Biology/Life
Sciences
Grades Nine Through Twelve Science Content Standards
|
URL of standards: http://www.cde.ca.gov/be/st/ss/scbiology.asp (updated
07/21/2006)
Standards that all students are expected
to achieve in the course of their studies are unmarked. Standards
that all students should have the opportunity to learn are marked
with an asterisk (*).
KEY: SB1 = Senior Biology
1 SB2 = Senior Biology 2
|
| Cell Biology |
| 1. The fundamental life
processes of plants and animals depend on a variety of chemical
reactions that occur in specialized areas of the organism's
cells. As a basis for understanding this concept: |
|
| P.O. |
Book & Chapter |
page no.s |
|
| a. Students
know cells are enclosed within semipermeable membranes that regulate
their interaction with their surroundings. |
SB1: The Chemistry
of Life |
69-72 |
| SB1: Cell Membranes & Transport |
113-116, 119-122, 125-126 |
| SB2: Gas Exchange in Animals |
189-191 |
|
b. Students know enzymes are proteins that catalyze biochemical
reactions without altering the reaction equilibrium and the
activities of enzymes depend on the temperature, ionic conditions,
and the pH of the surroundings.
|
SB1: The Chemistry of Life |
69-72 |
|
c. Students know how prokaryotic cells, eukaryotic cells
(including those from plants and animals), and viruses differ
in complexity and general structure.
|
SB1: Cell Structure
|
81, 87-94, 96, 107-108 |
|
SB1:Classification |
337 |
|
SB2: Pathogens & Disease
|
22 |
|
d. 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.
|
SB1: Molecular Genetics
|
143-146, 157-158, 161-164 |
|
e. Students know the role of the endoplasmic reticulum and
Golgi apparatus in the secretion of proteins.
|
SB1: Cell Membranes & Transport |
112, 115-118 |
|
|
f. Students know usable energy is captured from sunlight
by chloroplasts and is stored through the synthesis of sugar
from carbon dioxide.
|
SB1: Cellular Energetics |
129, 136-140 |
|
SB2: Plant Structure & Adaptation |
340, 354 |
|
g. Students know the role of the mitochondria in making
stored chemical-bond energy available to cells by completing
the breakdown of glucose to carbon dioxide.
|
SB1: Cellular Energetics
|
130-134 |
|
h. Students know most macromolecules (polysaccharides, nucleic
acids, proteins, lipids) in cells and organisms are synthesized
from a small collection of simple precursors.
|
SB1: The Chemistry of Life
|
58-68 |
| SB1: Molecular Genetics |
143-144 |
|
i.* Students know how chemiosmotic gradients in the mitochondria
and chloroplast store energy for ATP production.
|
SB1: Cellular Energetics
|
133-134, 137-138 |
|
j* Students know how eukaryotic cells are given shape and
internal organization by a cytoskeleton or cell wall or both.
|
SB1: Cell Structure |
89-92 |
| SB1: Cell Membranes & Transport |
115-116 |
| SB2: Plant Structure & Adaptation |
337-338 |
|
| |
| Genetics |
| 2. Mutation and sexual reproduction lead to genetic variation in a population. As a basis for understanding this concept: |
|
| P.O. |
Book & Chapter |
page no.s |
|
a. 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 one chromosome of each
type.
|
SB1: Genes & Chromosomes |
181-184 |
|
b. Students know only certain cells in a multicellular organism
undergo meiosis.
|
SB1: Genes & Chromosomes |
181-182 |
|
c. Students know how random chromosome segregation explains
the probability that a particular allele will be in a gamete.
|
SB1: Cell Structure
|
99 |
| SB1: Genes & Chromosomes |
177-178, 181-182 |
|
SB1: Inheritance
|
208 |
|
d. Students know new combinations of alleles may be generated
in a zygote through the fusion of male and female gametes (fertilization).
|
SB1: Inheritance
|
208-210 |
|
|
e. Students know why approximately half of an individual's
DNA sequence comes from each parent.
|
SB1: Cell Structure |
99 |
|
SB2: Reproduction & Development
|
229, 241-242 |
|
f. Students know the role of chromosomes in determining
an individual's sex.
|
SB1: Genes & Chromosomes |
169-170 |
| SB1: Inheritance
|
217 |
|
g. Students know how to predict possible combinations of
alleles in a zygote from the genetic makeup of the parents.
