MADISON PUBLIC SCHOOLS BIOLOGY Authored by: Suzanne Monkemeier, Linda Luparella, and Stanley Pazden Reviewed by: Mr. Lee S. Nittel Director of Curriculum and Instruction Mr. Tom Paterson K12 Supervisor of Science and Technology Approval Date: Fall 2012 Members of the Board of Education: Lisa Ellis, President Patrick Rowe, Vice-President Kevin Blair Thomas Haralampoudis Linda Gilbert James Novotny David Arthur Shade Grahling Superintendent: Dr. Michael Rossi Madison Public Schools 359 Woodland Road, Madison, NJ 07940 www.madisonpublicschools.org I. OVERVIEW This course is designed to encourage students to increase their understanding of concepts and topics within the realm of biology. The process of scientific inquiry and the integration of concepts within life experiences are stressed during the presentation of topics. Hands–on experiences and activities are used to promote student involvement and understanding of concepts. II. RATIONALE Topics such as heredity, DNA analysis, viruses, biological warfare, vaccines, stem cells and cloning are increasingly in the news. Students need to have a background of knowledge and experiences in biology to understand and relate to topics within the news media. Students need to be able to make educated decisions to maintain healthy lives and to become better citizens. Knowledge gained within the Contemporary Biology course will empower students to understand the world around them. III. Student Outcomes New Jersey Core Curriculum Standards 5.1 Science Practices: All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science. 5.3 Life Science: All students will understand that life science principles are powerful conceptual tools for making sense of the complexity, diversity, and interconnectedness of life on Earth. Order in natural systems arises in accordance with rules that govern the physical world, and the order of natural systems can be modeled and predicted through the use of mathematics. 5.4 Earth Systems Science (B,F,G): All students will understand that Earth operates as a set of complex, dynamic, and interconnected systems, and is a part of the all-encompassing system of the universe. Common Core State Standards for Literacy in Science and Technical Subjects (Grades 11-12) 1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. 2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. 3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. 4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics. 5. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. 6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. 7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. 8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. 9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. 10. By the end of grade 12, read and comprehend science/technical texts in the grades 11–12 text complexity band independently and proficiently. IV. ESSENTIAL QUESTIONS AND CONTENT Introduction to Biology Essential Questions: What is the nature of science? How are problems solved within the realm of science? How is biology related to our everyday lives and to the lives of others? Students should be able to: List and describe the steps of the scientific method. State the proper format of a hypothesis. State what is meant by a controlled experiment. Identify and state the functions of the parts of a light microscope. Demonstrate proper use of a compound microscope, and dissecting microscope. Calculate the total magnification of an image when the objective and ocular lens magnification are given. Define and/or explain the terms magnification and resolution with respect to image. Describe the image produced by a scanning electron microscope and transmission electron microscope. Define biology and explain the characteristics of life. Explain what is meant by the term bioethics and give examples. Know and apply proper safety procedures within a science classroom. Utilize scientific equipment properly. Chemistry of Life Essential Questions: How are living organisms related to chemical reactions? How are the elements within the periodic table important to organisms? How is the atom related to molecules and to cells? Students should be able to: Explain the structure of the atom with respect to the subatomic particles known as protons, neutrons and electrons. Know and locate the essential elements for life on the periodic table. Interpret the periodic table to obtain the name, symbol, atomic number, atomic mass, valence electrons and general reactivity of each element. Explain how ions are formed. Explain how atoms, molecules and compounds are related. Define the term isotope and state the isotopes of hydrogen and carbon. State the difference between covalent and ionic bonds with respect to valence electrons. State how chemical formulas differ from structural formulas. Explain how hydrogen bonding occurs between molecules and the significance of hydrogen bonding to organisms. Explain how ions are related to the pH scale. Explain how the pH scale relates to acidity and alkalinity of solutions. Identify the reactants and products of a chemical reaction. Identify endothermic and exothermic chemical reactions. Explain how dehydration synthesis and hydrolysis are used to build and breakdown polymers. Describe the following properties of water: cohesion, adhesion, capillary action. Explain the importance of water as a universal solvent for biological molecules. Explain how carbon and its ability to form four covalent bonds is significant to organisms. List and identify the monomers of carbohydrates, proteins, lipids and nucleic acids. Describe the structure and function of the monosaccharides, disaccharides and polysaccharides.