Biology High School
Learning Standards
for a full first-year course
The biology high school standards address the following topics: Chemistry of Life; Cell Biology; Genetics; Vertebrate Anatomy and Physiology; Evolution and Biodiversity; and Ecology.
At the high school level, students study life by examining systems from the molecular level through cell biology and genetics, to the tissue and organ level in vertebrate anatomy and physiology, and at the level of organisms and populations through ecology.
A solid understanding of the processes of life allows students to make scientifically informed decisions related to their health, and to the health of the planet.
Unifying these diverse topics of study is the concept of organic evolution, which is fundamental to understanding modern biology. Students learn that the DNA molecule is the functional unit of the evolutionary process, and that it dictates all of the physical traits that are inherited across generations. They learn that variation in traits also is inherited and that the unit of inheritance is the gene. Students learn that variation can give some individuals a selective advantage – perhaps due to morphological, physiological or behavioral traits – that allow them to survive better, and to be more competitive in a given environment. This understanding provides students with a framework for explaining why there are so many different kinds of organisms on Earth, why organisms of distantly related species share biochemical, anatomical, and functional characteristics, why species become extinct, and how different kinds of organisms are related to one another.
Biotechnology
Biotechnology is a rapidly expanding field of biology that uses a growing set of techniques to derive valuable products from organisms and their cells. Biotechnology is already commonly used to identify potential suspects or exonerate persons wrongly accused of crimes, determine paternity, diagnose diseases, make high-yield pest-resistant crops, and treat genetic ailments. Educators should recognize the importance of introducing students to biotechnology so that they may better understand the molecular basis of heredity and critically evaluate the benefits and risks of this technology.
I. Content
Standards
1. The Chemistry of
Life
Broad Concept: Chemical elements form organic molecules that interact to perform the
basic functions of life.
1.1 Recognize that biological organisms are
composed primarily of very few elements.
The six most common are C, H, N, O, P, S.
1.2 Describe the basic molecular structures and
primary functions of the four major categories of organic molecules
(carbohydrates, lipids, proteins, and nucleic acids).
1.3 Explain the role of enzymes as catalysts that
lower the activation energy of biochemical reactions. Identify factors, such as
pH and temperature, which have an effect on enzymes.
2. Cell
Biology
Broad Concept: Cells have specific structures and functions
that make them distinctive.
Processes in a cell can be classified broadly as growth, maintenance, and
reproduction.
2.1 Relate cell parts/organelles (plasma
membrane, nuclear envelope, nucleus, nucleolus, cytoplasm, mitochondrion,
endoplasmic reticulum, Golgi apparatus, lysosome, ribosome, vacuole, cell wall, chloroplast,
cytoskeleton, centriole, cilium, flagellum, pseudopod) to their functions. Explain the role of cell
membranes as a highly selective barrier (diffusion, osmosis, facilitated
diffusion, and active transport).
2.2 Compare and contrast, at the cellular level, prokaryotes and eukaryotes (general structures and degrees of complexity).
2.3 Use cellular evidence (such as cell
structure, cell number, and cell reproduction) and modes of nutrition to
describe six kingdoms (Archaebacteria, Eubacteria, Protista, Fungi, Plantae, Animalia).
2.4 Identify the reactants, products, and
basic purposes of photosynthesis and cellular respiration.
Explain the interrelated nature of photosynthesis and cellular respiration in the cells of
photosynthetic organisms.
2.5 Explain the
important role that ATP serves in metabolism.
2.6 Describe the cell cycle and the
process of mitosis. Explain the
role of mitosis in the formation of new cells, and its importance in maintaining
chromosome number during asexual reproduction.
2.7 Describe how the process of
meiosis results in the formation of haploid cells. Explain the importance of this process
in sexual reproduction, and how gametes form diploid zygotes in the process of
fertilization.
2.8 Compare and contrast a virus and a cell in terms of genetic material and reproduction.
3. Genetics
Broad Concept: Genes allow for the storage and transmission
of genetic information. They are a set of instructions encoded in the nucleotide
sequence of each organism. Genes code for the specific sequences of amino acids
that comprise the proteins that are characteristic of that
organism.
3.1 Describe the basic structure (double
helix, sugar/phosphate backbone, linked by complementary nucleotide pairs) of
DNA, and describe its function in genetic inheritance.
3.2 Describe the basic process of DNA
replication and how it relates to the transmission and conservation of the
genetic code. Explain the basic processes of transcription and translation, and
how they result in the expression of genes. Distinguish among the end products
of replication, transcription, and translation.
3.3 Explain how mutations in the DNA sequence
of a gene may or may not result in phenotypic change in an organism. Explain how
mutations in gametes may result in phenotypic changes in
offspring.
