Biology | High school » High School Advanced Biology Curriculum Essentials Document

Source: http://www.doksinet High School Advanced Biology Curriculum Essentials Document Boulder Valley School District Department of Curriculum and Instruction May 2012 Source: http://www.doksinet Introduction Science Curriculum Essentials in BVSD In 2009, the Colorado Department of Education published the most recent version of the Colorado Academic Standards. This revision of the Boulder Valley School District Science Curriculum had three main goals:  align with the revised Colorado Academic Standards  maintain unique elements of our BVSD curriculum that reach beyond the standards  maintain a viable list of concepts and skills that students should master in each grade level or course Inquiry A new organizational feature of the Colorado Academic Standards is the integration of science inquiry skills with specific scientific concepts. Instead of having a separate standard for inquiry, the skills associated with the process of scientific inquiry are embedded in the

Evidence Outcomes for each Grade Level Expectation. In addition, the nature and history of science has been integrated into the Grade Level Expectations under “Nature of the Discipline”. This approach is echoed by the Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas which states that the skills or practices of inquiry and the core ideas “must be woven together in standards, curricula, instruction, and assessments.” Scientific inquiry remains a central focus of the revised BVSD Science Curriculum Essentials Documents. The following definition from the National Science Education Standards serves as the basis for our common understanding of how scientific inquiry is defined. Scientific inquiry refers to the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work. Inquiry also refers to the activities of students in which they develop knowledge and understanding of

scientific ideas, as well as an understanding of how scientists study the natural world. The following points serve to clarify the vision of what inquiry means in BVSD. Inquiry involves five essential features, which are heavily integrated into the wording of Evidence Outcomes in the Colorado Academic Standards. Students engaged in scientific inquiry should:  ask or respond to scientifically oriented questions  give priority to evidence  formulate explanations based on evidence  connect explanations to scientific knowledge  communicate and justify explanations (Inquiry and the National Science Education Standards) Inquiry based science instruction involves a continuum of learning experiences from teacher-led to learner self-directed activities, including but not limited to hand-on labs. Hence, both a structured assignment involving reading and written reflection and an open-ended, hands-on investigation could be considered inquiry as long as they involve the five

essential features identified above. The ultimate goals of inquiry-based instruction are to engage learners, develop their conceptual understanding of the natural world around them, and to overcome misconceptions in science. Inquiry-based activities should balance students’ application of content knowledge, creativity and critical thinking in order to analyze data, solve a problem or address a unique question. 5/7/2012 BVSD Curriculum 2 Source: http://www.doksinet High School Advanced Biology Overview Course Description In this college preparatory class students will explore relationships between structure and function in organisms and the interaction of cells and organisms with each other and their environments. Units of study include: use of microscope, cell structure and function, biochemistry, microbiology, classification, human physiology, genetics, evolution, botany and ecology. Laboratory activities reinforce concepts and principles presented. As an advanced course, this

course goes beyond the curriculum expectations of a standard course offering by increasing the depth and complexity. Students are engaged in dynamic, high‐level learning. The pace of an advanced course may be faster than that of a “standard” course. Standard 2. Life Science • • • • • • • • • Topics at a Glance Matter and energy in ecosystems Basic biochemistry Cell membranes and transport process Genetics Evolution Population and community ecology Photosynthesis and respiration Homeostasis and physiology Cell differentiation and gene expression Assessments  10th grade TCAP  Science ACT Big Ideas In Advanced Biology (Grade Level Expectations) 1. Matter tends to be cycled within an ecosystem, while energy is transformed and eventually exits an ecosystem. 2. The size and persistence of populations depend on the interactions with each other and on the abiotic factors in an ecosystem. 3. Cellular metabolic activities are carried out by biomolecules

produced by organisms. 4. The energy for life primarily derives from the interrelated processes of photosynthesis and cellular respiration. Photosynthesis transforms the Sun’s light energy into the chemical energy of molecular bonds. Cellular respiration allows cells to utilize chemical energy when these bonds are broken. 5. Cells use the passive and active transport of substances across membranes to maintain relatively stable intracellular environments. 6. Cells, tissues, organs, and organ systems maintain relatively stable internal environments, even in the face of changing external environments. 7. Physical and behavioral characteristics of an organism are influenced to varying degrees by heritable genes, many of which encode instructions for the production of proteins. 8. Multicellularity makes possible a division of labor at the cellular level through the expression of select genes, but not the entire genome. 9. Evolution occurs as the heritable characteristics of populations

change across generations and can lead populations to become better adapted to their environment. 5/7/2012 BVSD Curriculum 3 Source: http://www.doksinet 2. Life Science Students know and understand the characteristics and structure of living things, the processes of life and how living things interact with each other and their environment. Prepared Graduates The preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting. Prepared Graduate Competencies in the Life Science standard:  Analyze the relationship between structure and function in living systems at a variety of organizational levels, and recognize living systems’ dependence on natural selection  Explain and illustrate with examples how living systems interact with the biotic and abiotic environment  Analyze how various organisms grow, develop, and differentiate during their

lifetimes based on an interplay between genetics and their environment  Explain how biological evolution accounts for the unity and diversity of living organisms 5/7/2012 BVSD Curriculum 4 Source: http://www.doksinet Content Area: Science - High School Advanced Biology Standard: 2. Life Science Prepared Graduates: Explain and illustrate with examples how living systems interact with the biotic and abiotic environment GRADE LEVEL EXPECTATION Concepts and skills students master: 1. Matter tends to be cycled within an ecosystem, while energy is transformed and eventually exits an ecosystem Evidence Outcomes 21st Century Skills and Readiness Competencies Students can: a. Analyze how energy flows through trophic levels b. Evaluate the potential ecological impacts of a plantbased or meat-based diet c. Analyze and interpret data from experiments on ecosystems where matter such as fertilizer has been added or withdrawn such as through drought d. Develop, communicate, and justify an

evidence-based scientific explanation showing how ecosystems follow the laws of conservation of matter and energy e. Define and distinguish between matter and energy, and how they are cycled or converted through life processes f. Describe how carbon, nitrogen, phosphorus, and water cycles work g. Use computer simulations to analyze how energy flows through trophic level h. Describe how human activity has affected the biogeochemical cycles and propose possible solutions to those changes which have had negative impacts Inquiry Questions: 1. How does a change in abiotic factors influence the stability or progression of an ecosystem? 2. What happens when the cycling of matter in ecosystems is disrupted? 3. What energy transformations occur in ecosystems? 4. How does the process of burning carbon-rich fossil fuels compare to the oxidation of carbon biomolecules in cells? 5. How does a specific change within an ecosystem impact the ecosystem as a whole? Relevance and Application: 1. When

the matter or energy flow in an ecosystem is disturbed, there are measurable effects such as the eutrophication of water. 2. Matter and energy are cycled in natural systems such as wetlands in both similar and different ways than in humanmanaged systems such as waste water treatment plants. Nature of Discipline: 1. Address differences between experiments where variables can be controlled and those where extensive observations on a highly variable natural system are necessary to determine what is happening – such as dead zones in the Gulf of Mexico. 2. Share experimental data, and respectfully discuss conflicting results emulating the practice of scientists. 3. Design ecological experiments in a closed system 5/7/2012 BVSD Curriculum 5 Source: http://www.doksinet Content Area: Science - High School Advanced Biology Standard: 2. Life Science Prepared Graduates: Explain and illustrate with examples how living systems interact with the biotic and abiotic environment GRADE LEVEL

