CP Biology

Course Description and Philosophy

Biology is the study of life on the planet Earth. This is a standard college preparatory life science course. Among the concepts covered in the course are the structures and functions of cells, the biochemical basis of life, the characteristics of various organisms, the classification of organisms, genetics (including molecular genetics) and heredity, evolution and ecological relationships. The unity and diversity of life are emphasized. Various biological processes such as photosynthesis, respiration, circulation, digestion and nervous response are investigated. Laboratory investigations include studies of cells using the microscope, the examination of live and preserved organism, and the analysis of genetic problems. Student performance will be evaluated using a variety of assessments, including teacher-generated tests and quizzes, examinations, laboratory activities, homework, research projects, and class participation. As a summary experience, there will be two half-year examinations, which will represent 20% of the students’ grades for the year. Text Reference: Miller, Kenneth R. and Levine, Joseph S., Biology, Copyright 2010, Pearson Education, Upper Saddle River, NJ. Revised June 2014

Unit 1: What is Biology? Essential Questions: What are the questions and answers of biology and how are the answers learned? Objectives – Students will be able to:

• Recognize some possible benefits from studying biology. • Summarize the characteristics of living things. • Compare different scientific methods. • Differentiate among hypothesis, theory, and principle. • Compare and contrast quantitative and descriptive research. • Explain why science and technology cannot solve all problems.

Topic/Content Skills Assessment Resources Instructional Method Tech Infusion NextGen Topic 1: Biology: The Study Tests/Quizzes Text Lecture Internet Research HS-LS1-1 of Life Term Paper Lab Material Discussion Laserdisc HS-LS1-2

• The Science of Biology Lab Activity LaserDisc Small Group Work Powerpoint HS-LS4-4 • Biologists Study the Diversity Homework IBooks Individual Research IBooks/Probes of Life Participation Media Center Lab Work VCR • Characteristics of Living Things Lab Supplies SmartBoard • Observing and Hypothesizing DVDs • Experimenting • Kinds of Research • Science and Society

Differentiated Learning Activities A difficult concept to grasp is proper lab procedures and dependent versus independent variables. Introduce students to a variety of different lab experiments done over time (example: Francisco Redi or Alexander Fleming). Discuss how they went about doing the experiment and also talk about the variables involved in each experiment. Afterwards, have students design their own experiment to test out the effectiveness of a new drug. They must include proper procedures as well as list the different variables involved. Ethical Decision Making/Character Education Discuss how are science and society related. Take about examples of ethical and moral questions that science cannot address. Discuss what might happen if a scientist were biased. 21st Century Skills Students will design a lab to help test different aspects of chewing gum. In groups, they need to design, implement, and record their results. Each student will perform a different role in their group and each group must complete a lab report. This will help all students understand the scientific method.

Unit II: The Principles of Ecology Essential Questions: What are the relationships and interactions that exist among organisms and their environments? Objectives – Students will be able to:

• Distinguish between the biotic and abiotic factors in the environment.

• Compare the different levels of biological organization and living relationships important in ecology.

• Explain the difference between a niche and a habitat. • Compare how organisms satisfy their nutritional needs. • Trace the path of energy and matter in an ecosystem. • Analyze how nutrients are cycled in the abiotic and

biotic parts of the biosphere. • Explain how limiting factors and ranges of tolerance

affect distribution of organisms. • Sequence the stages of ecological succession. • Compare and contrast the photic and aphotic zones of

marine biomes.

• Identify the major limiting factors affecting distribution of terrestrial biomes.

• Distinguish among biomes. • Compare and contrast exponential and linear population

growth. • Relate the reproduction patterns of different populations

of organisms to models of population growth. • Predict effects of environmental factors on population

growth. • Relate population characteristics to population growth

rates. • Compare the age structure of rapidly growing, slow-

growing, and no-growth countries. • Hypothesize about problems that can be caused by

immigration and emigration.