(and briefly describe the functions of the different categories of lipids. Describe how the 20 different amino acids differ from each other. List the functions of proteins. State how amino acids are related to polypeptides and enzymes. State the functions of enzymes with respect to chemical reactions. Identify the importance of enzymes to their substrates. State how enzymes are related to activation energy. Describe the structure of a nucleotide. List the differences between DNA and RNA. State the functions of DNA and RNA. Cells Essential Questions: How do cells relate to organisms? Are there different types of cells? How do cells relate to each other? What are the basic components of cells? Students should be able to: Construct a time line of events revealing the contributions of the following scientists to our current understanding of cells: Hooke, Virchow, Schleiden, Schwann, and van Leeuwenhoek . List and explain the statements known as the Cell Theory. Explain the limitations for cell size and growth. Draw and label the structures found in a typical prokaryotic cell. List and describe the functions of organelles found in typical eukaryotic cells. Give examples of typical eukaryotic cells. List and explain differences between prokaryotic cells and eukaryotic cells. Explain the major differences between plant and animal cells. Describe and explain the structure of the cell membrane. State the differences between active and passive transport. Explain the factors that affect the permeability of the cell membrane. Explain how substances move into and out of cells. Give examples of passive and active transport. Explain how the following processes occur: endocytosis, exocytosis, phagocytosis, and pinocytosis. Photosynthesis and Cellular Respiration Essential Questions: How do organisms acquire the energy needed to sustain life? How is energy transferred from one organism to another organism? Students should be able to: Explain the importance of the sun to organisms and life on earth. Explain the significance of photosynthesis to life on earth. State the locations within the chloroplast where the light dependent and light independent reactions take place. State the functions of pigments and give examples of different pigments. Give the balanced chemical equation that represents photosynthesis. State the products of the light dependent reactions. State the products of the light independent reactions. Explain the importance of the Calvin Cycle. Explain how the energy of the sun is ultimately trapped into a sugar molecule. Explain how carbon dioxide concentration, light intensity, and temperature affect the rate of photosynthesis. Identify and state functions of the structures and layers found within a cross section of a leaf.(the overall chemical equation that represents aerobic cellular respiration. State the differences between aerobic and anaerobic cellular respiration. List the major stages of cellular respiration from glycolysis to electron transport chain. State the locations within the cell where glycolysis, citric acid cycle and electron transport chain occur. List the energy carrying molecules involved with cellular respiration. (A and B) Explain what is meant by the term oxidation and give specific examples. Explain what is meant by the term reduction and give specific examples. Explain the role of oxygen in aerobic respiration. Compare the energy output of aerobic respiration to anaerobic respiration. Explain the role and importance of ATP in the life of a cell. State the three major components of the ATP molecule and sketch a molecule of ATP. Identify the structures within a cross section of a leaf. (the functions of structures found in the cross section of a leaf. DNA and Protein Synthesis: Essential Questions: What is the role of DNA with respect to heredity and continuity of life? How is the information encoded within a DNA molecule used to build proteins and complex molecules? Students should be able to: Describe the structure of the DNA molecule. Describe the structure of the RNA molecule. List the differences between DNA and RNA molecules. Explain the three different RNA molecules. Explain overall process of DNA replication in terms of the replication fork, the complementary base pairing rules, the semi- conservative process and the two identical molecules of DNA produced. Explain the role of DNA polymerases during DNA replication and proof reading. Summarize the major steps of transcription. Explain the role of RNA polymerases during transcription. List the major steps of translation. Explain how errors are kept to a minimum during DNA replication. Describe common techniques that are used in biotechnology. Reproduction, Genetics and Heredity Essential Questions: How does life continue from one generation to the next? How are traits inherited? What are the ways to detect hereditary information? Students should be able to: Explain the importance of mitosis. Sketch and explain the process of mitosis. Explain the importance of meiosis. Summarize the process of meiosis by sketching the chromosomes as they appear during each stage. Compare the products of spermatogenesis and oogenesis. Explain the difference between cytokinesis in animal cells and in plant cells. List the differences between asexual and sexual reproduction. List and describe the stages of binary fission. List and explain Mendel’s basic principles. Solve genetic word problems using a Punnett Square for monohybrid and dihyrbid crosses. Demonstrate understanding of various modes of inheritance. State the difference between genotype and phenotype. Employ simple probability to calculate genotypic and phenotypic ratios. Interpret pedigrees to determine dominant vs. recessive trait and autosomal vs. sex-linked