Prentice Hall Biology: Exploring Life ©2004 …assets.pearsonschool.com/correlations/VA_BioExLf_2004_ScSq.pdfPrentice Hall Biology: Exploring Life ©2004 ... STANDARD BIO.1 - a, b,

Prentice Hall Biology: Exploring Life ©2004 Correlated to:

Virginia Scope & Sequence : Biology (High School)

SE = Student Edition TE = Teacher’s Edition TR = Teaching Resources TECH = Technology OA = Online Activity STS = Science, Technology and Society Activity

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VIRGINIA SCOPE & SEQUENCE: BIOLOGY PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))

STANDARD BIO.1 - a, b, c, i, j Essential Knowledge and Skills Skills • Collect preliminary observations, both qualitative

and quantitative.

SE/TE: 24-27, 19, 48-50 TECH: Lab 1-Observing Organisms with a

Microscope; Online Activity 1.2-Visit a Tropical Rainforest

• Make clear distinctions among observations,

inferences and predictions.

SE/TE: 25-29 TECH: Online Activity 2.1-Observe and Infer Concept check 2.1 SE/TE: 29

• Critically examine and discuss the validity of results reported in scientific and popular literature and databases.

SE/TE: 25, 37-41, 818-819 (Critical Thinking-Skills Appendix)

TECH: CD Rom-Reading a Scientific Article TECH: Science Technology & Society-Scientific

Collaboration on the Internet Concept check 2.3 SE/TE: 41

• Formulate hypotheses based on cause and effect relationships.

SE/TE: 30-33, 38-39, 64 TECH: Online Collaborative Science (33)-Exploring

Yawning Behavior; Online Activity 2.2-Form a Hypothesis

• Justify the hypotheses based on both on

preliminary observations and on popular and/or scientific literature.

SE/TE: 38-39 TECH: Science Technology & Society-Scientific

Collaboration on the Internet; Online Activity-Help Recreate a Famous Scientific Model

• Identify the independent variable (IV), and the

values of the IV that will be used in the experiment.

• Select dependent variables that allow collection of quantitative data.

SE/TE: 33-34 TECH: Lab 2-Tough Leaves--Measuring Leaf

Toughness with a Rip-o-meter


Virginia Scope & Sequence: Biology, (High School)


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• Use appropriate technology for data collection, including: probeware interfaced to a graphing calculator and/or computer, microscope, video microscope, or digital camera with image processing software.

TECH: CD Activity-Math review, Graphing, Organizing Information; CD Activity-Making Measurements

• Identify variables that must be held constant.

SE/TE: 33-34

• Establish controls as appropriate.

TECH: CD Activity-Conducting a Scientific Investigation

• Write clear, replicable procedures.

TECH: CD Activity-Conducting a Scientific Investigation

• Record quantitative data in clearly labeled tables

with units.

SE/TE: 35, 25 TECH: OA 2.2-Form a Hypothesis; Lab 2-Measuring

Leaf Toughness with a Rip-o-meter

• Include labeled diagrams in the data record.

SE/TE: 35, 55, 28 TECH: CD Activity-Organizing Information

STANDARD BIO.1 – d, e, f, g, h Essential Knowledge and Skills Skills • Determine the range, mean, and values for data,

using a graphing calculator and/or computer spreadsheet software.

• Plot data graphically, showing independent and dependent variables.

• Describe linear mathematical functions from the data, where appropriate, using a graphing calculator and/or computer spreadsheet.

• Discuss accuracy, confidence, and sources of experimental error based on number of trials and variance in the data.

• Recognize and discuss contradictory or unusual data.

• Use evidence, apply logic, and construct an argument for conclusions based on reported data.

SE/TE: 37-41




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• Determine the extent to which data supports/does not support the hypothesis, and propose further hypotheses and directions for continued research.

SE/TE: 38-39

• Communicate results of experimentation, using presentation software as appropriate.

SE/TE: 40-41 TECH: CD Activity-Conducting a Scientific

Investigation

STANDARD BIO.2 - a, b, c, d Essential Knowledge and Skills Knowledge • The development and refinement of magnifying

lenses and light microscopes made the observation and description of microscopic organisms and living cells possible.

SE/TE: 110-111 TECH: History of Science-Discovery of Cells Concept check 6.1 SE/TE: 114

• The ability to see microscopically led to the development of the cell theory.

SE/TE: 110 TECH: History of Science-Discovery of Cells

• Continued advances in microscopy allowed observation of cell organelles and ultrastructure. Current technology allows the observation of cellular processes underlying both cell structure and function.

SE/TE: 111 This concept is also touched on throughout Chapter 6-A Tour of the Cell and Chapter 9-The Cellular Basis of Inheritance

• Scientists have developed hypotheses about conditions on early Earth that could have led to the formation of the first organic molecules, early self-replicating molecules, the source of free oxygen in Earth's atmosphere, and appearance of prokaryotic and later eukaryotic cells.