Topic/Content Skills Assessment Resources Instructional Method Tech Infusion NextGen Topic 1: Principles of Ecology Tests/Quizzes Text Lecture Internet Research HS-LS2-1

• What is Ecology? Term Paper Lab Material Discussion Laserdisc HS-LS2-2 • Aspects of Ecological Study Lab Activity LaserDisc Small Group Work Powerpoint HS-LS2-3 • Levels of Organization in Homework IBooks Individual Research IBooks/Probes HS-LS2-4 Ecology Participation Media Center Lab Work VCR HS-LS2-5 • Organisms in Ecosystems Lab Supplies SmartBoard HS-LS2-6 • How Organisms Obtain Energy DVDs HS-LS2-7 • Matter and Energy Flow in HS-LS2-8 Ecosystems • Cycles in Nature • Living in the Community • Succession: Changes over Time • Aquatic Biomes: Life in Water • Terrestrial Biomes • Principles of Population Growth • Organism Interactions Limit Population Size • Demographic Trends

Topic 2: Communities and Biomes

• Living in the Community • Succession: Changes over Time • Aquatic Biomes: Life in the Water • Terrestrial Biomes

Topic 3: Population Biology • Principles of Population Growth • Organisms Interactions Limit Population Size • Demographic Trends

Differentiated Learning Activities Students will create a food web with at least 20 different organisms. This food web should include a variety of producers, herbivores, omnivores, carnivores, and decomposers. For more proficient students, they should include detritivores and scavengers. 21st Century Skills Biome Webquest: Students will be assigned groups. In these groups, they need to create a brochure advertising their location. Each location will represent one of the six major terrestrial biomes. Once the projects are completed, students will view each other’s brochures and vote on the best one. Sustainability The World in Balance: After showing the video (Nova: The World in Balance), students are split into lab groups to research about human population growth in different countries. Each group is assigned a different country and asked to research the economical and environmental impacts that country’s population growth is having on the Earth. They also need to look into reasonable ideas on how to address the problem.

Unit III: The Life of a Cell Essential Question: What is the basic chemistry of life, the structure and function of cells, and cell energetics. Objectives – Students will be able to:

• Relate the particle structure of an atom to the identity of elements.

• Relate the formation of covalent and ionic chemical bonds to the stability of atoms.

• Distinguish mixtures and solutions. • Define acids and bases and relate their importance to

biological systems. • Relate water’s unique features to polarity. • Explain how the process of diffusion occurs and why it

is important to cells. • Classify the variety of organic compounds. • Describe how polymers are formed and broken down in

organisms. • Compare the chemical structures of carbohydrates,

lipids, proteins, and nucleic acids, and relate their importance of living things.

• Relate advances in microscope technology to discoveries about cells and cell structure.

• Compare the operation of a compound light microscope with that of an electron microscope.

• Identify the main ideas of the cell theory. • Explain how a cell’s plasma membrane functions. • Relate the function of the plasma membrane to the fluid

mosaic model.

• Understand the structure and function of the parts of a typical eukaryotic cell.

• Explain the advantages of highly folded membranes in cells.

• Compare and contrast the structures of plant and animal cells.

• Explain how the processes of diffusion, passive transport, and active transport occur and why they are important to cells.

• Predict the effect of hypotonic, hypertonic, and isotonic solutions on a cell.

• Sequence the events of the cell cycle. • Relate the function of a cell to its organization as a

tissue, organ, and an organ system. • Describe the role of enzymes in the regulation of the

cell cycle. • Distinguish between the events of a normal cell cycle

and the abnormal events that result in cancer. • Identify ways to potentially reduce the risk of cancer. • Explain why organisms need a supply of energy. • Describe how energy is stored and released by ATP. • Relate the structure of chloroplasts to the events in

photosynthesis. • Describe light-dependent reactions.

• Explain the reactions and products of the light-independent Calvin cycle.

• Compare and contrast cellular respiration and fermentation.

• Explain how cells obtain energy from cellular respiration.

Topic/Content Skills Assessment Resources Instructional Method Tech Infusion NextGen Topic 1: The Chemistry of Life Tests/Quizzes Text Lecture Internet Research HS-LS1-1

• Elements Term Paper Lab Material Discussion Laserdisc HS-LS1-6 • Atoms: The Building Blocks of Lab Activity LaserDisc Small Group Work Powerpoint HS-LS1-2 Elements Homework IBooks Individual Research IBooks/Probes HS-LS1-4 • Isotopes of an Element Participation Media Center Lab Work VCR HS-LS3-1 • Compounds and Bonding Lab Supplies SmartBoard HS-LS3-2 • Chemical Reactions DVDs HS-LS3-3 • Mixtures and Solutions • Water and Its Importance • Diffusion • Role of Carbon Organisms

Topic 2: A View of the Cell • The History of the Cell Theory • Two Basic Cell Types • Maintaining a Balance • Structures of a Plasma Membrane • Cellular Boundaries • Assembly, Transport, and Storage • Energy Transformers • Structures for Support and Locomotion