trait. Explain how karyotypes are made and state how they are important in genetic studies. Explain how the terms monosomy and trisomy relate to karyotypes. Explain why amniocentesis, chorionic villus sampling and ultrasound images are important tools in genetic counseling. Name common mutagenic agents. Evolution and Natural Selection Essential Questions: How did the chemical basis of life evolve? How do organisms change through time? Students should be able to: State the “Big Bang” theory. Construct a time line for the formation of the universe. Describe the conditions found on Earth at the time scientists believe life began. Distinguish between biogenesis and abiogenesis. Summarize the importance of the experiments of Redi, Spallanzani and Pasteur. Explain the “heterotroph hypothesis”. Interpret a phylogenetic tree. Explain the theory of evolution. Distinguish between evolution by means of inheritance of acquired characteristics (Lamarck) and evolution by means of natural selection (Darwin). Explain Darwin’s Theory of Natural Selection. Cite evidence which supports the theory of evolution. Discuss the phylogeny of modern humans. Discuss alternate theories regarding how life on earth arose. Classification and Taxonomy Essential Questions: Are there evolutionary relationships between organisms? What are the structural and functional adaptations in organisms? How do organisms grow? Students should be able to: Explain the levels of classification within the modern classification system. List and describe the three domains. List and describe key characteristics of the six kingdoms. Write the scientific names of organisms correctly. Show an awareness that there are various ways of classifying organisms. Distinguish between archaebacteria and eubacteria. Explain the difference between Gram-positive and Gram-negative bacteria. Distinguish between vascular and nonvascular plants. State the difference between xylem and phloem. Identify and state the functions of the male and female structures of a flower. Discuss double fertilization of angiosperms (flowering plants). Describe how pollination differs from fertilization. Distinguish between autotrophs and heterotrophs. Explain the differences between vertebrates and invertebrates. List and describe the major characteristics of the animal kingdom. List and provide the distinguishing characteristics for the major phyla of animals. Sketch and label organs and organ systems of selected animal phyla. Compare and contrast the three major life cycles of organisms. List and explain the roles of the organs involved within the human circulatory system. List and explain the roles of the organs involved within the human digestive system. Ecology Essential Questions: What is ecology? How do organisms interact with each other? How do organisms interact with their environment? Students should be able to: Define ecology. Distinguish between populations, communities, ecosystems, biomes and the biosphere. Draw and interpret food chains and food webs. Draw and interpret energy pyramids based upon mass. Identify the various trophic levels. Follow the energy transfers through ecosystems. Differentiate between biotic and abiotic factors in various ecosystems and biomes. Show an understanding of symbiosis by providing examples of various types of relationships.(an awareness of how human activity affects the earth’s ecology. V. STRATEGIES Strategies may include: Lecture discussion Power Point Presentations Overhead transparencies Hand outs Demonstrations Smart Board Computer animations, simulations and web quests Laboratory activities Small group discussions Time- line activities Jeopardy Game Bingo Games Guest Speakers VI. EVALUATION Assessments may include: Quizzes/ Tests Field Trips Interviews of professionals within the field Videos Research Model Building Digital projector Debate Dissections Study Guides On line computer tutorials and self evaluations Homework Class work Lab Reports Lab practical Projects Presentations Midterm Exam Final Exam VII. REQUIRED RESOURCES Recommended Text: Postlethwait and Hopson. Modern Biology. Holt, Rinehardt and Winston. New York, 2006. On line tutorials and self evaluations, study guides and other associated materials. Additional Resources Greenberg, Jon. BSCS Biology, 8th ed.. Glencoe, McGraw-Hill. New York, 2001. Raven and Johnson. Understanding Biology , 3rd ed. Wm. C. Publishers. Boston, 1995. VIII. SCOPE AND SEQUENCE Number of Weeks Introduction to Biology Scientific Method Microscope What is Life? Ethics 2 Chemistry of Life 4 Cells The structure of the atom Periodic table Molecules and Ions Bonding pH and solutions Chemical reactions Properties of Water Organic Chemistry Historical development / cell theory Structure / function of organelles 3 Prokaryotic vs. eukaryotic Structure of cell membrane Transport Cell cycle Mitosis and binary fission Photosynthesis and Cellular Respiration Overview of process of photosynthesis Structure of the leaf Energy transfers and flow of energy Factors affecting rate of photosynthesis Overview of cellular respiration Anaerobic vs. aerobic Glycolysis, Kreb’s cycle, electron transport chain Structure of the mitochondria DNA and Protein Synthesis DNA / RNA Structure and Function Replication Transcription Translation Repair and mutations Biotechnology 3 3 Genetics and Heredity Mitosis / development Mendelian genetics Human genetics 5 Evolution and Natural Selection Origin of the earth Darwin Human evolution 3 Classification and Taxonomy Overview of domains Overview of criteria for placement into kingdoms Overview of kingdoms Human Biology 9 Ecology 3 Sections of the biosphere Food chain and food web Energy pyramid Biotic and abiotic factors Human activity TOTAL 35 weeks