Biology 

Class Syllabus

College Prep. Biology

Student Learning Objectives 

Intro. to Biology

1. Distinguish between what is “alive” and what is not.

2. Recognize the 8 characteristics of life, and start to learn some basic vocabulary related to life.

3. Know what homeostasis is, and how feedback works.

4. Distinguish between growth and development.

biotic, abiotic, organism, sexual, asexual, growth, development, unicellular, multicellular, homeostasis, feedback

Scientific Method 

1. Be able to plan an experiment following an appropriate sequence of steps (observation, hypothesis, experiment, conclusions)

2. Be able to compose a relevent, testable question to base an experiment on.

3. Design a procedure that shows an appreciation for the importance of sample size and constants.

4. Given an experiment or a graph, distinguish between independent variable and dependent variable.

5. Given an experiment distinguish between the control group and experimental group.

6. Know that the basic units of the Metric system are meters (distance), liters (volume), and grams (mass.)

7. Recognize the interdependence of “science” and “technology”.

hypothesis, inference, independent variable, dependent variable, control group, data, constants, sample size, qualitative, quantitative, science technology, peer review, meters, liters, grams

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The Chemistry of Biology

1. Know that all matter is made up of atoms.

2. Know that there are a limited number of elements that join to form millions of compounds, all with distinct properties.  

3. Distinguish between elements and compounds.

4. Know that carbon, C, is the most common element in living things (and the 2nd tier is H O N P & S).

5. Know what the model of an atom looks like and know the charges, mass and location of protons, neutrons, and electrons.  Also be able to determine the # of protons, electrons and neutrons in an element given the periodic table

6.  Be able to draw Bohr diagrams, and understand how those diagrams can explain the charge that an atom will take.

7. Understand what isotopes are and what ions are.

8. Distinguish between ionic and covalent bonds. (Know that ionic involves charges and covalent involves sharing electrons.)

9. Understand that a chemical reaction is just a rearranging of atoms to make a new substance or substances. and

10. Know that chemical reactions happen because of changes in energy.  

11. Know the reactants are what you start with, and the products are what you end up with.

Atom, element, compound; nucleus, electron cloud, protons, neutrons, electrons, atomic mass, atomic number, energy levels,  covalent bond, ionic bond, octet rule, reactants, products; organic, isotope, ion, Bohr diagram

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Macromolecules (aka Biochemistry) 

1. Know that carbohydrates' main function is to provide energy, and they also function to store energy in the body, and provide cell walls for plants.

2. Know that glucose is the subunit of carbohydrates.

3. Know that common polysaccharides include cellulose, and starch.

4. Know that lipids store energy, protect cells/organisms from evaporation, provide insulation, can be hormones, and make up cell membranes.

5. Know that “lipids” includes solid fats, oils, waxes, phospholipids, and steroids.

6. Know that proteins make up the “parts” of animals, and can be enzymes.

7. Know that amino acids are the subunit of proteins.

8. Know that DNA and RNA are the only nucleic acids.

9. Know that DNA holds the genetic information for the organism, and that RNA assists DNA. 

10. Know that the subunit of nucleic acids is a nucleotide. 

11. Distinguish between the subunits for carbohydrates, proteins and nucleic acids,  and understand the words monomer and polymer.

carbohydrates; glucose, cellulose, starch; saccharide

lipids; fats, oils, waxes, steroids, phospholipids; 

proteins; amino acids, enzymes

nucleic acids; DNA, RNA, nucleotides;

monomer, polymer;

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Enzymes 

1.  Understand that enzymes are specific, reusable, proteins that work on substrates.

2.   Know that enzymes work best when it is warm but are damaged (denatured) when it is hot. Know they are also denatured by extremes in pH.