Topic 3: Cellular Transport and the Cell Cycle • Osmosis: Diffusion of Water • Passive Transport • Active Transport • Cell Size Limitations • Cell Reproduction • The Cell Cycle • Interphase: A Busy Time • The Phases of Mitosis • Normal Control of the Cell Cycle • Cancer: A Mistake in the Cell Cycle

Topic 4: Energy in a Cell

• Cell Energy • Forming and Breaking Down of ATP • Uses of Cell Energy • Trapping Energy from Sunlight • Light-Dependent Reactions • Light-Independent Reactions • Cellular Respiration • Fermentation • Comparing Photosynthesis and Cellular Respiration

Differentiated Learning Activities Osmosis Children’s Story Book – Students will make a children’s storybook about a cell involved in osmosis. The cell must go through 3 different types of osmosis solutions: isotonic, hypotonic, and hypertonic. The book must be done with creativity and effort and demonstrate the student’s knowledge on the concept of osmosis. Ethical Decision Making/Character Education Discuss the effects of genetically and chemically modified foods on the human body. Should we continue to use these foods? What are the advantages and disadvantages to genetically modified foods? Why is there such a big market for organically grown foods? 21st Century Skills Potato Enzyme Lab – In lab groups, students will perform an experiment to test the effect of different temperatures on the enzyme peroxidase (found in most life forms, including potatoes). Students will test the enzyme action at cold, hot, and room temperatures using Hydrogen Peroxide to see a visual reaction. Cell Model Project – In small groups, students will design a model of a town, but each town building will represent a specific organelle of the cell (example: Post office is the Golgi Apparatus). Models can be built out of any type of material and all buildings/parts should be labeled with the proper cell part. Students will be graded on accuracy, creativity, and effort.

Unit 4: Genetics Essential Questions: What is genetics and how does it play a role in determining the traits of organisms? Objectives – Students will be able to:

• Analyze the results obtained by Gregor Mendel in his experiments with garden peas.

• Predict the possible offspring of a genetic cross by using a Punnett square.

• Analyze how meiosis maintains a constant number of chromosomes within a species.

• Infer how meiosis leads to a variation in a species. • Relate Mendel’s law of heredity to the events of

meiosis. • Analyze the structure of DNA. • Determine how the structure of DNA enables it to

reproduce itself accurately. • Relate the concept of the gene to the sequences of

nucleotides in DNA. • Sequence the steps involved in protein synthesis. • Categorize the different kinds of mutations that can

occur in DNA. • Compare the effects of different kinds of mutations on

cells and organisms. • Interpret a pedigree • Determine human genetic disorders that are caused by

inheritance of recessive alleles.

• Predict how a human disorder can be determined by a simple dominant allele.

• Distinguish between incompletely dominant and codominant alleles.

• Compare multiple allelic and polygenic inheritance. • Analyze the pattern of sex-linked inheritance. • Summarize how internal and external environments

affect gene expression. • Compare codominance, multiple allelic, sex-linked, and

polygenic patterns of inheritance in humans. • Distinguish among conditions in which extra autosomal

or sex chromosomes exist. • Predict the outcome of a test cross. • Evaluate the importance of plant and animal breeding to

humans. • Summarize the steps used to engineer transgenic

organisms. • Give examples of applications and benefits of genetic

engineering. • Analyze how the effort to completely map and

sequence the human genome will advance human knowledge.

• Predict future applications of the Human Genome Project.

Topic/Content Skills Assessment Resources Instructional Method Tech Infusion NextGen Topic 1: Mendel and Meiosis Tests/Quizzes Text Lecture Internet Research HS-LS1-1

• Why Mendel Succeeded Term Paper Lab Material Discussion Laserdisc HS-LS1-4 • Mendel’s Monohybrid Crosses Lab Activity LaserDisc Small Group Work Powerpoint HS-LS3-1 • Phenotypes and Genotypes Homework IBooks Individual Research IBooks/Probes HS-LS3-2 • Mendel’s Dihybrid Crosses Participation Media Center Lab Work VCR HS-LS3-3 • Punnett Squares Lab Supplies SmartBoard • Probability DVDs • Genes, Chromosomes, and Numbers • The Phases of Meiosis • Meiosis Provides for Genetic

Variation • Mistakes in Meiosis

Topic 2: DNA: The Molecule of Heredity

• What is DNA? • Replication of DNA • Genes and Proteins • RNA • Transcription • The Genetic Code • Translation: From mRNA to Protein • Mutation: A Change in DNA • Chromosomal Mutations • Causes of Mutations