SE/TE: 356-361, 366, 395-397 TECH: OA 16.1-Visit Early Earth; OA 16.2-Explore

Prokaryotic Diversity; OA 17.5-Initiate Endosymbiosis

Concept check 17.5 SE/TE: 397 Concept check 16.1 SE/TE: pg.359

• The scientific problem that led to the theory of natural selection was how to explain similarities within the great diversity of existing and fossil organisms. Although most scientists now accept the theory of natural selection, some differences exist concerning the details of the process and how rapidly populations of organisms change over time.

SE/TE: 17-18, 292-308, 310-316, 328-334 TECH: History of Science-History of Evolutionary

Theory; OA 14.2-Locate Homologous Structures; OA 14.3-Model the Spread of Pesticide Resistance; Lab 14-Birds on an Island; a Simulation of Natural Selection; OA 14.4-Alter a Gene Pool; Closer Look-Hardy-Weinberg Equilibrium




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• Throughout history people have created explanations for disease. The introduction of the germ theory led to the understanding that many diseases are caused by microorganisms.

SE/TE: 369-375, 676-677 TECH: Closer Look-Bacterial Pathogens TECH: OA16.5-Investigate How Viruses Infect Cells;

OA 31.1-Investigate How Diseases Spread Concept check 31.1 SE/TE: 677

• Changes in health practices have resulted from the acceptance of the germ theory of disease.

SE/TE: 688-689 TECH: OA 31.4-Vaccinate a Patient Concept check 31.4-689

• The modern approach emphasizes sanitation, the safe handling of food and water, aseptic techniques to keep germs out of the body, and the development of vaccinations and other chemicals and processes to destroy microorganisms.

SE/TE: Pg. 317-319, 370, 693 TECH: OA 16.4-Stop Bacteria from Dividing; Lab

16-Discovering Methods to Prevent Cholera Epidemics; Lab 31-Performing a Lyme Disease Assay

• Once DNA was shown to be the genetic material, a

race among scientists took place to work out its structure.

SE/TE: Pg. 226-231 TECH: OA 2.3-Help Recreate a Famous Scientific

Model; OA 11.1-Experiment with Bacteriophages; History of Science- Discovery of DNA

• Studies of the amounts of each DNA base in

different organisms led to the concept of complementary base-pairing.

SE/TE: 229-234 TECH: OA 11.2 -Pair Up Nucleotide Bases; Lab 11-

Exploring Properties of Strawberry DNA; OA 11.3-Replicate DNA Strands

• Interpretations of x-ray photographs of DNA were

used to describe the shape and dimensions of the molecule. An analysis of this and other available data led to a structural model for the DNA double helix.

SE/TE: 230-231

• The double helix model explained how hereditary information is passed on and provided the basis for an explosion of scientific research in molecular genetics.

SE/TE: 233-237 TECH: OA 11.4-Discover the protein-phenotype

connection Concept check 11.4 SE/TE: 237




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STANDARD BIO.2 - e Essential Knowledge and Skills Knowledge • Science depends on experimental and

observational confirmation and is subject to change as new evidence becomes available.

SE/TE: 37-41; Figure 2-18 especially speaks to this concept

STANDARD BIO.3 - a Essential Knowledge and Skills Knowledge • Water is able to absorb large amounts of heat, so

lakes and oceans stabilize air and land temperatures.

SE/TE: 746-748, 750-752 TECH: OA 34.2-Discover the effects of Climate On

Earth; Closer Look-Circulation Cells

• Water absorbs heat when it evaporates, allowing organisms to get rid of excess heat.

SE/TE: 83 & 698-699; Figures 4-14 and 32-1 especially speak to this concept

TECH: OA 32.1-Regulating Body Temperature Concept check 32.1 SE/TE: 700

• In the solid form, ice floats, preventing lakes and oceans from freezing solid.

SE/TE: 84

• Water is able to dissolve many substances so the water inside and outside of cells can carry nutrients into and around cells, and wastes away from cells.

SE/TE: 84, 118-122, 654-657 TECH: OA 6.3-Investigate movement across the

membrane; OA 30.1-Go Inside a Capillary

• Diffusion occurs in cells when substances (oxygen, carbon dioxide, salts, sugars, amino acids) which are dissolved in water move from an area of higher concentration to an area of lower concentration.

SE/TE: 118-122 TECH: Lab 6-Comparing the effects of Cell Shape on

Diffusion Rate

• Osmosis refers to the movement of water molecules through a semi-permeable membrane from an area of greater water concentration or pressure to an area of lesser water concentration or pressure.

SE/TE: 120-121 TECH: OA 6.3-Investigate Movement Across the

Membrane




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• The pH scale goes from 0 to 14. The pH of pure water is 7. Substances added to water can lower or raise the pH. A solution with a pH below 7 is acidic. A solution with a pH above 7 is basic.

