Bio/Life: Cell Biology
|
|
|
- Doreen Parsons
- 6 years ago
- Views:
Transcription
1 Bio/Life: Cell Biology 1a The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism's cells. As a basis for understanding this concept: Students know cells are enclosed within semipermeable membranes that regulate their interaction with their surroundings.
2 Bio/Life: Cell Biology 1b The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism's cells. As a basis for understanding this concept: Students know enzymes are proteins that catalyze biochemical reactions without altering the reaction equilibrium and the activities of enzymes depend on the temperature, ionic conditions, and the ph of the surroundings.
3 Bio/Life: Cell Biology 1c The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism's cells. As a basis for understanding this concept: Students know how prokaryotic cells, eukaryotic cells (including those from plants and animals), and viruses differ in complexity and general structure.
4 Bio/Life: Cell Biology 1d The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism's cells. As a basis for understanding this concept: Students know the central dogma of molecular biology outlines the flow of information from transcription of ribonucleic acid (RNA) in the nucleus to translation of proteins on ribosomes in the cytoplasm.
5 Bio/Life: Cell Biology 1e The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism's cells. As a basis for understanding this concept: Students know the role of the endoplasmic reticulum and Golgi apparatus in the secretion of proteins.
6 1f Bio/Life: Cell Biology The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism's cells. As a basis for understanding this concept: Students know usable energy is captured from sunlight by chloroplasts and is stored through the synthesis of sugar from carbon dioxide.
7 Bio/Life: Cell Biology 1g The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism's cells. As a basis for understanding this concept: Students know the role of the mitochondria in making stored chemical-bond energy available to cells by completing the breakdown of glucose to carbon dioxide.
8 Bio/Life: Cell Biology 1h The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism's cells. As a basis for understanding this concept: Students know most macromolecules (polysaccharides, nucleic acids, proteins, lipids) in cells and organisms are synthesized from a small collection of simple precursors.
9 Bio/Life: Cell Biology 1i* The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism's cells. As a basis for understanding this concept: Students know how chemiosmotic gradients in the mitochondria and chloroplast store energy for ATP production.
10 Bio/Life: Cell Biology 1j* The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of the organism's cells. As a basis for understanding this concept: Students know how eukaryotic cells are given shape and internal organization by a cytoskeleton or cell wall or both.
11 2a Bio/Life: Genetics Mutation and sexual reproduction lead to genetic variation in a population. As a basis for understanding this concept: Students know meiosis is an early step in sexual reproduction in which the pairs of chromosomes separate and segregate randomly during cell division to produce gametes containing one chromosome of each type.
12 2b Bio/Life: Genetics Mutation and sexual reproduction lead to genetic variation in a population. As a basis for understanding this concept: Students know only certain cells in a multicellular organism undergo meiosis.
13 2c Bio/Life: Genetics Mutation and sexual reproduction lead to genetic variation in a population. As a basis for understanding this concept: Students know how random chromosome segregation explains the probability that a particular allele will be in a gamete.
14 2d Bio/Life: Genetics Mutation and sexual reproduction lead to genetic variation in a population. As a basis for understanding this concept: Students know new combinations of alleles may be generated in a zygote through the fusion of male and female gametes (fertilization).
15 2e Bio/Life: Genetics Mutation and sexual reproduction lead to genetic variation in a population. As a basis for understanding this concept: Students know why approximately half of an individual's DNA sequence comes from each parent.
16 2f Bio/Life: Genetics Mutation and sexual reproduction lead to genetic variation in a population. As a basis for understanding this concept: Students know the role of chromosomes in determining an individual's sex.
17 2g Bio/Life: Genetics Mutation and sexual reproduction lead to genetic variation in a population. As a basis for understanding this concept: Students know how to predict possible combinations of alleles in a zygote from the genetic makeup of the parents.
18 3a Bio/Life: Genetics A multicellular organism develops from a single zygote, and its phenotype depends on its genotype, which is established at fertilization. As a basis for understanding this concept: Students know how to predict the probable outcome of phenotypes in a genetic cross from the genotypes of the parents and mode of inheritance (autosomal or X-linked, dominant or recessive).
19 3b Bio/Life: Genetics A multicellular organism develops from a single zygote, and its phenotype depends on its genotype, which is established at fertilization. As a basis for understanding this concept: Students know the genetic basis for Mendel's laws of segregation and independent assortment.
20 3c* Bio/Life: Genetics A multicellular organism develops from a single zygote, and its phenotype depends on its genotype, which is established at fertilization. As a basis for understanding this concept: Students know how to predict the probable mode of inheritance from a pedigree diagram showing phenotypes.
21 3d* Bio/Life: Genetics A multicellular organism develops from a single zygote, and its phenotype depends on its genotype, which is established at fertilization. As a basis for understanding this concept: Students know how to use data on frequency of recombination at meiosis to estimate genetic distances between loci and to interpret genetic maps of chromosomes.
22 Bio/Life: Genetics 4a Genes are a set of instructions encoded in the DNA sequence of each organism that specify the sequence of amino acids in proteins characteristic of that organism. As a basis for understanding this concept: Students know the general pathway by which ribosomes synthesize proteins, using trnas to translate genetic information in mrna.
23 Bio/Life: Genetics 4b Genes are a set of instructions encoded in the DNA sequence of each organism that specify the sequence of amino acids in proteins characteristic of that organism. As a basis for understanding this concept: Students know how to apply the genetic coding rules to predict the sequence of amino acids from a sequence of codons in RNA.
