variety of chemical defenses against infections that affect dynamic homeostasis. 3.E.2 Animals have nervous systems that detect external and internal signals, transmit and integrate information, and produce responses. 4.A.1 The subcomponents of biological molecules and their sequence determines the properties of that molecule. 4.A.2 The structure and function of subcellular components, and their interactions, provide essential cellular processes 4.A.4 Organisms exhibit complex properties due to interactions between their constituent parts 4.B.1 Interactions between molecules affect their structure and function 4.B.2 Cooperative interactions within organisms promote efficiency in the use of energy and matter 4.C.1 Variation in molecular units provides cells with a wider range of functions The student is able to use representations or models to analyze quantitatively and qualitatively the effects of disruptions to dynamic homeostasis in biological systems. [SP 1.4] 2.29 The student can create representations and models to describe immune responses. [SP 1.1, 1.2] 2.30 The student can create representations or models to describe nonspecific immune defenses in plants and animals.[sp 1.1, 1.2] 3.43 The student is able to construct an explanation, based on scientific theories & models, about how nervous systems detect external & internal signals, transmit & integrate information, & produce responses. [SP 6.2, 7.1] 3.47 The student is able to create a visual representation of complex nervous systems to describe/explain how these systems detect external and internal signals, transmit and integrate information, and produce responses. [SP 1.1] 4.1 The student is able to explain the connection between the sequence and the subcomponents of a biological polymer and its properties. [ SP 7.1] 4.2 The student is able to refine representations and models to explain how the subcomponents of a biological polymer and their sequence determine the properties of that polymer. [SP 1.3] 4.3 The student is able to use models to predict and justify that changes in the subcomponents of a biological polymer affect the functionality of the molecule. [SP 6.1, 6.4] 4.6 The student is able to use representations and models to analyze situations qualitatively to describe how interactions of subcellular structures, which possess specialized functions, provide essential functions. [SP 1.4] 4.8 The student is able to evaluate scientific questions concerning organisms that exhibit complex properties due to the interaction of their constituent parts. [SP 3.3] 4.9 The student is able to predict the effects of a change in a component(s) of a biological system on the functionality of an organism(s). [SP 6.4] 4.10 The student is able to refine representations and models to illustrate biocomplexity due to interactions of the constituent parts.[sp 1.3] 4.17 The student is able to analyze data to identify how molecular interactions affect structure and function. [SP 5.1] 4.18 The student is able to use representations and models to analyze how cooperative interactions within organisms promote efficiency in the use of energy and matter. [SP 1.4] 4.22 The student is able to construct explanations based on evidence of how variation in molecular units provides cells with a wider range of functions. [SP 6.2] Page 11 of 29

12 Cell Signaling Unit Chapter Name Big Cell Signaling Plant Responses Immune System Hormones and Endocrine System Nervous Systems Development 2 1.A Change in the genetic makeup of a population over time is evolution. 1.B Organisms are linked by lines of descent from common ancestry. 2.A Growth, reproduction and maintenance of the organization of living systems require free energy and matter. 2.B Growth, reproduction and dynamic homeostasis require that cells create and maintain internal environments that are different from their external environments. 2.C Organisms use feedback mechanisms to regulate growth and reproduction, and to maintain dynamic homeostasis. 2.D Growth and dynamic homeostasis of a biological system are influenced by changes in the system s environment. 1.A.4 Biological evolution is supported by scientific evidence from many disciplines, including mathematics 1.B.1 Organisms share many conserved core processes and features that evolved and are widely distributed among organisms today 2.A.1 All living systems require constant input of free energy. 2.B.2 Growth and dynamic homeostasis are maintained by the constant movement of molecules across membranes. 2.C.1 Organisms use feedback mechanisms to maintain their internal environments and respond to external environmental changes 2.C.2 Organisms respond to changes in their external environments. 2.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. 2.D.3 Biological systems are affected by disruptions to their dynamic homeostasis. 2.D.4 Plants and animals have a variety of chemical defenses against infections that affect dynamic homeostasis 1.9 The student is able to evaluate evidence provided by data from many scientific disciplines that support biological evolution. [ SP 5.3] 1.10 The student is able to refine evidence based on data from many scientific disciplines that support biological evolution. [SP 5.2] 1.11 The student is able to design a plan to answer scientific questions regarding how organisms have changed over time using information from morphology, biochemistry and geology. [SP 4.2] 1.12 The student is able to connect scientific evidence from many scientific disciplines to support the modern concept of evolution. [SP 7.1] 1.13 The student is able to construct and/or justify mathematical models, diagrams or simulations that represent processes of biological evolution. [SP 1.1, 2.1] 1.14 The student is able to pose scientific questions that correctly identify essential properties of shared, core life processes that provide insights into the history of life on Earth. [SP 3.1] 1.15 The student is able to describe specific examples of conserved core biological processes and features shared by all domains or within one domain of life, and how these shared, conserved core processes and features support the concept of common ancestry for all organisms. [SP 7.2] 1.16 The student is able to justify the scientific claim that organisms share many conserved core processes and features that evolved and are widely distributed among organisms today. [SP 6.1] 2.3 The student is able to predict how changes in free energy availability affect organisms, populations and ecosystems. [SP 6.4] 2.13 The student is able to explain how internal membranes and organelles contribute to cell functions. [SP 6.2] 2.15 The student can justify a claim made about the effect(s) on a biological system at the molecular, physiological or organismal level when given a scenario in which one or more components within a negative regulatory system is altered. [SP 6.1] 2.16 The student is able to connect how organisms use negative feedback to maintain their internal environments. [SP 7.2] 2.17 The student is able to evaluate data that show the effect(s) of changes in concentrations of key molecules on negative feedback mechanisms. [SP 5.3] 2.18 The student can make predictions about how organisms use negative feedback mechanisms to maintain their internal environments. [SP 6.4] 2.19 The student is able to make predictions about how positive feedback mechanisms amplify activities and processes in organisms based on scientific theories and models. [SP 6.4] 2.20 The student is able to justify that positive feedback mechanisms amplify responses in organisms. [SP 6.1] 2.21 The student is able to justify the selection of the kind of data needed to answer scientific questions about the relevant mechanism that organisms use to respond to changes in their external environment. [SP 4.1] 2.22 The student is able to refine scientific models and questions about the effect of complex biotic and abiotic interactions on all biological systems, from cells and organisms to populations, communities and ecosystems. [SP 1.3, 3.2] 2.23 The student is able to design a plan for collecting data to show that all biological systems (cells, organisms, populations, communities and ecosystems) are affected by complex biotic and abiotic interactions. [SP 4.2, 7.2] 2.24 The student is able to analyze data to identify possible patterns and relationships between a biotic or abiotic factor and a biological system (cells, organisms, populations, communities or ecosystems). [SP 5.1] 2.28 The student is able to use representations or models to analyze quantitatively and qualitatively the effects of disruptions to dynamic homeostasis in biological systems. [SP 1.4] 2.29 The student can create representations and models to describe immune responses. [SP 1.1, 1.2] 2.30 The student can create representations or models to describe nonspecific immune defenses in plants and animals.[sp 1.1, 1.2] Page 12 of 29