3. Know that enzymes are proteins that speed up chemical reactions.

4. Know that a lot of reactions would not happen in humans without the enzymes.

5.   Be able to interpret a graph showing enzyme effectiveness vs. temperature.

6.   Know that enzymes work best when it is warm but are damaged (denatured) when it is hot. Know they are also denatured by extremes in pH.

enzymes, substrates,denature

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Cells

1.      Know the function of each cell organelle and be able to recognize the organelle in a diagram.

2.      Make predictions on which cells might have a lot of a certain organelles (e.g. mitochondria).

3.      Distinguish between eukaryotic and prokaryotic cells. (size, complexity, nucleus, organisms)

4.      Recognize that bacterial cells are prokaryotic and have DNA (and ribosomes) but not in a “true nucleus” and very few organelles.  

5.      Identify at least 3 differences between plant cells and animal cells (general shape, large water vacuole and organelles present in one and not the other). 

6.      Identify the three parts of the cell theory.

organelle, nucleus, ribosomes, ER, Golgi, mitochondria, vacuole, lysosome, cytoplasm, centrioles, cell membrane, cell wall, chloroplasts; eukaryotic, prokaryotic, cell theory

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Transport

1. Know that the cell membrane is a lipid bilayer, which is semipermeable.

2. Draw or recognize the structure (phospholipids and transport proteins) of the cell membrane, and predict what kinds of molecules can pass through it and what cannot.

3. Identify solutions/cells as hypertonic, hypotonic or  isotonic.

4.  Make predictions about the movement of water (and solute particles!) when cells are in hypertonic, hypotonic and isotonic solutions.

5.  Recognize that diffusion is the movement of molecules from areas of high concentration to areas of low concentration, and recognize it is a passive process which works to maintain homeostasis.

6. Know that diffusion basically means things spread out to where they are less crowded!

7. Distinguish between the types of active transport and passive transport.

8. Distinguish between diffusion, facilitated diffusion, and osmosis. 

9. Know that in diffusion, substances always move "down a concentration gradient".

active transport, passive transport , diffusion, osmosis, facilitated diffusion, pumps, endocytosis, exocytosis;

lipid bilayer, selectively permeable,  phospholipids ,  transport proteins, concentration , hypertonic, hypotonic, isotonic.

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Mitosis (The Cell Cycle)

1.      Recognize stages of mitosis given a diagram.

2.      Know what happens in each phase of mitosis and their order.

3.      Recognize that interphase and cytokinesis are distinct from mitosis.

4.      Know what happens in the G1, S, and G2 phases of Interphase (especially during S).

5.     Know mitosis makes cells that look exactly like the parent cell.

6.      Know that the three main parts to the cell cycle are Interphase, Mitosis, and Cytokinesis.

7.      Recognize that mitosis is necessary for growth, maintenance, and repair.

8. Know that cancer is "runaway mitosis" and know the words tumor, benign, malignant, and metastasis.

Interphase, prophase, metaphase, anaphase, telophase, cell cycle, s phase, cytokinesis, spindle fibers

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Photosynthesis and Cellular Respiration 

Photosynthesis

1.      Know what comes into and goes out of photosynthesis.

2.      Know the two steps of photosynthesis (in order), and (very roughly) what happens in each.

photosynthesis, light reactions, Calvin cycle, chlorophyll, chloroplasts, pigment

Cellular Respiration

3.      Know what comes into and goes out of cellular respiration.

4.      Know the three steps of cellular respiration in order and roughly what happens in each.

5.      Know that the second and third steps of cellular respiration are aerobic.

6.      Know that glycolysis is anaerobic, is done by most organisms (archaea don’t do the same as everything else) and that it can lead to fermentation.

7.      Appreciate that some simple organisms cannot do the whole process of cellular respiration but do glycolysis (and sometimes fermentation) to get ATP from sugar.