EXPECTATION Concepts and skills students master: 2. The size and persistence of populations depend on their interactions with each other and on the abiotic factors in an ecosystem Evidence Outcomes 21st Century Skills and Readiness Competencies Students can: a. Analyze and interpret data about the impact of removing keystone species from an ecosystem or introducing non-native species into an ecosystem b. Describe or evaluate communities in terms of primary and secondary succession as they progress over time c. Evaluate data and assumptions regarding different scenarios for future human population growth and their projected consequences d. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate ecosystem interactions e. Discuss the environmental impacts of human population growth f. Understand exponential and logistic growth rates and be able to mathematically determine rate of growth in a population Inquiry Questions: 1. How do

keystone species maintain balance in ecosystems? 2. How does the introduction of a non-native species influence the balance of an ecosystem? 3. How is the succession of local organisms altered in an area that is disturbed or destroyed? 4. What are the interspecific relationships within a community? 5. How does modern agriculture affect biodiversity? 6. To what degree is disturbance a “natural” component of ecosystem level processes? 7. How does the growth rate within a population change over time? Relevance and Application: 1. Earth’s carrying capacity is limited 2. Exponential human population growth has directly impacted the biosphere. 3. Exploration of possible alternative resources is vital 4. Using resources in a sustainable manner allows for continued use of the resource. 5. The extraction of resources by humans impacts ecosystems 6. Factors such as climate change, la Niña, and el Niño impact ecosystems. Nature of Discipline: 1. Critically evaluate scientific explanations

in popular media to determine if the research methodology and evidence presented are appropriate and sufficient to support the claims. 5/7/2012 BVSD Curriculum 6 Source: http://www.doksinet Content Area: Science - High School Advanced Biology Standard: 2. Life Science Prepared Graduates: Analyze the relationship between structure and function in living systems at a variety of organizational levels, and recognize living systems’ dependence on natural selection GRADE LEVEL EXPECTATION Concepts and skills students master: 3. Cellular metabolic activities are carried out by biomolecules produced by organisms Evidence Outcomes 21st Century Skills and Readiness Competencies Students can: a. Understand life is dependent upon water and its unique chemical and physical properties b. Identify biomolecules and their precursors/building blocks c. Develop, communicate, and justify an evidence-based explanation that biomolecules follow the rules of chemistry d. Develop, communicate, and

justify an evidence-based explanation for optimum enzyme activity e. Infer the consequences of suboptimal enzyme function to organisms – such as altered blood pH or fever using direct or indirect evidence f. Analyze and interpret data on the body’s utilization of carbohydrates, lipids, nucleic acids, and proteins g. Describe the structure and function of hydrogen bonds and the importance of these bonds to life Inquiry Questions: 1. How are rates of enzyme activity in cells affected by various factors such as pH or temperature? 2. How does one know that enzymes speed up chemical reactions? 3. What role does water play within living organisms? 4. Why is a diet diverse in macromolecules, minerals, and vitamins essential to life? 5. How do enzymatic failures result in disease? 6. How are hydrolysis and dehydration synthesis interrelated? 5/7/2012 BVSD Curriculum Relevance and Application: 1. Apply knowledge of biomolecular structure and activity to make consumer decisions,

especially about diet with respect to saturated and unsaturated fatty acids, essential and nonessential amino acids, and simple and complex carbohydrates. 2. Explain how high temperatures such as a fever may alter cellular enzyme activity. 3. Recognize that many biomolecules can be made in the lab and have the exact same structure and function as ones made by living organisms. Nature of Discipline: 1. Critically evaluate scientific explanations in popular media to determine if the research methodology and evidence presented are appropriate and sufficient to support the claims. 7 Source: http://www.doksinet Content Area: Science - High School Advanced Biology Standard: 2. Life Science Prepared Graduates: Analyze the relationship between structure and function in living systems at a variety of organizational levels, and recognize living systems’ dependence on natural selection GRADE LEVEL EXPECTATION Concepts and skills students master: 4. The energy for life primarily derives from

the interrelated processes of photosynthesis and cellular respiration Photosynthesis transforms the sun’s light energy into the chemical energy of molecular bonds. Cellular respiration allows cells to utilize chemical energy when these bonds are broken Evidence Outcomes 21st Century Skills and Readiness Competencies Students can: a. Understand the structure and function of chloroplasts and mitochondria b. Develop, communicate, and justify an evidence-based scientific explanation about the optimal environment for photosynthetic activity c. Discuss the interdependence of autotrophic and heterotrophic life forms such as depicting the flow of a carbon atom from the atmosphere, to a leaf, through the food chain, and back to the atmosphere d. Explain how the bonds of carbon compounds are gradually oxidized to provide energy in the form of adenosine triphosphate (ATP), which drives many chemical reactions in the cell e. Explain the movement of electrons and the role of electron carriers and

enzymes in photosynthesis and cellular respiration f. Describe the primary processes of photosynthesis and cellular respiration 5/7/2012 Inquiry Questions: 1. What variables can be manipulated to change the rate of photosynthesis? 2. What variables affect the rate of cellular respiration? 3. How does body heat relate to cellular respiration? 4. How do various chemicals prevent ATP formation in the Electron Transport Chain? Relevance and Application: 1. Agriculture is important to humans Most food comes from agriculture. 2. Various foods such as cheeses, yogurts, alcohol, and breads are produced by fermentation – anaerobic respiration – that is carried out by various organisms. 3. The experience of muscle fatigue after intense exercise is related to anaerobic respiration in muscle cells. 4. Primary producers such as marine phytoplankton and rainforest flora play an integral role in sustaining all life on Earth. 5. Biomimicry can potentially be used to meet human energy demands.

Nature of Discipline: 1. Recognize that the current understanding of photosynthesis and cellular respiration has developed over time. 2. Critically evaluate models for photosynthesis and cellular respiration. BVSD Curriculum 8 Source: http://www.doksinet Content Area: Science - High School Advanced Biology Standard: 2. Life Science Prepared Graduates: Analyze the relationship between structure and function in living systems at a variety of organizational levels, and recognize living systems’ dependence on natural selection GRADE LEVEL EXPECTATION Concepts and skills students master: 5. Cells use passive and active transport of substances across membranes to maintain relatively stable intracellular environments Evidence Outcomes 21st Century Skills and Readiness Competencies Students can: a. Diagram the cell membrane schematically, demonstrating understanding of all structures and their functions (especially receptor proteins as targets of hormones, neurotransmitters, or drugs

that serve as active links between intra and extracellular environments) b. Analyze various methods for substance transport across cell membranes with regard to rate of transport and energy requirements c. Compare organisms that live in freshwater and marine environments, and identify the challenges of osmotic regulation for these organisms d. Use tools to gather, view, analyze, and interpret data produced during scientific investigations that involve passive and active transport e. Use computer simulations and models to analyze cell transport mechanisms f. Describe the role of cell transport in maintaining turgor pressure in plants Inquiry Questions: 1. What variables affect the rate of transport across a membrane? 2. Why is it important that cell membranes are selectively permeable? 3. How does cell transport maintain turgor pressure? 4. How does the ratio of surface area to cellular volume limit cell size? Relevance and Application: 1. Osmotically balanced solutions such as

intravenous and ophthalmic solutions are critical in medical settings. 2. Drugs target receptor proteins such as hormones and neurotransmitters in membranes and mimic the action of natural signals there. 3. Technology, such as dialysis, can replace transport processes normally associated with the kidneys. 4. Membrane potentials are maintained via sodium potassium pumps allowing for action potentials in activities such as: muscle contraction, nerve impulse transmission, and cotransport. Nature of Discipline: 1. Ask testable questions and make a falsifiable hypothesis about how cells transport materials into and out of the cell and use an inquiry approach to find the answer. 2. Emphasize the use of ethical practices in science such as: peer review; factual reporting of methods and outcomes; publicizing work; and sharing a lens of professional skepticism. 5/7/2012 BVSD Curriculum 9 Source: http://www.doksinet Content Area: Science - High School Advanced Biology Standard: 2. Life