13 Unit Chapter Name Big 3 2.E Many biological processes involved in growth, reproduction and dynamic homeostasis include temporal regulation and coordination. 3.B Expression of genetic information involves cellular and molecular mechanisms. 3.D Cells communicate by generating, transmitting and receiving chemical signals. 3.E Transmission of information results in changes within and between biological systems. 2.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 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 3.D.1 Cell communication processes share common features that reflect a shared evolutionary history 3.D.2 Cell communicate with each other through direct contact with other cells or from a distance via chemical signaling 3.D.3 Signal transduction pathways link signal reception with cellular response 3.D.4 Changes in signal transduction pathways can alter cellular response 3.E.2 Animals have nervous systems that detect external and internal signals, transmit and integrate information, and produce responses 2.31 The student can connect concepts in and across domains to show that timing and coordination of specific events are necessary for normal development in an organism and that these events are regulated by multiple mechanisms. [SP 7.2] 2.32 The student is able to use a graph or diagram to analyze situations or solve problems (quantitatively or qualitatively) that involve timing and coordination of events necessary for normal development in an organism. [SP 1.4] 2.33 The student is able to justify scientific claims with scientific evidence to show that timing and coordination of several events are necessary for normal development in an organism and that these events are regulated by multiple mechanisms. [SP 6.1] 2.34 The student is able to describe the role of programmed cell death in development and differentiation, the reuse of molecules, and the maintenance of dynamic homeostasis. [SP 7.1] 2.35 The student is able to design a plan for collecting data to support the scientific claim that the timing and coordination of physiological events involve regulation. [SP 4.2] 2.36 The student is able to justify scientific claims with evidence to show how timing and coordination of physiological events involve regulation. [SP 6.1] 2.37 The student is able to connect concepts that describe mechanisms that regulate the timing and coordination of physiological events. [SP 7.2] 3.20 The student is able to explain how the regulation of gene expression is essential for the processes and structures that support efficient cell function. [SP 6.2] 3.21 The student can use representations to describe how gene regulation influences cell products and function. [ SP 1.4] 3.22 The student is able to explain how signal pathways mediate gene expression, including how this process can affect protein production. [SP 6.2] 3.23 The student can use representations to describe mechanisms of the regulation of gene expression. [SP 1.4] 3.31 The student is able to describe basic chemical processes for cell communication shared across evolutionary lines of descent. [SP 7.2] 3.32 The student is able to generate scientific questions involving cell communication as it relates to the process of evolution. [SP 3.1] 3.33 The student is able to use representation(s) and appropriate models to describe features of a cell signaling pathway. [SP 1.4] 3.34 The student is able to construct explanations of cell communication through cell-to-cell direct contact or through chemical signaling. [SP 6.2] 3.35 The student is able to create representation(s) that depict how cell-to-cell communication occurs by direct contact or from a distance through chemical signaling. [SP 1.1] 3.36 The student is able to describe a model that expresses the key elements of signal transduction pathways by which a signal is converted to a cellular response. [SP 1.5] 3.37 The student is able to justify claims based on scientific evidence that changes in signal transduction pathways can alter cellular response. [SP 6.1] 3.38 The student is able to describe a model that expresses key elements to show how change in signal transduction can alter cellular response. [SP 1.5] 3.39 The student is able to construct an explanation of how certain drugs affect signal reception and, consequently, signal transduction pathways. [SP 6.2] 3.43 The student is able to construct an explanation, based on scientific theories and models, about how nervous systems detect external and internal signals, transmit and integrate information, and produce responses. [SP 6.2, 7.1] 3.44 The student is able to describe how nervous systems detect external & internal signals. [SP 1.2] 3.45 The student is able to describe how nervous systems transmit information. [SP 1.2] 3.46 The student is able to describe how the vertebrate brain integrates information to produce a response. [SP 1.2] 3.47 The student is able to create a visual representation of complex nervous systems to describe/explain how these systems detect external and internal signals, transmit and integrate information, and produce responses. [SP 1.1] 3.48 The student is able to create a visual representation to describe how nervous systems detect external and internal signals. [SP 1.1] 3.49 The student is able to create a visual representation to describe how nervous systems transmit information. [SP 1.1] Page 13 of 29

14 Cell Cycle & Heredity Unit Chapter Name Big Cell Cycle Molecular Basis of Inheritance Meiosis Mendelian Genetics 4 Chromosomal Basis of Inheritance A Interactions within biological systems lead to complex properties. 4.C Naturally occurring diversity among and between components within biological systems affects interactions with the environment. 1.A Change in the genetic makeup of a population over time is evolution. 1.B Organisms are linked by lines of descent from common ancestry. 2.A Growth, reproduction and maintenance of the organization of living systems require free energy and matter. 4.A.1 The subcomponents of biological molecules and their sequence determine the properties of that molecule. 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 4.C.1 Variation in molecular units provides cells with a wider range of functions. 1.A.1 Natural selection is a major mechanism of evolution 1.A.4 Biological evolution is supported by scientific evidence from many disciplines, including mathematics 1.B.1 Organisms share many conserved core processes and features that evolved and are widely distributed among organisms today 2.A.1 All living systems require constant input of free energy The student is able to create a visual representation to describe how the vertebrate brain integrates information to produce a response. [SP 1.1] 4.1 The student is able to explain the connection between the sequence and the subcomponents of a biological polymer and its properties. [ SP 7.1] 4.2 The student is able to refine representations and models to explain how the subcomponents of a biological polymer and their sequence determine the properties of that polymer. [SP 1.3] 4.3 The student is able to use models to predict and justify that changes in the subcomponents of a biological polymer affect the functionality of the molecule. [SP 6.1, 6.4] 4.4 The student is able to make a prediction about the interactions of subcellular organelles. [SP 6.4] 4.5 The student is able to construct explanations based on scientific evidence as to how interactions of subcellular structures provide essential functions. [SP 6.2] 4.6 The student is able to use representations and models to analyze situations qualitatively to describe how interactions of subcellular structures, which possess specialized functions, provide essential functions. [SP 1.4] 4.7 The student is able to refine representations to illustrate how interactions between external stimuli and gene expression result in specialization of cells, tissues and organs. [SP 1.3] 4.8 The student is able to evaluate scientific questions concerning organisms that exhibit complex properties due to the interaction of their constituent parts. [SP 3.3] 4.9 The student is able to predict the effects of a change in a component(s) of a biological system on the functionality of an organism(s). [SP 6.4] 4.10 The student is able to refine representations and models to illustrate biocomplexity due to interactions of the constituent parts.[sp 1.3] 4.22 The student is able to construct explanations based on evidence of how variation in molecular units provides cells with a wider range of functions. [SP 6.2] 1.1 The student is able to convert a data set from a table of numbers that reflect a change in the genetic makeup of a population over time and to apply mathematical methods and conceptual understandings to investigate the cause(s) and effect(s) of this change. [SP 1.5, 2.2] 1.9 The student is able to evaluate evidence provided by data from many scientific disciplines that support biological evolution. [ SP 5.3] 1.10 The student is able to refine evidence based on data from many scientific disciplines that support biological evolution. [SP 5.2] 1.11 The student is able to design a plan to answer scientific questions regarding how organisms have changed over time using information from morphology, biochemistry and geology. [SP 4.2] 1.12 The student is able to connect scientific evidence from many scientific disciplines to support the modern concept of evolution. [SP 7.1] 1.13 The student is able to construct and/or justify mathematical models, diagrams or simulations that represent processes of biological evolution. [SP 1.1, 2.1] 1.14 The student is able to pose scientific questions that correctly identify essential properties of shared, core life processes that provide insights into the history of life on Earth. [SP 3.1] 1.15 The student is able to describe specific examples of conserved core biological processes and features shared by all domains or within one domain of life, and how these shared, conserved core processes and features support the concept of common ancestry for all organisms. [SP 7.2] 1.16 The student is able to justify the scientific claim that organisms share many conserved core processes and features that evolved and are widely distributed among organisms today. [SP 6.1] 2.1 The student is able to explain how biological systems use free energy based on empirical data that all organisms require constant energy input to maintain organization, to grow and to reproduce. [SP 6.2] 2.2 The student is able to justify a scientific claim that free energy is required for living systems to maintain organization, to grow or to reproduce, but that multiple strategies exist in different living systems. [SP 6.1] 2.3 The student is able to predict how changes in free energy availability affect organisms, populations and ecosystems. [SP 6.4] Page 14 of 29