Topic 3: Patterns of Heredity and Human Genetics • Making a Pedigree • Simple Recessive Heredity • Simple Dominant Heredity • Complex Patterns of Inheritance • Environmental Influences • Codominance in Humans • Multiple Alleles in Humans • Sex-Linked Traits in Humans • Polygenic Inheritance in Humans • Changes in Chromosome Numbers

Topic 4: Genetic Technology

• Selective Breeding • Determining Genotypes • Genetic Engineering • Applications of DNA Technology • Mapping and Sequencing the Human Genome • Applications of the Human Genome Project

Differentiated Learning Activities Students will take a short quiz on different human phenotypes and which phenotypes they have. Then students will pick one phenotype they do show and create a pedigree for their family. They will need to talk to as many family members as they can to create the most accurate and detailed pedigree. Ethical Decision Making/Character Education Cloning – Students will view the documentary, “National Geographic: Clone”. Then, in small groups, students will discuss some of the major concepts covered in the film including Reproductive Cloning and Therapeutic Cloning. After the small discussions, students will return to the large class and continue the discussion as a large group about the ethical questions of cloning. 21st Century Skills RNA Puzzle Lab – Students will be given paper puzzle pieces that represent different nucleotides in RNA as well as amino acids. Once they are given the correct DNA code, they need to recreate the order of RNA bases to discover the correct sequence of amino acids in the protein.

Unit 5: Change Through Time Essential Question: What are the principles of evolution and classification and how do they play a role with the other concepts of Biology. Objectives – Students will be able to:

• Identify the different types of fossils and how they are formed.

• Summarize the major events of the Geologic Time Scale.

• Analyze early experiments that support the concept of biogenesis.

• Compare and contrast modern theories of the origin of life.

• Relate hypotheses about the origin of cells to the environmental conditions of early Earth.

• Summarize Darwin’s theory of natural selection. • Explain how the structural and physiological

adaptations of organisms relate to natural selection. • Distinguish among the types of evidence for evolution. • Summarize the effects of the different types of natural

selection on gene pools.

• Relate changes in genetic equilibrium to mechanisms of speciation.

• Explain the role of natural selection in convergent and divergent evolution.

• Evaluate the history, purpose, and methods of taxonomy.

• Explain the meaning of a scientific name. • Describe the organization of taxa a biological

classification system. • Describe how evolutionary relationships are

determined. • Explain how cladistics reveals phylogenetic

relationships. • Compare the six kingdoms of organisms.

Topic/Content Skills Assessment Resources Instructional Method Tech Infusion NextGen Topic 1: The History of Life Tests/Quizzes Text Lecture Internet Research HS-LS2-6

• Early History of Earth Term Paper Lab Material Discussion Laserdisc HS-LS2-8 • History of Rocks Lab Activity LaserDisc Small Group Work Powerpoint HS-LS4-1 • The Age of a Fossil Homework IBooks Individual Research IBooks/Probes HS-LS4-2 • A Trip Through Geologic Time Participation Media Center Lab Work VCR HS-LS4-3 • Origins: The Early Ideas Lab Supplies SmartBoard HS-LS4-4 • Origins: The Modern Ideas DVDs HS-LS4-5 • The Evolution of Cells HS-LS4-6

Topic 2: The Theory of Evolution

• Charles Darwin and Natural Selection • Adaptations: Evidence for Evolution • Other Evidence for Evolution • Population Genetics and Evolution • The Evolution of Species • Pattern of Evolution

Topic 3: Classification

• How Classification Began • Biological Classification • How Living Things are Classified • How are Evolutionary Relationships Determined? • Phylogenetic Classification: Models • The Six Kingdoms of Organisms

Differentiated Learning Activities Students may have a better understanding of fossils after doing this simple simulation. Have them place a small seashell at the bottom of a beaker that is about half full of water and then add a couple handfuls of soil to the beaker. Tell them to observe as the soil gradually settles to the bottom and covers the shell. Relate this to how dead organisms sink to the bottom of the ocean and become buried with sediments. Explain that the pressure of the water and additional sediments very slowly turns the dead organisms into fossils.

Ethical Decision Making/Character Education “What Darwin Never Knew” – Show the class the video, “What Darwin Never Knew”. Discuss how the discovery of genetics changed our understanding of evolution. How can new discoveries change our current understanding of science? 21st Century Skills In a small lab group, students are given the “Butterfly Lab”. Using different colored paperclips to simulate an organism, students take a brightly colored cloth and lay it out in front of them. They spread the different paperclips on the cloth and then pretend to be the predators who “eat” them. They will grab the colors more noticeable. After each generation, the “surviving” paperclips reproduce. This lab shows students how natural selection works. Lab on Allelic Frequency – Using two different types of beans, students will simulate natural selection and allelic frequency. Students must work in small groups and use their knowledge of math and evolution to perform this lab.