SE/TE: 85 TECH: OA 4.4-Investigate the Structure and

Properties of Water

• Organisms can only tolerate small changes in pH because every cell has a particular pH at which it functions best. For example, changes in pH cause changes in enzyme conformation, resulting in a change in activity.

SE/TE: 85-86 TECH: Lab 4-Exploring Ions Found in Soil

STANDARD BIO.3 – b, c Essential Knowledge and Skills Knowledge • The main components of a living cell are carbon,

hydrogen, nitrogen, oxygen, phosphorus, and sulfur.

SE/TE: 72-73 TECH: STS-Fluoridation; OA 4.1-Discover the

Composition of Familiar Items

• Carbon atoms can easily bond to several other carbon atoms in chains and rings to form large complex molecules.

SE/TE: Pg. 78-79, 92-94 TECH: OA 5.1-Examine the World of Carbon in

Molecules

• Cells can make a variety of macromolecules from a relatively small set of monomers.

SE/TE: Pg. 72-73

• The primary functions of carbohydrate and lipid macromolecules are: carbohydrates provide and store energy; lipids insulate, store energy, and make up cell membranes.

SE/TE: Pg. 95-99 TECH: OA 5.2-Analyze the Role of Glucose in Life

Processes; OA 5.3-Explore the Properties of Lipids

Concept check 5.2 SE/TE: 97 Concept check 5.3 SE/TE: Pg. 99

• Nucleic acids (DNA and RNA) control cell activities by directing protein synthesis.

SE/TE: Pg. 238-241 TECH: OA 11.5-Translate RNA to a Protein

• Some proteins are structural (hair, nails). Others function in transport (hemoglobin), movement (muscle fibers and cytoskeletal elements), defense (antibodies), and regulation of cell functions (hormones and enzymes).

SE/TE: Pg. 100-104 TECH: Lab 5-Biological Molecules and Denim

Processing

• Proteins are polymers made by linking together amino acid monomers.

SE/TE: Pg. 101 TECH: OA 5.4-Build Amino Acid Chains; Closer

Look-Protein Structure




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• A protein's structure depends on its specific conformation. The sequence of amino acids and the shape of the chain are a consequence of attractions between the chain's parts.

SE/TE: Pg. 101-102 TECH: OA 5.5-Investigate the Role of Enzymes in

Nature

• Each enzyme has a definite three-dimensional shape that allows it to recognize and bind with its substrate. In living cells, enzymes control the rate of metabolic reaction by acting as catalysts.

SE/TE: Pg. 102-104, 117 TECH: OA 5.5-Investigate the Role of Enzymes in

Nature

• Most cells function best within a narrow range of temperature and pH. At very low temperatures, reaction rates are too slow. High temperatures or extremes of pH can irreversibly change the structure of proteins and alter their function.

SE/TE: 102, 104

STANDARD BIO.3 - d Essential Knowledge and Skills Knowledge • Photosynthesis and cell respiration are

complementary processes for cycling carbon dioxide and oxygen in ecosystems.

SE/TE: 136-137, 172-173 TECH: OA 7.1-Explore Light Energy in Action; OA

8.4-Interpreting Carbon Dioxide Data; STS-Effects of Increasing Carbon Dioxide Levels

Concept Check 7.1 SE/TE: 137

• During photosynthesis, cells trap energy from sunlight with chlorophyll, and use the energy, carbon dioxide and water to produce energy-rich organic molecules and oxygen.

SE/TE: 160-162 TECH: OA 8.1-Explore Photosynthesis in Action Concept check 8.1 SE/TE: pg.162

• During cell respiration, eukaryotic cells burn organic molecules with oxygen to produce energy, carbon dioxide, and water.

SE/TE: 137 TECH: OA 7.2-Burn a Marshmallow

• Photosynthesis and cell respiration are complementary processes for energy transfer in ecosystems.

SE/TE: 136-137; Figure 7-3 especially speaks to this concept

TECH: OA 7.1-Explore Light Energy in Action Concept check 7.2 SE/TE: 141

• Light is the initial source of energy for most communities.

SE/TE: 163-167 TECH: OA-Investigate the Nature of Light; Closer

Look-Light Reactions




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• Photosynthesis involves an energy conversion in which light energy is converted to chemical energy in specialized cells (examples: plants and some protists).

SE/TE: 168-170, 160-166, 136 TECH: OA 8.1-Explore Photosynthesis in Action; OA

8.3-Take a Trip Around the Calvin Cycle Concept check 8.1 SE/TE: 162

• Cells release the chemical energy stored in the products of photosynthesis. This energy is transported within the cell in the form of ATP.

SE/TE: 143-144 TECH: Lab 7-Measuring the Chemical Energy Stored

in Food; Guided Research Lab-Cellular Respiration in Fast Plants

Concept check 7.4 SE/TE: 147

• When cells need energy to do work, certain enzymes release the energy stored in the chemical bonds in ATP.

