District of Columbia Public Schools High School Biology ... · PDF fileDCPS Biology Standards Pupil/Teacher Edition Scientific Investigation and Inquiry ... biosphere). 36–39, 44–48,

correlated to the

District of Columbia Public Schools

High School Biology Standards

1

McDougal Littell Biology ©2008

correlated to the

District of ColumbiaPublic Schools

High School Biology Standards

DCPS Biology Standards Pupil/Teacher Edition

Scientific Investigation and Inquiry

B.1 Scientific progress is made by asking relevant questions and conducting careful investigations. As a basis forunderstanding this concept, and to address the content in this grade, students should develop their own questions andperform investigations. Students:

1 Know the elements of scientific methodology (identification ofa problem, hypothesis formulation and prediction, performanceof experimental tests, analysis of data, falsification, developingconclusions, reporting results) and be able to use a sequence ofthose elements to solve a problem or test a hypothesis. Alsounderstand the limitations of any single scientific method(sequence of elements) in solving problems.

13–17, R11–R17

This standard is strongly addressed in the ChapterInvestigations, Quick Labs, and Options for Inquiry foundin each chapter.

2 Know that scientists cannot always control all conditions inorder to obtain evidence, and when they are unable to do so forethical or practical reasons, they try to observe as wide a rangeof natural occurrences as possible so as to be able to discernpatterns.

13–17, 19–23, 398–400, 401

McDougal Littell Biology ©2008 correlated to theDistrict of Columbia Public Schools, High School Biology Standards

2


3 Recognize the cumulative nature of scientific evidence. 17, 23, 31 (#17), 32 (#26), 70–71, 72 (#1), 96 (#25), 97(#1), 211 (#5), 221 (#14), 226–228, 231–232, 233 (#3), 259(#8), 260 (#28, 30), 261 (#1), 298–301, 303, 313, 319 (#1,2), 320, 367 (#5), 369–371, 390–391, 528, 533, 535 (#1),539 (#16), 541 (31), 605 (#1), 727(#1), 940–941

4 Recognize the use and limitations of models and theories asscientific representations of reality.

22, 33 (#1), 51, 83, 93, 192–193, 238, 257, 268, 282–283,286, 315, 320–321, 334, 352–353, 400, 421, 423 (#11), 435,475, 476, 496, 507, 521, 522–523, 535 (#4), 536, 539 (#1),540 (#22), 567, 637 (#1), 772, 943, 964, 983, 997 (#2),1011, 1017, 1021 (#1)

5 Distinguish between a conjecture (guess), a hypothesis, and atheory as these terms are used in science.

14, 16–17, 31 (#16), 528 (#5), 785 (#1), 845 (#1), 969 (#1)

6 Plan and conduct scientific investigations to explore newphenomena, to check on previous results, to verify or falsify theprediction of a theory, and to use a crucial experiment todiscriminate between competing theories.

18, 28, 88, 106–107, 124, 127, 160 (#35), 405, 475, 493,566, 600, 684, 739, 840, 886, 902, 933, 968 (#37), 983,R11–R13

7 Use hypotheses to choose what data to pay attention to and whatadditional data to seek, and to guide the interpretation of thedata.

14, 32, 179, 369–371, 388, R11

8 Identify and communicate the sources of error (random andsystematic) inherent in an experiment.

57, 106–107, 127, 256, 384, 405, 475, 493, 600, 684,750–751, 815 (#1), 840, 902, R11–R13

9 Identify discrepant results and possible sources of error oruncontrolled conditions.

28, 57, 88, 106–107, 124, 223 (#1), 256, 361, 363 (#3), 384,405, 420, 448, 475, 493, 586, 600, 604 (#34), 649, 674, 684,689 (#1), 739, 840, 907 (#1), 925, 933, 985, R11–R13

10 Select and use appropriate tools and technology to performtests, collect data, analyze relationships, and display data. (Thefocus is on manual graphing, interpreting graphs, and masteryof metric measurements and units, with supplementary use ofcomputers and electronic data gathering when appropriate.)