Unit 10: The Human Body Essential Question: What are the organs and systems of the human body and how do they interact with one another? Objectives – Students will be able to:

• Compare the makeup and functions of the dermis and epidermis.

• Recognize the role of the skin in responding to external stimuli.

• Outline the healing process that takes place when the skin is injured.

• Identify the structure and functions of the skeleton. • Compare the different types of movable joints. • Recognize how bone is formed. • Classify the three types of muscles. • Analyze the structure of a myofibril. • Interpret the sliding filament theory. • Recognize the different functions of the organs of a

digestive system. • Outline the pathway food allows through the digestive

tract. • Interpret the role of enzymes in chemical digestion. • Summarize the contribution of the six classes of

nutrients to body nutrition. • Identify the role of the liver in food storage. • Relate caloric intake to weight loss or gain. • Identify the functions of some of the hormones secreted

by endocrine glands. • Summarize the negative feedback mechanism

controlling hormone levels in the body.

• Contrast the actions of steroid and amino acid hormones.

• Analyze how nerve impulses travel within the nervous system.

• Recognize the functions of the major parts of the nervous system.

• Compare voluntary responses and involuntary responses.

• Define the role of the senses in the human nervous system.

• Recognize how senses detect chemical, light, and mechanical stimulation.

• Identify ways in which the senses work together to gather information.

• Recognize the medicinal uses of drugs. • Identify the different classes of drugs. • Interpret the effect of drug misuse and abuse on the

body. • List the structures involved in external respiration. • Explain the mechanics of breathing. • Contrast external and cellular respiration. • Distinguish among the various components of blood

and among blood groups. • Trace the route blood takes through the body and heart. • Explain how heart rate is controlled.

• Describe the structures and functions of the urinary systems.

• Explain the kidneys’ role in maintaining homeostasis.

Topic/Content Skills Assessment Resources Instructional Method Tech Infusion NextGen Topic 1: Protection, Support, and Tests/Quizzes Text Lecture Internet Research HS-LS1-2 Locomotion Term Paper Lab Material Discussion Laserdisc HS-LS1-3

• Structure and Function of the Lab Activity LaserDisc Small Group Work Powerpoint Skin Homework IBooks Individual Research IBooks/Probes • Skin Injury and Healing Participation Media Center Lab Work VCR • Skeletal System Structure Lab Supplies SmartBoard • Formation of Bone DVDs • Skeletal System Functions • Three Types of Muscles • Skeletal Muscle Contraction • Muscle Strength and Exercise

Topic 2: The Digestive and Endocrine Systems

• Functions of the Digestive System • The Mouth • The Stomach • The Small Intestine • The Large Intestine • The Vital Nutrients • Calories and Metabolism • Control of the Body • Negative Feedback Control • Hormone Action • Adrenal Hormones and Stress • Thyroid and Parathyroid Hormones

Topic 3: The Nervous System • Neurons: Basic Units of the Nervous System • The Central Nervous System • The Peripheral Nervous System • Sensing Chemicals • Sensing Light • Sensing Mechanical Stimulation • Drugs Act on the Body • Medicinal Uses of Drugs • The Misuse and Abuse of Drugs • Classes of Commonly Abused Drugs • Breaking the Habit

Topic 4: The Respiratory System

• Passageways and Lungs • The Mechanics of Breathing • Control of Respiration • Your Blood: Fluid Transport • ABO Blood Groups • Your Blood Vessels: Pathways of Circulation • The Heart: The Vital Pump • Kidneys: The Body’s Janitors • The Urinary System and Homeostasis

Differentiated Learning Activities Students will dissect a frog in small lab groups. Working in a team of 3 or 4, students will explore and discover the different body parts of a frog. They will compare these parts to the parts found on a human. Each group will be required to prepare a lab report of their findings. 21st Century Skills Each student is responsible to find one current article about human anatomy or physiology. Students may use databases or online resources to find these articles and then they must share what they found to the class. Sustainability Discuss the impact of smoking on the human body and lungs. Talk about why people start smoking in the first place even when they are aware of the dangers. Why hasn’t smoking been made illegal the same as drug usage? What type of consequences does smoking have on someone’s body and their life?