Standards and Benchmarks

BIOLOGY II (07-08 Revised)

McRel (4th edition) Standards

Students should:    McRel (4th edition) Benchmarks

Students will be able to

 

Standard 11:  Understands the nature of scientific knowledge

Standard 13:  Recognizes the scientific enterprise    Level IV (9-12)

1.  Understands the use of hypotheses in science (e.g., selecting and narrowing the focus of data, determining additional data to be gathered; guiding the interpretation of data)

Local Objective
1.1 Identify a focused problem or research question
1.2 Relate a hypothesis or prediction directly to the research question and explain it, quantitatively where appropriate

Level IV (9-12)

2.  Designs and conducts scientific investigations (e.g., formulates testable hypotheses;  identifies and clarifies the method, controls, and variables; analyzes, organizes, and displays data;  revises methods and explanations; presents results; receives critical response from others)

Local Objective
2.1 Selects the relevant independent and controlled variables
2.2 Select appropriate apparatus and materials
2.3 Describes a method that allows for the control of the variables
2.4 Describes a method that allows for the collection of sufficient relevant data
2.5 Records appropriate raw data (qualitative and/or quantitative), including units and uncertainties where necessary
2.6 Presents raw data clearly, allowing for easy interpretation
2.7 Processes the raw data correctly
2.8 Presents processed data appropriately, helping interpretation and, where relevant, takes into account errors and uncertainties
2.9 Gives a valid conclusion, based on the correct interpretation of the results, with an explanation where appropriate, compares results with literature values
2.10 Evaluates procedures and results including limitations, weaknesses or errors
2.11 Identifies weaknesses and states realistic suggestions to improve the investigation

 

4.  Uses technology (e.g., hand tools, measuring instruments, calculators, computers) and mathematics (e.g., measurement, formulas, charts, graphs) to perform accurate scientific investigations and communications 

4.1 Knows the importance of lab safety and is able to demonstrate safe lab practices. 

4.2 Is competent in the use of techniques and equipment 

4.3 Identifies and knows the function of common laboratory tools

 

2. Understands that individuals and teams contribute to science and engineering at different levels of complexity (e.g., an individual may conduct basic field studies; hundreds of people may work together on a major scientific question or technological problem) 

2.1 Collaborate with others, recognizing their needs, in order to complete a task 

2.2 Expects, actively seeks and acknowledges the views of others

 

3.  Understands the ethical traditions associated with the scientific enterprise (e.g., commitment to peer review, truthful reporting about the methods and outcomes of investigations, publication of the results of work) and that scientists who violate these traditions are censored by their peers 

3.1 Pay considerable attention to the authenticity of the data and information and the approach to materials (living or non-living) 

3.2 Pay considerable attention to the environmental impact of the investigation

 

( Correlated to Prentice-Hall Biology, 2002, Chapters 3 to 6, Time – 5 weeks or 15 class periods)

Standard 6:  Understands relationships among organisms and their physical environment

    Level IV (9-12)

1.  Knows how the interrelationships and interdependencies among organisms generate stable ecosystems that fluctuate around a state of rough equilibrium for hundreds or thousands of years (e.g., growth of a population is held in check by environmental factors such as depletion of food or nesting sites, increased loss due to larger numbers of predators or parasites)

Local Objective

 

1.1 Define the terms involved including ecosystems, population, community, species, biosphere, autotroph and heterotroph

 

1.2 Explain how the biosphere consists of interdependent and interrelated ecosystems

 

1.3 Outline factors that can affect population size

 

1.4 Draw a graph showing the S-shaped population growth curve

 

1.5 Explain reasons for the exponential growth phase, the plateau phase and the transitional phase between these two phases

 

1.6 Define carrying capacity

 

1.7 Describe one technique used to estimate the population size of an animal species based on a capture-mark-release-recapture method

Level IV (9-12)

2.  Knows how the amount of life an environment can support is limited by the availability of matter and energy and the ability of the ecosystem to recycle materials

Local Objective

 

2.1    Describe what is meant by a food chain

 

2.2    Describe what is meant by a food web

 

2.3    Define trophic level

 

2.4    Deduce the trophic level of organisms in a food chain and a food web

 

