BIOLOGY
#3054
Text: Prentice Hall: Biology
1st semester: ch. 1, 2, 3, 4, 5, 6, 7, 19, 8, 9, 10
2nd semester: ch. 11, 12, 14, 15, 16, 35, 36, 39, 40
10 credits
* Maintain a Science Notebook:
For each chapter and sections,
1. Write the title of each chapter
2. Copy the California Biology Standard covered in that chapter (see below)
3. Write the number and title of each section
4. List all Vocabulary words for each section and define them
5. Read the Guide for Reading at the beginning of each section and scan the
entire section to preview information.
6. Read each chapter and take Cornell Notes of the information (note figures,
charts, tables, etc. as they help in the understanding of the concept)
7. Complete the Lab if assigned using the CD provided (see below)
8. Read the Study Guide at the end of each chapter (make sure these major
concepts are included in your notes)
9. Complete the Standardized Test Prep at the end of each chapter.
*Complete the corresponding chapter in the Biology Reading and Study Workbook
(check answers at school)
*Complete a 2 week review for CST testing. A 5% increase will be added to your final
grade for scoring PROFICIENT and a 10% increase will be added to your final grade for
scoring ADVANCED on the CST test.
*Exams will be taken at school. A score of 70% or higher is considered a passing score.
Lower scores will be considered unacceptable and will require a Reteaching assignment
and retaking of the exams.
UNIT 1
California State Biology Standards
Chapter 1: The Science of Biology
I & E 1b. Identify and communicate
Reading & Study Workbook: 1.1—1.4
sources of unavoidable experimental error.
Test
I & E 1d. Formulate explanations by using
logic and evidence.
I & E 1f. Distinguish between hypothesis
and theory as scientific terms.
Chapter 2: The Chemistry of Life
Read & Study Workbook : 2.1—2.4
1b. Students know enzymes are proteins
Virtual Lab #1
that catalyze biochemical reactions without
Test
altering their equilibrium and the activities
of enzymes depend on temperature, ionic
conditions, and their surroundings
1h. Students know most macromolecules
in cell organisms are synthesized from a
small collection of simple precursors
UNIT 2: Ecology
Chapter 3: The Biosphere
Reading and Study Workbook : 3.1-3.3
Test
Chapter 4: Ecosystems and Communities
Read & Study Workbook: 4.1—4.4
Virtual Lab #2
Test
Chapter 5: Populations
Read & Study Workbook : 5.1—5.3
Test
Chapter 6: Humans and the Biosphere
Read & Study Workbook : 6.1-6.4
Test
UNIT 3: Cells
Chapter 7: Cell Structure and Function
Read & Study Workbook : 7.1—7.4
Virtual Lab #3, #4, #5.
Test
Chapter 19: Bacteria and Viruses
Read & Study Workbook: 19.1 – 19.3
Test
Chapter 8: Photosynthesis
Reading & Study Workbook : 8.1—8.3
Virtual Lab # 6, #7
Test
Chapter 9: Cellular Respiration
Read & Study Workbook: 9.1—9.2
Virtual Lab # 8
Test
Chapter 10: Cell Division
Reading & Study Workbook : 10.1-10.3
Virtual Lab #9, #10.
Test
6d. Students know how water, carbon, and
nitrogen cycle between abiotic resources
and organic matter in the ecosystem and
how oxygen cycles through photosynthesis
and respiration.
6f. Students know at each link in a food
web some energy is stored in newly made
structures but much energy is dissipated
into the environment as heat. This
dissipation may be represented in an energy
pyramid.
6a. Students know biodiversity is the sum
total of different kinds of organisms and is
affected by alteration of habitats.
6e. Students know a vital part of an
ecosystem is the stability of its producers
and decomposers.
6c. Students know how fluctuations in
population size in an ecosystem are
determined by the relative rates of birth,
immigration, emigration, and death.
6b. Students know how to analyze changes
in an ecosystem resulting from changes in
climate, human activity, introduction of
nonnative species, or changes in population
size.
1a. Students know cells are enclosed within
semipermeable membranes that regulate
their interaction with their surroundings.
1c. Students know how prokaryotic cells,
eukaryotic cells (including those from
plants and animals) and viruses differ in
complexity and general structure.
1j. Students know how eukaryotic cells are
given shape and internal organization by a
cytoskeleton or cell wall or both.
1c. Students know how prokaryotic cells,
eukaryotic cells (including those from
plants and animals) and viruses differ in
complexity and general structure.
1f. Students know usable energy is
captured from sunlight by chloroplasts and
st
1 semester
2nd semester
is stored through the synthesis of sugar
from carbon dioxide.
UNIT 4: Genetics
Chapter 11: Introduction to Genetics
Reading & Study Workbook: 11.1—11.5
Test
1st semester
2nd semester
Chapter 12: DNA and RNA
Reading & Study Workbook: 12.1—12.5
Test
1g. Students know the role of the
mitochondria in making stored chemicalbond energy available to cells by
completing the breakdown of glucose to
carbon dioxide.
2b. Students know only certain cells in a
multi-cellular organism undergo meiosis.
2a. Students know meiosis is an early step
in sexual reproduction in which the pairs of
chromosomes separate and segregate
randomly during cell division to produce
gametes containing on chromosome of
each type.