24 Bio/Life: Genetics 4c Genes are a set of instructions encoded in the DNA sequence of each organism that specify the sequence of amino acids in proteins characteristic of that organism. As a basis for understanding this concept: Students know how mutations in the DNA sequence of a gene may or may not affect the expression of the gene or the sequence of amino acids in an encoded protein.
25 Bio/Life: Genetics 4d Genes are a set of instructions encoded in the DNA sequence of each organism that specify the sequence of amino acids in proteins characteristic of that organism. As a basis for understanding this concept: Students know specialization of cells in multicellular organisms is usually due to different patterns of gene expression rather than to differences of the genes themselves.
26 Bio/Life: Genetics 4e Genes are a set of instructions encoded in the DNA sequence of each organism that specify the sequence of amino acids in proteins characteristic of that organism. As a basis for understanding this concept: Students know proteins can differ from one another in the number and sequence of amino acids.
27 Bio/Life: Genetics 4f* Genes are a set of instructions encoded in the DNA sequence of each organism that specify the sequence of amino acids in proteins characteristic of that organism. As a basis for understanding this concept: Students know why proteins having different amino acid sequences typically have different shapes and chemical properties.
28 Bio/Life: Genetics 5a The genetic composition of cells can be altered by incorporation of exogenous DNA into the cells. As a basis for understanding this concept: Students know the general structures and functions of DNA, RNA, and protein.
29 Bio/Life: Genetics 5b The genetic composition of cells can be altered by incorporation of exogenous DNA into the cells. As a basis for understanding this concept: Students know how to apply basepairing rules to explain precise copying of DNA during semiconservative replication and transcription of information from DNA into mrna.
30 Bio/Life: Genetics 5b The genetic composition of cells can be altered by incorporation of exogenous DNA into the cells. As a basis for understanding this concept: Students know how to apply basepairing rules to explain precise copying of DNA during semiconservative replication and transcription of information from DNA into mrna.
31 Bio/Life: Genetics 5c The genetic composition of cells can be altered by incorporation of exogenous DNA into the cells. As a basis for understanding this concept: Students know how genetic engineering (biotechnology) is used to produce novel biomedical and agricultural products.
32 5d* Bio/Life: Genetics The genetic composition of cells can be altered by incorporation of exogenous DNA into the cells. As a basis for understanding this concept: Students know how basic DNA technology (restriction digestion by endonucleases, gel electrophoresis, ligation, and transformation) is used to construct recombinant DNA molecules.
33 5e* Bio/Life: Genetics The genetic composition of cells can be altered by incorporation of exogenous DNA into the cells. As a basis for understanding this concept: Students know how exogenous DNA can be inserted into bacterial cells to alter their genetic makeup and support expression of new protein products.
34 Bio/Life: Ecology 6a Stability in an ecosystem is a balance between competing effects. As a basis for understanding this concept: Students know biodiversity is the sum total of different kinds of organisms and is affected by alterations of habitats.
35 Bio/Life: Ecology 6b Stability in an ecosystem is a balance between competing effects. As a basis for understanding this concept: Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size.
36 Bio/Life: Ecology 6c Stability in an ecosystem is a balance between competing effects. As a basis for understanding this concept: Students know how fluctuations in population size in an ecosystem are deter-mined by the relative rates of birth, immigration, emigration, and death.
37 Bio/Life: Ecology 6d Stability in an ecosystem is a balance between competing effects. As a basis for understanding this concept: Students know how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles through photosynthesis and respiration.
38 Bio/Life: Ecology 6e Stability in an ecosystem is a balance between competing effects. As a basis for understanding this concept: Students know a vital part of an ecosystem is the stability of its producers and decomposers.
39 6f Bio/Life: Ecology Stability in an ecosystem is a balance between competing effects. As a basis for understanding this concept: Students know at each link in a food web some energy is stored in newly made structures but much energy is dissipated into the environment as heat. This dissipation may be represented in an energy pyramid.
40 6g* Bio/Life: Ecology Stability in an ecosystem is a balance between competing effects. As a basis for understanding this concept: Students know how to distinguish between the accommodation of an individual organism to its environment and the gradual adaptation of a lineage of organisms through genetic change.
41 Bio/Life: Evolution 7a The frequency of an allele in a gene pool of a population depends on many factors and may be stable or unstable over time. As a basis for understanding this concept: Students know why natural selection acts on the phenotype rather than the genotype of an organism.
42 Bio/Life: Evolution 7b The frequency of an allele in a gene pool of a population depends on many factors and may be stable or unstable over time. As a basis for understanding this concept: Students know why alleles that are lethal in a homozygous individual may be carried in a heterozygote and thus maintained in a gene pool.
43 Bio/Life: Evolution 7c The frequency of an allele in a gene pool of a population depends on many factors and may be stable or unstable over time. As a basis for understanding this concept: Students know new mutations are constantly being generated in a gene pool.
44 Bio/Life: Evolution 7d The frequency of an allele in a gene pool of a population depends on many factors and may be stable or unstable over time. As a basis for understanding this concept: Students know variation within a species increases the likelihood that at least some members of a species will survive under changed environmental conditions.
45 7e* Bio/Life: Evolution The frequency of an allele in a gene pool of a population depends on many factors and may be stable or unstable over time. As a basis for understanding this concept: Students know the conditions for Hardy-Weinberg equilibrium in a population and why these conditions are not likely to appear in nature.
46 7f* Bio/Life: Evolution The frequency of an allele in a gene pool of a population depends on many factors and may be stable or unstable over time. As a basis for understanding this concept: Students know how to solve the Hardy-Weinberg equation to predict the frequency of genotypes in a population, given the frequency of phenotypes.