2.5    Given appropriate information, construct a food web

 

2.6    State that light is the initial energy for almost all communities

 

2.7    Explain the energy flow in a food chain

 

2.8    State that when energy transformations take place the process is never 100% efficient

 

2.9    Explain what is meant by a pyramid of energy and the reasons for its shape

Level IV (9-12)

3.  Knows that as matter and energy flow through different levels of organization in living systems and between living systems and the physical environment, chemical elements (e.g., carbon, nitrogen) are recombined in different ways

Local Objective

 

3.1 Explain that energy can enter and leave an ecosystem, but that nutrients must be recycled

3.2 Draw the carbon cycle

Level IV (9-12)

5.  Knows ways in which human can alter the equilibrium of ecosystems, causing potentially irreversible effects (e.g., human population growth, technology, and consumption;  human destruction of habitats through direct harvesting, pollution, and atmospheric changes)

Local Objective

5.1    State causes of global warming

5.2    State possible environmental consequences of global warming

 

5.3    Outline solutions to slow the progress of global warming

5.4    Understands the Tragedy of the Commons

5.5    Discuss the environmental, social, political and economic impacts of the Green Revolution

5.6    Discuss the importance of water and its current scarcity

 

 

 

( Correlated to Prentice-Hall Biology, 2002, Chapters 15 and 17-1,17-2, Time – 3 weeks or 9 class periods)
Standard 7:  Understands biological evolution and the diversity of life

    Level IV (9-12)

 

1.  Knows that heritable characteristics, which can be biochemical and anatomical, largely determine what capabilities an organism will have, how it will behave, and how likely it is to survive and reproduce

Level IV (9-12)

2.  Understands the concept of natural selection (e.g., when an environment changes, some inherited characteristics become more or less advantageous or neutral, and chance alone can result in characteristics having no survival or reproductive value;  this process results in organisms that are well suited for survival in particular environments)

Local Objective
2.1   Define evolution
2.1    State that populations tend to produce more offspring than the environment    
can support
2.2    Explain that the consequences of the potential overproduction of offspring is a struggle for survival
2.3    State that members of a species show variation
2.4    Explain how natural selection leads to the increased reproduction of individual with favourable heritable variations.
2.5    Explain an example of evolution in response to environmental change

 

Level IV (9-12)

 

5. Knows the history of the origin and evolution of life on Earth (e.g., life on Earth is thought to have begun 3.5-4 billion years ago as simple unicellular organisms;  cells with nuclei evolved about a billion years ago, after which increasingly complex multicellular organisms evolved)

 

Local Objective
5.1    Discuss the evidence in support of creation
5.2    Discuss the evidence in support of evolution
5.3    Understand the importance of accurately establishing the age of the Earth
5.4    Understand the fossil record and the assumptions made when dating rocks and organisms

Level IV (9-12)

 

6. Knows how natural selection and its evolutionary consequences provide a scientific explanation for the diversity and unity of past and present life forms on Earth

 

Local Objective
6.1    Discuss the explanation of intelligent design to account for the diversity of life

 

 

( Correlated to Prentice-Hall Biology, 2002, Chapters 10-2, 11,14-sections, Time – 4 weeks or 12 class periods)

Standard 4:  Understands the principles of heredity and related concepts

Standard 5:  Understands the structure and function of cells and organisms

Standard 13:  Understands the scientific enterprise    Level IV (9-12)

6.  Knows features of human genetics (e.g., most of the cells in a human contain two copies of each of 22 chromosomes;  in addition, one pair of chromosomes determines sex [XX or XY];  transmission of genetic information to offspring occurs through egg and sperm cells that contain only one representative from each chromosome pair;  dominant and recessive traits explain how variations that are hidden in one generation can be expressed in the next)

6.1 Outline the role of meiosis in the production of gametes. 

6.2 State the number of daughter cells made as a result of meiosis. 

6.3 Compare the total chromosome number in the parent and in the daughter cells. 

6.4 Explain the need for haploid gametes in sexual reproduction.

 

3.  Knows that new heritable characteristics can only result from new combinations of existing genes or from mutations of genes in an organism’s sex cells;  other changes in an organism cannot be passed on