SE/TE: 145-154 TECH: OA 7.4-Make Electrons Fall; OA 7.5-Explore

a Pinball Analogy for Cellular Respiration; Closer Look-Respiration Stages


STANDARD BIO.4 – a, b Essential Knowledge and Skills Knowledge • The cell theory states that all living things are

composed of cells and cells come from other cells by cell reproduction.

SE/TE: 28, 110-111, 180-188 TECH: Lab 9-Observing Cell Division; History of

Science-Discovery of Cells; OA 9.1-Analyze Cell Division Stages; OA 9.2-Examine & Predict Stages in the Cell Cycle; OA 9.3- Observe Mitosis in Action

• Earth’s first cells were prokaryotes.

SE/TE: 356-359 Concept check 16.1 SE/TE: 359

• Prokaryotic cells exist in two major forms: Eubacteria and Archaebacteria.

SE/TE: 360-361, 114

• Prokaryotes are the Earth’s most abundant inhabitants. They can survive in a wide range of environments and obtain energy in a variety of ways.

SE/TE: 362-368 TECH: OA 16.2-Explore Prokaryote Diversity




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• Eukaryotes arose from prokaryotes and developed into larger more complex organisms from single-celled Protista to multi-cellular fungi, plants and animals.

SE/TE: 395-397 TECH: OA 17.5-Initiate Endosymbiosis Concept check 17.5 SE/TE: 397

• Several differences between eukaryotes and prokaryotes include size, genetic material surrounded by a nuclear membrane, and the addition of mitochondria and chloroplasts.

SE/TE: 360-362, 395-397, 114, 124, 128-129 TECH: OA 6.1-Compare how Cells Measure Up; OA

6.5-Magnify a Mitochondrion and Chloroplast

• Cellular differences between plant and animal cells include the presence of a cell wall that gives the plant cell a defined shape, chloroplast, and number of vacuoles.

SE/TE: 112-113, 124-131 TECH: OA 6.1-Compare how Cells Measure up Concept check 6.1 SE/TE: 114

STANDARD BIO.4 – c, d Essential Knowledge and Skills Knowledge • Essential cell structures and their function include

- the nucleus (contains DNA, site where RNA is made)

- ribosomes (site of protein synthesis) - mitochondria (site of cell respiration) - chloroplast (site of photosynthesis) - endoplasmic reticulum (transports materials

through the cell) - Golgi (cell products are packaged for export) - lysosomes (contain digestive enzymes) - cell membrane (controls what enters and

leaves the cell) - cell wall (provides support).

SE/TE: 115-122, 124-131 TECH: OA 6.2-Dissect a Plasma Membrane; OA 6.3

Investigate Movement Across a Membrane; OA 6.4-Transport Insulin to the Bloodstream; OA 6.5-Magnify a Chloroplast and Mitochondrion

Concept checks 6.2, 6.3, 6.4 and 6.5 on SE/TE:117, 122, 127 and 129 respectively

• Some organisms exist as a single cell while others are composed of many cells, each specialized to perform distinct metabolic functions.

SE/TE: 9, 12, 360-365, 380-381, 587-592 TECH: OA 17.1-Explore Protist Diversity; OA 27.2-

Locate and Examine Tissues

• The basic processes necessary for living things to survive are the same for a single cell as they are for a more complex organism.

SE/TE: 12-16, 95-104, 112-122, 124-131, 143-152, 180-188

TECH: OA 5.2-Analyze the Role of Glucose in Life Processes

• A single-celled organism has to conduct all life

processes by itself. A multicellular organism has groups of cells that specialize to perform specific functions.

SE/TE: 9, 12, 360-365, 380-381, 587-592 TECH: OA 27.2-Locate and Examine Tissues




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• Cell specialization occurs during the development of a multicellular organism. The genetic information necessary for all cellular functions remains in each cell but may not be used.

SE/TE: 728-733, 586-592, 281-285 TECH: OA 33.4-Trace an Embryo's Development;

OA 33.3-Follow an Oocyte; OA 13.5-Activate a LAC Operon

• The fluid mosaic model of a membrane

emphasizes the arrangement and function of a bilayer of phospholipids, transport proteins, and cholesterol.

SE/TE: 115-117 TECH: OA 6.2-Dissect a Plasma Membrane Concept check 6.2 SE/TE: 117

• The important functions of the membrane include: diffusion, osmosis, passive and active transport, recognition of foreign antigens, recognition of self surface proteins, and receptor sites for chemical signals.

SE/TE: 118-122, 682-686 TECH: OA 6.3-Investigate Movement Across the

Membrane; Lab 6-Design a Cell; Comparing the Effects of Cell Shape on Diffusion Rate; OA 31.3-Track an Immune Response

STANDARD BIO.5 – a, b, c, g Essential Knowledge and Skills Skills Differentiate and give examples from local ecosystems:

− autotrophs and heterotrophs (producers, consumers, and decomposers)

− multicellular and unicellular organisms − motile and non-motile organisms − organisms with and without cell walls − sexually and asexually reproducing organisms − aquatic and terrestrial organisms − behavioral responses to the environment.

