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ADVANCED PLACEMENT BIOLOGY STANDARDS

Standard 1 ETHICS Students conduct themselves according to ethical standards.

Benchmark 1.a Students will apply ethical standards of research in written formats.

Essential Indicators Recognize potential sources of bias in data interpretation. Properly document and format sources of ideas from others. Accurately record testing data.

Benchmark 1.b Students will apply ethical standards of behavior.

Essential Indicators Demonstrate respect for privacy and confidentiality. Demonstrate responsibility of safety for self and others. Demonstrate respect for limited resources and the environment. Practice responsible disposal of refuse supplies. Acknowledge assistance received.

Standard 2 PROBLEM IDENTIFICATION Students apply knowledge and processes to make informed decisions and to identify and solve problems.

Benchmark 2.a Students will identify a topic for research through a variety of strategies.

Essential Indicators Identify core problems or issues in popular or scientific articles. Define a problem to investigate. Generate study ideas and questions following a protocol designated by the

instructor. Benchmark 2.b Students will formulate questions related to research topics.

Essential Indicators Formulate questions based on observations or on popular or scientific

articles. Extrapolate from data and observations in order to generate further

research ideas.

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Benchmark 2.c Students will explain how results of scientific inquiry – new knowledge and methods – emerge from different types of investigations.

Essential Indicators Describe how new discoveries may either modify existing theories or

result in establishing a new paradigm. Describe historical changes in scientific theories.

Benchmark 2.d Students will apply information and processes of science disciplines to generate solutions to real world problems.

Essential Indicators Apply scientific explanations to everyday experiences. Use scientific information to generate solutions to real-world problems. Extended Indicators Devise and conduct a study to answer a scientific question Perform an investigation that employs multiple disciplines.

Benchmark 2.e Students will access scientific and professional resources.

Essential Indicators Design research based on popular and scientific literature Identify valid biological resources, such as Internet, journals, databases,

scientific literature, and apply them ethically and appropriately to a solution.

Summarize and analyze scientific articles from newspapers or journals. Properly cite and format sources. Identify and explain a core biological problem or key issue presented in a

story, article, or scientific literature. Extended Indicators Design research based on popular and scientific literature Use primary sources. Differentiate between primary and secondary sources. Read scientific professional literature. Determine what sources of information are credible. Trace research literature back to those works that originally defined the

ideas.

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Standard 3 SCIENTIFIC INVESTIGATION Students engage in scientific investigation and experimental design.

Essential Understandings: Active participation in scientific investigations is necessary to develop an

understanding of biology as an experimental science. The continual use and development of cognitive and manipulative skills

associated with the formulation of the scientific explanations is important. The design of sound scientific experiments relies on systematic preliminary

observations and data collected in the laboratory and in the field, as well as on a knowledge base gained from an examination of related scientific literature. Prior establishment of an adequate knowledge base is essential before hypotheses can be developed and tested.

Scientists typically disagree with one another about the interpretation of evidence or a theory being considered. This situation is partly a result of the unique background (social, educational, etc.) that individual scientists bring to their research.

Because of this inherent subjectivity, scientific inquiry involves evaluating the results and conclusions proposed by other scientists.

The analysis of evidence and data is essential in order to make sense of the content of science.

Multiple data manipulation and analysis strategies are available to help explain results of quantitative investigations.

Data and evidence should come from a variety of sources, including student investigation, peer investigation, and databases.

A hypothesis can be supported, modified, or rejected based on collected data. A hypothesis is a tentative explanation that accounts for a set of facts and that can be tested by further investigation. A theory is an explanation of a large body of information, experimental and inferential, and serves as an overarching framework for numerous concepts. It is subject to change as new evidence becomes available.

Benchmark 3.a Students will formulate testable hypotheses. Essential Indicators

Relate that scientists investigate natural phenomena to explain them Relate that scientists investigate observed natural phenomena to find

explanations for their occurrence. Make clear distinctions among observations, inferences, and predictions Make predictions based on prior knowledge. Extended Indicators Formulate testable hypotheses based on cause and effect relationships

from observations, database “mining”, or scientific literature.