19–23, 57, 58, 88, 106–107, 126–127, 143, 156, 282–283,401, 425 (#1), 448, 475, 476–477, 506–507, 566–567, 600,656–657, 709, 739, 750–751, 804, 830, 840, 857, 866, 902,921, 928, 932–933, 949, 981, 1044, R6–R10


3


11 Formulate and revise explanations using logic and evidence. 14–15, 17, 18, 22, 28–29, 33 (#2), 49, 51, 57, 58–59, 63(#1), 80, 83, 88, 92–93, 106–107, 116, 126–127, 143, 147,156–157, 161 (#1), 172, 188, 196 (#30), 202, 208, 210,218–219, 229, 234, 256–257, 260 (#35), 268, 278, 286–287,291 (#1), 313, 315, 320–321, 325 (#1), 334, 337, 339,352–353, 364, 375, 384–385, 405, 420–421, 435, 442,448–449, 460, 461, 475, 476–477, 481 (#1), 493, 497,506–507, 525, 529, 536–537, 546, 560, 562, 566–567, 579,586, 595, 600–601, 620, 623, 628, 632–633, 647, 649, 654,656–657, 669, 677, 684–685, 709, 714, 721, 722–723, 733,739, 742, 750–751, 770, 772, 776, 780–781, 785 (#2), 792,802, 804, 810–811, 824, 830, 836, 840–841, 857, 861, 865,866–867, 884, 886, 895, 902–903, 921, 925, 928, 932–933,943, 947, 965, 981, 983, 985, 992–993, 1012, 1014, 1016,1031, 1033, 1038, 1044–1055, R11–R13

12 Analyze situations and solve problems that require combiningconcepts from more than one topic area of science and applyingthese concepts.

44–48, 50–54, 293, 317–319, 392, 607, 643, 645–646, 659(#20), 660 (#30), 691, 1051

13 Apply mathematical relationships involving linear and quadraticequations, simple trigonometric relationships, exponentialgrowth and decay laws, and logarithmic relationships toscientific situations.

Opportunities to address this standard can be found:156, 340–341, 364, 399, 401, 438, 529, R14–R17

14 Observe natural phenomena and analyze their location,sequence, or time intervals (e.g., relative ages of rocks andsuccession of species in an ecosystem).

362–363, 365–367, 381, 384–385, 445–447, 451 (#22), 452(#28, 29), 453 (#1), 650–651, 660 (#28, 31, 32), 661 (#1)

15 Explain that science discoveries can have both positive andnegative implications, involve different decisions regardingethics and allocation of resources (e.g., organ transplants, stemcell research, forest management and land use).

26–27, 64–66, 153–155, 162–164, 272–274, 275–279,280–283, 284–285, 292–294, 485, 487, 502–505


4


16 Recognize and deal with the implications of statisticalvariability in experiments and explain the need for controls inexperiments.

14–16, 17 (#2), 28, 31 (#15), 32 (#23), 33 (#3), 49, 131(#1), 256, 405, 448, 475, 493, 506, 571 (#1), 586, 604 (#33),628, 649, 661 (#6), 674, 739, 755 (#1), 840, 871 (#1), 947,985, 997 (#1), R11–R12

Chemistry of Living Things

B.2 Living things are made of atoms bonded together to form molecules, some of the most important of which are largeand contain carbon (i.e., "organic" compounds). As a basis for understanding this concept, students:

1 Using simplified Bohr diagrams, describe basic atomic structurein order to understand the basis of chemical bonding in covalentand ionic bonds.

36–39

2 Describe the structure and unique properties of water and itsimportance to living things.

40–43

3 Describe the central role of carbon in the chemistry of livingthings because of its ability to combine in many ways with itselfand other elements.

44–48, 50–51

4 Know that living things are made of molecules largelyconsisting of carbon, hydrogen, nitrogen, oxygen, phosphorus,and sulfur.

44–48, 412–416

5 Know that living things have many different kinds of molecules,including small ones such as water, medium-sized ones such assugars, amino acids, and nucleotides, and large ones such asstarches, proteins, and DNA.

44–48, 972–974

6 Observe and explain the role of enzymatic catalysis inbiochemical processes.

54–56, 57, 59, 236, 269–270, 371, 675, 815

7 Explain the hierarchical organization of living things from leastcomplex to most complex (subatomic, atomic, molecular,cellular, tissue, organs, organ system, organism, population,community, ecosystem, biosphere).

36–39, 44–48, 70–71, 151–153, 397, 456–457, 852–856


5


Cell Biology

B.3 All living things are composed of cells. All the fundamental life processes of a cell are either chemical reactions ormolecular interactions. As a basis for understanding this concept, students:

1 Compare and contrast the general anatomy and constituents ofprokaryotic and eukaryotic cells and their distinguishingfeatures: Prokaryotic cells do not have a nucleus and eukaryoticcells do. Know prokaryotic organisms are classified in theMonera Kingdom and that organisms in the other fourkingdoms have eukaryotic cells.