SE/TE: 15, 136, 365, 381, 494-513, 420-437 TECH: OA 23.1-Characterize Animals; OA 23.2-

Explore Sponges; OA 23.4-Explore Flatworms; OA 23.5-Explore Roundworms; OA 23.6-Explore Annelids; OA 23.7-Explore Mollusks; OA 19.5-Explore Angiosperms; OA 19.3-Explore the Ferns

STANDARD BIO.5 – d, e Essential Knowledge and Skills Knowledge • For the body to use food for energy, the food must

first be digested into molecules that are absorbed and transported to cells, where the food is used for energy, and for repair and growth.

SE/TE: 636-649 TECH: OA 29.1-Break Down a Pizza; OA 29.2-Tour

the Digestive System; OA29.3-Calculate Calories and Interpret a Food Label; Lab 29-Breaking Down Fat Digestion; OA 29.4-Investigate Case Studies in Nutrition




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• To burn food for the release of energy, oxygen must be supplied to cells and carbon dioxide removed. The respiratory system responds to changing demands by increasing or decreasing breathing rate in order to maintain homeostasis.

SE/TE: 667-669; figure 30-17 especially speaks to this concept

TECH: OA 30.5-Tour the Respiratory System; Online Collaborative Science 3-Exploring Cardio respiratory Fitness

Concept check SE/TE: 669

• The circulatory system, which moves all of these substances to or from cells, responds to changing demands by increasing or decreasing heart rate and blood flow in order to maintain homeostasis.

SE/TE: 654-661 TECH: OA 30.1-Go Inside a Capillary; History of

Science-Discovery of Blood and Circulation; OA 30.2-Detect Electrical Activity in the Heart; Lab 30-Exploring the Effects of Exercise on Heart Rate

• The urinary system disposes of dissolved waste

molecules, the intestinal tract removes solid wastes, and the skin and lungs rid the body of heat energy.

SE/TE: 698-700, 701-705 TECH: OA 32.1-Regulate Body Temperature; OA

32.2-Activate a Kidney; Lab 32-You are a Medical Technologist; Testing Simulated Urine for Protein and Sugar

• Specialized cells of the immune system and the

molecules they produce are designed to protect against organisms and substances that enter from outside the body, and against some cancer cells that arise from within.

SE/TE: 676-686, 688-693, 190-191 TECH: OA 31.2-Trigger an Inflammatory Response;

OA 31.3-Track an Immune Response; OA 31.4-Vaccinate a Patient; OA 9.4-Examine the Cycle of a Cancer Cell

Concept check 31.2 SE/TE: 681 Concept check 31.4 SE/TE: 689

• Communication between cells is required for coordination of body functions. The nerves communicate with electrochemical signals, hormones circulate through the blood, and some cells secrete substances that spread only to nearby cells.

SE/TE: 709-715, 724-726, 610-624, 627, 629-631 TECH: OA 32.4-Trigger Hormone Responses; OA

28.1-Analyze Reflex Arc; OA 28.2-Examine how Neurons Function; OA 28.3-Map Divisions of the PNS; OA 28.4-Build a Brain


• Environmental factors that impact human health include: diet, exercise, sleep, stress, toxic substances that enter the body, viruses, and other living organisms that infect the body.

SE/TE: 644-649, 665-666, 372-375, 369-371 TECH: OA 29.4-Investigate Case Studies in

Nutrition; OA 30.4-Track the Clogging of an Artery; OA 16.5-Investigate How Viruses Infect Cells; Lab 16-Discovering Methods to Prevent Cholera Epidemics

Concept checks 29.4 and 30.4




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• Genetic predispositions towards diseases impact human health. Awareness of one's genetic make-up allows individuals to make lifestyle changes that can enhance their quality of life.

SE/TE: 26-261, 666; Figure 30-13 speaks especially well to this concept

TECH: OA12.4-Explore the DNA-Cancer Connection; STS-Environmental Effects on Phenotypes

STANDARD BIO.5 - f Essential Knowledge and Skills Knowledge • Viruses are not cells. Basic viral structure consists

of a nucleic acid core surrounded by a protein coat.

SE/TE: 372-373 TECH: OA 16.5-Investigating how Viruses Infect

Cells

• Viruses can only reproduce inside another living cell, the host cell.

SE/TE: 372-374

• The viral reproductive process is called the lytic cycle. It includes the following steps: − A virus attaches to a host cell's membrane and

injects its nucleic acid into the host cell. − The viral nucleic acid takes over protein

synthesis, creating new viruses. − The host cell bursts, lyses, releasing the newly

formed viruses.

SE/TE: 372-373 TECH: OA 16.5-Investigating how Viruses Infect

Cells

STANDARD BIO.6 – a, b, c Essential Knowledge and Skills Knowledge • Mitosis produces two genetically identical cells.