15 Unit Chapter Name Big 3 2.E Many biological processes involved in growth, reproduction and dynamic homeostasis include temporal regulation and coordination. 3.A Heritable information provides for continuity of life. 3.B Expression of genetic information involves cellular and molecular mechanisms. 3.C The processing of genetic information is imperfect and is a source of genetic variation. 2.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. 3.A.1 DNA, and in some cases RNA, is the primary source of heritable information 3.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 3.A.4 The inheritance pattern of many traits cannot by explained by simple Mendelian genetics 3.B.2 A variety of intercellular and intracellular signal transmissions mediate gene expression. 3.C.1 Biological systems have multiple processes that increase genetic variation 3.C.2 Biological systems have multiple processes that increase genetic variation Page 15 of The student can connect concepts in and across domains to show that timing and coordination of specific events are necessary for normal development in an organism and that these events are regulated by multiple mechanisms. [SP 7.2] 2.32 The student is able to use a graph or diagram to analyze situations or solve problems (quantitatively or qualitatively) that involve timing and coordination of events necessary for normal development in an organism. [SP 1.4] 2.33 The student is able to justify scientific claims with scientific evidence to show that timing and coordination of several events are necessary for normal development in an organism and that these events are regulated by multiple mechanisms. [SP 6.1] 2.34 The student is able to describe the role of programmed cell death in development and differentiation, the reuse of molecules, and the maintenance of dynamic homeostasis. [SP 7.1] 3.1 The student is able to construct scientific explanations that use the structures and mechanisms of DNA and RNA to support the claim that DNA and, in some cases, that RNA are the primary sources of heritable information. [SP 6.5] 3.2 The student is able to justify the selection of data from historical investigations that support the claim that DNA is the source of heritable information. [SP 4.1] 3.3 The student is able to describe representations & models that illustrate how genetic information is copied for transmission between generations. [SP 1.2] 3.4 The student is able to describe representations and models illustrating how genetic information is translated into polypeptides. [SP The student can justify the claim that humans can manipulate heritable information by identifying at least two commonly used technologies. [SP 6.4] 3.6 The student can predict how a change in a specific DNA or RNA sequence can result in changes in gene expression. [SP 6.4] 3.7 Student can make predictions about natural phenomena occurring during the cell cycle. [SP 6.4] 3.8 The student can describe the events that occur in the cell cycle. [SP 1.2] 3.9 The student is able to construct an explanation, using visual representations or narratives, as to how DNA in chromosomes is transmitted to the next generation via mitosis, or meiosis followed by fertilization. [SP 6.2] 3.10 The student is able to represent the connection between meiosis and increased genetic diversity necessary for evolution. [SP 7.1] 3.11 The student is able to evaluate evidence provided by data sets to support the claim that heritable information is passed from one generation to another generation through mitosis, or meiosis followed by fertilization. [SP 5.3] 3.12 The student is able to construct a representation that connects the process of meiosis to the passage of traits from parent to offspring. [SP 1.1, 7.2] 3.13 The student is able to pose questions about ethical, social or medical issues surrounding human genetic disorders. [SP 3.1] 3.14 The student is able to apply mathematical routines to determine Mendelian patterns of inheritance provided by data sets. [SP 2.2] 3.15 Student is able to explain deviations from Mendel s model of the inheritance of traits. [SP 6.5] 3.16 The student is able to explain how the inheritance patterns of many traits cannot be accounted for by Mendelian genetics. [SP 6.3] 3.17 The student is able to describe representations of an appropriate example of inheritance patterns that cannot be explained by Mendel s model of the inheritance of traits. [SP 1.2] 3.22 The student is able to explain how signal pathways mediate gene expression, including how this process can affect protein production. [SP 6.2] 3.23 The student can use representations to describe mechanisms of the regulation of gene expression. [SP 1.4] 3.24 The student is able to predict how a change in genotype, when expressed as a phenotype, provides a variation that can be subject to natural selection. [SP 6.4, 7.2] 3.25 The student can create a visual representation to illustrate how changes in a DNA nucleotide sequence can result in a change in the polypeptide produced. [SP 1.1] 3.26 The student is able to explain the connection between genetic variations in organisms and phenotypic variations in populations. [SP 7.2] 3.27 The student is able to compare and contrast processes by which genetic variation is produced and maintained in organisms from multiple domains. [SP 7.2] 3.28 The student is able to construct an explanation of the multiple processes that increase variation within a population. [SP 6.2]

16 Evolution Unit Chapter Name Big History of Evolutionary Thought Population Genetics Speciation History of Life Phylogenetics A Interactions within biological systems lead to complex properties. 4.C Naturally occurring diversity among and between components within biological systems affects interactions with the environment. 1.A Change in the genetic makeup of a population over time is evolution. 1.B Organisms are linked by lines of descent from common ancestry. 4.A.1 The subcomponents of biological molecules and their sequence determine the properties of that molecule. 4.A.3 Interactions between external stimuli & regulated gene expression result in specialization of cells, tissues & organs. 4.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 1.A.1 Natural selection is a major mechanism of evolution 1.A.2 Natural selection acts on phenotypic variations in populations 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 1.B.1 Organisms share many conserved core processes and features that evolved and are widely distributed among organisms today 1.B.2 Phylogenetic trees and cladograms are graphical representations (models) of evolutionary history that can be tested 4.3 The student is able to use models to predict and justify that changes in the subcomponents of a biological polymer affect the functionality of the molecule. [SP 6.1, 6.4] 4.7 The student is able to refine representations to illustrate how interactions between external stimuli and gene expression result in specialization of cells, tissues and organs. [SP 1.3] 4.22 The student is able to construct explanations based on evidence of how variation in molecular units provides cells with a wider range of functions. [SP 6.2] 4.23 The student is able to construct explanations of the influence of environmental factors on the phenotype of an organism. [SP 6.2] 4.24 The student is able to predict the effects of a change in an environmental factor on the genotypic expression of the phenotype. [SP 6.4] 1.1 The student is able to convert a data set from a table of numbers that reflect a change in the genetic makeup of a population over time and to apply mathematical methods and conceptual understandings to investigate the cause(s) and effect(s) of this change. [SP 1.5, 2.2] 1.2 The student is able to evaluate evidence provided by data to qualitatively and quantitatively investigate the role of natural selection in evolution. [SP 2.2, 5.3] 1.3 The student is able to apply mathematical methods to data from a real or simulated population to predict what will happen to the population in the future. [SP 2.2] 1.4 The student is able to evaluate data-based evidence that describes evolutionary changes in the genetic makeup of a population over time. [SP 5.3] 1.5 The student is able to connect evolutionary changes in a population over time to a change in the environment. [SP 7.1] 1.6 The student is able to use data from mathematical models based on the Hardy- Weinberg equilibrium to analyze genetic drift and effects of selection in the evolution of specific populations. [SP 1.4, 2.1] 1.7 The student is able to justify data from mathematical models based on the Hardy-Weinberg equilibrium to analyze genetic drift and the effects of selection in the evolution of specific populations. [SP 2.1] 1.8 The student is able to make predictions about the effects of genetic drift, migration and artificial selection on the genetic makeup of a population. [SP 6.4] 1.9 The student is able to evaluate evidence provided by data from many scientific disciplines that support biological evolution. [ SP 5.3] 1.10 The student is able to refine evidence based on data from many scientific disciplines that support biological evolution. [SP 5.2] 1.11 The student is able to design a plan to answer scientific questions regarding how organisms have changed over time using information from morphology, biochemistry and geology. [SP 4.2] 1.12 The student is able to connect scientific evidence from many scientific disciplines to support the modern concept of evolution. [SP 7.1] 1.13 The student is able to construct and/or justify mathematical models, diagrams or simulations that represent processes of biological evolution. [SP 1.1, 2.1] 1.14 The student is able to pose scientific questions that correctly identify essential properties of shared, core life processes that provide insights into the history of life on Earth. [SP 3.1] 1.15 The student is able to describe specific examples of conserved core biological processes and features shared by all domains or within one domain of life, and how these shared, conserved core processes and features support the concept of common ancestry for all organisms. [SP 7.2] 1.16 The student is able to justify the scientific claim that organisms share many conserved core processes and features that evolved and are widely distributed among organisms today. [SP 6.1] 1.17 The student is able to pose scientific questions about a group of organisms whose relatedness is described by a phylogenetic tree or cladogram in order to (1) identify shared characteristics, (2) make inferences about the evolutionary history of the group, and (3) identify character data that could extend or improve the phylogenetic tree. [SP 3.1] 1.18 The student is able to evaluate evidence provided by a data set in conjunction with a phylogenetic tree or a simple cladogram to determine evolutionary history and speciation. [SP 5.3] Page 16 of 29