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Demonstrate logical connections between scientific concepts guiding a hypothesis and the design of an investigation.

Benchmark 3.b Students will differentiate between a scientific hypothesis and a theory.

Essential Indicator Explain that a theory is a repeatedly tested hypothesis

Benchmark 3.c Students will demonstrate a knowledge base and a conceptual understanding of scientific endeavors by designing and conducting an investigation.

Extended Indicators Design investigations to test hypotheses Identify independent (manipulated) and dependent (measured) variables,

experimental controls (when applicable), repeated trials, and constants in an investigation.

Design a study that includes an independent variable (with independent variable levels), a dependent variable, constants, a control (if applicable), and repeated trials.

Explain the need for experimental controls, constants, and repeated trials. Differentiate between an experimental control and constants. Design and write clear and concise scientific procedures. Identify potential sources of error before and after an investigation.

Standard 4 DATA COLLECTION Students engage in all aspects of the process of data collection.

Benchmark 4.a The student will plan and conduct investigations in which observations of living organisms are recorded in the lab and in the field.

Essential Indicator Record observations in the lab and in the field

Benchmark 4.b Students will design suitable formats to gather, organize, and describe data.

Essential Indicators Collect and record data paying attention to use of correct units Develop skills in the proper use of the compound light microscope Differentiate between different types of microscopes. Develop skills in the

proper use of the compound light microscope including parts and functions.

Collect preliminary observations, both qualitative and quantitative. Accurately record original experimental data. Extended Indicators

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Select appropriate tools and techniques to gather data. Design a proper format for recording and maintaining data. Organize raw data in a logical and coherent manner that will aid in

interpretation. Differentiate between accuracy and precision.

Benchmark 4.c Students will use appropriate methodologies to gather, organize, and describe

data. Essential Indicators Use appropriate technology - including computers, graphing calculators

and probeware - for gathering and analyzing data and for communicating results.

Explore the use of technology to collect samples, make measurements and communicate and retrieve data.

Differentiate between different types of microscopes. Develop skill sin the proper use of the compound light microscope,

including parts and function. Use laboratory equipment safely and effectively. Extended Indicators Conduct an investigation using suitable tools and techniques to gather

data. Differentiate correct use of quantitative and qualitative data. Collect and record data, paying attention to appropriate units. Determine and use significant digits.

Standard 5 TECHNOLOGY AND MATHEMATICS Students will use technology and mathematics to find meaning in scientific inquiry.

Benchmark 5.a Students will use mathematics to improve data collection and analysis, construct explanations, and communicate results.

Essential Indicators Communicate experimental data by constructing graphs, tables, models,

diagrams, charts and by using calculations and appropriate technology. Create, use appropriately, and analyze a variety of graphics to include bar,

line, and pie charts. Use appropriate mathematical formulas for biological applications,

including calculating range, mean, and values for data. Interpret graphs, charts, diagrams, and tables. Extended Indicators Use scientific notation. Identify patterns in large data sets. Examine graphs for critical attributes, trends, and patterns.

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Determine mathematical relationships for graph attributes, trends, and patterns.

Conduct descriptive and inferential statistical analyses using calculators or computer software.

Benchmark 5.b Students will use technology to improve data collection and analysis, construct explanations, and communicate results.

Extended Indicators Use database searches to perform foundational (background) research on a

topic. Use technology to collect samples, make measurements, communicate,

and retrieve data. Obtain readings and interpret information using sensors or probes with

computers or calculators. Share study findings electronically through area networks. Publish or present scientific findings, charts, graphs, diagrams, and

images, formulas, and symbols through electronic media. Standard 6 DATA ANALYSIS AND MODELING Students use modeling and critical thinking skills to analyze and evaluate scientific data and information.

Benchmark 6.a Students will build and use models in many forms, such as physical objects, mental constructs, mathematical equations, graphical representations, concept maps, and computer simulations.