Science Prepared Graduates: Analyze the relationship between structure and function in living systems at a variety of organizational levels, and recognize living systems’ dependence on natural selection GRADE LEVEL EXPECTATION Concepts and skills students master: 6. Cells, tissues, organs, and organ systems maintain relatively stable internal environments, even in the face of changing external environments Evidence Outcomes 21st Century Skills and Readiness Competencies Students can: a. Discuss the hierarchal organization of life b. Discuss how two or more body systems interact to promote health for the whole organism c. Analyze and interpret data related to the effectiveness of feedback loops in maintaining homeostasis d. Distinguish between causation and correlation in epidemiological data regarding disrupted homeostasis in particular diseases (such as diabetes and cancer) e. Use computer simulations and models of homeostatic mechanisms f. Describe the use of mitotic cell cycle in

growth, development, and repair within organisms g. Give examples of negative and positive feedback loops h. Compare and contrast how viruses and bacteria result in disease Inquiry Questions: 1. How can an experiment be designed and conducted to test for homeostasis during exercise and other body activities? 2. Where and when are negative versus positive feedback loops necessary for maintaining homeostasis? 5/7/2012 BVSD Curriculum Relevance and Application: 1. The disruption of homeostatic mechanisms may lead to disease, and if severe enough, death. 2. Body systems are impacted by health and disease For example, atherosclerotic plaque inside a blood vessel can result in a heart attack. 3. The regulatory responses of autoimmune diseases such as Type I diabetes, multiple sclerosis and rheumatoid arthritis are different than those of healthy immune systems. Nature of Discipline: 1. Research and present findings about the results of dietary deficiencies or excesses. 2. Research and

present findings about how medical problems that impact life span have changed throughout history due to altered lifestyles and advances in medicine. 3. Differentiate between scientific evidence evaluated by the Food and Drug Administration (FDA) for drug approval and anecdotal evidence shared among individuals or in magazines/newspapers that a food or supplement is effective for a given problem. 10 Source: http://www.doksinet Content Area: Science - High School Advanced Biology Standard: 2. Life Science Prepared Graduates: Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics and their environment GRADE LEVEL EXPECTATION Concepts and skills students master: 7. Physical and behavioral characteristics of an organism are influenced to varying degrees by heritable genes, many of which encode instructions for the production of proteins Evidence Outcomes 21st Century Skills and Readiness Competencies Students can: a.

Analyze and interpret evidence that genes are functional portions of DNA b. Analyze and interpret data on the processes of DNA replication, transcription, translation, and gene regulation, and show how these processes are common to all organisms c. Recognize that proteins carry out most cell activities and mediate the effect of genes on physical and behavioral traits in an organism d. Recognize that variation is a result of sexual reproduction due to the meiotic processes of independent assortment of chromosomes, crossing over, and mutations e. Use examples to explain how genetic mutations can benefit, harm, or have neutral effects on an organism f. Describe and predict patterns of inheritance Inquiry Questions: 1. Why is it possible for a cell from one species to express genes from another species as in genetically modified organisms? 2. Why are human offspring not genetic clones of their parents or siblings? 3. How is it possible to distinguish nature and nurture? 4. Why do some

genetic conditions skip generations? Relevance and Application: 1. Recombinant DNA technology has many uses in society such as the development of new medical therapies and increased production of drugs. 2. Selective breeding differs from genetic modification, yet shares a common goal. 3. There are benefits and risks to having genetically modified organisms in the food supply. 4. DNA replication errors may affect phenotype Nature of Discipline: 1. Recognize that private and public laboratories perform research on genetically modified organisms. Discuss the ethical implications and the funding of such research. 2. Understand that scientists work from the assumption that basic principles for genetics apply to all organisms. 5/7/2012 BVSD Curriculum 11 Source: http://www.doksinet Content Area: Science - High School Advanced Biology Standard: 2. Life Science Prepared Graduates: Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay

between genetics and their environment GRADE LEVEL EXPECTATION Concepts and skills students master: 8. Multicellularity makes possible a division of labor at the cellular level through the expression of select genes, but not the entire genome Evidence Outcomes 21st Century Skills and Readiness Competencies Students can: a. Develop, communicate, and justify a scientific explanation of how cells differentiate to form specialized tissues due to the expression of some genes and not others b. Understand that the role of the majority of eukaryotic DNA is under investigation, but be able to analyze and interpret data showing that most eukaryotic DNA does not actively code for proteins within cells c. Be able to explain, using evidence, that the principles of cloning are based upon the majority of an organism’s cells maintaining a full complement of the genome d. Analyze and utilize data on medical conditions supporting claims that genetic mutations and cancer are brought about by exposure

to environmental agents (such as toxins, radiation, or smoking) e. Understand that an organism’s environment can determine when a gene is expressed, and this occurs through multiple mechanisms Inquiry Questions: 1. Why is it possible to clone a whole organism from an undifferentiated cell? 2. Why do researchers seek stem cells for the development of potential treatments for medical conditions? Relevance and Application: 1. Stem cells may be used to treat medical conditions such as diabetes, Parkinson’s disease, torn cartilage, and damaged hearts. 2. Recent research and insights into DNA and genes have changed aspects of society such as: the criminal justice system, food supply, and medical treatments. Nature of Discipline: 1. Debate the advantages and disadvantages of bioengineering (cloning and genetically modifying organisms) in the food supply. 2. Debate the ethical and political issues associated with stem cell research and how these affect research. 5/7/2012 BVSD Curriculum