17 Unit Chapter Name Big C Life continues to evolve within a changing environment. 1.D The origin of living systems is explained by natural processes. 2.A Growth, reproduction and maintenance of the organization of living systems require free energy and matter. 2.D Growth and dynamic homeostasis of a biological system are influenced by changes in the system s environment. 3.C The processing of genetic information is imperfect and is a source of genetic variation. 3.D Cells communicate by generating, transmitting and receiving chemical signals. 4.A Interactions within biological systems lead to complex properties. 4.B Competition and cooperation are important aspects of biological systems. 1.C.1 Speciation and extinction have occurred throughout the Earth's history 1.C.2 Speciation may occur when two populations become reproductively isolated 1.C.3 Populations of organisms continue to evolve 1.D.1 There are several hypotheses about the natural origin of life on Earth, each with supporting evidence 1.D.2 Scientific evidence from many different disciplines supports models of the origin of life 2.A.1 All living systems require constant input of free energy. 2.D.2 Homeostatic mechanisms reflect both common ancestry and divergence due to adaptation in different environments. 3.C.1 Biological systems have multiple processes that increase genetic variation 3.C.2 Biological systems have multiple processes that increase genetic variation. 3.D.1 Cell communication processes share common features that reflect a shared evolutionary history. 4.A.1 The subcomponents of biological molecules and their sequence determine the properties of that molecule. 4.B.3 Interaction between and within populations influence patterns of species distribution and abundance Learning objective 1.19 The student is able create a phylogenetic tree or simple cladogram that correctly represents evolutionary history and speciation from a provided data set. [SP 1.1] 1.20 The student is able to analyze data related to questions of speciation and extinction throughout the Earth s history. [SP 5.1] 1.21 The student is able to design a plan for collecting data to investigate the scientific claim that speciation and extinction have occurred throughout the Earth s history. [SP 4.2] 1.22 The student is able to use data from a real or simulated population(s), based on graphs or models of types of selection, to predict what will happen to the population in the future. [SP 6.4] 1.23 The student is able to justify the selection of data that address questions related to reproductive isolation and speciation. [ SP 4.1] 1.24 The student is able to describe speciation in an isolated population and connect it to change in gene frequency, change in environment, natural selection and/or genetic drift. [SP 7.2] 1.25 The student is able to describe a model that represents evolution within a population. [SP 1.2] 1.26 The student is able to evaluate given data sets that illustrate evolution as an ongoing process. [SP 5.3] 1.27 The student is able to describe a scientific hypothesis about the origin of life on Earth. [SP 1.2] 1.28 The student is able to evaluate scientific questions based on hypotheses about the origin of life on Earth. [SP 3.3] 1.29 The student is able to describe the reasons for revisions of scientific hypotheses of the origin of life on Earth. [SP 6.3] 1.30 The student is able to evaluate scientific hypotheses about the origin of life on Earth. [SP 6.5] 1.31 The student is able to evaluate the accuracy and legitimacy of data to answer scientific questions about the origin of life on Earth. [SP 4.4] 1.32 The student is able to justify the selection of geological, physical, and chemical data that reveal early Earth conditions. [SP 4.1] 2.3 The student is able to predict how changes in free energy availability affect organisms, populations and ecosystems. [SP 6.4] 2.25 The student can construct explanations based on scientific evidence that homeostatic mechanisms reflect continuity due to common ancestry and/or divergence due to adaptation in different environments. [SP 6.2] 2.26 The student is able to analyze data to identify phylogenetic patterns or relationships, showing that homeostatic mechanisms reflect both continuity due to common ancestry and change due to evolution in different environments. [SP 5.1] 2.27 The student is able to connect differences in the environment with the evolution of homeostatic mechanisms. [SP 7.1] 3.24 The student is able to predict how a change in genotype, when expressed as a phenotype, provides a variation that can be subject to natural selection. [SP 6.4, 7.2] 3.26 The student is able to explain the connection between genetic variations in organisms and phenotypic variations in populations. [SP 7.2] 3.28 The student is able to construct an explanation of the multiple processes that increase variation within a population. [SP 6.2] 3.31 The student is able to describe basic chemical processes for cell communication shared across evolutionary lines of descent. [SP 7.2] 3.32 The student is able to generate scientific questions involving cell communication as it relates to the process of evolution. [SP 3.1] 4.3 The student is able to use models to predict and justify that changes in the subcomponents of a biological polymer affect the functionality of the molecule. [SP 6.1, 6.4] 4.19 The student is able to use data analysis to refine observations and measurements regarding the effect of population interactions on patterns of species distribution and abundance. [SP 5.2] 4.21 The student is able to predict consequences of human actions on both local and global ecosystems. [SP 6.4] Page 17 of 29

18 Molecular Biology Unit Chapter Name Big Protein Synthesis Regulation of Gene Expression Viruses Biotechnology Genes, Development and Evolution C Naturally occurring diversity among and between components within biological systems affects interactions with the environment. 1.A Change in the genetic makeup of a population over time is evolution. 1.B Organisms are linked by lines of descent from common ancestry. 2.C Organisms use feedback mechanisms to regulate growth and reproduction, and to maintain dynamic homeostasis. 2.E Many biological processes involved in growth, reproduction and dynamic homeostasis include temporal regulation and coordination. 3.A Heritable information provides for continuity of life. 4.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 1.A.4 Biological evolution is supported by scientific evidence from many disciplines, including mathematics 1.B.1 Organisms share many conserved core processes and features that evolved and are widely distributed among organisms today 2.C.1 Organisms use feedback mechanisms to maintain their internal environments and respond to external environmental changes. 2.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 3.A.1 DNA, and in some cases RNA, is the primary source of heritable information 4.26 The student is able to use theories and models to make scientific claims and/or predictions about the effects of variation within populations on survival and fitness. [SP 6.4] 4.27 The student is able to make scientific claims and predictions about how species diversity within an ecosystem influences ecosystem stability. [SP 6.4] 1.9 The student is able to evaluate evidence provided by data from many scientific disciplines that support biological evolution. [ SP 5.3] 1.10 The student is able to refine evidence based on data from many scientific disciplines that support biological evolution. [SP 5.2] 1.11 The student is able to design a plan to answer scientific questions regarding how organisms have changed over time using information from morphology, biochemistry and geology. [SP 4.2] 1.12 The student is able to connect scientific evidence from many scientific disciplines to support the modern concept of evolution. [SP 7.1] 1.13 The student is able to construct and/or justify mathematical models, diagrams or simulations that represent processes of biological evolution. [SP 1.1, 2.1] 1.14 The student is able to pose scientific questions that correctly identify essential properties of shared, core life processes that provide insights into the history of life on Earth. [SP 3.1] 1.15 The student is able to describe specific examples of conserved core biological processes and features shared by all domains or within one domain of life, and how these shared, conserved core processes and features support the concept of common ancestry for all organisms. [SP 7.2] 1.16 The student is able to justify the scientific claim that organisms share many conserved core processes and features that evolved and are widely distributed among organisms today. [SP 6.1] 2.15 The student can justify a claim made about the effect(s) on a biological system at the molecular, physiological or organismal level when given a scenario in which one or more components within a negative regulatory system is altered. [SP 6.1] 2.16 The student is able to connect how organisms use negative feedback to maintain their internal environments. [SP 7.2] 2.17 The student is able to evaluate data that show the effect(s) of changes in concentrations of key molecules on negative feedback mechanisms. [SP 5.3] 2.18 The student can make predictions about how organisms use negative feedback mechanisms to maintain their internal environments. [SP 6.4] 2.19 The student is able to make predictions about how positive feedback mechanisms amplify activities and processes in organisms based on scientific theories and models. [SP 6.4] 2.20 The student is able to justify that positive feedback mechanisms amplify responses in organisms. [SP 6.1] 2.31 The student can connect concepts in and across domains to show that timing and coordination of specific events are necessary for normal development in an organism and that these events are regulated by multiple mechanisms. [SP 7.2] 2.32 The student is able to use a graph or diagram to analyze situations or solve problems (quantitatively or qualitatively) that involve timing and coordination of events necessary for normal development in an organism. [SP 1.4] 2.33 The student is able to justify scientific claims with scientific evidence to show that timing and coordination of several events are necessary for normal development in an organism and that these events are regulated by multiple mechanisms. [SP 6.1] 2.34 The student is able to describe the role of programmed cell death in development and differentiation, the reuse of molecules, and the maintenance of dynamic homeostasis. [SP 7.1] 3.1 The student is able to construct scientific explanations that use the structures and mechanisms of DNA and RNA to support the claim that DNA and, in some cases, that RNA are the primary sources of heritable information. [SP 6.5] 3.2 The student is able to justify the selection of data from historical investigations that support the claim that DNA is the source of heritable information. [SP 4.1] 3.3 The student is able to describe representations and models that illustrate how genetic information is copied for transmission between generations. [SP 1.2] 3.4 The student is able to describe representations and models illustrating how genetic information is translated into polypeptides. [SP 1.2 Page 18 of 29