8.      Recognize that ATP is the high energy molecule made in cellular respiration.

9.      Know the organelles where cellular respiration and photosynthesis occur.

10.  Know that cellular respiration occurs in plants as well as animals and other eukaryotes.

11.  Recognize that CR and photosynthesis are opposites with respect to overall reactant and products.

12.   Distinguish between autotroph/heterotroph and aerobic/anaerobic.

Aerobic, anaerobic, ATP, autotrophs, heterotrophs, glycolysis, Krebs cycle, Electron Transport Chain (ETC), fermentation, glucose, cellular respiration

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Intro to DNA

1. Know that DNA is the genetic material for ALL living things.

2. Know that DNA is found in big pieces called chromosomes, and that each chromosome contains hundreds of genes.

3. Know that traits can be caused by nature (DNA), nurture (environment), or a combination of both.

4. Know that identical twins have identical DNA.

5. Know that you get half of your DNA from your Mom and half from your Dad.

6. Know that your genes=your DNA

7. Know that Gregor Mendel was the “Father of Genetics”, and that he studied peas.

Chromosomes and Meiosis

8. Distinguish between the terms DNA, nucleus, chromosome and gene.

9. Recognize that our DNA is arranged in chromosomes and we have 2 of each type (#) of chromosomes (one from mom and one from dad).

10. Interpret a karyotype to identify an organism as male or female.

11. Be aware that the 23rd pair of human chromosomes are the sex chromosomes, that females are XX and males are XY, and that the Y chromosome is tiny and has little information on it.

12. Distinguish mitosis and meiosis in terms of frequency, cells that do it, products and purpose.

    • Know that meiosis is ONLY done in the sex cells (tiny percent of cells)

    • Know that meiosis makes haploid (half cells), (to make half a baby)

    • Know that the half-cells in meiosis all look different from one another (and the parent)

    • Know that meiosis involves TWO cell divisions, not just one

    • Know that homologous pairs find one another in meiosis (not mitosis)

13. Know that homologous pairs can get tangled resulting in crossing over.

14. Know that crossing over, in addition to the random separation of the chromosomes, results in genetic diversity in the offspring.

15. Appreciate that  meiosis results in a diversity of offspring.

16. Distinguish between the terms sister chromatids and homologous chromosomes.

17. Distinguish between diploid and haploid cells.

18. Know that gametes (egg and sperm) combine in fertilization to make a diploid zygote.

Mendel;   autosomes, sex chromosomes, karyotype, XX, XY, DNA, chromosomes, genes;

Meiosis, diploid, haploid, homologous pair, sister chromatids, , fertilization, zygote, crossing over, gametes

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Genetics (Heredity)

1.      Be able to represent the genotype for a trait given information about the phenotype and pattern of inheritance.

2.      Make and interpret simple Punnett squares and predict genotype and phenotype ratios of the offspring.

3.      Distinguish between phenotypic ratios and genotypic ratios.

4.      Know that the genotype seen is a result of the proteins expressed.

5.      Identify patterns of inheritance (Mendelian, codominance/incomplete dominance, sex linkage) given phenotypes or a pedigree.

6.      Do Punnett squares for traits with patterns of codominance and sex-linkage.

7.      Be aware that some traits are polygenic and therefore display a huge range of phenotypes.

8.      Recognize that most diseases are homozygous recessive.

9.      Be able to interpret a dihybrid cross in terms of phenotypes.

10.  Interpret a pedigree (including  carriers) and make predictions about genotypes and phenotypes.

11.  Know Mendel is considered the “Father of Genetics”.

12.  Recognize Mendel’s Law of Segregation and Law of Independent Assortment.

13.  Recognize that some traits are affected by both nature and nurture (like cancer and heart disease).

14.  Know that some alleles are present in populations because they confer a benefit (like sickle cell).

genotype, phenotype, homozygous, heterozygous, Mendel, gene, allele, chromosome, pedigree, carrier, karyotype, nondisjunction; Mendelian, codominance, incomplete dominance, sex linkage, polygenic.