Essential Indicator Develop a model to investigate a problem, using principles of

experimental design. Extended Indicators Describe the benefits, limitations, and goals of models versus scientific

investigation. Construct a model to help visualize a concept, and to explain observations

and findings. Use appropriate tables, charts, diagrams, and graphs in an investigation.

Benchmark 6.b Students will apply inductive and deductive reasoning to analyze data from scientific investigations.

Extended Indicators Interpret graphs, charts, diagrams and tables. Determine trends and relationships from data. Determine validity of data.

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Recognize that in order to ensure the validity of scientific investigations, other members of the scientific community must evaluate the work.

Identify sources of experimental error. Calculate descriptive statistics (i.e., variation and central tendency)

appropriate to the data type Benchmark 6.c The student will plan and conduct investigations in which sources of error inherent in experimental design are identified and discussed.

Essential Indicators Identify sources of experimental error and suggest improvements in the

design of the study. Recognize instrument limitations and potential for error.

Benchmark 6.d Students will synthesize information to support a hypothesis or evaluate an argument.

Extended Indicators Support claims with evidence. Form conclusions based on quantitative and qualitative data. Develop explanations, conclusions, and models based on observations. Recognize and analyze alternative scientific explanations and models. Recognize controversial or unexpected data. Evaluate the validity of a scientific explanation. Make predictions based on scientific findings. Write a conclusion for a scientific investigation that includes a statement

of results, the relationship of the results to the hypothesis, an explanation and defense of the results, and implications of the findings.

Suggest improvements in the design of an investigation.

Standard 7 COMMUNICATION Students communicate effectively and appropriately in several formats through a variety of resources.

Benchmark 7.a Students will accurately and effectively present scientific information in written formats.

Essential Indicators Use the correct terminology to explain and defend various scientific

arguments. Utilize the principles of Language Arts to present scientific arguments in a

clear, concise, and organized way. Extended Indicators

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Edit a scientific paper for grammar, pagination, correct table and graph formats, fonts, margins, and heading formats. .

Write a scientific report that includes the rationale and purpose, the study design, procedures to collect and analyze data, data results and analysis, and a conclusion.

Present scientific arguments in a clear and organized way. Integrate visuals, such as charts, graphs, diagrams, and images, and

symbols with text. Benchmark 7.b Students will accurately and effectively present information in appropriate oral and visual formats.

Essential Indicators Communicate data by (a) constructing graphs, tables, diagrams, and charts

and by (b) showing mathematical calculations. Participate in group discussions on scientific topics. Work collaboratively to present scientific information to peers. Attribute sources accurately.

Standard 8 EVOLUTION DRIVES LIFE DIVERSITY AND UNITY Students investigate and understand the evolutionary processes that drive diversity and

the unity of life. Essential Understandings: Change in the genetic makeup of a population over time is evolution.

Organisms are linked by lines of descent from common ancestry. Life continues to evolve within a changing environment. The origin of living systems is explained by natural processes.

Benchmark 8.a Natural selection is a major mechanism of evolution.

Essential Indicators Convert a data set from a table of numbers that reflect a change in the

genetic makeup of a population over time and to apply mathematical methods and conceptual understandings to investigate the cause(s) and effect(s) of this change.

Evaluate evidence provided by data to qualitatively and quantitatively investigate the role of natural selection in evolution.

Apply mathematical methods to data from a real or simulated population to predict what will happen to the population in the future.

Benchmark 8.b Natural selection acts on phenotypic variations in populations.

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Essential Indicators Evaluate data-based evidence that describes evolutionary changes in

the genetic makeup of a population over time. Connect evolutionary changes in a population over time to a change in

the environment.

Benchmark 8.c Evolutionary change is also driven by random processes.

Essential Indicators Use data from mathematical models based on the Hardy-Weinberg

equilibrium to analyze genetic drift and effects of selection in the evolution of specific populations

Justify data from mathematical models based on the Hardy-Weinberg equilibrium to analyze genetic drift and the effects of selection in the evolution of specific populations.

Make predictions about the effects of genetic drift, migration and artificial selection on the genetic makeup of a population.

Benchmark 8.d Biological evolution is supported by scientific evidence from many disciplines, including mathematics.

