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 science course that will offer the student a comprehensive learning experience in selected areas of biological science. Areas covered will be basics, cell biology, genetics, ecology, evolution, physiology and health. M complies with all Educational Code requirements related to Health education. Length: One Year Type of Course: Meets one year high school biological science graduation requirement. I. California State Content Standards for Indicates an essential standard A. CELL BIOLOGY 1. Fundamental life processes of plants and animals depend on a variety of chemical reactions that are carried out in specialized areas of the organism s cells. As a basis for understanding this concept, students will know: a. Cells are enclosed in semipermeable membranes that regulate their interaction with their surroundings. b. Enzymes are proteins and catalyze biochemical reactions without altering the reaction equilibrium. The activity of enzymes depends on the temperature, ionic conditions and ph of the surroundings. c. How prokaryotic cells, eukaryotic cells (including those from plants and animals), and viruses differ in complexity and general structure. d. The central dogma of molecular biology outlines the flow of information from 1
e. f. g. transcription of RNA in the nucleus to translation of protein on ribosomes in the cytoplasm. Useable energy is captured from sunlight by chloroplasts, and stored via the synthesis of sugar from carbon dioxide. The role of the mitochondria in making stored chemical bond energy available to cells by completing the breakdown of glucose to carbon dioxide. Most macromolecules (polysaccharides, nucleic acids, proteins, lipids) in cells and organisms are synthesized from a small collection of simple precursors. B. GENETICS 2. Mutation and sexual reproduction lead to genetic variation in a population. As a basis for understanding this concept, students will know: a. 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. b. New combination of alleles may be generated in a zygote through fusion of male and female gametes (fertilization). c. Why approximately half of an individualʹs DNA sequence comes from each parent. d. The role of chromosomes in determining an individualʹs sex. 3. 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 should know: a. 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). b. The genetic basis for Mendel s laws of segregation and independent assortment. 4. 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 organism. As a basis for understanding this concept, students know: a. The general pathway by which ribosomes synthesize proteins, using trnas to translate genetic information in mrna. b. How to apply the genetic coding rules to predict the sequence of amino acids from a sequence of codons in RNA. c. 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. d. Specialization of cells in multicellular organisms is usually due to different patterns of gene expression rather than to differences of the genes themselves. e. Proteins can differ from one another in the number and sequence of amino acids. 5. The genetic composition of cells can be altered by incorporation of exogenous DNA into the cells. As a basis for understanding this concept, students will know: a. The general structures and functions of DNA, RNA, and protein. b. How to apply base pairing rules to explain precise copying of DNA during semiconservative replication, and transcription of information from DNA into mrna. c. How genetic engineering (biotechnology) is used to produce novel biomedical and agricultural products. 2
C. ECOLOGY 6. Stability in an ecosystem is a balance between competing effects. As a basis for understanding this concept, students will know: a. Biodiversity is the sum total of different kinds of organisms, and is affected by alteration of habitats. b. How to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of non native species, or changes in population size. d. How water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles via photosynthesis and respiration. e. A vital part of an ecosystem is the stability of its producers and decomposers. f. At each link in a food web, some energy is stored in newly made structures but much is dissipated into the environment as heat and this can be represented in a food pyramid. D. EVOLUTION 7. 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 will know: a. Why natural selection acts on the phenotype rather than the genotype of an organism. b. Why alleles that are lethal in a homozygous individual may be carried in a heterozygote, and thus maintained in a gene pool. c. New mutations are constantly being generated in a gene pool. d. Variation within a species increases the likelihood that at least some members of a species will survive under changed environmental conditions. 