|
SB1: Inheritance
|
209-210, 215-216 |
|
| |
| 3. A multicellular organism develops from a single zygote, and its phenotype depends on its genotype, which is established at fertilization</span><span >. As a basis for understanding this concept: |
|
| P.O. |
Book & Chapter |
page no.s |
|
| a. Students know
how to predict the probable outcome of phenotypes in a genetic
cross from the genotypes of the parents and mode of inheritance
(autosomal or X-linked, dominant or recessive). |
SB1: Inheritance |
211-212, 225-227 |
|
|
b. Students know the genetic basis for Mendel's laws of
segregation and independent assortment.
|
SB1: Inheritance
|
207-208 |
|
c.* Students know how to predict the probable mode of inheritance
from a pedigree diagram showing phenotypes.
|
SB1: Inheritance
|
228-229 |
|
d.* Students know how to use data on frequency of recombination
at meiosis to estimate genetic distances between loci and to
interpret genetic maps of chromosomes.
|
SB1: Genes & Chromosomes
|
187-188 |
|
| |
| 4. Genes are a set of instructions encoded in the DNA sequence of each organism that specify the sequence of amino acids in proteins characteristic of that organism. As a basis for understanding this concept: |
|
| P.O. |
Book & Chapter |
page no.s |
|
a. Students
know the general pathway by which ribosomes synthesize proteins,
using tRNAs to translate genetic information in mRNA.
|
SB1: Molecular Genetics |
153, 158 |
|
b. Students know how to apply the genetic coding rules to
predict the sequence of amino acids from a sequence of codons
in RNA.
|
SB1: Molecular Genetics
|
146 |
|
c. 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.
|
SB1: Genes & Chromosomes
|
189-198 |
|
d. 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.
|
SB1: Cell Structure |
103-104, 107, 108 |
|
SB1: Molecular Genetics
|
155-156 |
|
e. Students know proteins can differ from one another in
the number and sequence of amino acids.
|
SB1: The Chemistry of Life
|
65-68 |
|
f.* Students know why proteins having different amino acid
sequences typically have different shapes and chemical properties.
|
SB1: The Chemistry of Life
|
67-68 |
|
| |
| 5. The genetic composition of cells
can be altered by incorporation of exogenous DNA into the cells.
As a basis for understanding this concept: |
|
| P.O. |
Book & Chapter |
page no.s |
|
a. Students
know the general structures and functions of DNA, RNA, and protein.
|
SB1: The Chemistry of Life |
67-68 |
| SB1: Molecular Genetics |
143-153, 157-158, 164 |
|
b. Students know how to apply base-pairing rules to explain
precise copying of DNA during semiconservative replication
and transcription of information from DNA into mRNA.
|
SB1: Molecular Genetics
|
143-144, 147-150 |
|
c. Students know how genetic engineering (biotechnology)
is used to produce novel biomedical and agricultural products.
|
SB1: GeneTechnology |
241-242, 257, 260 |
| SB2: Microbes & Biotechnology |
386-387, 391-392 |
|
d.* Students know how basic DNA technology (restriction
digestion by endonucleases, gel electrophoresis, ligation,
and transformation) is used to construct recombinant DNA molecules.
|
SB1: GeneTechnology |
243-254 |
|
e.* Students know how exogenous DNA can be inserted into
bacterial cells to alter their genetic makeup and support expression
of new protein products.
|
SB1: GeneTechnology |
255-256 |
|
SB2: Microbes & Biotechnology |
386, 391-392 |
|
| |
|
|
|
Ecology
|
|
|
| 6. Stability in an ecosystem is a balance
between competing effects. As a basis for understanding this
concept: |
|
| P.O. |
Book & Chapter |
page no.s |
|
| a. Students know biodiversity
is the sum total of different kinds of organisms and is affected
by alterations of habitats. |
SB1: Human Impact
& Conservation |
365-368, 371-381, 387, 389-390 |
|
b. 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.
|
SB1: The Dynamics of Populations
|
309-315 |
|
SB1: Practical Ecology
|
347-362, |
| SB1: Human Impact & Conservation |
365-368371-376, 380, 387 |
|
c. Students know how fluctuations in population size in
an ecosystem are deter-mined by the relative rates of birth,
immigration, emigration, and death.