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DNA Replication and Protein Synthesis

1.  Know that DNA is the genetic material for ALL living things.

2. Know that DNA is found in big pieces called chromosomes, and that each chromosome contains hundreds of genes.

3. Distinguish between nucleus, chromosomes, and genes.

4. Recognize that DNA is a long (double) strand of nucleotides.

5. Know each nucleotide is a sugar, a phosphate and a N base.

6. Know that the 4 nitrogen bases in DNA are Adenine, Thymine, Guanine, and Cytosine. (And Uracil is in RNA.)

7. Know that in DNA, A always matches up with T, and G always matches up with C. (They are complements.)

8.  Know that the shape is called a double helix. 

9. Know how the process of DNA Replication happens.

10. Remember that DNA replication happens during the S phase of Interphase (in the Cell Cycle).

11. Know that DNA replication is semi-conservative and what that means.

12. Know that DNA codes for which proteins get made and that the code is the sequence of nitrogen bases. 

13. Recognize that DNA “controls” everything by coding for which proteins get made.

14. Appreciate that the code is for which amino acids go where in the protein.

15. Recognize that a mutation, or mistake in the copying of DNA, can be harmful or not.

16. Know that mutations in the gametes can be passed to offspring, and may create genetic diversity in the offspring.

17. Know that mutations may result from environmental factors, and may cause cancer.

18. Know that when the DNA “unzips” it can be for DNA Replication or for Protein Synthesis.

19.  Know how and where the two parts of protein synthesis occur.

20.  Distinguish between transcription and translation and mRNA and tRNA.

21.  Recognize that RNA has a different nucleotide (U) and sugar than DNA

22.   Be able to rewrite a DNA sequence as its DNA or RNA complement.

23.  Be able to interpret a chart of codons and predict amino acid sequences using such a chart.

24. Realize that there are 20 different amino acids and that they must be arranged in a certain order (sequence) to make a functional protein.

amino acid, chromosome, codon, gene, mRNA, tRNA, transcription, translation, nitrogen base, nucleotide, DNA replication, protein synthesis, ACGTU, double helix, complementary, strand, semiconservative replication, mutation, nucleotide

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Evolution Part I

1.  Know that Darwin was the scientist who published the ideas of Natural Selection and Survival of the fittest.

2. Know that evidence of a common ancestor includes (1) comparing anatomy/embryology (including homology) via fossils and specimen observations, and (2) comparing biochemistry (DNA and proteins).

3. Realize that if two species are very similar in anatomy, DNA, and proteins, then they are close genetic relatives to one another. (They share a common ancestor.)

4. Know that homologous structures come from a common ancestor and that vestigial structures are left over and serve no function.

5. Know that older fossils are found lower in the earth than more recent ones.

6. Recognize that for evolution to happen you must have genetic diversity in the population, variations that make some individuals more “fit”, and pressure because not all individuals can survive.

7. Recognize that individuals can’t evolve and populations can’t direct their evolution.

8. Recognize the roles of mutation and genetic diversity in evolution

Evolution Part II

1.  Know that speciation (or extinction) can result from changes in the environment.

2.  Recognize that separate species cannot have fertile offspring.

3. Recognize the role of geographical isolation in speciation.

4. Recognize the idea of gene flow in a population and genetic drift.

5.  Know that life was originally prokaryotic cells and over time life grew in complexity and diversity.

6. Appreciate that even bacteria can evolve.

7. Recognize that bacteria and viruses evolve quickly because of their high rates of mutation and their quick reproduction.

8. Realize that evolution tends to increase biodiversity/# of species.

9. Know that evolutionary relationships are represented by the classification system.

10. Know that the scientific name of something is the genus and species.

anatomy, Darwin, embryos, evolution, fossils, homologous structures, natural selection, survival of the fittest, vestigial structures, peppered moths, species, speciation, geographical isolation, extinction, gene flow, genetic drift

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Classification & Viruses

1.      Be very comfortable in distinguishing between prokaryotic and eukaryotic cells given physical characteristics or given domains/kingdoms.