72, 92, 93, 97, 148–149, 248–251, 373, 544–545, 556–558,571, 605, 661

2 Understand the function of cellular organelles and how theorganelles work together in cellular activities (e.g., enzymesecretion from the pancreas).

73–79, 104–105, 108–112, 114–115, 117–121

3 Observe and describe that within the cell are specialized partsfor the transport of materials, energy capture and release, wastedisposal, and motion of the whole cell or of its parts.

73–79, 81–87, 88, 89–91, 93, 97, 104, 109–112, 113–115,117–121, 577–579, 582–583, 661, 689

4 Describe the organelles that plant and animal cells have incommon (e.g., ribosomes, golgi bodies, endoplasmic reticulum)and some that differ (e.g., only plant cells have chloroplasts andcell walls).

73–79, 640

5 Demonstrate and explain that cell membranes act as highlyselective permeable barriers to penetration of substances bydiffusion or active transport.

81–87, 89–91, 136–137

6 Explain that some structures in the eukaryotic cell, such asmitochondria, and in plants, chloroplasts, have apparentlyevolved by endosymbiosis (one organism living inside another,to the advantage of both) with early prokaryotes.

373


6


7 Describe that the work of the cell is carried out by structuresmade up of many different types of large (macro) molecules thatit assembles, such as proteins, carbohydrates, lipids, and nucleicacids.

44–48, 54–56, 57, 59, 100–102, 104–105, 108–112,113–115, 117–121, 122–125, 138–142, 235–238, 239–242,243–247, 248–251, 877–879, 896–901, 946–947, 972–974

8 Demonstrate that most cells function best within a narrow rangeof temperature and pH; extreme changes usually harm cells, bymodifying the structure of their macromolecules and, therefore,some of their functions.

43, 55–56, 57, 58, 858–861, 863, 864

9 Explain that a complex network of proteins providesorganization and shape to cells.

73, 75, 81–84

10 Explain that complex interactions among the different kinds ofmolecules in the cell cause distinct cycles of activities, such asgrowth and division.

100–102, 104–105, 108–112, 113–115, 117–121, 122–125,138–142, 235–238, 239–242, 243–247, 248–251

11 Describe that all growth and development of organisms is aconsequence of an increase in cell number, size, and/orproducts.

134–137

12 Explain how cell activity in a multicellular plant or animal canbe affected by molecules from other parts of the organism.

54–56, 57, 59, 100–102, 104–105, 108–112, 113–115,117–121, 122–125, 138–142, 235–238, 239–242, 243–247,248–251, 877–879, 896–901, 946–947, 972–974

13 Explain why communication and/or interaction are requiredbetween cells to coordinate their diverse activities.

5–6, 7–9, 144–147, 151, 852–856, 858–861, 862–865, 867,874, 880, 901, 946–948

14 Recognize and describe that cellular respiration is important forthe production of ATP, which is the basic energy source for cellmetabolism.

100–102, 113–115, 117–121, 126


7


15 Differentiate between the functions of mitosis and meiosis:Mitosis is a process by which a cell divides into each of twodaughter cells, each of which has the same number ofchromosomes as the original cell. Meiosis is a process of celldivision in organisms that reproduce sexually, during which thenucleus divides eventually into four nuclei, each of whichcontains half the usual number of chromosomes.

168–171, 173–176, 664–667

16 Explain how zygotes are produced in the fertilization process. 670–671, 1030–1031

17 Describe that all organisms begin their life cycles as a singlecell, and in multicellular organisms the products of mitosis ofthe original zygote form the embryonic body.

5–6, 852–853, 1034–1037


8


Genetics

B.4 Genes are a set of instructions encoded in the DNA sequence of each organism that specify the sequence of amino acidsin proteins characteristic of that organism. As a basis for understanding this concept, students:

1 Research and explain the genetic basis for Gregor Mendel'slaws of segregation and independent assortment.

177–179, 186

2 Describe how the discovery of the structure of DNA by JamesD. Watson, Francis Crick made it possible to interpret thegenetic code on the basis of a nucleotide sequence. Know theimportant contribution of Rosalind Franklin's data to thisdiscovery, i.e., the careful X-ray crystallography on DNA thatprovided Watson and Crick the clue they needed to build thecorrect structure.

230–233

3 Explain how hereditary information is passed from parents tooffspring in the form of "genes" which are long stretches ofDNA consisting of sequences of nucleotides. Explain that ineukaryotes, the genes are contained in chromosomes, which arebodies made up of DNA and various proteins.