2b. Students know only certain cells in a
multicellular organism undergo meiosis.
2c. Students know how random
chromosome segregation explains the
probability that a particular allele will be a
gamete.
2d. Students know new combinations of
alleles may be generated in a zygote
through the fusion of male and female
gametes.
2e. Students know why approximately half
of an individual’s DNA sequence comes
from each parent.
2f. Students know the role of chromosomes
in determining an individual’s sex.
2g. Students know how to predict possible
combinations of alleles in a zygote from
the genetic makeup of the parents.
3b. Students know the genetic basis for
Mendel’s laws of segregation and
independent assortment.
3a. Students know how to predict the
probable outcome of phenotypes in a
genetic cross from the genotypes of the
parents and mode of inheritance.
Chapter 14: The Human Genome
Reading & Study Workbook : 14.1—14.3
Test
3c. Students know how to predict the
probable mode of inheritance from a
pedigree diagram showing phenotypes.
1d. Students know the central dogma of
molecular biology outlines the flow of
information from transcription of
ribonucleic acid (RNA) in the nucleus to
translation of proteins on ribosomes in the
cytoplasm.
4a. Students know the general pathway by
which ribosomes synthesize proteins, using
tRNAs to genetic information mRNA.
4b. Students know how to apply the genetic
coding rules to predict the sequence of
amino acids from a sequence of codons in
RNA.
4c. Students know how mutations in the
DNA sequence of a gene may or may not
affect the expression of the gene or the
sequence of amino acids in an encoded
protein.
7c. Students know new mutations are
constantly being generated in a gene pool.
4e. Students know proteins can differ from
one another in the number and sequence of
amino acids.
4f. Students know why proteins having
different amino acid sequences typically
have different shapes and chemical
properties.
5a. Students know the general structures
and functions of DNA, RNA, and protein.
5b. Students know how to apply basepairing rules to explain precise copying of
DNA during semi-conservative replication
and transcription of information from DNA
into mRNA.
4d. Students know specialization of cells in
multicellular organisms is usually due to
different patterns of gene expression rather
than to differences of the genes themselves.
4c. Students know how mutations in the
DNA sequence of a gene may or may not
affect the expression of the gene or the
sequence of amino acids in an encoded
protein.
3c. Students know how to predict the
probable mode of inheritance from a
UNIT 5: Evolution
Chapter 15: Darwin’s Theory of Evolution
Reading & Study Workbook: 15.1—15.3
Test
pedigree diagram showing phenotypes.
2d. Students know new combinations of
alleles may be generated in a zygote
through the fusion of male and female
gametes.
2e. Students know why approximately half
of an individual’s DNA sequence comes
from each parent.
2f. Students know the role of chromosomes
in determining an individual’s sex.
7b. Students know why alleles that are
lethal in a homozygous individual may be
carried in a heterozygote and thus
maintained in a gene pool.
Chapter 16: Evolutions of Populations
Reading & Study Workbook: 16.1—16.3
Virtual Labs: #13, #14, #15
Tesr
7a. Students know why natural selection
acts on the phenotype rather than the
genotype of an organism.
7d. Students know variation within a
species increases the likelihood that at least
some members of a species will survive
under changed environmental conditions.
8a. Students know how natural selection
determines the differential survival of
groups of organisms.
8b. Students know a great diversity of
species increases the chance that at least
some organisms survive major changes in
the environment.
UNIT 10: The Human Body
Chapter 35: Nervous System
Reading & Study Workbook: 35.1—35.5
Test
7a. Students know why natural selection
acts on the phenotype rather than the
genotype of an organism.
7d. Students know variation within a
species increases the likelihood that at least
some members of a species will survive
under changed environmental conditions.
8c. Students know the effects of genetic
drift on the diversity of organisms in a
population.
8d. Students know reproductive or
geographic isolation affects speciation.
9a. Students know how the complementary
activity of major body systems provides
cells with oxygen and nutrients and
removes toxic waste products such as
carbon dioxide.
9b. Students know how the nervous system
Chapter 36: Nervous System
Reading & Study Workbook: 36.1-36.3
Test
mediates communication between different
parts of the body and the body’s
interactions with the environment.
9c. Students know how feedback loops in
the nervous and endocrine systems regulate
conditions in the body.
9d. Students know the functions of the
nervous system and the role of neurons in
transmitting electrochemical impulses.
9e. Students know the roles of sensory
neurons, interneurons, and motor neurons
in sensation, thought, and response.
Chapter 39: Endocrine and Reproductive Systems
Reading & Study Workbook : 39.1—39.4
Test
10a. Students know the role of the skin in
providing nonspecific defenses against
infection.
Chapter 40: The Immune System and Disease
Reading & Study Workbook : 40.1—40.4
Test
9c. Students know how feedback loops in
the nervous and endocrine systems regulate
conditions in the body.
10b. Students know the role of antibodies
in the body’s response to infection.
10c. Students know how vaccination
protects an individual from infectious
diseases.
10d. Students know there are important
differences between bacteria and viruses
with respect to their requirements for
growth and replication, the body’s primary
defenses against bacterial and viral
infections, and effective treatments of these
infections.
10e. Students know why an individual with
a compromised immune system may be
unable to fight off and survive infections
by microorganisms that are usually benign.