19 Ecology Unit Chapter Name Big 3.5 The student can justify the claim that humans can manipulate heritable information by identifying at least two commonly used technologies. [SP 6.4] 3.6 The student can predict how a change in a specific DNA or RNA sequence can result in changes in gene expression. [SP 6.4] Intro to Ecology Population Ecology Community Ecology Ecosystems 4 Conservation Biology Animal Behavior 1 3.B Expression of genetic information involves cellular and molecular mechanisms. 3.C The processing of genetic information is imperfect and is a source of genetic variation. 4.A Interactions within biological systems lead to complex properties. 4.C Naturally occurring diversity among and between components within biological systems affects interactions with the environment. 1.A Change in the genetic makeup of a population over time is evolution. 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 3.C.3 Viral replication results in genetic variation, and viral infection can introduce genetic variation into the hosts 4.A.1 The subcomponents of biological molecules and their sequence determine the properties of that molecule. 4.A.3 Interactions between external stimuli and regulated gene expression result in specializations of cells, tissues and organs 4.C.1 Variations 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 1.A.1 Natural selection is a major mechanism of evolution 1.A.2 Natural selection acts on phenotypic variations in populations 1.A.4 Biological evolution is supported by scientific evidence from many disciplines, including mathematics 3.18 The student is able to describe the connection between the regulation of gene expression and observed differences between different kinds of organisms. [SP 7.1] 3.19 The student is able to describe the connection between the regulation of gene expression and observed differences between individuals in a population. [SP 7.1] 3.20 The student is able to explain how the regulation of gene expression is essential for the processes and structures that support efficient cell function. [SP 6.2] 3.21 The student can use representations to describe how gene regulation influences cell products and function. [ SP 1.4] 3.22 The student is able to explain how signal pathways mediate gene expression, including how this process can affect protein production. [SP 6.2] 3.23 The student can use representations to describe mechanisms of the regulation of gene expression. [SP 1.4] 3.29 The student is able to construct an explanation of how viruses introduce genetic variation in host organisms. [SP 6.2] 3.30 The student is able to use representations and appropriate models to describe how viral replication introduces genetic variation in the viral population. [SP 1.4] 4.1 The student is able to explain the connection between the sequence and the subcomponents of a biological polymer and its properties. [ SP 7.1] 4.2 The student is able to refine representations and models to explain how the subcomponents of a biological polymer and their sequence determine the properties of that polymer. [SP 1.3] 4.3 The student is able to use models to predict and justify that changes in the subcomponents of a biological polymer affect the functionality of the molecule. [SP 6.1, 6.4] 4.7 The student is able to refine representations to illustrate how interactions between external stimuli and gene expression result in specialization of cells, tissues and organs. [SP 1.3] 4.22 The student is able to construct explanations based on evidence of how variation in molecular units provides cells with a wider range of functions. [SP 6.2] 4.23 The student is able to construct explanations of the influence of environmental factors on the phenotype of an organism. [SP 6.2] 4.24 The student is able to predict the effects of a change in an environmental factor on the genotypic expression of the phenotype. [SP 6.4] 1.1 The student is able to convert a data set from a table of numbers that reflect a change in the genetic makeup of a population over time and to apply mathematical methods and conceptual understandings to investigate the cause(s) and effect(s) of this change. [SP 1.5, 2.2] 1.2 The student is able to evaluate evidence provided by data to qualitatively and quantitatively investigate the role of natural selection in evolution. [SP 2.2, 5.3] 1.3 The student is able to apply mathematical methods to data from a real or simulated population to predict what will happen to the population in the future. [SP 2.2] 1.4 The student is able to evaluate data-based evidence that describes evolutionary changes in the genetic makeup of a population over time. [SP 5.3] 1.5 The student is able to connect evolutionary changes in a population over time to a change in the environment. [SP 7.1] 1.9 The student is able to evaluate evidence provided by data from many scientific disciplines that support biological evolution. [ SP 5.3] 1.10 The student is able to refine evidence based on data from many scientific disciplines that support biological evolution. [SP 5.2] 1.11 The student is able to design a plan to answer scientific questions regarding how organisms have changed over time using information from morphology, biochemistry and geology. [SP 4.2] 1.12 The student is able to connect scientific evidence from many scientific disciplines to support the modern concept of evolution. [SP 7.1] Page 19 of 29

20 Unit Chapter Name Big C Life continues to evolve within a changing environment. 2.A Growth, reproduction and maintenance of the organization of living systems require free energy and matter. 2.C Organisms use feedback mechanisms to regulate growth and reproduction, and to maintain dynamic homeostasis. 2.D Growth and dynamic homeostasis of a biological system are influenced by changes in the system s environment. 2.E Many biological processes involved in growth, reproduction and dynamic homeostasis include temporal regulation and coordination. 3.E Transmission of information results in changes within and between biological systems. 4.A Interactions within biological systems lead to complex properties. 1.C.1 Speciation and extinction have occurred throughout the Earth's history 2.A.1 All living systems require constant input of free energy 2.A.3 Organisms must exchange matter with the environment to grow, reproduce and maintain organization. 2.C.2 Organisms respond to changes in their external environments. 2.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 2.D.3 Biological systems are affected by disruptions to their dynamic homeostasis 2.E.3 Timing and coordination of behavior are regulated by various mechanisms and are important in natural selection 3.E.1 Individuals can act on information and communicate it to others 4.A.5 Communities are composed of populations of organisms that interact in complex ways 4.A.6 Interactions among living systems and with their environment result in the movement of matter and energy Page 20 of The student is able to construct and/or justify mathematical models, diagrams or simulations that represent processes of biological evolution. [SP 1.1, 2.1] 1.20 The student is able to analyze data related to questions of speciation and extinction throughout the Earth s history. [SP 5.1] 1.21 The student is able to design a plan for collecting data to investigate the scientific claim that speciation and extinction have occurred throughout the Earth s history. [SP 4.2] 2.1 The student is able to explain how biological systems use free energy based on empirical data that all organisms require constant energy input to maintain organization, to grow and to reproduce. [SP 6.2] 2.2 The student is able to justify a scientific claim that free energy is required for living systems to maintain organization, to grow or to reproduce, but that multiple strategies exist in different living systems. [SP 6.1] 2.3 The student is able to predict how changes in free energy availability affect organisms, populations and ecosystems. [SP 6.4] 2.8 The student is able to justify the selection of data regarding the types of molecules that an animal, plant or bacterium will take up as necessary building blocks and excrete as waste products. [SP 4.1] 2.9 The student is able to represent graphically or model quantitatively the exchange of molecules between an organism and its environment, and the subsequent use of these molecules to build new molecules that facilitate dynamic homeostasis, growth and reproduction. [SP 1.1, 1.4] 2.21 The student is able to justify the selection of the kind of data needed to answer scientific questions about the relevant mechanism that organisms use to respond to changes in their external environment. [SP 4.1] 2.22 The student is able to refine scientific models and questions about the effect of complex biotic and abiotic interactions on all biological systems, from cells and organisms to populations, communities and ecosystems. [SP 1.3, 3.2] 2.23 The student is able to design a plan for collecting data to show that all biological systems (cells, organisms, populations, communities and ecosystems) are affected by complex biotic and abiotic interactions. [SP 4.2, 7.2] 2.24 The student is able to analyze data to identify possible patterns and relationships between a biotic or abiotic factor and a biological system (cells, organisms, populations, communities or ecosystems). [SP 5.1] 2.28 The student is able to use representations or models to analyze quantitatively and qualitatively the effects of disruptions to dynamic homeostasis in biological systems. [SP 1.4] 2.38 The student is able to analyze data to support the claim that responses to information and communication of information affect natural selection. [SP 5.1] 2.39 The student is able to justify scientific claims, using evidence, to describe how timing and coordination of behavioral events in organisms are regulated by several mechanisms. [SP 6.1] 2.40 The student is able to connect concepts in and across domain(s) to predict how environmental factors affect responses to information and change behavior. [SP 7.2] 3.40 The student is able to analyze data that indicate how organisms exchange information in response to internal changes and external cues, and which can change behavior. [SP 5.1] 3.41 Student is able to create representation that describes how organisms exchange information in response to internal changes & external cues, & which can result in changes in behavior. [ SP 1.1] 3.42 The student is able to describe how organisms exchange information in response to internal changes or environmental cues. [SP 7.1] 4.11 The student is able to justify the selection of the kind of data needed to answer scientific questions about the interaction of populations within communities. [SP 1.4, 4.1] 4.12 The student is able to apply mathematical routines to quantities that describe communities composed of populations of organisms that interact in complex ways. [SP 2.2] 4.13 The student is able to predict the effects of a change in the community s populations on the community. [SP 6.4] 4.14 The student is able to apply mathematical routines to quantities that describe interactions among living systems & their environment, which result in the movement of matter& energy. [SP 2.2] 4.15 The student is able to use visual representations to analyze situations or solve problems qualitatively to illustrate how interactions among living systems and with their environment result in the movement of matter and energy. [SP 1.4]

21 Unit Chapter Name Big 4.B Competition and cooperation are important aspects of biological systems. 4.C Naturally occurring diversity among and between components within biological systems affects interactions with the environment. 4.B.3 Interactions between and within populations influence patterns of species distribution and abundance 4.B.4 Distribution of local and global ecosystems change over time 4.C.2 Environmental factors influence the expression of the genotype in an organism 4.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 4.16 The student is able to predict the effects of a change of matter or energy availability on communities.[sp 6.4] 4.19 The student is able to use data analysis to refine observations and measurements regarding the effect of population interactions on patterns of species distribution and abundance. [SP 5.2] 4.20 The student is able to explain how the distribution of ecosystems changes over time by identifying large-scale events that have resulted in these changes in the past. [SP 6.3] 4.21 The student is able to predict consequences of human actions on both local and global ecosystems. [SP 6.4] 4.23 The student is able to construct explanations of the influence of environmental factors on the phenotype of an organism. [SP 6.2] 4.24 The student is able to predict the effects of a change in an environmental factor on the genotypic expression of the phenotype. [SP 6.4] 4.25 The student is able to use evidence to justify a claim that a variety of phenotypic responses to a single environmental factor can result from different genotypes within the population. [SP 6.1] 4.26 The student is able to use theories and models to make scientific claims and/or predictions about the effects of variation within populations on survival and fitness. [SP 6.4] 4.27 The student is able to make scientific claims and predictions about how species diversity within an ecosystem influences ecosystem stability. [SP 6.4] Page 21 of 29