47 Bio/Life: Evolution 8a Evolution is the result of genetic changes that occur in constantly changing environments. As a basis for understanding this concept: Students know how natural selection determines the differential survival of groups of organisms.
48 Bio/Life: Evolution 8b Evolution is the result of genetic changes that occur in constantly changing environments. As a basis for understanding this concept: Students know a great diversity of species increases the chance that at least some organisms survive major changes in the environment.
49 Bio/Life: Evolution 8c Evolution is the result of genetic changes that occur in constantly changing environments. As a basis for understanding this concept: Students know the effects of genetic drift on the diversity of organisms in a population.
50 Bio/Life: Evolution 8d Evolution is the result of genetic changes that occur in constantly changing environments. As a basis for understanding this concept: Students know reproductive or geographic isolation affects speciation.
51 Bio/Life: Evolution 8e Evolution is the result of genetic changes that occur in constantly changing environments. As a basis for understanding this concept: Students know how to analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction.
52 8f* Bio/Life: Evolution Evolution is the result of genetic changes that occur in constantly changing environments. As a basis for understanding this concept: Students know how to use comparative embryology, DNA or protein sequence comparisons, and other independent sources of data to create a branching diagram (cladogram) that shows probable evolutionary relationships.
53 8g* Bio/Life: Evolution Evolution is the result of genetic changes that occur in constantly changing environments. As a basis for understanding this concept: Students know how several independent molecular clocks, calibrated against each other and combined with evidence from the fossil record, can help to estimate how long ago various groups of organisms diverged evolutionarily from one another.
54 Bio/Life: Physiology 9a As a result of the coordinated structures and functions of organ systems, the internal environment of the human body remains relatively stable (homeostatic) despite changes in the outside environment. As a basis for understanding this concept: Students know how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide.
55 Bio/Life: Physiology 9b As a result of the coordinated structures and functions of organ systems, the internal environment of the human body remains relatively stable (homeostatic) despite changes in the outside environment. As a basis for understanding this concept: Students know how the nervous system mediates communication between different parts of the body and the body's interactions with the environment.
56 Bio/Life: Physiology 9c As a result of the coordinated structures and functions of organ systems, the internal environment of the human body remains relatively stable (homeostatic) despite changes in the outside environment. As a basis for understanding this concept: Students know how feedback loops in the nervous and endocrine systems regulate conditions in the body.
57 Bio/Life: Physiology 9d As a result of the coordinated structures and functions of organ systems, the internal environment of the human body remains relatively stable (homeostatic) despite changes in the outside environment. As a basis for understanding this concept: Students know the functions of the nervous system and the role of neurons in transmitting electrochemical impulses.
58 Bio/Life: Physiology 9e As a result of the coordinated structures and functions of organ systems, the internal environment of the human body remains relatively stable (homeostatic) despite changes in the outside environment. As a basis for understanding this concept: Students know the roles of sensory neurons, interneurons, and motor neurons in sensation, thought, and response.
59 9f* Bio/Life: Physiology As a result of the coordinated structures and functions of organ systems, the internal environment of the human body remains relatively stable (homeostatic) despite changes in the outside environment. As a basis for understanding this concept: Students know the individual functions and sites of secretion of digestive enzymes (amylases, proteases, nucleases, lipases), stomach acid, and bile salts.
60 9g* Bio/Life: Physiology As a result of the coordinated structures and functions of organ systems, the internal environment of the human body remains relatively stable (homeostatic) despite changes in the outside environment. As a basis for understanding this concept: Students know the homeostatic role of the kidneys in the removal of nitrogenous wastes and the role of the liver in blood detoxification and glucose balance.
61 9h* Bio/Life: Physiology As a result of the coordinated structures and functions of organ systems, the internal environment of the human body remains relatively stable (homeostatic) despite changes in the outside environment. As a basis for understanding this concept: Students know the cellular and molecular basis of muscle contraction, including the roles of actin, myosin, Ca +2, and ATP.
62 9i* Bio/Life: Physiology As a result of the coordinated structures and functions of organ systems, the internal environment of the human body remains relatively stable (homeostatic) despite changes in the outside environment. As a basis for understanding this concept: Students know how hormones (including digestive, reproductive, osmoregulatory) provide internal feedback mechanisms for homeostasis at the cellular level and in whole organisms.
63 Bio/Life: Physiology 10a Organisms have a variety of mechanisms to combat disease. As a basis for understanding the human immune response: Students know the role of the skin in providing nonspecific defenses against infection.
64 Bio/Life: Physiology 10b Organisms have a variety of mechanisms to combat disease. As a basis for understanding the human immune response: Students know the role of antibodies in the body's response to infection.
65 Bio/Life: Physiology 10c Organisms have a variety of mechanisms to combat disease. As a basis for understanding the human immune response: Students know how vaccination protects an individual from infectious diseases.
66 Bio/Life: Physiology 10d Organisms have a variety of mechanisms to combat disease. As a basis for understanding the human immune response: Students know there are important differences between bacteria and viruses with respect to their requirements for growth and replication, the body's primary defenses against bacterial and viral infections, and effective treatments of these infections.
67 Bio/Life: Physiology 10e Organisms have a variety of mechanisms to combat disease. As a basis for understanding the human immune response: Students know why an individual with a compromised immune system (for example, a person with AIDS) may be unable to fight off and survive infections by microorganisms that are usually benign.