8. Evolution is the result of genetic changes that occur in constantly changing environments. As a basis for understanding this concept, students will know: a. How natural selection determines the differential survival of groups of organisms. b. A great diversity of species increases the chance that at least some organisms survive large changes in the environment. c. The effects of genetic drift on the diversity of organisms in a population. d. Reproductive or geographic isolation affects speciation. e. How to analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction. E. PHYSIOLOGY 9. 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 the students will know: a. How the complementary activity of major body systems provides cells with oxygen and nutrients, and removes toxic waste products such as carbon dioxide. b. How the nervous system mediates communication between different parts of the body interactions with the environment. c. How feedback loops in the nervous and endocrine systems regulate conditions within the body. 3
10. Organisms have a variety of mechanisms to combat disease. As a basis for understanding the human immune response, the students will know: a. The role of the skin in providing nonspecific defenses against infection. b. The role of antibodies in the body s response to infection. c. How vaccination protects an individual from infectious diseases. d. There are important differences between bacteria and viruses, with respect to their requirements for growth and replication, the primary defense of the body against them, and effective treatment of infections they cause. e. Why an individual with a compromised immune system (for example, a person with (AIDS) may be unable to fight off and survive infections of microorganisms that are usually benign. F. INVESTIGATION AND EXPERIMENTATION 1. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept, and to address the content the other four standards, students should develop their own questions and perform investigations. Students will: a. Select and use appropriate tools and technology (such as computer linked probes, spread sheets, and graphing calculators) to perform tests, collect data, analyze relationships, and display data. b. Identify possible reasons for inconsistent results, such as sources of error or uncontrolled conditions. c. Formulate explanations using logic and evidence. d. Distinguish between hypothesis and theory as science terms. e. Recognize the use and limitations of models and theories as scientific representations of reality. f. Analyze the locations, sequences, or time intervals of natural phenomena (e.g., relative ages of rocks, locations of planets over time, and succession of species in an ecosystem). g. Recognize the issues of statistical variability and the need for controlled tests. h. Recognize the cumulative nature of scientific evidence. i. Analyze situations and solve problems that require combining and applying concepts from more than one area of science j. Investigate a science based societal issue by researching the literature, analyzing data, and communicating the findings. Examples include irradiation of food, cloning of animals by some somatic cell nuclear transfer, choice of energy sources, and land and water use decisions in California. k. Know that when an observation does not agree with an accepted scientific theory, sometimes the observation is mistaken or fraudulent (e.g., Piltdown Man fossil or unidentified flying objects), and sometimes the theory is wrong (e.g., Ptolemaic model of the movement of the sun, moon, and planets). II. COURSE OUTLINE STANDARDS A. Science Methodology Investigation and Experimentation a k 1. Scientific method 2. Data analysis 4
a. Plotting / graphing b. Qualitative and quantitative data analysis 3. Measurement a. Microscopic b. Units/metric system 4. Proper use of scientific equipment 5. Effective collection of data B. as a Science Investigation and Experimentation a k 1. Characteristics of living things 2. : the study of life C. Chemical Basis of life 1. Atomic structure 1a, 1b, 1h, 4e, 4f, 5a, 5b a. Periodic table b. Chemical bonds Chemistry c. Chemical reactions 1a, 1d, 1e, 2a, 2b, 2d, 3a, 5a, 5b, 5d, d. Molecular structure 6a, 7b, 8c, 10a c 2. Organic molecules, their structure and function a. Carbohydrates b. Lipids c. Proteins d. Enzymes e. Organic acids f. Nucleic acids / DNA and RNA D. Cell Structure and Function 1. Cell structure 1a, 1c, 1e, 1j a. Cell theory b. Cell structure c. Cytoplasmic organelles d. Comparison of prokaryotic and eukaryotic cells 2. Cell function a. Movement of materials through the membrane (1) Osmosis/diffusion (2) Active transport c. Cell specialization d. Levels of organization E. Cell Energy 1. Photosynthesis 1f, 1g, 1i a. Chemical reaction of photosynthesis b. Photosynthetic pigments c. Absorption spectra d. Factors affecting the rate of photosynthesis 2. Aerobic respiration a. Glycolysis 5