22 MAJOR LABORATORY INVESTIGATIONS AND LEARNING ACTIVITIES This table includes the major lab investigations and learning activities conducted during class time. Labs and/or activities that are conducted at least in part as inquiry are noted with an *. There are many other activities and minor lab exercises that students will conduct that will allow them to further reinforce the concepts of this course. Many of the minor projects will address the social, ethical and technical aspects of biology so that they may become more scientifically literate citizens. Unit 1 Investigation/ Activity Science Practice Addressed Big (s) Learning Objective Addressed Description Skills in Biology 1, 2, 3, 4, 5, 6, 7 This activity allows students to practice skills related to data analysis and presentation. Students will practice making data tables, graphing, calculating various statistics (i.e. mean, median, mode, range, standard deviation, standard error of the mean, t-tests and chi-squared tests) and drawing conclusions. Nature of Science 1, 3, 6, 7 1, 2, 3, 4 1.9, 1.31, 1.32, 2.22, 2.28, Students will choose a scientific theory related to biology and conduct research the evidence that Theory Project 4.20, 4.21 exists to support the theory. In the process of investigation, students will examine the social, ethical *Brine shrimp Lab *WFP Carbohydrate Activity Lipid Activity and technical aspects of the theory. 2, 3, 4, 5, 6, 7 2, 4 Students will design experiments to test how a variable of their choosing affects the hatch rate of Brine Shrimp and an Artificial selection lab using WFP. Final product of this investigation will be a formal lab report. 1, 3, 6, 7 1, 2, 3, 4 1.9, 1.10, 1.11, 1.12, 1.14, 1.15, 1.16, 1.27, 1.28, 1.29, 1.30, 1.31, 1.32, 2.8, 2.9, 3.1, 3.2, 4.1, 4.2, 4.3, 4.17, 4.22 Students will investigate the properties of carbohydrates, lipids and proteins by building models and investigating how molecules interact. 2 3 Protein Activity DNA Extraction Concept Maps Cell Analogies Project *Cell Size Lab Activity *Osmosis & Diffusion Lab Action Potential Simulation Action Potential Research Muscle Contraction Simulation 1, 3, 6, 7 1, 2, 3, 4 1.9, 1.12, 1.15, 1.16, 2.10, 2.13, 2.14, 3.34, 3.35, 4.4, 4.5, 4.6, 4.8, 4.9, 4.10, 4.18, , 2, 3, 4, 5, 6, , 2.7, 2.8, 2.9, 2.10, 2.11, 2.12, 2.13, 2.22, 2.23, 2.24, 2.25, , 2, 3, 4, 5, 6, , 2.7, 2.8, 2.9, 2.10, 2.11, 2.12, 2.13, 2.22, 2.23, 2.24, 2.25, , 3, 6, , 3.35, 3.43, 3.44, 3.45, 3.48, 3.49, , 3, 6, 7 2, , 2.28, 3.34, 3.35, 3.43, 3.44, 3.45, 3.48, 3.49, , 3, 6, , 3.35, 3.43, 3.44, 3.45, 3.48, 3.49, 3.50 *Enzyme Lab 1, 2, 3, 4, 5, 6, 7 1, 2, 4 1.9, 1.10, 1.11, 1.16, 2.1, 2.2, 2.3, 2.12, 2.21, 2.28, 4.2, 4.3, 4.17, 4.22 Students will investigate the properties of DNA as they extract DNA from their own cells Students will be placed in groups where they will construct concept maps of each of the biomolecules. Students will include monomers, functional groups, functions, connections between structure and function etc Students will prepare a poster with a hand drawn plant cell & animal cell in the middle. On the poster, students will identify analogies from their everyday lives that correlate to the structure &/or function of each cellular organelle. Students will also explain their analogies on the poster. Students investigate the relationships among cell surface area, volume and rate of diffusion. Students will design agar into a shape of their choosing that they think will maximize the rate of diffusion. Students will design experiments to measure the rate of osmosis in a model system; investigate osmosis in plant cells; design an experiment to measure water potential in plant cells; make predictions about molecular movement through cellular membranes; connect concepts of diffusion and osmosis to the structure and function of cells and to work collaboratively to analyze results. Final products of these investigations will be a formal lab report. Students will use manipulatives to simulate the process of an action potential. Students will conduct research on various abnormalities that can occur during an action potential and will present their findings to the class. Students will use manipulatives to simulate the process of a skeletal muscle contraction and how this process is controlled by the nervous system. Students will design experiments to determine how different variables affect the rate of enzyme catalyzed reactions. Students will determine which factors that affect enzyme activity could be biologically important in living organisms. Final product of this investigation will be group presentations. Page 22 of 29

23 Unit 4 5 Investigation/ Activity *Cellular Respiration Lab Science Practice Addressed Big (s) Learning Objective Addressed 1, 2, 3, 4, 5, 6, 7 1, 2, 4 1.9, 1.10, 1.11, 1.16, 2.1, 2.2, 2.3, 2.4, 2.5, 2.12, 2.13, 2.21, 2.25, 2.28, 4.6, 4.8, 4.9, 4.10, 4.17, 4.18 *Photosynthesis Lab 1, 2, 3, 4, 5, 6, 7 1, 2, 4 1.9, 1.10, 1.11, 1.16, 2.1, 2.2, 2.3, 2.4, 2.5, 2.12, 2.13, 2.21, 2.25, 2.28, 4.6, 4.8, 4.9, 4.10, 4.17, 4.18 Cellular Respiration Simulation Photosynthesis Simulation Carbon Cycle Activity 1, 3, 6, 7 1, 2, , 1.16, 2.1, 2.2, 2.3, 2.4, 4.20, , 3, 6, 7 1, 2, , 1.16, 2.1, 2.2, 2.3, 2.4, 4.20, , 2, , 1.16, 2.1, 2.2, 2.3, 2.4, 4.20, 4.21 *Transpiration Lab 1, 2, 3, 4, 5, 6, 7 1, 2, , 1.16, 2.2, 2.3, 2.4, 2.5, 2.12, 2.21, 2.25, 2.26, 2.27, 2.28, 4.8, 4.9, 4.10, 4.18,4.22 Cell Signaling Project Anatomy of the Human Brain Embryo Clay Modeling Endocrine System Simulation 3, 4, 5, 6, 7 1, 2, 3, 4 1.9, 1.11, 1.12, 1.15, 1.16, 2.15, 2.16, 2.17, 2.18, 2.19, 2.20, 2.21, 2.22, 2.31, 2.34, 2.35, 2.36, 2.37, 3.20, 3.21, 3.22, 3.23, 3.31, 3.32, 3.33, 3.33, 3.34, 3.35, 3.36, 3.37, 3.38, 3.39, 4.4, 4.5, 4.6, 4.7, 4.8, 4.9, 4.10, , 3, 6, 7 1, 3, 4 1.9, 1.11, 1.12, 3.43, 3.44, 3.45, 3.46, 3.47, 3.48, 3.49, 3.50, 4.9, , 3, 6, 7 1, 2, 4 1.9, 1.11, 1.12, 2.31, 2.32, 2.33, 2.34, 2.35, 2.35, 2.36, 2.37, 4.8, 4.9 1, 3, 6, , 2.16, 2.17, 2.18, 2.19, 2.20, 2.21, 2.22, 2.24, 2.28, 2.31 ELISA Lab 3, 4, 5, 6, 7 2, 3, ,2.22, 2.24, , 2.30, 2.31, 3.43, 3.47, 4.2, 4.3 *Mitosis Lab 1, 2, 3, 4, 5, 6, 7 1, 2, 3, 4 1.9, 1.10, 1.11, 1.12, 1.13, 1.14, 1.15, 1.16, 2.1, 2.2, 2.28, 2.15, 2.31, 2.32, 2.33, 2.34, 3.1, 3.3, 3.7, 3.8, 3.9, 4.3 Henrietta Lacks Project 3, 4, 5, 6, 7 1, 3, 4 1.9, 3.1, 3.3, 3.5, 3.6, 3.13, 4.22, 4.23 Meiosis Simulation 1, 3, 6, 7 1, 3 1.9, 1.10, 1.11, 1.12, 1.13, 1.14, 1.15, 1.16, 3.3, 3.7, 3.8, 3.9, 3.27 Description Students will design and conduct an experiment to explore the effects of environmental variables on the rate of cellular respiration. Students use the results of their experiments to connect the concepts of structure and function of cells, strategies for capture, storage and use of free energy; diffusion across cell membranes and physical laws pertaining to properties and behaviors of gas. Final product of this investigation will be a mini-poster presentation. Students will design and conduct an experiment to explore the effect of environmental variables on the rate of photosynthesis. Students use the results of their experiments to connect the concepts of structure and function of cells, strategies for capture, storage and use of free energy; and diffusion across cell membranes. Final product of this investigation will be a formal lab report. Students will use manipulatives to simulate the process of cellular respiration. Students will use manipulatives to simulate the process of photosynthesis. Students will trace a molecule of carbon dioxide from the atmosphere as it is taken up by a plant until it is utilized by a heterotroph and released to the atmosphere. Students will be required to include as much detail as possible on a large sheet of poster paper. Students will design and conduct an experiment to explore how different environmental variables affect the rate of transpiration in plants. Students will use the information they learned about cellular respiration and photosynthesis to interpret their lab results. Students will also investigate the relationship among leaf surface area, number of stomata and rate of respiration. They will also investigate the relationship between the structure of vascular tissue and their function in transporting materials in plants. Final product will be group presentations. Students will select a human disease that is caused by a faulty cell signaling pathway. They will be required to research and understand the normal pathway as well as at least one of the faulty pathways. Final product will be a poster that shows how a change in the cell signaling pathway causes the disease. Students will learn the structure and functions of the parts of the Human brain by drawing the locations of each part in the anatomically correct location on a swim cap and constructing responses to questions regarding the function of each. Students will use clay to model the formation of a vertebrate embryo from a single cell until multiple tissue layers have formed. Final product will be a Claymation video that depicts the process. Students will simulate various aspects of the human endocrine system using manipulatives. The final product of this work will be a large diagram of the human body that illustrates the location of endocrine glands and the interactions of the various human hormones. Students will test for antigens in a simulated sample. They will learn how to use the test in real world applications. Students will investigate the process of mitosis by examining onion root tips and identifying and counting cells in various stages of the process. Students will design an experiment to investigate how a particular protein might affect the rate of mitosis in root tips. Students will be provided hypothetical data to analyze regarding rate of mitosis in root tips. Students will statistically analyze the data in order to draw their conclusions. Students will compare rate of mitosis in normal cells versus cancerous cells and draw conclusions based on their analysis. Students will read the book and engage in group discussions concerning the moral and ethical issues surrounding HeLa cells. Students will simulate the process of meiosis using paper chromosomes. Students will analyze the result of crossing over and random alignment of homologous pairs during meiosis. Page 23 of 29