Essential Indicators Evaluate evidence provided by data from many scientific disciplines

that support biological evolution. Refine evidence based on data from many scientific disciplines that

support biological evolution. Design a plan to answer scientific questions regarding how organisms

have changed over time using information from morphology, biochemistry and geology.

Connect scientific evidence from many scientific disciplines to support the modern concept of evolution.

Construct and/or justify mathematical models, diagrams or simulations that represent processes of biological evolution.

Benchmark 8.e Organisms share many conserved core processes and features that evolved and are widely distributed among organisms today.

Essential Indicators Pose scientific questions that correctly identify essential properties of

shared, core life processes that provide insights into the history of life on Earth.

Describe specific examples of conserved core biological processes and features shared by all domains or within one domain of life, and how these shared, conserved core processes and features support the concept of common ancestry for all organisms.

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Justify the scientific claim that organisms share many conserved core processes and features that evolved and are widely distributed among organisms today.

Benchmark 8.f Phylogenetic trees and cladograms are graphical representations (models) of evolutionary history that can be tested.

Essential Indicators Pose scientific questions about a group of organisms whose

relatedness is described by a phylogenetic tree or cladogram in order to (1) identify shared characteristics, (2) make inferences about the evolutionary history of the group, and (3) identify character data that could extend or improve the phylogenetic tree.

Evaluate evidence provided by a data set in conjunction with a phylogenetic tree or a simple cladogram to determine evolutionary history and speciation.

Create a phylogenetic tree or simple cladogram that correctly represents evolutionary history and speciation from a provided data set.

Benchmark 8.g Speciation and extinction have occurred throughout the Earth’s history.

Essential Indicators Analyze data related to questions of speciation and extinction

throughout the Earth’s history. Design a plan for collecting data to investigate the scientific claim that

speciation and extinction have occurred throughout the Earth’s history. Benchmark 8.h Speciation may occur when two populations become reproductively isolated from each other.

Essential Indicators Use data from a real or simulated population(s), based on graphs or

models of types of selection, to predict what will happen to the population in the future.

Justify the selection of data that address questions related to reproductive isolation and speciation.

Describe speciation in an isolated population and connect it to change in gene frequency, change in environment, natural selection and/or genetic drift.

Benchmark 8.i Populations of organisms continue to evolve.

Essential Indicators Describe a model that represents evolution within a population. Evaluate given data sets that illustrate evolution as an ongoing process.

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Benchmark 8.j There are several hypotheses about the natural origin of life on Earth, each with supporting scientific evidence.

Essential Indicators Describe a scientific hypothesis about the origin of life on Earth. Evaluate scientific questions based on hypotheses about the origin of life on Earth. Describe the reasons for revisions of scientific hypotheses of the origin

of life on Earth. Evaluate scientific hypotheses about the origin of life on Earth. Evaluate the accuracy and legitimacy of data to answer scientific

questions about the origin of life on Earth. Benchmark 8.k Scientific evidence from many different disciplines supports models of the origin of life.

Justify the selection of geological, physical, and chemical data that reveal early Earth conditions.

Standard 9 BIOLOGICAL SYSTEMS: FREE ENERGY AND HOMEOSTASIS Biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic homeostasis. Essential Understandings:

Growth, reproduction and maintenance of the organization of living systems require free energy and matter.

Growth, reproduction and dynamic homeostasis require that cells create and maintain internal environments that are different from their external environments.

Organisms use feedback mechanisms to regulate growth and reproduction, and to maintain dynamic homeostasis.

Growth and dynamic homeostasis of a biological system are influenced by changes in the system’s environment.

Many biological processes involved in growth, reproduction and dynamic homeostasis include temporal regulation and coordination.

Benchmark 9.a All living systems require constant input of free energy. Essential Indicators

Explain how biological systems use free energy based on empirical data that all organisms require constant energy input to maintain organization, to grow and to reproduce.

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Justify a scientific claim that free energy is required for living systems to maintain organization, to grow or to reproduce, but that multiple strategies exist indifferent living systems.