b. Citric acid cycle c. Electron transport chain 3. Anaerobic respiration a. Function of ATP b. Fermentation (1) Lactic acid fermentation (2) Alcoholic fermentation F. Nucleic Acids and Protein Synthesis 1. DNA 1d, 4a, 4b, 4e, 4f, 5a, 5b, 5d 2. RNA 3. Protein synthesis G. Cell Growth and division 1. Cell cycle 2a, 2b, 2e 2. Mitosis 3. Meiosis H. Genetics 1. Current trends in genetics (periodicals) 2a g, 3a c 2. Mendelian genetics 3. Genes and chromosomes a. Chromosome theory b. Mutations c. Regulation of gene expression 4. Human heredity a. Inheritance of traits b. Sex linked inheritance c. Genetic disorders I. Evolution 1. Origins of life 5e, 7a, 7c, 7d, 8a g 2. Geological time scale a. First signs of life 3. Evidence of evolution a. Fossils b. Embryonic development c. Homologous structures d. Vestigial organs 3. Natural selection a. Genetic variation b. Mutation as a mechanism of change J. Ecology 1. Biosphere 6a f a. Biomes b. Energy and nutrients 2. Populations and communities 3. People and the biosphere 6
K. Human 1. Nervous (emphasize due to state standards) 9a i, 10a f 2. Skeletal, muscular, integumentary 3. Digestive and nutrition 4. Respiratory 5. Circulatory and excretory 6. Endocrine 7. Immune (emphasize due to state standards) L. Health Unit (See resource binder) 1. Overview of dimensions of health a. Mental/emotional/social health b. Terminology 2. Physical factors of health a. Four fitness components 3. Nutrition a. Nutrients b. Balanced diet and label reading c. Weight control (1) Healthy diet (2) Diet discussion (Atkins, how to gain and lose) d. Eating disorders 4. Chronic disease a. Leading causes of death 5. First AID a. Accident prevention b. First actions of first aid 6. Mood modifiers/drugs a. Drug terminology (including categories) b. Risks/consequences c. Refusal skills d. Rehabilitation 7. Mood modifiers/alcohol a. Risks/consequences b. Refusal skills c. Rehabilitation 8. Mood modifiers/tobacco a. Terminology b. Risks/consequences c. Refusal skills d. Rehabilitation 9. Human sexuality a. Terminology b. Pregnancy (1) Menstrual cycle (2) Conception (3) Symptoms (4) Fetal development (5) Prenatal & perinatal care c. Stages of labor 7
d. Delivery e. Parenting f. Contraception g. Responsible sexuality (1) HIV/AIDS: ʺPositive Prevention Curriculumʺ (Teachers need to be trained to use this curriculum) III. RECOMMENDED LABS AND ACTIVITIES A. Science Methodology Measurement ** Observation/skills lab B. as a Science Microscope use C. Chemical Basis of Life Enzyme activity ** Chemical reaction demonstrations ph/lab D. Cell Structure and Function Osmosis / diffusion labs ** E. Cell Energy Photosynthesis ** respiration lab F. Nucleic Acids and Protein Synthesis DNA sketch or model Transcription translation simulation G. Cell Growth and Division Root tip/fish blastula (micro) ** Mitosis/meiosis sketches and models H. Genetics Determining genotype ** I. Evolution Natural selection simulation ** J. Ecology Population simulation ** K. Human Nervous system sketches/ models ** L. The Six Kingdoms Classifying kingdoms ** = Supplemental Labs /Activities attached 8
III. INSTRUCTIONAL METHODS A. Lecture B. Class discussion (large/small group) C. Inquiry lesson D. Laboratory activities (pre and post lab) E. Demonstration F. Cooperative groups G. Computer assisted instruction 1. Tutorial 2. Drill 3. Simulation H. Research projects 1. Periodicals 2. Internet I. Multimedia 1. Films 2. Videos 3. Slides 4. Overhead transparencies 5. Charts 6. Models 7. Powerpoint/ Astound lessons 8. CD ROM 9. Videodiscs/ DVD IV. EVALUATION/ GRADING OF STUDENT WORK A. Quizzes, examinations, and common assessments B. Written laboratory reports C. Worksheets and study questions/ problems D. Reports E. Class notebook (optional) F. Laboratory performance G. Recitation and class participation H. Attitude toward learning I Term projects V. INSTRUCTIONAL MATERIALS A. Basic Text(s) See Board Approved List Written 2/07 by: Ronda Brown CHS B. Supplementary Text(s) Marilyn Van Herk CHS See Board Approved List Larry Hernandez LSHS C. Health resource binder Mini Bhalla PHS D. Positive Prevention curriculum notebook Christie Black PHS Shino Nishio PHS Jeff Varney PHS Michael Hernandez SFHS Araceli Hamoy WHS 9
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