24 Unit 6 Investigation/ Activity Science Practice Addressed Big (s) Learning Objective Addressed Meiosis Lab 3, 4, 5, 6, 7 1, 2, 3 1.1, , 1.11, 1.12, 1.13, 1.14, 1.15, 1.16, 2.1, 2.2, 2.31, 2.32, 2.33, 2.34, 3.1, 3.2, 3.3, 3.9, 3.10, 3.11, 3.12, 3.13, 3.14, 3.15, 3.27 Chi Square Lab 1, 2, 3, 4, 5, 6, 7 1, 2 1.1, 1.9, 1.10, 1.11, 1.12, 1.13, 1.14, 1.15, 1.16, 2.31, 2.32, 2.33, 2.34 *Drosophila Lab 1, 2, 3, 4, 5, 6, 7 1, 3, 4 1.1, 1.9, 1.10, 1.11, 1.12, 1.13, 1.14, 1.15, 1.16, 3.1, 3.2, 3.3, 3.6, 3.9, 3.10, 3.11, 3.12, 3.13, 3.14, 3.15, 3.16, 3.17, 3.27, 4.3, 4.22, 4.23 Wooly Worm Lab 1, 2, 3, 4, 5, 6, 7 1, 2, 3, 4 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.12, 1.13, 1.14, 1.15, 1.16, 1.20, 1.21, 1.22, 1.23, 1.24, 1.25, 1.26, 2.3, 2.26, 2.27, 2.28, 3.24, 3.26, 3.28, 4.19, 4.21, 4.26, 4.27 Population Genetics Lab *Hardy Weinberg Simulation 1, 2, 3, 4, 5, 6, 7 1, 2, 3, 4 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.12, 1.13, 1.14, 1.15, 1.16, 1.20, 1.21, 1.22, 1.23, 1.24, 1.25, 1.26, 2.3, 2.26, 2.27, 2.28, 3.24, 3.26, 3.28, 4.19, 4.21, 4.26, , 2, 3, 4, 5, 6, 7 1, 3 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.12, 1.13, 1.14, 1.15, 1.16, 1.20, 1.21, 1.22, 1.23, 1.24, 1.25, 1.26, 3.28 *BLAST Lab 1, 2, 3, 4, 5, 6, 7 1, 2, 3, 4 1.1, 1.2, 1.3, 1.4, 1.5, 1.8, 1.9, 1.10, 1.11, 1.12, 1.13, 1.14, 1.15, 1.16, 1.17, 1.18, 1.19, 1.25, 1.26, 2.26, 3.24, 4.3 Caminalcules Lab 3, 4, 5, 6, 7 1, 2, 3 1.2, 1.5, 1.8, 1.9, 1.10, 1.11, 1.12, 1.13, 1.14, 1.15, 1.16, 1.17, 1.18, 1.19, 1.20, 1.21, 1.22, 1.23, 1.24, 1.25, 1.26, 3.24, 3.26 *Artificial Selection Lab Survival of the Sickest Activity 1, 2, 3, 4, 5, 6, 7 1, 2, 3, 4 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.12, 1.13, 1.14, 1.15, 1.16, 1.20, 1.21, 1.22, 1.23, 1.24, 1.25, 1.26, 2.3, 2.26, 2.27, 2.28, 3.24, 3.26, 3.28, 4.19, 4.21, 4.26, , 4, 5, 6, 7 1, 2, 3, 4 1.2, 1.5, 1.8, 1.9, 1.10, 1.11, 1.12, 1.13, 1.14, 1.15, 1.16, 1.25, 1.26, 2.3, 2.26, 2.27, 2.28, 3.24, 3.26, 4.7, 4.19, 4.21, 4.22, 4.23, 4.24, 4.26, 4.27 Description Students will analyze how meiosis explains Mendel s two laws. The major emphasis of this exercise is to help students connect the concepts of meiosis and heredity. Students will use Sordaria crosses to analyze the relationship between crossing over and genetic diversity. Students will investigate the rules of probability and how to apply the Chi Square test to genetic data. Students will use a computer simulation to determine the inheritance pattern for a set of unknown genes in Drosophila. Students will also investigate whether genes are linked and if they are linked the map distance between the genes. Students will participate in a simulation where birds are searching for and consuming worms of various colors in a given habitat outside. Students will develop hypotheses that they are testing. Once data is collected, students will analyze the data using appropriate statistics (i.e. Chi Square) and provide conclusions based on their data. Students will also be provided data and novel situations in which they will provide evidence they understand the process of natural selection Students investigate how natural selection can alter allelic frequencies in a population by using cards labeled with alleles and simulating the shuffling of alleles in a population. They will use the Hardy Weinberg equation to determine the frequency of alleles in a population and calculate Chi Square statistics to determine whether observed versus expected values were significantly different from one another. They will also determine the effects on allelic frequencies when particular genotypes are selected against in the population. Students will use computer simulations to evaluate data based evidence that describes evolutionary changes in the genetic makeup of a population over time. Students will apply mathematical methods the simulated population to predict what will happen to the population in the future given particular constraints set by the student. Students will use data from the mathematical models based on Hardy Weinberg equilibrium to analyze genetic drift and the effect of selection on specific populations. Students will learn to analyze biological data with sophisticated bioinformatics online tools and create cladograms that predict evolutionary relationships. They will use cladograms and bioinformatics tools to generate their own questions and will test their ability to apply phylogenetic concepts to what they know about evolution and genetics. The final product of this lab exercise will be group presentations where students will justify their proposed phylogenetic trees. Caminalcules are imaginary organisms invented by Joseph H. Camin (Sokal, 1983). Camin created his organisms by starting with a primitive ancestor and gradually modifying the forms according to accepted rules of evolutionary change. Camin s intent was to develop a known phylogeny that could be used to critically evaluate different taxonomic techniques. In this lab exercise, students will develop a classification scheme for living Caminalcules, use the classification plan to develop a tentative phylogenetic tree and construct a phylogenetic tree based on the fossil record. Students will investigate natural selection as a major mechanism of evolution by converting a data set of numbers that reflects a change in the genetic makeup of a population over time and will apply mathematical methods and conceptual understandings to investigate the cause and effect of this change. Students will design and conduct their own investigation in the artificial selection of a single trait in a plant population. During this investigation, students will evaluate data based evidence that describes evolutionary changes in the genetic makeup of a population over time. Students will be placed in groups and assigned 1-2 chapters from Survival of the Sickest to read. The group will construct a thorough summary of their chapters and describe how the information in the book applies to content they have learned in class. The summary will be posted online as a blog. Once all students have posted their summaries, everyone is required to post discussion questions and comments about other chapters in the book. This project allows students to understand the Page 24 of 29