48, 168–171, 180

4 Know every species has its own characteristic DNA sequence. 6, 23, 168

5 Explain the flow of information is usually from DNA to RNA,and then to protein.

239–240

6 Explain how the genetic information in DNA moleculesprovides the basic form of instructions for assembling proteinmolecules and that this mechanism is the same for all life forms.

239–242, 243–247

7 Understand that and describe how inserting, deleting, orsubstituting short stretches of DNA alters a gene. Recognizethat changes (mutations) in the DNA sequence in or near aspecific gene may (or may not) affect the sequence of aminoacids in the encoded protein or the expression of the gene.

252–254


9


8 Explain the mechanisms of genetic mutations and chromosomalrecombinations, and when and how they are passed on tooffspring.

190–191, 252–253, 329

9 Understand and explain that specialization of cells is almostalways due to different patterns of gene expression rather thandifferences in the genes themselves.

Opportunities to address this standard can be found:152–155, 180, 248–251

10 Explain how the sorting and recombination of genes in sexualreproduction result in a vast variety of potential allelecombinations in the offspring of any two parents.

189–191, 329, 374

11 Explain that genetic variation can occur from such processes ascrossing over, jumping genes, and deletion and duplication ofgenes.

190–191, 254, 329

12 Explain how the actions of genes, patterns of inheritance, andthe reproduction of cells and organisms account for thecontinuity of life.

Opportunities to address this standard can be found:142, 148, 168–169, 177, 179, 180, 374

13 Investigate and describe how a biological classification systemthat implies degrees of kinship between organisms or speciescan be deduced from the similarity of their nucleotide (DNA) oramino acids (protein) sequences. Know that such systems oftenmatch the completely independent classification systems basedon anatomical similarities.

528, 529


10


Biological Evolution

B.5 Evolution and biodiversity are the result of genetic changes that occur in constantly changing environments. As a basisfor understanding this concept, students:

1 Investigate and explain how molecular evidence reinforces andconfirms the fossil, anatomical, and other evidence for evolutionand provides additional detail about the sequence in whichvarious lines of descent branched off from one another.

317–318

2 Explain how a large diversity of species increases the chancethat at least some living things will survive in the face of largeor even catastrophic changes in the environment.

376–378, 847–848

3 Research and explain how natural selection provides amechanism for evolution and leads to organisms that areoptimally suited for survival in particular environments.

305–309, 330–333

4 Explain that biological diversity, episodic speciation, and massextinction are depicted in the fossil record, comparativeanatomy, and other evidence.

11, 310–314, 316, 350–351, 367, 374

5 Describe how life on Earth is thought to have begun as one or afew simple one-celled organisms about 3.5 billion years ago,and that during the first 2 billion years, only single-cellmicroorganisms existed. Know that, once cells with nucleideveloped about a billion years ago, increasingly complexmulticellular organisms could evolve.

368–371, 373–374

6 Explain that prior to the theory first offered by Charles Darwinand Alfred Wallace, the universal belief was that all knownspecies had been created de novo at about the same time andhad remained unchanged.

298


11


7 Research and explain that Darwin argued that only biologicallyinherited characteristics could be passed on to offspring, someof these characteristics would be different from the average andadvantageous in surviving and reproducing, and overgenerations, accumulation of these inherited advantages wouldlead to a new species.

302–303, 304–306

8 Explain Gregor Mendel's identification of what we now call"genes" and how they are sorted in reproduction led to anunderstanding of the mechanism of heredity. Understand howthe integration of his concept of heredity and the concept ofnatural selection has led to the modern model of speciation andevolution.

Opportunities to address this standard can be found:177–179, 186, 190, 342–343, 344–345

9 Explain how biological evolution is also supported by thediscovery that the genetic code found in DNA is the same foralmost all organisms.

317

10 Explain that evolution builds on what already exists, so themore variety there is, the more there can be in the future.

308–309


12


Plant Biology

B.6 Plants are essential to animal life on Earth. As a basis for understanding this concept, students:

1 Describe the structure and function of roots, leaves, flowers, andstems of plants.

615, 640–642, 643–646, 647, 648–651, 652–655, 656, 657,668–672

2 Identify the roles of plants in the ecosystem: Plants make foodand oxygen, provide habitats for animals, make and preservesoil, and provide thousands of useful products for people (e.g.,energy, medicines, paper, resins).

406–407, 408–411, 412–416, 417–419, 457, 470, 629–631,633

3 Know that about 250,000 species of flowering plants have beenidentified.

Opportunities to address this standard can be found: R28

4 Explain the photosynthesis process: Plants make food in theirleaves and chlorophyll found in the leaves can make food theplant can use from carbon dioxide, water, nutrients, and energyfrom sunlight.