Predict how changes in free energy availability affect organisms, populations and ecosystems.

Benchmark 9.b Organisms capture and store free energy for use in biological processes. Essential Indicators

Use representations to pose scientific questions about what mechanisms and structural features allow organisms to capture, store and use free energy.

Construct explanations of the mechanisms and structural features of cells that allow organisms to capture, store or use free energy.

Benchmark 9.c Organisms must exchange matter with the environment to grow, reproduce and maintain organization. Essential Indicators

Use calculated surface area-to-volume ratios to predict which cell(s) might eliminate wastes or procure nutrients faster by diffusion.

Explain how cell size and shape affect the overall rate of nutrient intake and the rate of waste elimination.

Justify the selection of data regarding the types of molecules that an animal, plant or bacterium will take up as necessary building blocks and excrete as waste products.

Represent graphically or model quantitatively the exchange of molecules between an organism and its environment, and the subsequent use of these molecules to build new molecules that facilitate dynamic homeostasis, growth and reproduction.

Benchmark 9.d Cell membranes are selectively permeable due to their structure.

Essential Indicators Use representations and models to pose scientific questions about the

properties of cell membranes and selective permeability based on molecular structure.

Construct models that connect the movement of molecules across membranes with membrane structure and function.

Benchmark 9.e Growth and dynamic homeostasis are maintained by the constant movement of molecules across membranes. Essential Indicator

Use representations and models to analyze situations or solve problems qualitatively and quantitatively to investigate whether dynamic

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homeostasis is maintained by the active movement of molecules across membranes.

Benchmark 9.f Eukaryotic cells maintain internal membranes that partition the cell into specialized regions. Essential Indicators

Explain how internal membranes and organelles contribute to cell functions.

Use representations and models to describe differences in prokaryotic and eukaryotic cells.

Benchmark 9.g Organisms use feedback mechanisms to maintain their internal environments and respond to external environmental changes.

Essential Indicators Justify a claim made about the effect(s) on a biological system at the

molecular, physiological or organismal level when given a scenario in which one or more components within a negative regulatory system is altered.

Connect how organisms use negative feedback to maintain their internal environments.

Evaluate data that show the effect(s) of changes in concentrations of key molecules on negative feedback mechanisms.

Make predictions about how organisms use negative feedback mechanisms to maintain their internal environments.

Make predictions about how positive feedback mechanisms amplify activities and processes in organisms based on scientific theories and models.

Justify that positive feedback mechanisms amplify responses in organisms.

Benchmark 9.h Organisms respond to changes in their external environments. Essential Indicator

Justify the selection of the kind of data needed to answer scientific questions about the relevant mechanism that organisms use to respond to changes in their external environment.

Benchmark 9.i All biological systems from cells and organisms to populations, communities and ecosystems are affected by complex biotic and abiotic interactions involving exchange of matter and free energy. Essential Indicators

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Refine scientific models and questions about the effect of complex biotic and abiotic interactions on all biological systems, from cells and organisms to populations, communities and ecosystems.

Design a plan for collecting data to show that all biological systems (cells, organisms, populations, communities and ecosystems) are affected by complex biotic and abiotic interactions.

Analyze data to identify possible patterns and relationships between a biotic or abiotic factor and a biological system (cells, organisms, populations, communities or ecosystems).

Benchmark 9.j Homeostatic mechanisms reflect both common ancestry and divergence due to adaptation in different environments. Essential Indicators

Construct explanations based on scientific evidence that homeostatic mechanisms reflect continuity due to common ancestry and/or divergence due to adaptation in different environments.

Analyze data to identify phylogenetic patterns or relationships, showing that homeostatic mechanisms reflect both continuity due to common ancestry and change due to evolution in different environments.

Connect differences in the environment with the evolution of homeostatic mechanisms.

Benchmark 9.k Biological systems are affected by disruptions to their dynamic homeostasis. Essential Indicators

Use representations or models to analyze quantitatively and qualitatively the effects of disruptions to dynamic homeostasis in biological systems.