12 Source: http://www.doksinet Content Area: Science - High School Advanced Biology Standard: 2. Life Science Prepared Graduates: Explain how biological evolution accounts for the unity and diversity of living organisms GRADE LEVEL EXPECTATION Concepts and skills students master: 9. Evolution occurs as the heritable characteristics of populations change across generations and can lead populations to become better adapted to their environment Evidence Outcomes 21st Century Skills and Readiness Competencies Students can: a. Develop, communicate, and justify an evidence-based scientific explanation for how Earth’s diverse life forms evolved from a common ancestor b. Analyze and interpret multiple lines of evidence such as molecular studies, comparative anatomy, biogeography, the fossil record and embryology supporting the idea that all species are related by common ancestry c. Analyze and interpret data suggesting speciation can occur as a result of gradual or discrete bursts of

rapid changes over geologic time d. Analyze and interpret data on how evolution can be driven by three key components of natural selection: heritability, genetic variation, and differential survival and reproduction e. Generate a model, such as an evolutionary tree, showing how a group of organisms most likely diverged from a common ancestor f. Describe the events resulting in the structure of modern cells through the endosymbiotic process Inquiry Questions: 1. How do subtle differences among closely related fossil species provide evidence of environmental change and speciation? 2. How does studying extinct species contribute to our current understanding of evolution? 3. How can patterns of characteristics shared among organisms be used to categorize lifes diversity according to relatedness? 4. How can you use a Hardy-Weinberg equation to determine direction and speed of evolution in a population? Relevance and Application: 1. Resistance can occur when antibiotics and pesticides are

overused or abused. 2. Human activities can generate selective pressures on organisms, such as breeding new kinds of dogs and improving livestock. 3. Species undergo natural selection due to environmental pressures. Nature of Discipline: 1. Understand that all scientific knowledge is subject to new findings and that reproducible, corroborated, and converging lines of data yield a scientific theory. 2. Differentiate among the use of the terms “hypothesis,” “theory,” and “law” as they are defined and used in science compared to the usage of these terms in other disciplines or everyday use. 5/7/2012 BVSD Curriculum 13 Source: http://www.doksinet Prepared Graduate Competencies in Science The preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting. Prepared Graduates:  Observe, explain, and predict natural phenomena governed by Newtons

laws of motion, acknowledging the limitations of their application to very small or very fast objects  Apply an understanding of atomic and molecular structure to explain the properties of matter, and predict outcomes of chemical and nuclear reactions  Apply an understanding that energy exists in various forms, and its transformation and conservation occur in processes that are predictable and measurable  Analyze the relationship between structure and function in living systems at a variety of organizational levels, and recognize living systems’ dependence on natural selection  Explain and illustrate with examples how living systems interact with the biotic and abiotic environment  Analyze how various organisms grow, develop, and differentiate during their lifetimes based on an interplay between genetics and their environment  Explain how biological evolution accounts for the unity and diversity of living organisms  Describe and interpret how Earths

geologic history and place in space are relevant to our understanding of the processes that have shaped our planet  Evaluate evidence that Earth’s geosphere, atmosphere, hydrosphere, and biosphere interact as a complex system  Describe how humans are dependent on the diversity of resources provided by Earth and Sun  Engage in scientific inquiry by asking or responding to scientifically oriented questions, collecting and analyzing data, giving priority to evidence, formulating explanations based on evidence, connecting explanations to scientific knowledge, and communicating and justifying explanations. 5/7/2012 BVSD Curriculum 14 Source: http://www.doksinet Standard High School 1. Physical Science Grade Level Expectation 1. 2. 3. 4. 5. 6. 2. Life Science 1. 2. 3. 4. 5. 6. 7. 8. 9. 5/7/2012 Newton’s laws of motion and gravitation describe the relationships among forces acting on and between objects, their masses, and changes in their motion – but have

limitations Matter has definite structure that determines characteristic physical and chemical properties Matter can change form through chemical or nuclear reactions abiding by the laws of conservation of mass and energy Atoms bond in different ways to form molecules and compounds that have definite properties Energy exists in many forms such as mechanical, chemical, electrical, radiant, thermal, and nuclear, that can be quantified and experimentally determined When energy changes form, it is neither created not destroyed; however, because some is necessarily lost as heat, the amount of energy available to do work decreases Matter tends to be cycled within an ecosystem, while energy is transformed and eventually exits an ecosystem The size and persistence of populations depend on their interactions with each other and on the abiotic factors in an ecosystem Cellular metabolic activities are carried out by biomolecules produced by organisms The energy for life primarily derives from the

interrelated processes of photosynthesis and cellular respiration. Photosynthesis transforms the sun’s light energy into the chemical energy of molecular bonds. Cellular respiration allows cells to utilize chemical energy when these bonds are broken. Cells use the passive and active transport of substances across membranes to maintain relatively stable intracellular environments Cells, tissues, organs, and organ systems maintain relatively stable internal environments, even in the face of changing external environments Physical and behavioral characteristics of an organism are influenced to varying degrees by heritable genes, many of which encode instructions for the production of proteins Multicellularity makes possible a division of labor at the cellular level through the expression of select genes, but not the entire genome Evolution occurs as the heritable characteristics of populations change across generations and can lead populations to become better adapted to their

environment BVSD Curriculum 15 Source: http://www.doksinet Standard Grade Level Expectation High School (continued) 3. Earth Systems 1. The history of the universe, solar system and Earth can be inferred Science from evidence left from past events 2. As part of the solar system, Earth interacts with various extraterrestrial forces and energies such as gravity, solar phenomena, electromagnetic radiation, and impact events that influence the planet’s geosphere, atmosphere, and biosphere in a variety of ways 3. The theory of plate tectonics helps to explain geological, physical, and geographical features of Earth 4. Climate is the result of energy transfer among interactions of the atmosphere, hydrosphere, geosphere, and biosphere 5. There are costs, benefits, and consequences of exploration, development, and consumption of renewable and nonrenewable resources 6. The interaction of Earths surface with water, air, gravity, and biological activity causes physical and chemical changes

7. Natural hazards have local, national and global impacts such as volcanoes, earthquakes, tsunamis, hurricanes, and thunderstorms Eighth Grade 3. Earth Systems 1. Weather is a result of complex interactions of Earths atmosphere, land Science and water, that are driven by energy from the sun, and can be predicted and described through complex models 2. Earth has a variety of climates defined by average temperature, precipitation, humidity, air pressure, and wind that have changed over time in a particular location 3. The solar system is comprised of various objects that orbit the Sun and are classified based on their characteristics 4. The relative positions and motions of Earth, Moon, and Sun can be used to explain observable effects such as seasons, eclipses, and Moon phases 5. Major geologic events such as earthquakes, volcanic eruptions, midocean ridges, and mountain formation are associated with plate boundaries and attributed to plate motions 6. Geologic time, history, and

changing life forms are indicated by fossils and successive sedimentation, folding, faulting, and uplifting of layers of sedimentary rock 7. Complex interrelationships exist between Earth’s structure and natural processes that over time are both constructive and destructive 8. Water on Earth is distributed and circulated through oceans, glaciers, rivers, ground water, and the atmosphere 9. Earth’s natural resources provide the foundation for human society’s physical needs. Many natural resources are nonrenewable on human timescales, while others can be renewed or recycled 5/7/2012 BVSD Curriculum 16 Source: http://www.doksinet Standard Seventh Grade 2. Life Science Grade Level Expectation 1. 2. 3. 4. 5. 6. 7. 8. 9. Sixth Grade 1. Physical Science 1. 2. 3. 4. 5. 6. 7. 8. 9. 5/7/2012 Individual organisms with certain traits are more likely than others to survive and have offspring in a specific environment The human body is composed of atoms, molecules, cells, tissues,

organs, and organ systems that have specific functions and interactions Cells are the smallest unit of life that can function independently and perform all the necessary functions of life Photosynthesis and cellular respiration are important processes by which energy is acquired and utilized by organisms Multiple lines of evidence show the evolution of organisms over geologic time Human activities can deliberately or inadvertently alter ecosystems and their resiliency Organisms reproduce and transmit genetic information (genes) to offspring, which influences individuals’ traits in the next generation Changes in environmental conditions can affect the survival of individual organisms, populations, and entire species Organisms interact with each other and their environment in various ways that create a flow of energy and cycling of matter in an ecosystem Identify and calculate the direction and magnitude of forces that act on an object, and explain the results in the object’s change

of motion There are different forms of energy, and those forms of energy can be changed from one form to another – but total energy is conserved Distinguish between physical and chemical changes, noting that mass is conserved during any change Recognize that waves such as electromagnetic, sound, seismic, and water have common characteristics and unique properties Mixtures of substances can be separated based on their properties such as solubility, boiling points, magnetic properties, and densities All matter is made of atoms, which are far too small to see directly through a light microscope. Elements have unique atoms and thus, unique properties. Atoms themselves are made of even smaller particles Atoms may stick together in well-defined molecules or be packed together in large arrangements. Different arrangements of atoms into groups compose all substances. The physical characteristics and changes of solid, liquid, and gas states can be explained using the particulate model