2.      Understand the difference between heterotrophs and autotrophs and know examples of each.

3.      Be aware that animals and plants are multicellular and that protists, bacteria, and archaea are unicellular.

4.      Be able to identify the 3 domains and examples of organisms in them.

5.      Given a description of the organism identify the kingdom and domain.

6.      Realize that although bacteria and archaea seem similar they are actually VERY different from each other, thus are in different domains.

7.      Realize that although animals, plants, fungi and protists are different they are all in the same domain.

8.      List the levels of classification in order .

9.      Give the scientific name of an organism given its genus and species and vice versa.

10.  Appreciate the hierarchical nature of the classification system; such that all the organisms in a lower level must be in the same higher levels.

11.  Distinguish between cilia, flagella, and pseudopods and know that they are all parts of eukaryotic cells that assist in locomotion.

12.  Appreciate that viruses are not considered “alive” because they are not made of cells, cannot reproduce without a host, and may have RNA as their genetic material.

domain, kingdom, phylum, class, order, family, genus ,species; Eukarya, Archaea, Bacteria;

animals, plants, fungi, protists, archaea, bacteria; prokaryotic, eukaryotic, unicellular, multicellular, heterotrophic, autotrophic; cilia, flagellum, pseudopods;  virus

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Learning Objectives: Ecology Basics (not Food Webs)  (2.1, 2.2)

1.     Distinguish between biotic and abiotic factors in the environment.

2.     Given a description of biotic/abiotic factors, identify whether it is organism, population, community, ecosystem, or biosphere.

3.     Understand what symbiosis is and when given a description of the relationship between 2 organisms classify it as mutualism, commensalism, or parasitism.

4. Distinguish between a habitat and a niche.

5. Realize competition and predation as ecological relationships.

biotic, abiotic, organism, population, community, ecosystem, biosphere, mutualism, commensalism, parasitism, habitat, niche, competition, predation

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Food Webs & Trophic Levels

1. Recognize that food webs show the direction that energy travels and that ultimately the energy for all life comes from the sun.

2. Given a food web identify organisms as producers, primary consumers, secondary (2nd)  consumers, or tertiary (3rd) consumers.

3. Given a food web, make predictions about how a change in one population would affect the others.

4.   Know that food webs must start with producers (photosynthesis). Note in the ocean it is usually algae.

5.  Recognize that 90% of energy is lost at each trophic level, and be able to do calculations as such.

6.  Understand why eating higher on the food chain makes it hard to sustain a lot of individuals.

7.  Understand that we need constant input of energy from sunlight to sustain all organisms.

8. Know what an invasive species is, and understand how it is harmful to foodwebs and ecosystems.

Biotic, abiotic, organism,  ecosystem, carnivore, herbivore, omnivore, food web,  trophic levels, producers, primary consumers, secondary consumers, photosynthesis, decomposers, invasive species, native species

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The Cycles

Water (You should have already learned this cycle.)

1. Know what happens in each step of the water cycle.

2. Identify the steps of the water cycle in order, recognizing that transpiration and evaporation happen simultaneously.

3. Recognize the importance of fresh water for life, and recognize the importance of glaciers and ice caps for such storage.

4. Realize that water is essential to all life, but it is hard to control and to move.  This can cause big issues for ecosystems (like droughts, flooding, getting clean drinking water, etc.)

condensation, precipitation, run-off, evaporation, transpiration, glaciers, ice caps 

Carbon

1. Understand that cellular respiration and photosynthesis are complementary processes which make animals and plants dependent on each other.

2. Recognize that all animals do cellular respiration to get energy, and that all plants do photosynthesis to make useable energy.  (Other kingdoms might to cellular respiration and/or photosynthesis too.)

3. Be able to describe the journey of a carbon atom as it cycles from glucose, to carbon dioxide, and back. 

4. Realize that the burning of fossil fuels (combustion) adds extra CO2 to the air which can put the cycle out of balance (“Greenhouse Effect”), and that planting trees can mitigate those effects.