Benchmark 9.l Plants and animals have a variety of chemical defenses against infections that affect dynamic homeostasis. Essential Indicators

Create representations and models to describe immune responses. Create representations or models to describe nonspecific immune defenses in plants and animals.

Benchmark 9.m Timing and coordination of specific events are necessary for the normal development of an organism, and these events are regulated by a variety of mechanisms. Essential Indicators.

Connect concepts in and across domains to show that timing and coordination of specific events are necessary for normal development in an organism and that these events are regulated by multiple mechanisms.

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Use a graph or diagram to analyze situations or solve problems (quantitatively or qualitatively) that involve timing and coordination of vents necessary for normal development in an organism.

Justify scientific claims with scientific evidence to show that timing and coordination of several events are necessary for normal development in an organism and that these events are regulated by multiple mechanisms.

Describe the role of programmed cell death in development and differentiation, the reuse of molecules, and the maintenance of dynamic homeostasis.

Benchmark 9.n Timing and coordination of physiological events are regulated by multiple mechanisms. Essential Indicators

Design a plan for collecting data to support the scientific claim that the timing and coordination of physiological events involve regulation. Justify scientific claims with evidence to show how timing and

coordination of physiological events involve regulation. Connect concepts that describe mechanisms that regulate the timing and coordination of physiological events.

Benchmark 9.o Timing and coordination of behavior are regulated by various mechanisms and are important in natural selection. Essential Indicators

Analyze data to support the claim that responses to information and communication of information affect natural selection.

Justify scientific claims, using evidence, to describe how timing and coordination of behavioral events in organisms are regulated by several mechanisms.

Connect concepts in and across domain(s) to predict how environmental factors affect responses to information and change behavior.

Standard 10 RESPONSES TO ESSENTIAL LIFE PROCESSES Living systems store, retrieve, transmit, and respond to information essential to life processes

Essential Understandings: Heritable information provides for continuity of life. Expression of genetic information involves cellular and molecular mechanisms. The processing of genetic information is imperfect and is a source of genetic

variation. Cells communicate by generating, transmitting and receiving chemical signals Transmission of information results in changes within and between biological

systems.

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Benchmark 10a DNA, and in some cases RNA, is the primary source of heritable information.

Essential Indicators Construct scientific explanations that use the structures and mechanisms

of DNA and RNA to support the claim that DNA and, in some cases, that RNA are the primary sources of heritable information.

Justify the selection of data from historical investigations that support the claim that DNA is the source of heritable information.

Describe representations and models that illustrate how genetic information is copied for transmission between generations.

Describe representations and models illustrating how genetic information is translated into polypeptides.

Justify the claim that humans can manipulate heritable information by identifying at least two commonly used technologies.

Predict how a change in a specific DNA or RNA sequence can result in changes in gene expression.

Benchmark 10b In eukaryotes, heritable information is passed to the next generation via processes that include the cell cycle and mitosis or meiosis plus fertilization.

Essential Indicators Make predictions about natural phenomena occurring during the cell

cycle. Describe the events that occur in the cell cycle. Construct an explanation, using visual representations or narratives, as to

how DNA in chromosomes is transmitted to the next generation via mitosis, or meiosis followed by fertilization.

Represent the connection between meiosis and increased genetic diversity necessary for evolution.

Evaluate evidence provided by data sets to support the claim that heritable information is passed from one generation to another generation through mitosis, or meiosis followed by fertilization.

Benchmark 10c The chromosomal basis of inheritance provides an understanding of the pattern of passage (transmission) of genes from parent to offspring. Essential Indicators

Construct a representation that connects the process of meiosis to the passage of traits from parent to offspring.

Pose questions about ethical, social or medical issues surrounding human genetic disorders.

Apply mathematical routines to determine Mendelian patterns of inheritance provided by data sets.

Benchmark 10d

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The inheritance pattern of many traits cannot be explained by simple Mendelian genetics. Essential Indicators

Explain deviations from Mendel’s model of the inheritance of traits.

Explain how the inheritance patterns of many traits cannot be accounted for by Mendelian genetics.