SE/TE: 182-184 TECH: OA 9.1-Analyze Cell Division Stages

• Meiosis occurs in sexual reproduction when a diploid germ cell produces four haploid daughter cells that can mature to become gametes (sperm or egg).

SE/TE: 192-197 TECH: OA 9.5-Explore the Process of Meiosis in

Depth Concept check 9.5, 197

• Mitosis and meiosis refer to division of the nuclear material. Cytokinesis is the division of the cytoplasm and organelles.

SE/TE: 182-188, 200-201 TECH: OA 9.3-Observe Mitosis in Action

• A typical cell goes through a process of growth, development, and reproduction called the cell cycle.

SE/TE: 181-184 TECH: OA 9.2-Examine & Predict Stages in Cell

Cycle




13


STANDARD BIO.6 - d Essential Knowledge and Skills Knowledge • Mendel's laws of heredity are based on his

mathematical analysis of observations of patterns of inheritance of traits.

SE/TE: 206-213 TECH: OA 10.1-Explore Historical Hypotheses of

Inheritance; OA 10.2-Apply Mendel’s Rules; Lab 10-Family Reunion in a Dish; Determining P Phenotype from F1 and F2 Phenotypes


• Simple genetic recombinations are governed by the laws of probability.

TECH: OA 10.3-Explore Patterns of Inheritance; Guided Research Lab 3-Inherited Patterns in Plants

• Genotype describes the genetic make-up of an

organism and phenotype describes the organism's appearance based on its genes.

SE/TE: 211-213, 235 TECH: Lab 10-Family Reunion in a Dish; OA 11.4-

Discover the Protein-Phenotype Connection; OA 10.3-Explore Patterns of Inheritance

• Homozygous individuals have two identical alleles

for a particular trait, while heterozygous individuals have contrasting alleles.

SE/TE: 209, 211

• When one allele masks the effect of another, that allele is called dominant, and the other recessive.

SE/TE: 209, 211-213

Skills • Predict possible gametes in a dihybrid cross, given

parental genotypes.

SE/TE: 211-213

• Use a Punnett square to show all possible combinations of gametes and the likelihood that particular combinations will occur in monohybrid crosses.

SE/TE: 210-213, 215 TECH: OA 10.2-Apply Mendel’s Rules




14


STANDARD BIO.6 - e Essential Knowledge and Skills Knowledge • The sorting and recombination of genes in sexual

reproduction results in a great variety of gene combinations in the offspring of any two parents.

SE/TE: 215-219, 181, 192-201 TECH: OA 10.4-Examine a Crossover Event; OA 9.6-

Analyze the Process of Crossing Over; Closer Look-Linked Genes


• Inserting, deleting, or substituting DNA segments can alter genes. An altered gene may be passed on to every cell that develops from it, causing an altered phenotype.

SE/TE: 242-243 TECH: OA 11.6-Mutate a DNA Molecule Concept check 11.6 SE/TE: 243

• An altered phenotype may be beneficial or detrimental.

SE/TE: 243, 310-311 TECH: OA 14.4-Alter a Gene Pool

• Sometimes entire chromosomes can be added or deleted, resulting in a genetic disorder such as Trisomy 21 (Downs syndrome).

SE/TE: 250-253 TECH: OA 12.2-Discover the effects of Chromosome

Changes; Lab 12-You Are a Ctyotegeneticist

STANDARD BIO.6 - f Essential Knowledge and Skills Knowledge • The genetic code is a sequence of DNA

nucleotides in the nucleus of eukaryotic cells.

SE/TE: 229

• DNA is a polymer of four nucleotide monomers. A DNA nucleotide is identified by the base it contains: adenine (A), guanine (G), and cytosine (C) or thymine (T).

SE/TE: 230

• DNA is a double-stranded molecule. The strands are connected by complementary nucleotide pairs (A-T and C-G) like rungs on a ladder. The ladder twists to form a double helix.

SE/TE: 230-231 TECH: OA 11.2-Pair Up Nucleotide Bases Concept check 11.2 SE/TE: 231

• The genetic code is the sequence of DNA nucleotides.

SE/TE: 236




15


• In order for cells to make proteins, the DNA code must be transcribed (copied) to messenger RNA (mRNA).

SE/TE: 236-239; Figure 11-14 speaks especially well to this concept

• The mRNA carries the code from the nucleus to the ribosomes in the cytoplasm.


• RNA is a single-stranded polymer of four

nucleotide monomers. A RNA nucleotide is identified by the base it contains: adenine (A), guanine (G), and cytosine (C) or uracil (U).

SE/TE: 238-240

• At the ribosome, amino acids are linked together to form specific proteins. The amino acid sequence is directed by the mRNA molecule.

SE/TE: 240-241 TECH: OA 11.5-Translate RNA to a Protein

• Cells pass on their genetic code by replicating (copying) their DNA.