5. Know that carbon in the Earth is mostly found as CO2, hydrocarbons, waste, and biomass.

cellular respiration, photosynthesis, glucose, carbon dioxide, fossil fuels, combustion

Nitrogen (Not sure if we will do this cycle...)

1. Know that although our air is mostly nitrogen, our bodies cannot use the nitrogen unless we EAT it.

2. Know that although our air is mostly nitrogen, plants cannot use the nitrogen unless special nitrogen fixing bacteria help the plant take it up into its roots.

3. Know that the bacteria transforming the nitrogen from air into its usable form is called "fixing" the nitrogen, or "nitrogen fixation".

4. Realize that the cycle would be impossible without these bacteria, so no plants or animals could live without them.

5. Be able to describe the journey of an atom of nitrogen as it cycles from the air and soil, through bacteria, into plants, possibly into animals, and then back to the air/soil.  

nitrogen fixation, nitrogen fixing bacteria

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Population Ecology  

1.  Recognize that population sizes change due to birth, death, immigration and emigration.

2. Know that population size and growth is limited by the amount of necessary resources in an ecosystem (food, shelter, water, mates, nutrients, light, etc.) 

3.  Know that the carrying capacity of an ecosystem is the maximum number it holds, which is determined by amount of available resources that are limiting factors (which can be biotic or abiotic).

4.  Be able to give examples of limiting factors (including man-made ones like loss of habitat, non-native species, and climate change.)

5. Distinguish between density-dependent limiting factors and those that are density-independent.

6.  Given a graph of population growth identify whether it shows an exponential or a logistic growth pattern and be able to determine its carrying capacity, if there is one, including graphs where the population number varies slightly ).

7.  Be able to interpret a graph of population growth and give possible causes for changes in population size.

8. Know that some organisms (“pests”) are more flexible what they can use for resources thereby making them more likely to follow exponential growth patterns.

9.  Distinguish between clumped, random, or uniform dispersion in populations.

Limiting factors, carrying capacity, exponential growth, logistic growth, density dependent factors, density independent factors, immigration, emigration, population growth; dispersion

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Biodiversity 

1.   Understand that biodiversity means more variation in the population which helps the population withstand changes.  Note it does not help individuals to survive.

2. Recognize that biodiversity gives populations resilience.

3. Understand how and why invasive (non-native) species cause problems in an ecosystem.

4.  Distinguish between species diversity and genetic diversity.

5. Understand the terms extinction and mass extinction. 

6.  Know that biodiversity can be reduced by habitat fragmentation, introduction of non-native/invasive species, overharvesting, pollution, and climate change.

7. Know that biodiversity can be enhanced by such things as captive breeding programs, habitat restoration, energy conservation, pollution mitigation and ecotourism.

biodiversity, deforestation, diversity, extinction, habitat fragmentation, captive breeding, ecotourism

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Human Systems 

1.      Know the basic functions of each of the systems: respiratory, circulatory, nervous, digestive, excretory

2.      Given an organ of the respiratory, digestive, circulatory or nervous system, students will identify the function and the system it is part of.

3.      Given a diagram of the respiratory or digestive system student will identify the structure.

4.      Describe how the diaphragm and alveoli work to bring in oxygen and remove CO2.

5.      Describe the pathway that food takes in digestion (structures in order).

6.      Describe how the circulatory system interconnects with the respiratory and digestive system.

7.      Describe the basic organization of the circulatory system, and how it ties in with the excretory system.

8.      Describe the basic organization of the nervous system.

9.      Recognize that the nervous system is responsible for controlling everything in our bodies.

10.  Recognize that cells communicate with electric or chemical signals, and know what hormones are.

11.  Understand how negative feedback works, and that the body tries to maintain homeostasis.

12.  Give examples of positive feedback and negative feedback.

alveoli, diaphragm, capillaries, stomach, small intestine, villi, large intestine, heart, arteries, veins, brain, spinal cord, neuron, homeostasis, excretory system, liver, kidneys, skin, feedback