68 10f* Bio/Life: Physiology Organisms have a variety of mechanisms to combat disease. As a basis for understanding the human immune response: Students know the roles of phagocytes, B-lymphocytes, and T- lymphocytes in the immune system.
BIOLOGY STANDARDS BASED RUBRIC
BIOLOGY STANDARDS BASED RUBRIC STUDENTS WILL UNDERSTAND THAT THE FUNDAMENTAL PROCESSES OF ALL LIVING THINGS DEPEND ON A VARIETY OF SPECIALIZED CELL STRUCTURES AND CHEMICAL PROCESSES. First Semester Benchmarks:
Introduction - Life Science
CALIFORNIA STANDARDS TEST G R A D E Released Test Questions Science 10 Introduction - Life Science The following released test questions are taken from the Life Science Standards Test. This test is one
Instructional Guide Map Science Marine Biology
22-2 Instructional Guide Map Biology Note: Instructional Guide Maps are an overview of the Alliance Instructional Guides. They assist teachers with planning instructional units and effective strategies
Biology II : Embedded Inquiry
Biology II : Embedded Inquiry Conceptual Strand Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21 st century. Guiding Question What tools, skills,
Mt. San Antonio College Course Outline*
Mt. San Antonio College Course Outline* Course Title: High School Biology BCSK HSBIO Primary Methodology: Lecture discussion Laboratory Establishment of Need: Community/Student Interest Required for the
California Subject Examinations for Teachers
California Subject Examinations for Teachers TEST GUIDE SCIENCE SUBTEST II: LIFE SCIENCES Subtest Description This document contains the Life Sciences subject matter requirements arranged according to
INTEGRATED SCIENCE 3
CALIFORNIA CONTENT STANDARDS: BIOLOGY/LIFE SCIENCES Cell Biology 4 6.7% 1. The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas
CST and FINAL EXAM REVIEW
Name Date Period CST and FINAL EXAM REVIEW Directions: Both your final exam and the CST (STAR) test are based on the California Standards. There are five major categories and they include: Investigation
Basic Biology. Content Skills Learning Targets Assessment Resources & Technology
Teacher: Lynn Dahring Basic Biology August 2014 Basic Biology CEQ (tri 1) 1. What are the parts of the biological scientific process? 2. What are the essential molecules and elements in living organisms?
Biology Final Review Ch pg Biology is the study of
Biology Final Review Ch. 1 1-3 pg. 17-25 1. Biology is the study of Ch.2 2-3 pg. 45-49 2. All organic compounds contain. 3. Starch is an example of which type of organic compound? 4. What monomers make
VCE BIOLOGY Relationship between the key knowledge and key skills of the Study Design and the Study Design
VCE BIOLOGY 2006 2014 Relationship between the key knowledge and key skills of the 2000 2005 Study Design and the 2006 2014 Study Design The following table provides a comparison of the key knowledge (and
Compare and contrast the cellular structures and degrees of complexity of prokaryotic and eukaryotic organisms.
Subject Area - 3: Science and Technology and Engineering Education Standard Area - 3.1: Biological Sciences Organizing Category - 3.1.A: Organisms and Cells Course - 3.1.B.A: BIOLOGY Standard - 3.1.B.A1:
Integrated/Coordinated Science 1 Earth Science and Physics
Integrated/Coordinated Science Earth Science and Physics CST BLUEPRINT FOR ICS EARTH SCIENCE Dynamic Earth Processes 9 5.0. Plate tectonics a. features of the ocean floor provide evidence of plate tectonics
INTEGRATED SCIENCE 2
CALIFORNIA CONTENT STANDARDS: BIOLOGY/LIFE SCIENCES Cell Biology 5 8.3% 1. The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas
Biology Massachusetts
Tutorial Outline Massachusetts Tutorials are designed specifically for the Learning Standards found in the Massachusetts Curriculum Frameworks to prepare students for the MCAS tests. Biology Tutorials
Biology Science Crosswalk
SB1. Students will analyze the nature of the relationships between structures and functions in living cells. a. Explain the role of cell organelles for both prokaryotic and eukaryotic cells, including
Philipsburg-Osceola Area School District Science Department. Standard(s )
Philipsburg-Osceola Area School District Science Department Course Name: Biology Grade Level: 10 Timelin e Big Ideas Essential Questions Content/ Concepts Skills/ Competencies Standard(s ) Eligible Content
Biology Pacing Guide
Unit Dates Glencoe Chapters 0 8/10 N/A Biology Intro 8/12 1 Cells 8/15 9/30 6.4 6.2 7.1 18.2 7.3 6.3 7.2 7.4 Topic GPS Classroom Procedures, Introduction to Biology SCSh 1-7 Macromolecules (6 days) Monomer/
GACE Biology Assessment Test I (026) Curriculum Crosswalk
Subarea I. Cell Biology: Cell Structure and Function (50%) Objective 1: Understands the basic biochemistry and metabolism of living organisms A. Understands the chemical structures and properties of biologically
Ohio Tutorials are designed specifically for the Ohio Learning Standards to prepare students for the Ohio State Tests and end-ofcourse
Tutorial Outline Ohio Tutorials are designed specifically for the Ohio Learning Standards to prepare students for the Ohio State Tests and end-ofcourse exams. Biology Tutorials offer targeted instruction,
WHITER UNION HIGH SCHOOL DISTRICT Whittier, California. May Board Approved: August 28, 2007 COURSE OF STUDY COURSE DESCRIPTION
WHITER UNION HIGH SCHOOL DISTRICT Whittier, California May 2008 Board Approved: August 28, 2007 COURSE OF STUDY Course Title: Department: BIOLOGY M Science Grade Levels: 9 12 COURSE DESCRIPTION M is a
Colton Joint Unified School District Course of Study High School Course Description for Introduction to Zoology: Vertebrate
High School Course Description for Introduction to Zoology: Vertebrate Course Title: Introduction to Zoology: Vertebrate Course Number: SCI302 Grade Level: 10-12 Meets a UC a-g Requirement: To be submitted
Text of objective. Investigate and describe the structure and functions of cells including: Cell organelles
This document is designed to help North Carolina educators teach the s (Standard Course of Study). NCDPI staff are continually updating and improving these tools to better serve teachers. Biology 2009-to-2004
Biology EOC Review Study Questions
Biology EOC Review Study Questions Microscopes and Characteristics of Life 1. How do you calculate total magnification on a compound light microscope? 2. What is the basic building block of all living
1. The Chemistry of Life Chapter 3 Central Concept: Chemical elements form organic molecules that interact to perform the basic functions of life.