103–105, 106–107, 108–112, 652–655, 656, 657

5 Explain that during the process of photosynthesis, plants releaseoxygen into the air.

103–105, 106–107, 108–112, 407, 413, 457

6 Describe that plants have broad patterns of behavior that haveevolved to ensure reproductive success, including co-evolutionwith animals that distribute a plant's pollen and seeds.

616, 624–625, 669, 673–675, 680–683

7 Recognize that plants have a greater problem with"unpredictable environments" because they cannot seek shelteras many animals can.

682–683


13


Mammalian Body

B.7 As a result of the coordinated structures and functions of organ systems, the internal environment of the mammalianbody remains relatively stable (homeostatic), despite changes in the outside environment. As a basis for understanding thisconcept, students:

1 Explain the major systems of the mammalian body (digestive,respiratory, reproductive, circulatory, excretory, nervous,endocrine, integumentary, immune, skeletal, and muscular) andhow they interact with each other.

874–875, 876–879, 880–883, 884, 885–890, 891–894,896–901, 902, 903, 910–913, 914–916, 917–920, 921,922–924, 926–929, 930–931, 932, 933, 945–948, 950–954,957–959, 964, 965, 977–980, 981, 982–984, 986–991,1000–1005, 1006–1011, 1012, 1013–1015, 1016, 1017,1024–1026, 1027–1032, 1033

2 Analyze the complementary activity of major body systems,such as how the respiratory and circulatory systems providecells with oxygen and nutrients, and remove toxic wasteproducts such as carbon dioxide.

857, 858–861, 862–863, 874–875, 910–913, 914–916,917–920, 921, 930–931, 950–954, 977–980, 982–984,986–991

3 Explain how the nervous system mediates communicationbetween different parts of the body and the environment.

874–875, 876–879, 880–883, 885–890

4 Describe that the nervous and endocrine systems maintainoverall regulation of optimal conditions within the body bychemical communication.

858–861, 862–863, 874–875

5 Investigate and cite specific examples of how the mammalianimmune system is designed to protect against microscopicorganisms and foreign (or non-self) substances from outside thebody and against some aberrant (e.g., cancer) cells that arisewithin.

945–948, 950–954


14


Ecosystems

B.8 Stability in an ecosystem is a balance between competing effects. As a basis for understanding this concept, students:

1 Illustrate and describe the cycles of biotic and abiotic factors(matter, nutrients, energy) in an ecosystem.

405, 406–407, 408–411, 412–416, 417–419, 421

2 Describe how factors in an ecosystem, such as the availabilityof energy, water, oxygen, and minerals and the ability to recyclethe residue of dead organic materials, cause fluctuations inpopulation sizes.

429–430, 435, 440–444, 445–447

3 Explore and explain how changes in population size have animpact on the ecological balance of a community and how toanalyze the effects.

441–444

4 Describe how the physical or chemical environment mayinfluence the rate, extent, and nature of the way organismsdevelop within ecosystems.

441, 443–444, 445–447, 457, 458, 481

5 Describe how ecosystems can be reasonably stable overhundreds or thousands of years.

Opportunities to address this standard can be found:446–447

6 Explain that ecosystems tend to have cyclic fluctuations arounda state of rough equilibrium, and change results from shifts inclimate, natural causes, human activity, or when a new speciesor non-native species appears.

447, 464–466, 474, 485–487, 489–492, 494–496, 500–501,512–513

7 Explain how layers of energy-rich organic material, mostly ofplant origin, have been gradually turned into great coal beds andoil pools by the pressure of the overlying Earth and its internalheat.

377, 414

8 Using ecological studies, explain distinct relationships anddifferences between urban environments and otherenvironmental systems. Ecological studies of each can informthe other.

Opportunities to address this standard can be found:472, 485–487, 488–489, 494, 499


15


9 Investigate and describe how point and non-point sourcepollution can affect the health of a bay's watershed andwetlands.

Opportunities to address this standard can be found:475, 470, 489, 493, 494–496, 504, 506, 507

10 Assess the method for monitoring and safeguarding waterquality, including local waterways such as the Anacostia andPotomac rivers, and know that macro-invertebrates can be earlywarning signs of decreasing water quality.

Opportunities to address this standard can be found:475, 470, 494–496, 504, 506, 507

DC 6311/2007

2008CC2

Documents

District of Columbia Public Schools High School Biology ... · PDF fileDCPS Biology Standards Pupil/Teacher Edition Scientific Investigation and Inquiry ... biosphere). 36–39, 44–48,