§112.34. Biology (One Credit).
General requirements
Students shall be awarded
one credit for successful completion of this course. Prerequisites: none. This
course is recommended for students in Grade 9, 10, or 11.
Introduction
(1) Biology. In Biology, students conduct laboratory
and field investigations, use scientific methods during investigations, and
make informed decisions using critical thinking and scientific problem solving.
Students in Biology study a variety of topics that include: structures and functions
of cells and viruses; growth and development of organisms; cells, tissues, and
organs; nucleic acids and genetics; biological evolution; taxonomy; metabolism
and energy transfers in living organisms; living systems; homeostasis; and ecosystems
and the environment.
(2) Nature of science. Science, as defined by the
National Academy of Sciences, is the "use of evidence to construct testable
explanations and predictions of natural phenomena, as well as the knowledge
generated through this process." This vast body of changing and increasing
knowledge is described by physical, mathematical, and conceptual models. Students
should know that some questions are outside the realm of science because they
deal with phenomena that are not scientifically testable.
(3) Scientific inquiry. Scientific inquiry is the
planned and deliberate investigation of the natural world. Scientific methods
of investigation are experimental, descriptive, or comparative. The method chosen
should be appropriate to the question being asked.
(4) Science and social ethics. Scientific decision
making is a way of answering questions about the natural world. Students should
be able to distinguish between scientific decision-making methods (scientific
methods) and ethical and social decisions that involve science (the application
of scientific information).
(5) Science, systems, and models. A system is a
collection of cycles, structures, and processes that interact. All systems have
basic properties that can be described in space, time, energy, and matter. Change
and constancy occur in systems as patterns and can be observed, measured, and
modeled. These patterns help to make predictions that can be scientifically
tested. Students should analyze a system in terms of its components and how
these components relate to each other, to the whole, and to the external environment.
Knowledge and skills
The student is expected to:
(A) know the definition of science and understand
that it has limitations
(B) know that hypotheses are tentative and testable
statements that must be capable of being supported or not supported by observational
evidence. Hypotheses of durable explanatory power which have been tested over
a wide variety of conditions are incorporated into theories;
(C) know scientific theories are based on natural
and physical phenomena and are capable of being tested by multiple independent
researchers. Unlike hypotheses, scientific theories are well-established and
highly-reliable explanations, but they may be subject to change as new areas
of science and new technologies are developed;
(D) distinguish between scientific hypotheses
and scientific theories;
(E) plan and implement descriptive, comparative,
and experimental investigations, including asking questions, formulating testable
hypotheses, and selecting equipment and technology;
(F) collect and organize qualitative and quantitative
data and make measurements with accuracy and precision using tools such as calculators,
spreadsheet software, data-collecting probes, computers, standard laboratory
glassware, microscopes, various prepared slides, stereoscopes, metric rulers,
electronic balances, gel electrophoresis apparatuses, micropipettors, hand lenses,
Celsius thermometers, hot plates, lab notebooks or journals, timing devices,
cameras, Petri dishes, lab incubators, dissection equipment, meter sticks, and
models, diagrams, or samples of biological specimens or structures;
(G) analyze, evaluate, make inferences, and
predict trends from data; and
(H) communicate valid conclusions supported
by the data through methods such as lab reports, labeled drawings, graphic organizers,
journals, summaries, oral reports, and technology-based reports.
The student uses critical
thinking, scientific reasoning, and problem solving to make informed decisions
within and outside the classroom.
The student is expected to:
(A) in all fields of science, analyze, evaluate,
and critique scientific explanations by using empirical evidence, logical reasoning,
and experimental and observational testing, including examining all sides of
scientific evidence of those scientific explanations, so as to encourage critical
thinking by the student;
(B) communicate and apply scientific information
extracted from various sources such as current events, news reports, published
journal articles, and marketing materials;
(C) draw inferences based on data related to
promotional materials for products and services;
(D) evaluate the impact of scientific research
on society and the environment;
(E) evaluate models according to their limitations
in representing biological objects or events; and
(F) research and describe the history of biology
and contributions of scientists.
Science concept 1: cells are the basic structures of all living things with specialized parts that perform specific functions and that viruses are different from cells.
The student is
expected to:
(A) compare and contrast prokaryotic and eukaryotic
cells;
(B) investigate and explain cellular processes,
including homeostasis, energy conversions, transport of molecules, and synthesis
of new molecules; and
(C) compare the structures of viruses to cells,
describe viral reproduction, and describe the role of viruses in causing diseases
such as human immunodeficiency virus (HIV) and influenza.
Science concept 2: an organism grows and the importance of cell differentiation.