Distinguish among, explain, and apply the relationships among mass, weight, volume, and density BVSD Curriculum 17 Source: http://www.doksinet Standard Fifth Grade 1. Physical Science 2. Life Science 3. Earth Systems Science Grade Level Expectation 1. 1. 2. 1. 2. 3. Fourth Grade 1. Physical Science 2. Life Science 1. 1. 2. 3. 3. Earth Systems Science Third Grade 1. Physical Science 2. Life Science 3. Earth Systems Science Second Grade 1. Physical Science 2. Life Science 1. 1. 1. 1. 1. 1. 2. 3. Earth Systems Science 5/7/2012 1. Mixtures of matter can be separated regardless of how they were created; all weight and mass of the mixture are the same as the sum of weight and mass of its parts All organisms have structures and systems with separate functions Human body systems have basic structures, functions, and needs Earth and sun provide a diversity of renewable and nonrenewable resources Earth’s surface changes constantly through a variety of processes and forces

Weather conditions change because of the uneven heating of Earth’s surface by the Sun’s energy. Weather changes are measured by differences in temperature, air pressure, wind and water in the atmosphere and type of precipitation Energy comes in many forms such as light, heat, sound, magnetic, chemical, and electrical All living things share similar characteristics, but they also have differences that can be described and classified Comparing fossils to each other or to living organisms reveals features of prehistoric environments and provides information about organisms today There is interaction and interdependence between and among living and nonliving components of systems Earth is part of the solar system, which includes the Sun, Moon, and other bodies that orbit the Sun in predictable patterns that lead to observable paths of objects in the sky as seen from Earth Matter exists in different states such as solids, liquids, and gases and can change from one state to another by

heating and cooling The duration and timing of life cycle events such as reproduction and longevity vary across organisms and species Earth’s materials can be broken down and/or combined into different materials such as rocks, minerals, rock cycle, formation of soil, and sand – some of which are usable resources for human activity Changes in speed or direction of motion are caused by forces such as pushes and pulls. Organisms depend on their habitat’s nonliving parts to satisfy their needs Each plant or animal has different structures or behaviors that serve different functions Weather and the changing seasons impact the environment and organisms such as humans, plants, and other animals BVSD Curriculum 18 Source: http://www.doksinet Standard First Grade 1. Physical Science 2. Life Science Grade Level Expectation 1. Solids and liquids have unique properties that distinguish them 1. Offspring have characteristics that are similar to but not exactly like their parents’

characteristics An organism is a living thing that has physical characteristics to help it survive Earth’s materials can be compared and classified based on their properties 2. 3. Earth Systems Science Kindergarten 1. Physical Science 1. 1. 2. 2. Life Science 1. 3. Earth Systems Science Preschool 1. Physical Science 2. Life Science 1. 3. Earth Systems Science 1. 2. 1. 2. 1. 2. 5/7/2012 Objects can move in a variety of ways that can be described by speed and direction Objects can be sorted by physical properties, which can be observed and measured Organisms can be described and sorted by their physical characteristics The sun provides heat and light to Earth Objects have properties and characteristics There are cause-and-effect relationships in everyday experiences Living things have characteristics and basic needs Living things develop in predictable patterns Earth’s materials have properties and characteristics that affect how we use those materials Events such as

night, day, the movement of objects in the sky, weather, and seasons have patterns BVSD Curriculum 19 Source: http://www.doksinet Academic Vocabulary Standard 2: abiotic, action potential, active transport, adaptation, aerobic respiration, amino acid, anaerobic respiration, anatomy, anecdotal evidence, asexual reproduction, ATP (adenosine triphosphate), autoimmune disease, autotroph, bias, binary fission, biodiversity, bioengineering, biogeography, biology, biomimicry, biomolecule, biosphere, body system, brain, carbohydrate, carcinogen, carrying capacity, causation, cell, cell division, cell membrane, cellular respiration, characteristic, chloroplast, chromosome, classification, circulatory system, common ancestor, communicable disease, community, comparative anatomy, complex carbohydrate, conservation of energy, conservation of matter, constant, consumer, controlled experiment, correlation, cotransport, crossing over, cycle, data, decomposer, decomposition, dependent variable,

development, dialysis, differentiate, digestive system, DNA (deoxyribonucleic acid), DNA replication, DNA transcription, DNA translation, dominant, ecosystem, el Niño, embryo, embryology, encode, endosymbiosis, energy transformation, environment, enzyme, epidemiological, error, eukaryote, eutrophication, evidence, evolution, experiment, explanation, exponential growth, falsifiable, fermentation, food chain, food web, fossil, fruit, function, gene, gene expression, genetically modified organism, genetics, genome, genotype, germination, habitat, heart, heredity, heritable, heterotroph, hierarchical, homeostasis, hormone, hypothesis, independent assortment, independent variable, inheritance, internal balance, interspecific, intestines, intracellular, intravenous, invertebrate, investigation, keystone species, kidneys, law, life cycle, lipid, liver, lungs, macromolecule, macroscopic, marine, mediate, meiosis, membrane, metabolic, methodology, microscopic, mitochondria, mitosis, molecule,

multicellular, muscular system, mutation, natural selection, negative feedback, neurotransmitter, niche, non-native, nucleic acid, nutrient, ophthalmic, optimum, organism, organ, organ system, osmosis, osmotic regulation, osmotically balanced, parasite, passive transport, permeable, persistence, pH, phenotype, photosynthesis, phytoplankton, pollination, population, positive feedback, primary producer, primary succession, prokaryote, protein, qualitative, quantitative, receptor, recessive, recombinant DNA, reproduction, research-based evidence, RNA (ribonucleic acid), saturated fatty acid, selective breeding, selectively permeable, sexual reproduction, secondary succession, skepticism, simple carbohydrate, speciation, species, stem cell, structure, symbiotic, system, testable question, theory, tissue, trophic level, turgor pressure, unicellular, unsaturated fatty acid, wetlands, Word Abiotic Action potential Active transport Adaptation Aerobic respiration Amino Acid Anaerobic