25 Unit 7 8 Investigation/ Activity Protein Synthesis Simulation Science Practice Addressed Big (s) Learning Objective Addressed Description connections between genetics and evolution and to examine some of the current research in these fields. 1, 3, 6, 7 1, 2, 3, , 1.15, 1.16, 2.31, 2.32, 2.33, 3.1, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3 Students will simulate the process of protein synthesis using manipulatives. 1, 3, 6, , 4.2, 4.3 Students will simulate how restriction enzymes cut DNA with specificity by using word processing tools. Restriction Enzyme Simulation Transformation Simulation *pglo Lab 1, 2, 3, 4, 5, 6, 7 1, 3, 4 1.9, 1.10, 1.14,1.15, 1.16, 3.1, 3.3, 3.5, 3.6, 3.13, 4.2 DNA Fingerprinting Lab Population Growth Lab Energy Flow in Ecosystems *Energy Dynamics Lab *Dissolved Oxygen Lab 1, 3, 6, , 4.2, 4.3 Students will simulate how a single common restriction site is necessary for the insertion of a gene into a plasmid. Students will learn the technique of transforming bacteria with a plasmid and how to determine the success of transformation. Students will also explore the relationship between environmental factors and gene expression as well as how horizontal gene transfer can increase genetic variation in a population. Students will then design their own investigation to determine whether satellite colonies were also transformed. Students will be given a homework assignment where they will respond to the quote from Michael Crichton s novel Jurassic Park: Just because science can do something doesn t mean that it should. Classroom discussion will follow. Final products from this investigation will include a mini-poster presentation on their lab design and written response to the Jurassic Park quote. 1, 2, 3, 4, 5, 6, 7 1, 3, 4 1.9, 1.10, 1.11, 1.12, 1.13, 1.14, 1.15, 1.16, 3.1, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3 1, 2, 3, 4, 5, 6, 7 1, 3, 4 1.3, 1.4, 1.5, 2.21, 2.22, 2.23, 2.24, 2.28, 4.11, 4.12, 4.13, 4.14, 4.15, 4.16, 4.19, 4.20, 4.21, , 2, 3, 4, 5, 6, 7 2, 3, 4 2.1, 2.2, 2.3, 2.8, 2.9, 2.21, 2.22, 2.23, 2.24, 2.28, 4.11, 4.12, 4.13, 4.14, 4.15, 4.16, 4.19, 4.20, 4.21, 4.26, , 2, 3, 4, 5, 6, 7 2, 3, 4 2.1, 2.2, 2.3, 2.8, 2.9, 2.21, 2.22, 2.23, 2.24, 2.28, 4.11, 4.12, 4.13, 4.14, 4.15, 4.16, 4.19, 4.20, 4.21, 4.23, 4.24, 4.26, , 2, 3, 4, 5, 6, 7 2, 3, 4 2.1, 2.2, 2.3, 2.8, 2.9, 2.21, 2.22, 2.23, 2.24, 2.28, 4.11, 4.12, 4.13, 4.19, 4.20, 4.21, 4.26, 4.27 *Behavior Lab 1, 2, 3, 4, 5, 6, 7 1, 2, 3, 4 1.1, 1.2, 1.4, 1.9, 1.10, 2.21, 2.22, 2.23, 2.24, 2.28, 2.38, 2.39, 2.40, 3.40, 3.41, 3.42, 4.23, 4.24, 4.26, 4.27 Students will learn the technique of using restriction enzymes and gel electrophoresis to create genetic profiles in a murder mystery. Students will conduct research to discover the social and ethical issues raised as a result of the use of this technology in the legal system and production of GMO s. Students will calculate and graph population growth using several different models of population growth. They will also investigate more complex population growth models by using data from life tables. Students will be given different population scenarios and be asked to complete life tables to determine the effect of each scenario on the growth rate of the population. Students will explore the trophic structure of model ecosystems with respect to energy flow and examine the effects of varying conversion efficiencies as well as population parameters on the numbers of individuals that can be supported at the various trophic levels. Students will design and conduct an experiment to investigate a question about energy capture and flow in an ecosystem; predict what interspecific ecological interactions will occur and use mathematical analysis to account for energy transfers in their model. Students will measure primary productivity in an aquatic ecosystem based on changes in dissolved oxygen in a controlled experiment that they design. Final product for this investigation will be group presentations where students will defend their design and results Students will design and conduct a controlled experiment where they investigate the relationships between a living organism and environmental factors. Students will choose their research organism (i.e. either Isopods or Drosophila). The final product of this investigation will be a mini-poster presentation where students will present their findings and try to connect as many concepts from the course as possible in their analysis. Page 25 of 29

26 Tentative Schedule Semester Semester Week Topic Week Topic 1 Science Process Skills 1 Cell Communication 2 Statistics 2 Endocrine/Immune 3 Behavior and Experimental Design 3 Development/Exam 4 Biomolecules 4 Cell Cycle/Mitosis/Cancer 5 Biomolecules/Exam 5 Meiosis/Genetics 6 Cell Structure and Function 6 Genetics 7 Osmosis and Diffusion Inquiry 7 Genetics Inquiry 8 Osmosis and Water Potential 8 Exam/Evolution 9 Osmoregulation/Thermoregulation 9 Evolution 10 Action Potentials/Muscle Contraction/Exam 10 Evolution 11 Enzymes and Metabolism 11 Biodiversity 12 Enzyme Inquiry 12 Biodiversity/Exam 13 Cellular Respiration 13 Protein synthesis 14 Cellular Respiration Inquiry 14 Gene Regulation 15 Photosynthesis/Transpiration 15 Biotechnology 16 Photosynthesis Inquiry 16 Exam/Ecology 17 Complete Energetics/Exam 17 Ecology 18 Review/Semester Exam 18 Ecology/Exam Page 26 of 29

27 Advanced Academics Honor Code Cultivating honor lays the foundation for lifelong integrity, developing in each of us the courage and insight to make difficult choices and accept responsibility for actions and their consequences, even at personal cost. In order to sustain a community of trust in which the students and teacher can work together to develop their educational potential and goals, ethical standards of honesty are expected. Everyone is expected to compete fairly in the classroom to earn their academic standing through their own efforts. It is assumed that students will pursue their studies with integrity and honesty; however, all students must understand that incidents of academic dishonesty will be taken very seriously. The two most common kinds of academic dishonesty are cheating and plagiarism. Cheating is the act of obtaining or attempting to obtain credit for academic work through the use of dishonest, deceptive, or fraudulent means. Plagiarism is representing the work of someone else as your own and submitting it for any purpose. Acts of academic dishonesty include, but are not limited to CHEATING Looking off another person s exam for answers Collaborating with others on work that is supposed to be completed independently Copying another student s homework, written assignments, examination answers, electronic media, or other data. Assisting or allowing someone else to cheat. Willfully copying or allowing class assignments to be copied and falsely presenting them as your own work and effort. Using unauthorized materials such as books, notes, or cheat sheets to answer examination questions Using or consulting electronic equipment including cell phones, PDA s, IPODS, etc. during a testing situation. Being informed or informing, verbally or otherwise, of test questions or answers either during or prior to the testing situation. PLAGIARISM Representing the ideas, expressions, or materials of another without due credit. Paraphrasing or condensing ideas from another person s work without proper citation. Failing to document direct quotations and paraphrases with proper citation. Submitting a paper purchased from a research or term paper service, including the Internet. Undocumented Web source usage. Students who have been found to have violated the community trust as expressed in this honor code will receive no credit (Zero) on the assignment on which the violation occurred. Students may also be referred to the office for appropriate disciplinary measures. Page 27 of 29