Describe representations of an appropriate example of inheritance patterns that cannot be explained by Mendel’s model of the inheritance of traits. Benchmark 10e Gene regulation results in differential gene expression, leading to cell specialization. Essential Indicators

Describe the connection between the regulation of gene expression and observed differences between different kinds of organisms.

Describe the connection between the regulation of gene expression and observed differences between individuals in a population.

Explain how the regulation of gene expression is essential for the processes and structures that support efficient cell function.

Use representations to describe how gene regulation influences cell products and function.

Benchmark 10f A variety of intercellular and intracellular signal transmissions mediate gene expression. Essential Indicators

Explain how signal pathways mediate gene expression, including how this process can affect protein production

The student can use representations to describe mechanisms of the regulation of gene expression.

Benchmark 10g Changes in genotype can result in changes in phenotype. Essential Indicators

Predict how change in a genotype , when expressed as a phenotype, provides a variation that can be subject to natural selection.

Create a visual representation to illustrate how changes in a DNA nucleotide sequence can result in a change in the polypeptide produced

Explain the connection between genetic variations in organisms and phenotypic variations in populations.

Benchmark 10h Biological systems have multiple processes that increase genetic variation. Essential Indicators

Compare and contrast processes by which genetic variation is produced and maintained in organisms from multiple domains

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Construct an explanation of the multiple processes thatincrease variation within a population.

Benchmark 10i Viral replication results in genetic variation, and viral infection can introduce genetic variation into the hosts. Essential Indicators

Construct an explanation of how viruses introduce genetic variation in host organisms.

Use representations and appropriate models to describe how viral replication introduces genetic variation in the viral population.

Benchmark 10j Cell communication processes share common features that reflect a shared evolutionary history. Essential Indicators

Describe basic chemical processes for cell communication shared across evolutionary lines of descent.

Generate scientific questions involving cell communication as it relates to the process of evolution.

Use representation(s) and appropriate models to describe features of a cell signaling pathway.

Benchmark 10k Cells communicate with each other through direct contact with other cells or from a distance via chemical signaling. Essential Indicators

Construct explanations of cell communication through cell-to-cell direct contact or through chemical signaling.

Create representation(s) that depict how cell-to-cell communication occurs by direct contact or from a distance through chemical signaling.

Benchmark 10l Signal transduction pathways link signal reception with cellular response. Essential Indicator

The student is able to describe a model that expresses the key elements of signal transduction pathways by which a signal is converted to a cellular response.

Benchmark 10m Changes in signal transduction pathways can alter cellular response. Essential Indicators

Justify claims based on scientific evidence that changes in signal transduction pathways can alter cellular response.

Describe a model that expresses key elements to show how change in signal transduction can alter cellular response.

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Construct an explanation of how certain drugs affect signal reception and, consequently, signal transduction pathways.

Benchmark 10n Individuals can act on information and communicate it to others. Essential Indicators

Analyze data that indicate how organisms exchange information in response to internal changes and external cues, and which can change behavior.

Create a representation that describes how organisms exchange information in response to internal changes and external cues, and which can result in changes in behavior

Describe how organisms exchange information in response to internal changes or environmental cues.

Benchmark 10o Animals have nervous systems that detect external and internal signals, transmit and integrate information, and produce responses.

Essential Indicators Construct an explanation, based on scientific theories and models, about

how nervous systems detect external and internal signals, transmit and integrate information, and produce responses.

Describe how nervous systems detect external and internal signals. Describe how nervous systems transmit information. Describe how the vertebrate brain integrates information to produce a

response. Create a visual representation of complex nervous systems to

describe/explain how these systems detect external and internal signals, transmit and integrate information, and produce responses.

Create a visual representation to describe how nervous systems detect external and internal signals.

Create a visual representation to describe how nervous systems transmit information.

Create a visual representation to describe how the vertebrate brain integrates information to produce a response.

Standard 11 COMPLEX PROPERTIES RESULT FROM THE INTERACTIONS OF BIOLOGICAL SYSTEMS. The student will investigate and describe the interactions between biological systems and the complex properties that theses interactions posses.