|
SB1: The Dynamics of Populations
|
311-314, 317-318 |
|
d. 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.
|
SB1: Energy Flow & Nutrient Cycles
|
293, 297-307 |
|
e. Students know a vital part of an ecosystem is the stability
of its producers and decomposers.
|
SB1: Energy Flow & Nutrient Cycles
|
294, 303-307, |
| SB1: Human Impact & Conservation |
377-378 |
|
f. 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.
|
SB1: Energy Flow & Nutrient Cycles
|
293-302 |
|
g.* Students know how to distinguish between the accommodation
of an individual organism to its environment and the gradual
adaptation of a lineage of organisms through genetic change.
|
SB1: Ecosystems
|
287-288 |
|
SB2: Speciation |
97, 99-100, 103-104 |
|
| |
|
|
| Evolution |
|
|
| 7. The frequency of an allele in a
gene pool of a population depends on many factors and may be
stable or unstable over time. As a basis for understanding this
concept: |
|
| P.O. |
Book & Chapter |
page no.s |
|
a. Students know why
natural selection acts on the phenotype rather than the genotype
of an organism.
|
SB2: Speciation |
98-104 |
|
b. Students know why alleles that are lethal in a homozygous
individual may be carried in a heterozygote and thus maintained
in a gene pool.
|
SB1: Genes & Chromosomes |
196 |
|
SB1: Inheritance
|
218 |
| SB2: Speciation |
101 |
|
c. Students know new mutations are constantly being generated
in a gene pool.
|
SB1: Genes & Chromosomes |
177-180, 183-184, 189-198 |
| SB2: Speciation |
110 |
|
d. Students know variation within a species increases the
likelihood that at least some members of a species will survive
under changed environmental conditions.
|
SB1: Genes & Chromosomes
|
177-178, 191-192, 198 |
|
SB2: Speciation |
96,
98-110 |
|
e.* Students know the conditions for Hardy-Weinberg equilibrium
in a population and why these conditions are not likely to
appear in nature.
|
SB2: Speciation
|
107-108, 111-114 |
|
f.* Students know how to solve the Hardy-Weinberg equation
to predict the frequency of genotypes in a population, given
the frequency of phenotypes.
|
SB2: Speciation |
111-114 |
|
| |
| 8. Evolution is the result of genetic
changes that occur in constantly changing environments. As a
basis for understanding this concept: |
|
| P.O. |
Book & Chapter |
page no.s |
|
a. Students know
how natural selection determines the differential survival of
groups of organisms.
|
SB2: Speciation |
98-100, 102 |
|
b. Students know a great diversity of species increases
the chance that at least some organisms survive major changes
in the environment.
|
SB2: Speciation |
98, 101, 107, 109 |
|
c. Students know the effects of genetic drift on the diversity
of organisms in a population.
|
SB2: Speciation |
107, 118 |
|
d. Students know reproductive or geographic isolation affects
speciation.
|
SB2: Speciation |
116,
119-124
|
|
e. Students know how to analyze fossil evidence with regard
to biological diversity, episodic speciation, and mass extinction.
|
SB2: The Origin & Evolution of Life
|
75-80 |
| SB2: Patterns of Evolution |
141 |
|
f.* Students know how to use comparative embryology, DNA
or protein sequence comparisons, and other independent sources
of data to create a branching diagram (cladogram) that shows
probable evolutionary relationships.
|
SB1: Classification |
329-330 |
| SB2: The Origin & Evolution
of Life |
81-85 |
| SB2: Patterns of Evolution |
128 |
|
g.* Students know how several independent molecular clocks,
calibrated against each other and combined with evidence from
the fossil record, can help to estimate how long ago various
groups of organisms diverged evolutionarily from one another.
|
SB2: The Origin & Evolution of Life
|
73-80 |
|
| |
|
|
| Physiology |
|
|
| 9. As a result of the coordinated structures
and functions of organ systems, the internal environment of the
human body remains relatively stable (homeostatic) despite changes
in the outside environment. As a basis for understanding this
concept: |
|
| P.O. |
Book & Chapter |
page no.s |
|
a. 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.