respiration Anatomy Anecdotal evidence Asexual reproduction 5/7/2012 Definition not associated with or derived from living organisms; abiotic factors in an environment include such items as sunlight, temperature, wind patterns, and precipitation a short-lasting event in which the electrical membrane potential of a cell rapidly rises and falls, following a consistent trajectory the movement of a substance against its concentration gradient (from low to high concentration), which requires energy a change by which an organism becomes better suited to its environment the metabolic process that uses oxygen to break down food and release energy of a class of about twenty organic compounds which form the basic constituents of proteins and contain both acid and amine groups the metabolic processes by which organisms degrade organic compounds in the absence of O2 to yield energy the science of the shape and structure of organisms and their parts short account of a particular incident or event

that is not scientific or is hearsay and therefore considered unreliable reproduction without the fusion of gametes BVSD Curriculum 20 Source: http://www.doksinet ATP (adenosine triphosphate) Autoimmune disease Autotroph Bias Binary fission Biodiversity Bioengineering Biogeochemical Biogeography Biology Biomimicry Biomolecule Biosphere Body system Brain Carbohydrate Carcinogen Carrying capacity Causation Cell Cell division Cell membrane Cellular respiration Characteristic 5/7/2012 An adenosine-derived nucleotide, C10H16N5O13P3, that contains high-energy phosphate bonds and is used to transport energy to cells for biochemical processes, including muscle contraction and enzymatic metabolism, through its hydrolysis to ADP an immune system response to antigens in a person’s own tissue an organism that is able to make its own food statistical sampling or testing error caused by systematically favoring some outcomes over others a method of asexual reproduction, involves the

splitting of a parent cell into two approximately equal parts the variability among living organisms on the earth, including the variability within and between species and within and between ecosystems the use of biological processes and organisms in service to humans such as to produce drugs and foodstuffs or to recycle waste Relating to the relationship between the geochemistry of a region and the animal and plant life in that region the relationship between organisms and the geography of the region where the organisms occur the scientific study of living organisms the examination of nature, its models, systems, processes, and elements to emulate or take inspiration from in order to solve human problems sustainably any organic molecule that is produced by a living organism: proteins, carbohydrates, lipids, and nucleic acids the part of the earth and its atmosphere in which living organisms exist or that is capable of supporting life a group of organs or structures within the body

that work together to perform one or more specific functions the portion of the vertebrate central nervous system that is enclosed within the cranium, continuous with the spinal cord, and composed of gray matter and white matter. It is the primary center for the regulation and control of bodily activities, receiving and interpreting sensory impulses, and transmitting information to the muscles and body organs. It is also the seat of consciousness, thought, memory, and emotion any of a group of organic compounds that includes sugars, starches, celluloses, and gums and serves as a major energy source in the diet of animals. These compounds are produced by photosynthetic plants and contain only carbon, hydrogen, and oxygen, usually in the ratio 1:2:1 a cancer‐causing substance or agent the maximum population size that can be supported by the available resources of a given area the act that produces an effect, where the effect is understood to be a consequence of the act the smallest

structural and functional unit of an organism the process in reproduction and growth by which a cell divides to form daughter cells the semipermeable, lipid bi-layer membrane surrounding the cytoplasm of a cell the series of metabolic processes by which living cells produce energy through the oxidation of organic substances a feature that helps to identify, tell apart, or describe recognizably; a distinguishing trait BVSD Curriculum 21 Source: http://www.doksinet Chloroplast Chromosome Classification Circulatory system Common ancestor Communicable disease Community Comparative anatomy Complex carbohydrate Conservation of energy Conservation of matter Constant Consumer Controlled experiment Correlation Cotransport Crossing over Cycle Data Decomposer Decomposition Dehydration synthesis Dependent variable Development Dialysis Differentiate Digestive system DNA (Deoxyribonucleic Acid) 5/7/2012 a structure in algal and green plant cells which contains chlorophyll and in which

photosynthesis takes place a thread‐like structure found in the nuclei of most living cells, carrying genetic information in the form of genes the systematic grouping of organisms into categories on the basis of evolutionary or structural relationships between them; taxonomy the body system that circulates blood through the body, consisting of the heart and blood vessels an organism (usually extinct) that is an ancestor of two different organisms (extinct or modern) which are not ancestors of each other a disease that can be communicated from one person to another a group of interdependent plants or animals growing or living together or occupying a specified habitat the study of anatomical features of animals of different species molecules formed of repeating units of either mono saccharides (single sugars) or disaccharides (double sugars) joined together by glycosidic bonds a principle stating that the total energy of an isolated system remains constant regardless of changes within

the system a principle in classical physics stating that the total mass of an isolated system is unchanged by interaction of its parts an experimental or theoretical condition, factor, or quantity that does not vary or that is regarded as invariant in specified circumstances an organism that cannot make its own food and must eat in order to survive an experiment that isolates the effect of one variable on a system by holding constant all variables but the one under observation a measurable and predictable relationship the simultaneous or sequential passive transfer of molecules or ions across biological membranes in a fixed ratio a process occurring during meiosis wherein two chromosomes pair up and exchange segments of their genetic material a series of events that are regularly repeated in the same order factual information (as measurements or statistics) used as a basis for reasoning, discussion, or calculation an organism that breaks down organic materials in the environment

breakdown or decay of organic materials a type of condensation reaction in which monomers join together into polymers while losing water molecules the observed or measured variable in an experiment or study whose changes are determined by the presence of one or more independent variables the process of an individual organism growing organically; a purely biological unfolding of events involved in an organism changing gradually from a simple to a more complex level the separation of smaller molecules from larger molecules or of dissolved substances from colloidal particles in a solution by selective diffusion through a semipermeable membrane to change during development from a generalized form to more specialized forms body system consisting of the alimentary canal and digestive glands and responsible for the ingestion, digestion, and absorption of food a substance which is present in the cell nuclei of nearly all living organisms and is the carrier of genetic information BVSD

Curriculum 22 Source: http://www.doksinet DNA replication DNA transcription DNA translation Dominant Ecosystem El Niño Electron transport chain Embryo Embryology Encode Endosymbiosis Energy transformation Environment Enzyme Epidemiological Error Eukaryote Eutrophication Evidence Evolution Experiment Explanation Exponential growth Falsifiable 5/7/2012 the process of copying DNA that starts with one double-stranded DNA molecule and produces two identical copies of the molecule the process of creating an equivalent RNA copy of a sequence of DNA the first stage of protein biosynthesis, during which messenger RNA (mRNA) produced in transcription is decoded to produce a specific amino acid chain an allele that produces the same phenotypic effect whether inherited with a homozygous or heterozygous allele a biological community of interacting organisms and their physical environment an irregularly occurring and complex series of climatic changes affecting the equatorial Pacific region

and beyond every few years, characterized by the appearance of unusually warm, nutrient-poor water off northern Peru and Ecuador, typically in late December in respiration, a series of carriers through which electrons of initial high energy are converted to a lower energy state with the capture of the released energy as ATP; occurs in the mitochondria in eukaryotic cells an organism in its early stages of development, especially before it has reached a distinctively recognizable form the branch of biology and medicine concerned with the study of embryos and their development action of a gene that provides the instructions for making a protein relationship in which an organism lives within the body or cells of another organism to convert energy from one form to another the complex of physical, chemical, and biotic factors (as climate, soil, and living things) that act upon an organism or an ecological community and ultimately determine its form a substance produced by a living organism