SE: 233-234 TECH: OA 11.3-Replicate DNA Strands

• During DNA replication, enzymes unwind and unzip the double helix and each strand serves as a template for building a new DNA molecule. Free nucleotides bond to the template (A-T and C-G) forming a complementary strand. The final product of replication is two identical DNA molecules.

SE: 233-234 TECH: OA 11.3-Replicate DNA Strands

Skills • Given a DNA sequence, write a complementary

mRNA strand (A-U, T-A, C-G and G-C).

TECH: OA 11.5-Translate RNA to a Protein

STANDARD BIO.6 - g Essential Knowledge and Skills Knowledge • Forensic identification is an example of the

application of DNA technology.

SE/TE: 279-280 TECH: OA-Apply the PCR Technique

• There is great potential for the development of useful products through genetic engineering (e.g., human growth hormone, insulin, and resistant fruits and vegetables).

SE/TE: 266-272, 274-277 TECH: OA 13.1-Discover DNA Applications; OA

13.2-Cut & Paste DNA; STS-Genetically Modified Foods; Lab 13-Inserting Useful Genes Into Bacteria




16


• The Human Genome Project is a collaborative effort to map the entire gene sequence of organisms. This information will be useful in detection, prevention, and treatment of many genetic diseases.

SE/TE: 249, 267 TECH: OA 12.4-Identify a Base Sequence

• The potential for identifying and altering genomes raises practical and ethical questions.

SE/TE: 277 Concept check 13.3

• Cloning is the production of genetically identical cells and/or organisms.

SE/TE: 276 TECH: OA 13.3-Modeling a Cloning Procedure

STANDARD BIO.7 – a, g Essential Knowledge and Skills Knowledge • Binomial nomenclature is a standard way of

identifying a species with a scientific two-word name. The first word is the genus name and the second the species name.

SE/TE: 341-342

• A species is defined as a group of organisms that has the ability to interbreed and produce fertile offspring.

SE/TE: 324 TECH: OA 15.1-Explore Speciation

Skills • Construct and utilize dichotomous keys to classify

groups of objects and organisms.

• Describe relationships based on homologous structures.

SE/TE: 345-346, 299 TECH: OA 15.4-Build a Cladogram; OA 14.2-Locate

Homologous Structures

• Observe and identify flora and fauna in a local community, using field guides and dichotomous keys for identifying and describing organisms that characterize the local biome.




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STANDARD BIO.7 – b Essential Knowledge and Skills Skills • Compare structural characteristics of an extinct

organism, as evidenced by its fossil record, with present, familiar organisms.

SE/TE: 299-302 TECH: OA 14.2-Locate Homologous Structures

STANDARD BIO.7 – c, f Essential Knowledge and Skills Skills • Recognize similarities in embryonic stages in

diverse organisms in the animal kingdom, from zygote through embryo.

SE/TE: 302-304, 333 TECH: OA 14.2-Locate Homologous Structures

• Interpret a cladogram or phylogentic tree showing evolutionary relationships among organisms.

SE/TE: 345-348 TECH: OA 15.4-Build a Cladogram

STANDARD BIO.7 – d Essential Knowledge and Skills Skills • Describe relationships between organisms, given

amino acid or nucleotide sequences.


STANDARD BIO.8 – a Essential Knowledge and Skills Knowledge • A fossil is any evidence of an organism that lived

long ago.

SE/TE: 299-302, 335-336

• Scientists have used the fossil record to construct a history of life on Earth.


STS-New DATA on Dinosaur Evolution




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Skills • Determine the relative age of a fossil given

information about its position in the rock, and absolute dating by radioactive decay.

SE/TE: 299-300 TECH: OA 15.3-Solve a Fossil Mystery

STANDARD BIO.8 – b, c, d Essential Knowledge and Skills Knowledge • Populations are groups of interbreeding

individuals that live in the same place at the same time, and compete with each other for food, water, shelter, and mates.

SE/TE: 766-768 TECH: OA 35.1-Study Population Dynamics; Lab 35-

Determining the Size of a Moving Population

• Populations produce more offspring than the environment can support.

Se 770-771 TECH: OA 35.2-Analyze Population Growth DATA Concept check 35.2 SE/TE: 773

• Organisms with certain genetic variations will be favored to survive and pass their variations on to the next generation.

SE/TE: 310-315, 779 TECH: OA 14.4-Alter a Gene Pool

• The unequal ability of individuals to survive and reproduce leads to the gradual change in a population, generation after generation.

SE/TE: 310-315 TECH: OA 14.3-Model the Spread of Pesticide

Resistance

• Through his observations made in the Galapagos Islands, Charles Darwin formulated a theory of how species change over time called natural selection.

SE/TE: 305-306, 315-316; Figure 14-19 speaks especially well to this concept

TECH: Lab 14-Birds on an Island; A Simulation of Natural Selection

• Natural selection is governed by the principles of

genetics. The change frequency of a gene in a given population leads to a change in a population and may result in the emergence of a new species.