The student is expected
to:
(A) describe the stages of the cell cycle, including
deoxyribonucleic acid (DNA) replication and mitosis, and the importance of the
cell cycle to the growth of organisms;
(B) examine specialized cells, including roots,
stems, and leaves of plants; and animal cells such as blood, muscle, and epithelium;
(C) describe the roles of DNA, ribonucleic acid
(RNA), and environmental factors in cell differentiation; and
(D) recognize that disruptions of the cell cycle
lead to diseases such as cancer.
Science concept 3: the mechanisms of genetics, including the role of nucleic acids and the principles of Mendelian Genetics.
The student is expected to:
(A) identify components of DNA, and describe
how information for specifying the traits of an organism is carried in the DNA;
(B) recognize that components that make up the
genetic code are common to all organisms;
(C) explain the purpose and process of transcription
and translation using models of DNA and RNA;
(D) recognize that gene expression is a regulated
process;
(E) identify and illustrate changes in DNA and
evaluate the significance of these changes;
(F) predict possible outcomes of various genetic
combinations such as monohybrid crosses, dihybrid crosses and non-Mendelian
inheritance;
(G) recognize the significance of meiosis to
sexual reproduction; and
(H) describe how techniques such as DNA fingerprinting,
genetic modifications, and chromosomal analysis are used to study the genomes
of organisms.
Science concept 4: evolutionary theory is a scientific explanation for the unity and diversity of life.
The
student is expected to:
(A) analyze and evaluate how evidence of common
ancestry among groups is provided by the fossil record, biogeography, and homologies,
including anatomical, molecular, and developmental;
(B) analyze and evaluate scientific explanations
concerning any data of sudden appearance, stasis, and sequential nature of groups
in the fossil record;
(C) analyze and evaluate how natural selection
produces change in populations, not individuals;
(D) analyze and evaluate how the elements of
natural selection, including inherited variation, the potential of a population
to produce more offspring than can survive, and a finite supply of environmental
resources, result in differential reproductive success;
(E) analyze and evaluate the relationship of
natural selection to adaptation and to the development of diversity in and among
species;
(F) analyze and evaluate the effects of other
evolutionary mechanisms, including genetic drift, gene flow, mutation, and recombination;
and
(G) analyze and evaluate scientific explanations
concerning the complexity of the cell.
Science concept 5: taxonomy is a branching classification based on the shared characteristics of organisms and can change as new discoveries are made.
The student is expected to:
(A) define taxonomy and recognize the importance
of a standardized taxonomic system to the scientific community;
(B) categorize organisms using a hierarchical
classification system based on similarities and differences shared among groups;
and
(C) compare characteristics of taxonomic groups,
including archaea, bacteria, protists, fungi, plants, and animals.
Science concept 6: what is the significance of various molecules involved in metabolic processes and energy conversions that occur in living organisms.
The student is expected to:
(A) compare the structures and functions of
different types of biomolecules, including carbohydrates, lipids, proteins,
and nucleic acids;
(B) compare the reactants and products of photosynthesis
and cellular respiration in terms of energy and matter;
(C) identify and investigate the role of enzymes;
and
(D) analyze and evaluate the evidence regarding
formation of simple organic molecules and their organization into long complex
molecules having information such as the DNA molecule for self-replicating life.
Science concept 7: biological systems are composed of multiple levels.
The student is expected to:
(A) describe the interactions that occur among
systems that perform the functions of regulation, nutrient absorption, reproduction,
and defense from injury or illness in animals;
(B) describe the interactions that occur among
systems that perform the functions of transport, reproduction, and response
in plants; and
(C) analyze the levels of organization in biological
systems and relate the levels to each other and to the whole system.
Science concept 8: biological systems work to achieve and maintain balance.
The student is expected to:
(A) describe the role of internal feedback mechanisms
in the maintenance of homeostasis;
(B) investigate and analyze how organisms, populations,
and communities respond to external factors;
(C) summarize the role of microorganisms in
both maintaining and disrupting the health of both organisms and ecosystems;
and
(D) describe how events and processes that occur
during ecological succession can change populations and species diversity.
Science concept 9: interdependence and interactions occur within an environmental system.
The student is expected
to:
(A) interpret relationships, including predation,
parasitism, commensalism, mutualism, and competition among organisms;
(B) compare variations and adaptations of organisms
in different ecosystems;
(C) analyze the flow of matter and energy through
trophic levels using various models, including food chains, food webs, and ecological
pyramids;
(D) recognize that long-term survival of species
is dependent on changing resource bases that are limited;
(E) describe the flow of matter through the
carbon and nitrogen cycles and explain the consequences of disrupting these
cycles; and
(F) describe how environmental change can impact
ecosystem stability.
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