Biology High School Standards Review Worksheet 1. The Chemistry of Life Chapter 3 Central Concept: Chemical elements form organic molecules that interact to perform the basic functions of life. 1.1 Recognize
Curriculum Map. Biology, Quarter 1 Big Ideas: From Molecules to Organisms: Structures and Processes (BIO1.LS1)
1 Biology, Quarter 1 Big Ideas: From Molecules to Organisms: Structures and Processes (BIO1.LS1) Focus Standards BIO1.LS1.2 Evaluate comparative models of various cell types with a focus on organic molecules
Biology 10 th Grade. Textbook: Biology, Miller and Levine, Pearson (2010) Prerequisite: None
Biology 10 th Grade SCI 401, 402 Biology 1 credit 5 days a week; 2 semesters Taught in English Biology - The Study of Life! This is a required course for all 10 th grade students in both the Mexican and/or
Biology (Miller/Levine) 2010 Correlated to: Massachusetts Learning Standards for Biology (High School)
I. CONTENT STANDARDS 1. The Chemistry of Life Central Concept: Chemical elements form organic molecules that interact to perform the basic functions of life. 1.1 Recognize that biological organisms are
Range of Competencies
BIOLOGY Content Domain Range of Competencies l. Nature of Science 0001 0003 20% ll. Biochemistry and Cell Biology 0004 0005 13% lll. Genetics and Evolution 0006 0009 27% lv. Biological Unity and Diversity
Valley Central School District 944 State Route 17K Montgomery, NY Telephone Number: (845) ext Fax Number: (845)
Valley Central School District 944 State Route 17K Montgomery, NY 12549 Telephone Number: (845)457-2400 ext. 18121 Fax Number: (845)457-4254 Advance Placement Biology Presented to the Board of Education
Miller & Levine Biology 2010
A Correlation of 2010 to the Pennsylvania Assessment Anchors Grades 9-12 INTRODUCTION This document demonstrates how 2010 meets the Pennsylvania Assessment Anchors, grades 9-12. Correlation page references
ADVANCED PLACEMENT BIOLOGY
ADVANCED PLACEMENT BIOLOGY Description Advanced Placement Biology is designed to be the equivalent of a two-semester college introductory course for Biology majors. The course meets seven periods per week
INTEGRATED SCIENCE 4
CALIFORNIA CONTENT STANDARDS: BIOLOGY/LIFE SCIENCES Genetics 2 3.3% 5. The genetic composition of cells can be altered by incorporation of exogenous DNA into the cells. As a basis for understanding this
Biology 1 EOC Study Guide
Name: Biology 1 EOC Study Guide Date: Standard 2: The student will demonstrate an understanding of the structure and function of cells and their organelles 1. What are three tenets of the cell theory?
Introduction to Biology
Introduction to Biology Course Description Introduction to Biology is an introductory course in the biological sciences. Topics included are biological macromolecules, cell biology and metabolism, DNA
I. Molecules and Cells: Cells are the structural and functional units of life; cellular processes are based on physical and chemical changes.
I. Molecules and Cells: Cells are the structural and functional units of life; cellular processes are based on physical and chemical changes. A. Chemistry of Life B. Cells 1. Water How do the unique chemical
A A A A B B1
LEARNING OBJECTIVES FOR EACH BIG IDEA WITH ASSOCIATED SCIENCE PRACTICES AND ESSENTIAL KNOWLEDGE Learning Objectives will be the target for AP Biology exam questions Learning Objectives Sci Prac Es Knowl
Milford Public Schools Curriculum Department: Science Course Name: HIGH SCHOOL BIOLOGY
Milford Public Schools Curriculum Department: Science Course Name: HIGH SCHOOL BIOLOGY UNIT 1 Cell Structure and Function LEARNING GOALS Enduring Understanding(s): All life is made of cells, yet there
Performance Indicators: Students who demonstrate this understanding can:
OVERVIEW The academic standards and performance indicators establish the practices and core content for all Biology courses in South Carolina high schools. The core ideas within the standards are not meant
I. Molecules & Cells. A. Unit One: The Nature of Science. B. Unit Two: The Chemistry of Life. C. Unit Three: The Biology of the Cell.
I. Molecules & Cells A. Unit One: The Nature of Science a. How is the scientific method used to solve problems? b. What is the importance of controls? c. How does Darwin s theory of evolution illustrate
Name Date Period Unit 1 Basic Biological Principles 1. What are the 7 characteristics of life?