SE/TE: 310-315 TECH: OA 14.4-Alter a Gene Pool

• Natural selection operates on populations over many generations.

SE/TE: 307-308, 310-315

• Mutations are important in how populations change over time because they result in genetic changes to the gene pool.

SE/TE: 313-314




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• Adaptations sometimes arise in response to environmental pressures, for example: the development of antibiotic resistance in bacterial populations, morphological changes in the peppered moth population, pesticide resistance.

SE/TE: 307-308, 317-319 TECH: OA 14.3-Model the Spread of Pesticide

Resistance

STANDARD BIO.9 – a Essential Knowledge and Skills Knowledge • A community is a collection of interacting

populations.

SE/TE: 745, 777-783 TECH: OA 35.4-Classify Interactions of Populations;

35.5-Build a Temperate Rainforest Community

• Population growth curves exhibit many

characteristics such as: initial growth stage, exponential growth, steady state, decline, and extinction.

SE/TE: 770-773 TECH: OA 35.2-Analyze Population Growth DATA

• Limiting factors are the components of the environment that restrict the growth of populations.

SE/TE: 771-772

• Carrying capacity is the number of organisms that can be supported by the resources in an ecosystem.

SE/TE: 771-772

• Abiotic factors are the nonliving elements in an ecosystem such as temperature, moisture, air, salinity, and pH. Biotic factors are all the living organisms that inhabit the environment including predators, food sources, and competitors.

SE/TE: 744-746, 747-748, 758 TECH: OA 34.1-Predict the Role of Abiotic Factors

in an Ecosystem; Lab 34-Life as a Pond Organism

• Symbiosis is a close and permanent relationship between organisms of two different species. Examples include mutualism, commensalism, and parasitism.

SE/TE: 780 TECH: OA 35.4-Classify Interactions of Populations

Skills • Graph and interpret a population growth curve.

TECH: OA 35.2-Analyze Population Growth DATA




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STANDARD BIO.9 – b, c Essential Knowledge and Skills Knowledge • An ecosystem consists of all the interacting

species and the abiotic environment in a given geographic area.

SE/TE: 5, 12, 744-748, 753-757 TECH: OA 34.1-Predict the Role of Abiotic Factors

in an Ecosystem; OA 34.2-Discover the effects of Climate on Earth; Closer Look-Circulation Cells; Lab 34-Changes and Interactions in a Pond Environment

• Nutrients cycle through an ecosystem. The most

common examples include carbon, oxygen, nitrogen, and water.

SE/TE: 795-798; Figures 36-10, 36-11 and 36-8 speak especially well to these concepts

TECH: 36.3-Examine the Nitrogen Cycle

• Flow of energy occurs between trophic levels in all ecosystems and can be depicted as follows: - food chain - food web - pyramid of energy - pyramid of biomass - pyramid of numbers.

SE/TE: 788-794; Figure 36-7 and 36-8 speak especially well to these concepts

TECH: OA 36.1-Build an Aquatic Food Chain; OA 36.2-Graph Primary Productivity in an Ecosystem

• Ecological succession is a series of changes in a community in which new populations of organisms gradually replace existing ones.

SE/TE: 781-783 TECH: OA 35.5-Build a Temperate Rainforest

Community

• A climax community occurs when succession slows down and a stable community is established. The climax community is made up of organisms that are successful at competing for resources in a given environment. The climax community in most of Virginia is a deciduous oak-hickory (hardwood) forest.

Skills • Given an illustration of a food chain and a food

web, describe each organism as a producer, consumer, or decomposer.

TECH: OA 36.1-Build an Aquatic Food Chain




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STANDARD BIO.9 – d, e Essential Knowledge and Skills Knowledge • Human activities such as reducing the amount of

forest cover, increasing the amount and variety of chemicals released into the atmosphere, and intensive farming have changed the Earth's land, oceans, and atmosphere.

SE/TE: 783, 799-803 TECH: OA 36.4-Analyze Effects of Deforestation;

STS-Releasing Genetically Modified Salmon

• Some of these changes have decreased the capacity of the environment to support some life forms.

SE/TE: 805-809 TECH: OA 36.5-Investigate Threats to Biodiversity;

36-Can Life Remain Despite Acid Rain?

Skills • In a local area near the school and/or in a larger

geographical area such as the Chesapeake Bay watershed, identify and describe an ecosystem, including - effects of biotic and abiotic components - examples of interdependence - evidence of human influences - energy flow and nutrient cycling - diversity analysis - ecological succession.

This general concept is discussed in Chapter 36, but specifics to the Chesapeake Bay watershed are not discussed.

Documents

Prentice Hall Biology: Exploring Life ©2004 …assets.pearsonschool.com/correlations/VA_BioExLf_2004_ScSq.pdfPrentice Hall Biology: Exploring Life ©2004 ... STANDARD BIO.1 - a, b,