3.1 Define non disjunction during meiosis. 

3.2 Explain how non disjunction can lead to an individual with Down’s Syndrome. 

3.3 Define chromosome mutation. 

3.4 State the information that can be gained from a karyotype diagram. 

3.5 List two practical uses of the information in a karyotype. 

3.6 Explain circumstances that lead to genetic diseases. 

3.7 Construct and/or interpret a simple human karyotype.

 

4.  Understands the concepts of Mendelian genetics (e.g., segregation, independent assortment, dominant and recessive traits, sex-linked traits)

4.1 Define the terms involved including allele, gene, dominant, recessive 

4.2 Select and/or recognize suitable allele symbols for a monohybrid cross, based on the characteristics of the allele 

4.3 Construct and analyse Punnet squares to illustrate probable outcomes of monohybrid crosses. 

4.4 Calculate genotype and phenotype ratios from such monohybrid crosses. 

4.5 Explain the use of a test cross. 

4.6 Construct and/or use simple pedigree diagrams illustrating human inheritance for a single trait. 

4.7 Deduce the nature of the alleles and/or predict the possible genotype(s) of individuals within a pedigree diagram

 

6.  Understands the processes of cell division and differentiation (e.g., meiosis, mitosis, embryo formation, cellular replication and differentiation into the many specialized cells, tissues, and organs that comprise the final organism;  each cell retains the basic information needed to reproduce itself)

6.1 Draw and label simple diagrams of the stages of meiosis.

 

2.  Understands that individuals and teams contribute to science and engineering at different levels of complexity (e.g., an individual may conduct basic field studies;  hundreds of people may work together on a major scientific question or technological problem)

2.1 State two goals of the Human Genome Project. 

2.2 Summarize two important findings of the HGP

 

4.   Knows that science and technology are essential social enterprises, but alone they can only indicate what can happen, not what should happen

4.1 Outline two possible uses of the knowledge gained from the HGP. 

4.2 Outline two reasons why there is some ethical concern over the use of this knowledge.

 

 

 

Timeframe:  Weeks 13-16 

( Correlated to Prentice-Hall Biology, 2002, Chapters 12, 13, Time – 4 weeks or 12 class periods)

Standard 4:  Understands the principles of heredity and related concepts

1.  Knows the chemical and structural properties of DNA and its role in specifying the characteristics of an organism (e.g., DNA is a large polymer formed from four kinds of subunits;  genetic information is encoded in genes as a string of these subunits;  each DNA molecule in a cell forms a single chromosome and is replicated by a templating mechanism)

1.1 Describe and draw a simple labeled diagram of a DNA nucleotide. 

1.2 Draw and label a simple labeled diagram of a short section of a DNA molecule. 

1.3 Describe how DNA replication takes place. 

1.4 Define what is meant by semi-conservative replication. 

1.5 State that the outcome of DNA replication is two identical daughter DNA molecules. 

1.6 List and compare the structure and function of the three types of RNA. 

1.7 Compare and contrast the structure and function of DNA and RNA. 

1.8 Describe the process of proofreading and its importance in DNA replication. 

1.9 Define the terms codon, triplet, start codon, stop codon, transcription, translation and polypeptide. 

1.10 State the use of the enzyme RNA polymerase in transcription. 

1.11 State the locations of transcription and translation. 

1.12 Describe how the information in the template DNA strands codes for a specific polypeptide. 

1.13 Use a translation table to show how information on mRNA can select a specific order of amino acids to make a polypeptide molecule.

 

2.  Knows ways in which genes (segments of DNA molecules) may be altered and combined to create genetic material;  mutations;  errors in copying genetic material during cell division)

2.1 Define the term gene mutation and the terms deletion, addition and substitution. 

2.2 List factors or agents which can cause gene mutations.

 

4.  Knows that mutations and new gene combinations may have positive, negative, or no effects on the organism

4.1 Predict the effects of gene mutation on protein synthesis. 

4.2 Outline the cause and effects of the gene mutation that causes sickle cell anemia. 

4.3 Outline the cause, effect and treatment of one genetic disease.

We do this in detail.  However, I do move the "mutation" section to genetics to discuss the ideas in context.