Unit 1 Basic Biological Principles 1. What are the 7 characteristics of life? Eukaryotic cell parts you should be able a. to identify and label: Nucleus b. Nucleolus c. Rough/smooth ER Ribosomes d. Golgi
AP Biology Essential Knowledge Cards BIG IDEA 1
AP Biology Essential Knowledge Cards BIG IDEA 1 Essential knowledge 1.A.1: Natural selection is a major mechanism of evolution. Essential knowledge 1.A.4: Biological evolution is supported by scientific
Big Idea 1: The process of evolution drives the diversity and unity of life.
Big Idea 1: The process of evolution drives the diversity and unity of life. understanding 1.A: Change in the genetic makeup of a population over time is evolution. 1.A.1: Natural selection is a major
AP Curriculum Framework with Learning Objectives
Big Ideas Big Idea 1: The process of evolution drives the diversity and unity of life. AP Curriculum Framework with Learning Objectives Understanding 1.A: Change in the genetic makeup of a population over
What is the structure of DNA?
NAME Biology Final Review Sem. II Genetics 1. Define: a. allele b. phenotype c. genotype d. recessive e. dominant f. heterozygous g. homozygous h. autosomes i. sex chromosomes j. Punnett square k. pedigree
Missouri Educator Gateway Assessments
Missouri Educator Gateway Assessments June 2014 Content Domain Range of Competencies Approximate Percentage of Test Score I. Science and Engineering Practices 0001 0003 21% II. Biochemistry and Cell Biology
Life Science FROM MOLECULES TO ORGANISMS: STRUCTURES AND PROCESSES
FROM MOLECULES TO ORGANISMS: STRUCTURES AND PROCESSES HS-LS1-1 Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential
Biology-Integrated Year-at-a-Glance ARKANSAS STATE SCIENCE STANDARDS
Biology-Integrated Year-at-a-Glance ARKANSAS STATE SCIENCE STANDARDS FIRST SEMESTER FIRST/SECOND SECOND SEMESTER Unit 1 Biochemistry/Cell Division/ Specialization Unit 2 Photosynthesis/ Cellular Respiration
Name: Date: Period: Biology End of Course Vocabulary 1. This is an organism s unique role in the environment that includes the habitat, function, and
1. This is an organism s unique role in the environment that includes the habitat, function, and activities of the organism. a. Niche 2. This is a inter-species relationship in which one species benefits
Map of AP-Aligned Bio-Rad Kits with Learning Objectives
Map of AP-Aligned Bio-Rad Kits with Learning Objectives Cover more than one AP Biology Big Idea with these AP-aligned Bio-Rad kits. Big Idea 1 Big Idea 2 Big Idea 3 Big Idea 4 ThINQ! pglo Transformation
2. Draw two water molecules. Using a dotted line, show a hydrogen bond that could form between them.
Biology Final Review Packet Directions: Answer the questions below. You may use any notes, worksheets, or your textbook to find the answers. The questions are divided up based on the different units we
Keystone Exams: Biology Assessment Anchors and Eligible Content. Pennsylvania Department of Education
Assessment Anchors and Pennsylvania Department of Education www.education.state.pa.us 2010 PENNSYLVANIA DEPARTMENT OF EDUCATION General Introduction to the Keystone Exam Assessment Anchors Introduction
Biology Curriculum Map. Assessments. Labs. Formative Assessments. Quizzes. Summative Assessments. Projects
Timeframe Marking Periods 1 & 2 Unit/Topic Biological principles, biochemistry Study of life Unifying Themes Biology tools & technology atoms, ions & molecules properties of water & carbon bonding & chemical
Biology Spring Final Exam Study Guide
Name: Hour: Basic Biology Skills Graphing Know the keys to creating a graph Know how to interpret a graph Independent variable Dependent variable Biology Spring Final Exam Study Guide Levels of Organization
Biology New Jersey 1. NATURE OF LIFE 2. THE CHEMISTRY OF LIFE. Tutorial Outline
Tutorial Outline New Jersey Tutorials are designed specifically for the New Jersey Core Curriculum Content Standards to prepare students for the PARCC assessments, the New Jersey Biology Competency Test
Biology regimented study plan
For each topic, write down notes, make it organized, always have a pencil and paper while studying. At the end of each section, test yourself (Answer past exam questions, practice Quizlet, watch Crash
Honors Biology summer assignment. Review the notes and study them. There will be a test on this information the 1 st week of class
Honors Biology summer assignment Review the notes and study them. There will be a test on this information the 1 st week of class Biomolecules Molecules that make up living things. There are 4 molecules
PRESCOTT UNIFIED SCHOOL DISTRICT District Instructional Guide
PRESCOTT UNIFIED SCHOOL DISTRICT District Instructional Guide Grade Level: High School Subject: Biology Quarter/Semester 1/1 Core Text: Biology, Miller & Levine, 2006 Time Block Unit Content Skills Standards
Enduring understanding 1.A: Change in the genetic makeup of a population over time is evolution.
The AP Biology course is designed to enable you to develop advanced inquiry and reasoning skills, such as designing a plan for collecting data, analyzing data, applying mathematical routines, and connecting
BIOLOGY EOC REVIEW. Concept/Question. How does energy flow in the ecosystem? How do cells maintain homeostasis of ph, salinity, temperature, etc?