that acts as a catalyst to bring about a specific biochemical reaction Relating to epidemiology -- the branch of science that deals with the study of the causes, distribution, and control of disease in populations difference between a computed or measured value and a true or theoretically correct value an organism, either unicellular or multicellular, in which the nucleus of the cell is bound by a membrane excessive richness of nutrients in a lake or other body of water, frequently due to runoff from the land, which causes a dense growth of plant life information acquired through objective experience a gradual process in which something changes into a different form a test under controlled conditions that is made to examine the validity of a hypothesis or determine the efficacy of something previously untried a statement based on scientific evidence and logical argument about causes and effects or relationships between variables growth of an organism, a part of an organism, or a

population of organisms which, when graphed, produces an exponential or logarithmic curve. Such a rate occurs, for example: during the exponential growth phase, when a population of bacterial (or other) cells divide at a constant rate so that the total number of cells doubles with each division the possibility that an assertion could be shown untrue BVSD Curriculum 23 Source: http://www.doksinet Fermentation Food chain Food pyramid Food web Fossil Fruit Function Gene Gene expression Genetically modified organism Genetics Genome Genotype Germination Habitat Hardy-Weinberg Equation Heart Heredity Heritable Heterotroph Hierarchical Homeostasis Hormone 5/7/2012 an anaerobic (without oxygen) cellular process in which organic foods are converted into simpler compounds, and chemical energy (ATP) is produced a succession of organisms in an ecological community that constitutes a continuation of food energy from one organism to another as each usually consumes a lower member and in

turn is preyed upon by a higher member a graphic representation of the structure of a food chain, depicted as a pyramid having a broad base formed by producers and tapering to a point formed by end consumers. Between successive levels, total biomass decreases as energy is lost from the system. a complex of interrelated food chains in an ecological community a remnant or trace of an organism of a past geologic age such as a skeleton or leaf the ripened ovary or ovaries of a seed‐bearing plant the role or purpose of a structure hereditary unit consisting of a sequence of DNA that occupies a specific location on a chromosome and determines a particular characteristic in an organism The conversion of the information from the gene into mRNA via transcription and then to protein via translation resulting in the phenotypic manifestation of the gene. Gene expression of the nonprotein coding genes such as the rRNA and tRNA genes, involves only transcription and not translation. an organism

whose genome has been altered by the technique of genetic modification the branch of biology that deals with heredity, especially the mechanisms of hereditary transmission and the variation of inherited characteristics among similar or related organisms the complete set of genes in an organism a set of alleles that determines the expression of a particular characteristic or trait ; if a gene for a particular character or trait exists in two allelic forms(e.g A and a), there could be three possible genotypes for a particular character: AA, Aa, and aa. the beginning of development of a seed after a period of dormancy or rest the area or environment where an organism or ecological community normally lives or occurs equation describing the frequency of alleles is a population in which the frequency of alleles is at equilibrium: In the simplest case of a single locus with two alleles: the dominant allele is denoted A and the recessive a and their frequencies are denoted by p and q; freq(A)

= p; freq(a) = q; p + q = 1. If the population is in equilibrium, then we will have freq(AA) = p2 for the AA homozygotes in the population, freq(aa) = q2 for the aa homozygotes, and freq(Aa) = 2pq for the heterozygotes. the chambered muscular organ in vertebrates that pumps blood received from the veins into the arteries, thereby maintaining the flow of blood through the entire circulatory system genetic transmission of characteristics from parent to offspring able to be inherited an organism that consumes other organisms or the products of other organisms as food classified or arranged according to various criteria into successive ranks or grades the ability or tendency of an organism or cell to maintain internal equilibrium by adjusting its physiological processes a regulatory substance produced in an organism and transported in tissue fluids such as blood or sap to stimulate specific cells or tissues into action BVSD Curriculum 24 Source: http://www.doksinet Hydrolysis

Hypothesis Independent assortment Independent variable Inheritance Internal balance Interspecific Intestines Intracellular Intravenous Invertebrate Investigation Keystone species Kidneys La Niña Law Life cycle Lipid Liver Logistic growth Lungs Macromolecule Macroscopic Marine Mediate 5/7/2012 a chemical process in which a certain molecule is split into two parts by the addition of a molecule of water. One fragment of the parent molecule gains a hydrogen ion (H+) from the additional water molecule. The other group collects the remaining hydroxyl group (OH−). a tentative explanation for an observation the random arrangement and separation of chromosomes during meiosis, giving all possible combinations in equal frequency. This process explains the random distribution in the gametes of genes or homologous chromosomes. a manipulated variable in an experiment or study whose presence or degree determines the change in the dependent variable genetic transmission of characteristics

from parent to offspring balance within an organism of its internal environment referring to interactions between individuals or populations of two or more different species the portion of the alimentary canal extending from the stomach to the anus and, in humans and other mammals, consisting of two segments, the small intestine and the large intestine occurring or existing within the cell the administration of substances, such as medication, directly into the veins an animal such as an insect or mollusk a detailed inquiry or systematic examination a species that has a disproportionate effect on its environment relative to its biomass. Such species affect many other organisms in an ecosystem and help to determine the types and numbers of various other species in a community pair of organs in the dorsal region of the vertebrate abdominal cavity functioning to maintain proper water and electrolyte balance, regulate acid‐base concentration, and filter the blood of metabolic wastes,

which are then excreted as urine a cooling of the water in the equatorial Pacific, which occurs at irregular intervals and is associated with widespread changes in weather patterns complementary to those of El Niño, but less extensive and damaging in their effects a phenomenon of nature that has been shown to invariably occur whenever certain conditions exist or are met the course of developmental changes in an organism from fertilized zygote to maturity when another zygote can be produced any of a class of organic compounds that are fatty acids or their derivatives and are insoluble in water but soluble in organic solvents a large, reddish‐brown, glandular vertebrate organ located in the upper right portion of the abdominal cavity that secretes bile and is active in the formation of certain blood Growth rates regulated by internal and external factors that establish an equilibrium with environmental resources. When graphed these growth rates appear as an S curve. the two spongy,

saclike respiratory organs in most vertebrates, occupying the chest cavity together with the heart and functioning to remove carbon dioxide from the blood and provide it with oxygen a very large molecule, such as a polymer or protein, consisting of many smaller structural units linked together large enough to be perceived or examined by the unaided eye of or pertaining to the oceans to cause or effect through an indirect medium or agent BVSD Curriculum 25 Source: http://www.doksinet Meiosis Membrane Membrane potential Metabolic Methodology Microscopic Mitochondria Mitosis Molecule Multicellular Muscular system Mutation Natural selection Negative feedback Neurotransmitter Nervous system Niche Non-native Nucleic acid Nutrient Ophthalmic Organ Organ system 5/7/2012 the process of cell division in sexually reproducing organisms that reduces the number of chromosomes in reproductive cells from diploid to haploid, leading to the production of a thin layer of tissue covering a

surface or lining a cavity, space or organ the voltage difference (or electrical potential difference) between the interior and exterior of a cell of, relating to, or resulting from metabolism -- the chemical processes occurring within a living cell or organism that are necessary for the maintenance of life means, technique, or procedure; method too small to be seen by the unaided eye but large enough to be studied under a microscope spherical or elongated organelles (bound by a double membrane) in the cytoplasm of nearly all eukaryotic cells, containing genetic material and many enzymes important for cell metabolism, including those responsible for the conversion of food to usable energy a type of cell division in which daughter cells have the same number and kind of chromosomes as the parent nucleus the simplest unit of a chemical compound that can exist, consisting of two or more atoms held together by chemical bonds describes organisms consisting of more than one cell the body