Essential Understandings:

Interactions within biological systems lead to complex properties. Competition and cooperation are important aspects of biological systems.

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Naturally occurring diversity among and between components within biological systems affects interactions with the environment.

Benchmark 11.a The subcomponents of biological molecules and their sequence determine the properties of that molecule.

Essential Indicators Explain the connection between the sequence and the subcomponents of a

biological polymer and its properties. Refine representations and models to explain how the subcomponents of a

biological polymer and their sequence determine the properties of that polymer.

Use models to predict and justify that changes in the subcomponents of a biological polymer affect the functionality of the molecule.

Benchmark 11.b Interactions between molecules affect their structure and function.

Essential Indicators Analyze data to identify how molecular interactions affect structure and

function.

Benchmark 11.c Variation in molecular units provides cells with a wider range of functions.

Essential Indicators Construct explanations based on evidence of how variation in molecular units

provides cells with a wider range of functions.

Benchmark 11.d The structure and function of subcellular components, and their interactions, provide essential cellular processes.

Essential Indicators Make a prediction about the interactions of subcellular organelles. Construct explanations based on scientific evidence as to how interactions of

subcellular structures provide essential functions. Use representations and models to analyze situations qualitatively to describe

how interactions of subcellular structures, which possess specialized functions, provide essential functions.

Benchmark 11.e Organisms exhibit complex properties due to interactions between their constituent parts.

Essential Indicators Evaluate scientific questions concerning organisms that exhibit complex

properties due to the interaction of their constituent parts. Predict the effects of a change in a component(s) of a biological system on the

functionality of an organism(s).

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Refine representations and models to illustrate biocomplexity due to interactions of the constituent parts.

Benchmark 11.f Cooperative interactions within organisms promote efficiency in the use of energy and matter.

Essential Indicator Use representations and models to analyze how cooperative interactions

within organisms promote efficiency in the use of energy and matter. Benchmark 11.g Interactions between external stimuli and regulated gene expression result in specialization of cells, tissues and organs.

Essential Indicator Refine representations to illustrate how interactions between external stimuli

and gene expression result in specialization of cells, tissues and organs. Benchmark 11.h Environmental factors influence the expression of the genotype in an organism.

Essential Indicators Construct explanations of the influence of environmental factors on the

phenotype of an organism. Predict the effects of a change in an environmental factor on the genotypic

expression of the phenotype. Benchmark 11.i The level of variation in a population affects population dynamics.

Essential Indicators Use evidence to justify a claim that a variety of phenotypic responses to a

single environmental factor can result from different genotypes within the population.

Use theories and models to make scientific claims and/ or predictions about the effects of variation within populations on survival and fitness.

Benchmark 11.j Interactions between and within populations influence patterns of species distribution and abundance.

Essential Indicator Use data analysis to refine observations and measurements regarding the

effect of population interactions on patterns of species distribution and abundance.

Benchmark 11.k Communities are composed of populations of organisms that interact in complex ways.

Essential Indicator

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Justify the selection of the kind of data needed to answer scientific questions about the interaction of populations within communities.

Apply mathematical routines to quantities that describe communities composed of populations of organisms that interact in complex ways.

Predict the effects of a change in the community’s populations on the community.

Benchmark 11.l Interactions among living systems and with their environment result in the movement of matter and energy.

Essential Indicators Apply mathematical routines to quantities that describe interactions among

living systems and their environment, which result in the movement of matter and energy.

Use visual representations to analyze situations or solve problems qualitatively to illustrate how interactions among living systems and with their environment result in the movement of matter and energy.

Predict the effects of a change of matter or energy availability on communities.

Benchmark 11.m The diversity of species within an ecosystem influences the stability of the ecosystem.

Essential Indicators Make scientific claims and predictions about how species diversity within an

ecosystem influences ecosystem stability. Benchmark 11.n Distribution of local and global ecosystems changes over time.

Essential Indicators Explain how the distribution of ecosystems changes over time by identifying

large-scale events that have resulted in these changes in the past. Predict consequences of human actions on both local and global ecosystems.