|
SB2: Diet & Animal
Nutrition
|
169-170, 173-180
|
| SB2: Gas Exchange in Animals |
189-200 |
| SB2: Animal Transport Systems |
206-214 |
| SB2: Homeostatsis & Excretion |
250-252, 261-262, 270-279
|
|
|
b. Students know how the nervous system mediates communication
between different parts of the body and the body's interactions
with the environment.
|
SB2: Homeostatsis & Excretion |
250-258 |
| SB2: Nerves, Muscles & Movement |
283-285 |
|
|
c. Students know how feedback loops in the nervous and endocrine
systems regulate conditions in the body.
|
SB2: Homeostasis & Excretion
|
250, 253-254, 263 |
| SB2: Nerves, Muscles & Movement |
284-285 |
|
|
d. Students know the functions of the nervous system and the
role of neurons in transmitting electrochemical impulses.
|
SB2: Nerves, Muscles & Movement
|
284-294 |
|
|
e. Students know the roles of sensory neurons, interneurons,
and motor neurons in sensation, thought, and response.
|
SB2: Nerves, Muscles & Movement
|
287-290, 295, 303-304 |
|
|
f.* Students know the individual functions and sites of secretion
of digestive enzymes (amylases, proteases, nucleases, lipases),
stomach acid, and bile salts.
|
SB2: Diet & Animal Nutrition
|
173-179 |
|
|
g.* Students know the homeostatic role of the kidneys in the
removal of nitrogenous wastes and the role of the liver in
blood detoxification and glucose balance.
|
SB2: Homeostasis & Excretion
|
261-263, 271-272, 277-280 |
|
|
h.* Students know the cellular and molecular basis of muscle
contraction, including the roles of actin, myosin, Ca+2,
and ATP.
|
SB1: Cellular Energetics
|
130 |
| SB2: Nerves, Muscles & Movement |
303-306 |
|
|
i.* Students know how hormones (including digestive, reproductive,
osmoregulatory) provide internal feedback mechanisms for homeostasis
at the cellular level and in whole organisms.
|
SB2: Diet & Animal Nutrition |
178-179 |
|
SB2: Reproduction & Development
|
232-235, 239-240, 244-247 |
|
SB2: Homeostasis & Excretion
|
254-260, 263,268-269, 279
|
|
| |
| 10. Organisms have a variety of mechanisms
to combat disease. As a basis for understanding the human immune
response: |
|
| P.O. |
Book & Chapter |
page no.s |
|
| a. Students know
the role of the skin in providing nonspecific defenses against
infection. |
SB2: Defense Against
Infectious Disease |
47-48 |
|
|
b. Students know the role of antibodies in the body's response
to infection.
|
SB2: Defense Against Infectious Disease
|
57-60 |
|
|
c. Students know how vaccination protects an individual from
infectious diseases.
|
SB2: Defense Against Infectious Disease
|
61-64 |
|
d. 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.
|
SB1: Cell Structure |
87-88 |
|
SB2: Pathogens & Disease
|
22-26, 29-33, 41-44 |
|
SB2: Defense Against Infectious Disease
|
61-64 |
|
|
e. Students know why an individual with a compromised immune
system (for example, a person with AIDS) may be unable to fight
off and survive infections by microorganisms that are usually
benign.
|
SB2: Defense Against Infectious Disease
|
47-48, 52-53, 57-58 |
|
|
f.* Students know the roles of phagocytes, B-lymphocytes,
and T-lymphocytes in the immune system.
|
SB2: Defense Against Infectious Disease
|
53
|
|
SB2: Defense Against Infectious Disease
|
58-59
|
|
State: National
Science Education Standards URL of standards or PDF file: http://www.nap.edu/readingroom/books/nses/html/6e.html#csg912
|
| Standard # G - History and Nature
of Science |
| HISTORICAL
PERSPECTIVES |
|
| SB 1 or
2 |
Chapter |
page no.s |
|
|
SB1
|
Cell Structure
|
|
|
SB1
|
The Chemistry of Life
|
1 |
|
SB1
|
Molecular Genetics
|
0
|
|
SB1
|
Genes & Chromosomes
|
0 |
|
SB2
|
Pathogens & Disease
|
0 |
|
SB2
|
The Origin & Evolution of Life
|
0 |
|
SB2
|
The Mechanisms of Evolution
|
0 |
|
SB2
|
The Evolution of Humans
|
0 |
|
SB2
|
Animal Behavior
|
0 |
|
| |
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