BIOLOGY EOC REVIEW Concept/Question Notes How does energy flow in the ecosystem? How do cells maintain homeostasis of ph, salinity, temperature, etc? Bonds- What are bonds? What are the different types
Biology EOCT Review. Milton High School
Biology EOCT Review Milton High School Cell Organelles Nucleus holds DNA Cell membrane what comes in and goes out Mitochondria powerhouse of the cell Ribosomes protein synthesis Lysosomes digestion Cell
Side-by-Side Comparison of the Texas Educational Knowledge and Skills (TEKS) and Louisiana Grade Level Expectations (GLEs) SCIENCE: Biology
Side-by-Side Comparison of the Texas Educational Knowledge and Skills (TEKS) and Louisiana Grade Level Expectations (GLEs) SCIENCE: Biology TEKS Comments Louisiana GLE (Bio.1) Scientific Processes. The
Hypothesis. Levels of organization. Theory. Controlled experiment. Homeostasis. ph scale. Characteristics of living things
Hypothesis Quantitative & Qualitative observations Theory Levels of organization Controlled experiment Homeostasis Characteristics of living things ph scale Quantitative- involves numbers, counting, measuring
2. Cellular and Molecular Biology
2. Cellular and Molecular Biology 2.1 Cell Structure 2.2 Transport Across Cell Membranes 2.3 Cellular Metabolism 2.4 DNA Replication 2.5 Cell Division 2.6 Biosynthesis 2.1 Cell Structure What is a cell?
A Correlation of. To the. New York High School Standards Life Science
A Correlation of 2017 To the New York High School Standards Life Science 9 12 High School Life Science (HS.SF) Structure and Function A Correlation of Miller & Levine Biology, 2017 to the (HS LS1 1) Construct
BIOLOGY Grades Summer Units: 10 high school credits UC Requirement Category: d. General Description:
Summer 2015 Units: 10 high school credits UC Requirement Category: d General Description: BIOLOGY Grades 9-12 Summer session biology will be an intense, fast paced course. Students will gain an understanding
AP* Biology Prep Course
AP* Biology Prep Course SYLLABUS Welcome to the FlinnPREP AP* Biology Online Prep Course! Your enrollment in this course is your first step toward a 5 on the AP* Biology exam. FlinnPREP covers fundamental
Biology Teaching & Learning Framework (Block) Unit 4. Unit 1 1 week. Evolution SB5
Biology Biology Standards The Cobb Teaching and Learning Standards of Excellence for Science are designed to provide foundational knowledge and skills for all students to develop proficiency in science.
Honors Biology Midterm Exam Study Guide--January 2019
Objective Response Reflection 3 = I totally know this! :) 2 = I remember this somewhat 1 = I don't remember this at all Explain the difference between independent and dependent variables. Explain what
CHINO VALLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL GUIDE BIOLOGY HONORS
CHINO VALLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL GUIDE BIOLOGY HONORS Course Number 5403 Department Science Suggested guidelines for enrollment B or better in 8 th grade Science Concurrent enrollment
Compare cellular structure and their functions in prokaryote and eukaryote cells.
Grade Big Idea Essential Questions Concepts Competencies Vocabulary 2002 Standards DNA molecules contain genetic information that is found in all cells. Genes are sections of DNA that code for proteins,
Cellular Genetics, Structure and Function of DNA in Cells, Genetic Mechanisms and Inheritance, Mutations, Modern genetics 6-7 weeks
Biology Curriculum Map Each unit is allocated an approximate number of weeks using a traditional period schedule. Teachers should adjust these timeframes as needed based on student mastery and formative
Find your notes, old notebook, and a pencil * On Thursday please bring a calculator!
Find your notes, old notebook, and a pencil * On Thursday please bring a calculator! Describe Photosynthesis: Inputs & outputs? Equation? Factors that impact it What types of organisms do Plants do it
SPRING GROVE AREA SCHOOL DISTRICT. Course Description. Instructional Strategies, Learning Practices, Activities, and Experiences.
SPRING GROVE AREA SCHOOL DISTRICT PLANNED COURSE OVERVIEW Course Title: Advanced Placement Biology Grade Level(s): 12 Units of Credit: 1.50 Classification: Elective Length of Course: 30 cycles Periods
construct a model of DNA. explain that proteins to describe mutations. (DNA mrna determine cell structure predict traits of offspring Protein)
Biology 1-2 Essential Questions: 1. How does the process of evolution drive the unity and diversity of life? 2. How do biological systems utilize free energy and molecular building blocks to grow, reproduce
FINAL VERSION_ Secondary Preservice Teacher Standards -- Life Science AFK12SE/NGSS Strand Disciplinary Core Idea
Secondary Preservice Teacher Standards -- Life Science AFK12SE/NGSS Strand Disciplinary Core Idea LS1: From Molecules to Organisms: Structures and Processes LS1.A: Structure and Function How do the structures
115 THINGS YOU SHOULD KNOW FOR THE LIVING ENVIRONMENT REGENTS EXAM
115 THINGS YOU SHOULD KNOW FOR THE LIVING ENVIRONMENT REGENTS EXAM 1. Amino acids are the individual units that bond together to form a polypeptide (protein). 2. Monosaccharides are the individual units
AP Biology UNIT 1: CELL BIOLOGY. Advanced Placement
Advanced Placement AP Biology builds students' understanding of biology on both the micro and macro scales. After studying cell biology, students move on to understand how evolution drives the diversity
Biology, Ongoing Expectations
2017.18 Biology, Ongoing Expectations Big Ideas/Key Concepts: Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21 st century. Society benefits
Scope and Sequence. Course / Grade Title: Biology