system that is composed of skeletal, smooth, and cardiac muscle tissue and functions in movement of the body or of materials through the body, maintenance of posture, and heat production a change in genetic structure which results in a variant form and may be transmitted to subsequent generations the process by which organisms adapted to their environment tend to survive and transmit their genetic characteristics in increasing numbers to succeeding generations while those less adapted tend to have fewer offspring feedback that reduces the output of a system, such as the action of heat on a thermostat to limit the output of a furnace or the action of the human body’s homeostatic mechanisms to increase perspiration and blood flow to the surface of the skin when the temperature begins to rise a chemical substance, such as acetylcholine or dopamine, that transmits nerve impulses across a synapse the system of cells, tissues, and organs that regulates the bodys responses to internal and

external stimuli. In vertebrates it consists of the brain, spinal cord and nerves the function or position of an organism or population within an ecological community organisms that originated in a different region than the ecosystem they currently inhabit any of a group of complex compounds found in all living cells and viruses, composed of purines, pyrimidines, carbohydrates, and phosphoric acid. Nucleic acids in the form of DNA and RNA control cellular function and heredity any substance that can be metabolized by an organism to give energy and build tissue of or relating to the eye structure of the body that performs a particular function a system of organs that work together to perform a specific function or set of related functions (ex: circulatory system) BVSD Curriculum 26 Source: http://www.doksinet Organism Osmosis Osmotic regulation Osmotically balanced Parasite Passive transport Permeable Persistence pH Phenotype Photosynthesis Phytoplankton Pollination Population

Positive feedback Potassium pump Primary producer Primary succession Prokaryote Protein Qualitative Quantitative 5/7/2012 a living thing that has (or can develop) the ability to act or function independently the movement of water across a selectively permeable membrane from an area of high water potential (low solute concentration) to an area of low water potential (high solute concentration) the process of regulating water potential in order to keep fluid and electrolyte balance within a cell or organism relative to the surrounding a solution whose ion concentration is the same as another solution so osmosis will not take place between the two solutions an organism that grows, feeds, and is sheltered on or in a different organism while contributing nothing to the survival of its host a kind of transport by which ions or molecules move along a concentration gradient, which means movement from an area of higher concentration to an area of lower concentration, which does require

chemical energy capable of being permeated or passed through the ability of living systems to resist external fluctuations p(otential of) H(ydrogen); a measure of the acidity or alkalinity of a solution, numerically equal to 7 for neutral solutions, increasing with increasing alkalinity and decreasing with the observable physical or biochemical characteristics of an organism, as determined by both genetic makeup and environmental influences biochemical process of transforming light energy into stored chemical energy in the form of glucose; chemical formula 6CO2 + 6H20 + light energy 6O2 + C6H12O6 the collection of small or microscopic photosynthetic organisms, including algae and protozoans, that float or drift in great numbers in fresh or salt water, especially at or near the surface, and serve as primary producers in aquatic ecosystems transfer of pollen from the anther to the stigma of a plant all the organisms that constitute a specific group or occur in a specified habitat

feedback that results in amplification or growth of the output signal a mechanism that involves energy-dependent pumping of potassium or the active transport of the potassium ion (K+) across a biologic membrane using the energy of K+-activated adenosine triphosphatase an organism that produces organic compounds from atmospheric or aquatic carbon dioxide, principally through the process of photosynthesis, with chemosynthesis being much less important one of two types of biological and ecological succession of plant life, occurring in an environment in which new substrate devoid of vegetation and usually lacking soil, such as a lava flow or area left from retreated glacier, is deposited microscopic single-celled organism that has neither a distinct nucleus with a membrane nor other specialized organelles any of a class of nitrogenous organic compounds that consist of large molecules composed of one or more long chains of amino acids and are an essential part of all living organisms

involving distinctions, descriptions, or comparisons based on qualities that can be observed without measurement (e.g color, shape, appearance) involving distinctions, descriptions, or comparisons that can be quantified or measured BVSD Curriculum 27 Source: http://www.doksinet Receptor Recessive Recombinant DNA Reproduction Research-based evidence RNA (ribonucleic acid) Saturated fatty acid Secondary succession Selective breeding Selectively permeable Sexual reproduction Skepticism Simple carbohydrate Speciation Species Stem cell Structure Symbiotic System Testable question Theory Tissue 5/7/2012 Physiology: a specialized cell or group of nerve endings that responds to sensory stimuli. Biochemistry: a molecular structure or site on the surface or interior of a cell that binds with substances such as hormones, antigens, drugs, or neurotransmitters. an allele that does not produce a characteristic effect when present with a dominant allele; a trait that is expressed only when

the determining allele is present in the homozygous condition genetically engineered DNA prepared by transplanting or splicing genes from one species into the cells of a host organism of a different species. Such DNA becomes part of the hosts genetic makeup and is replicated the sexual or asexual process by which organisms generate new individuals of the same kind; procreation data derived from sound scientific research methods. It is noted as researchbased to differentiate from anecdotal or circumstantial evidence (Ribonucleic Acid) – a substance in living cells which carries instructions from DNA for controlling the synthesis of proteins and in some viruses carries genetic information a fatty acid whose carbon chain cannot absorb any more hydrogen atoms; found chiefly in animal fats one of two types of biological and ecological succession of plant life, occurring on substrate that previously supported vegetation before an ecological disturbance such as forest fire, tsunami, flood,

destroyed the plant life the process of breeding plants and animals for particular genetic traits describes a membrane that will allow certain molecules or ions to pass through it by diffusion and occasionally specialized "facilitated diffusion" reproduction by the union or fusion of two differing gametes a doctrine that suspends judgment until there is sufficient scientific evidence to believe a claim monosaccharides (single sugars) and disaccharides (double sugars) the origination of new species a fundamental category of taxonomic classification, ranking below a genus or subgenus and consisting of related organisms capable of interbreeding an undifferentiated cell of a multicellular organism that is capable of giving rise to indefinitely more cells of the same type, and from which certain other kinds of cell arise by differentiation any identifiable part of an organism a close prolonged association between two organisms in which both benefit a group of interacting,

interrelated, or interdependent elements forming a complex whole a question that can tested in a scientific investigation a set of statements or principles devised to explain a large set of data and has been repeatedly tested or is widely accepted aggregation of morphologically similar cells and associated intercellular matter acting together to perform one or more specific functions in the body BVSD Curriculum 28 Source: http://www.doksinet Trophic level Turgor pressure Unicellular Unsaturated fatty acid Wetlands 5/7/2012 each of several hierarchical levels in an ecosystem, consisting of organisms sharing the same function in the food chain and the same nutritional relationship to the primary sources of energy turgor pressure or turgidity is the main pressure of the cell contents against the cell wall in plant cells and bacteria cells, determined by the water content of the vacuole, resulting from osmotic pressure consisting of a single cell a fatty acid whose carbon chain can

absorb additional hydrogen atoms those areas that are inundated or saturated by surface or groundwater at a frequency and duration sufficient to support, and that under normal circumstances do support, a prevalence of vegetation typically adapted for life in saturated soil conditions. Wetlands generally include swamps, marshes, bogs and similar areas BVSD Curriculum 29