Course / Grade Title: Biology Course / Grade Content: What will students be expected to know and do? Provide the core knowledge and skills (standards) that will be taught and assessed. Organize the essential
Requirements for Prospective Teachers General Science. 4.1a Explain energy flow and nutrient cycling through ecosystems (e.g., food chain, food web)
Ecology and Conservation Biology (Biol 116) - Syllabus Addendum for Prospective Teachers Ricklefs, R. E., (2001). The Economy of Nature, 5 th Edition. W.H. Freeman & Co Chapter Ch 6-Energy in the Ecosystem
Teaching Licensure: Biology
Teaching Licensure: Biology About the test Teacher qualification test in biology is a 2-hour computerized test that targets teachers who teach biology in cycle 3 schools in UAE. The content of this test
Peddie Summer Day School
Peddie Summer Day School Course Syllabus: BIOLOGY Teacher: Mr. Jeff Tuliszewski Text: Biology by Miller and Levine, Prentice Hall, 2010 edition ISBN 9780133669510 Guided Reading Workbook for Biology ISBN
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK DRAFT October 2017 This document is a working draft. The information in this document is subject to change, and any changes will
A Correlation of. to the. Georgia Standards of Excellence Biology
A Correlation of to the Introduction The following document demonstrates how Miller & Levine aligns to the Georgia Standards of Excellence in. Correlation references are to the Student Edition (SE) and
Jeopardy. Evolution Q $100 Q $100 Q $100 Q $100 Q $100 Q $200 Q $200 Q $200 Q $200 Q $200 Q $300 Q $300 Q $300 Q $300 Q $300
Jeopardy Mutations Crosses & Punnett Sqs. Meiosis & Variability Evolution Photo, Cell Resp, Energy, Matter Q $100 Q $200 Q $300 Q $400 Q $500 Q $100 Q $100 Q $100 Q $100 Q $200 Q $200 Q $200 Q $200 Q $300
Exploring Life Content Assessment 1
Exploring Life Content Assessment 1 INSTRUCTIONS: Below you will find 42 questions that explore your understanding of science. Each question is numbered in the left-hand column and has only one correct
OCR Biology Checklist
Topic 1. Cell level systems Video: Eukaryotic and prokaryotic cells Compare the structure of animal and plant cells. Label typical and atypical prokaryotic cells. Compare prokaryotic and eukaryotic cells.
Ledyard Public Schools Science Curriculum. Biology. Level-2. Instructional Council Approval June 1, 2005
Ledyard Public Schools Science Curriculum Biology Level-2 1422 Instructional Council Approval June 1, 2005 Suggested Time: Approximately 9 weeks Essential Question Cells & Cell Processes 1. What compounds
Miller & Levine Biology 2014
A Correlation of Miller & Levine Biology To the Essential Standards for Biology High School Introduction This document demonstrates how meets the North Carolina Essential Standards for Biology, grades
OCR Biology Checklist
Topic 1. Cell level systems Video: Eukaryotic and prokaryotic cells Compare the structure of animal and plant cells. Label typical and atypical prokaryotic cells. Compare prokaryotic and eukaryotic cells.
02/02/ Living things are organized. Analyze the functional inter-relationship of cell structures. Learning Outcome B1
Analyze the functional inter-relationship of cell structures Learning Outcome B1 Describe the following cell structures and their functions: Cell membrane Cell wall Chloroplast Cytoskeleton Cytoplasm Golgi
The Biology End-Of Course Exam will require students to apply scientific knowledge attained and described below in the NGSSS from middle grades
The Biology End-Of Course Exam will require students to apply scientific knowledge attained and described below in the NGSSS from middle grades SC.912.N.1.1 Define a problem based on a specific body of
Describe the structure and composition of the cell membrane. (make a sketch) What does the Theory of Endosymbiosis state?
Station 1. Analyze the nature of the relationships between structures and functions in living cells. a. Explain the role of cell organelles for both prokaryotic and eukaryotic cells, including the cell
1.Study the statement above. Which cell organelle manages the process by which proteins are sorted and packaged to be sent where they are needed?
Cell organelles carry out specific metabolic processes. 1.Study the statement above. Which cell organelle manages the process by which proteins are sorted and packaged to be sent where they are needed?
Biology 1 Notebook. Review Answers Pages 17 -?
Biology 1 Notebook Review Answers Pages 17 -? The History of Cell Studies 1. Robert Hook (1665) used a microscope to examine a thin slice of cork. The little boxes he observed reminded him of the small
Grant Joint Union High School District. "A New Education for a New Economy" Biology
Grant Joint Union High School District "A New Education for a New Economy" Date: 3/20/07 CURRICULUM PACKAGE Biology Biology is a Science course that includes cell biology, genetics, physiology, plant biology,
EVOLUTION ALGEBRA. Freshman Seminar University of California, Irvine. Bernard Russo. University of California, Irvine. Winter 2015
EVOLUTION ALGEBRA Freshman Seminar University of California, Irvine Bernard Russo University of California, Irvine Winter 2015 Bernard Russo (UCI) EVOLUTION ALGEBRA 1 / 15 Understanding Genetics The study
Spring 2016 Biology 1 End-of-Course (EOC) Assessment Next Generation Sunshine State Standards (NGSSS) Form 1
Next Generation Sunshine State Standards () Form 1 SC.912.L.1.1 Cell theory; Evaluating scientific claims cell theory 2 SC.912.L.1. Cell wall; Comparing prokaryotic and eukaryotic cells 2 SC.912.L.16.
Cells & Cell Organelles. Doing Life s Work
Cells & Cell Organelles Doing Life s Work Types of cells bacteria cells Prokaryote Eukaryotes animal cells plant cells Cell size comparison Animal cell Bacterial cell most bacteria 1-10 microns eukaryotic