3.4 Distinguish among observed inheritance patterns caused by several types of genetic traits (dominant, recessive, incomplete dominance, codominant, sex-linked, polygenic, and multiple alleles).
3.5 Describe how Mendel’s laws of segregation and independent assortment
can be observed through patterns of inheritance (such as dihybrid crosses).
3.6 Use a
4. Anatomy and
Physiology
Broad Concept: There is a relationship between the
organization of cells into tissues, and tissues into organs. The structure and
function of organs determine their relationships within body systems of an
organism. Homeostasis allows the body to perform its normal
functions.
4.1 Explain generally how the digestive
system (mouth, pharynx, esophagus, stomach, small and large intestines, rectum)
converts macromolecules from food into smaller molecules that can be used by
cells for energy and for repair and growth.
4.2 Explain how the circulatory system
(heart, arteries, veins, capillaries, red blood cells) transports nutrients and
oxygen to cells and removes cell wastes. Describe how the kidneys and the
liver are closely associated with the circulatory system as they perform the
excretory function of removing waste from the blood. Recognize that kidneys
remove nitrogenous wastes, and the liver removes many toxic compounds from
blood.
4.3 Explain how the respiratory system (nose, pharynx, larynx, trachea, lungs, alveoli) provides exchange of oxygen and carbon dioxide.
4.1 Explain how the nervous system (brain, spinal cord, sensory neurons, motor neurons) mediates communication between different parts of the body and the body’s interactions with the environment. Identify the basic unit of the nervous system, the neuron, and explain generally how it works.
4.2 Explain how the muscular/skeletal system (skeletal, smooth and cardiac muscle, bones, cartilage, ligaments, tendons) works with other systems to support and allow for movement. Recognize that bones produce both red and white blood cells.
4.3 Recognize that the sexual reproductive system
allows organisms to produce offspring that receive half of their genetic
information from their mother and half from their father and that sexually
produced offspring resemble, but are not identical to, either of their
parents.
4.4 Recognize that communication between cells is required for coordination of body functions. The nerves communicate with electrochemical signals, hormones circulate through the blood, and some cells produce signals to communicate only with nearby cells.
4.5 Recognize that the body’s systems interact to maintain homeostasis. Describe the basic function of a physiological feedback loop.
5. Evolution and Biodiversity
Broad Concept: Evolution is the result of genetic changes
that occur in constantly changing environments. Over many generations, changes
in the genetic make-up of populations may affect biodiversity through speciation
and extinction.
5.1 Explain how evolution is demonstrated by evidence from the fossil record, comparative anatomy, genetics, molecular biology, and examples of natural selection.
5.2 Describe species as reproductively
distinct groups of organisms. Recognize that species are further classified into
a hierarchical taxonomic system (kingdom, phylum, class, order, family, genus,
species) based on morphological, behavioral, and molecular similarities.
Describe the role that geographic isolation can play in
speciation.
5.3 Explain how evolution through natural selection can result in changes in biodiversity through the increase or decrease of genetic diversity from a population.
6. Ecology
Broad Concept: Ecology is the interaction among organisms
and between organisms and their environment.
6.1 Explain how
birth, death, immigration, and emigration influence population
size.
6.2 Analyze changes in population size and
biodiversity (speciation and extinction) that result from the following: natural
causes, changes in climate, human activity, and the introduction of
invasive, non-native species.
6.3 Use a food web to identify and distinguish producers,
consumers, and decomposers, and explain the transfer of energy through trophic levels. Describe how relationships among organisms
(predation, parasitism, competition, commensalism, and
mutualism) add to the complexity of biological
communities.
6.4 Explain how water, carbon, and nitrogen
cycle between abiotic resources and organic matter in
an ecosystem and how oxygen cycles through photosynthesis and
respiration.
II. Scientific
Inquiry Skills Standards
Scientific literacy can be
achieved by supporting students to inquire about the biological world. Engaging
students in scientific inquiry allows them to develop conceptual understandings
and scientific skills that are necessary to be informed decision-makers. The
science curriculum should include substantial hands-on laboratory and field
experiences, as appropriate, for students to develop and use these skills in a
Biology course.
SIS1. Make observations, raise questions, and formulate
hypotheses.
Students will be able to:
q
Observe the world around
them from a scientific perspective.
q
Pose questions and form
hypotheses based on personal observations, scientific articles, experiments, and
knowledge.
q
Read, interpret, and examine
the credibility and validity of scientific claims in different sources of
information, such as scientific articles, advertisements, or media
stories.
SIS2. Design and conduct scientific
investigations.
Students will be able to:
q
Articulate and explain the
major concepts being investigated and the purpose of an
investigation.
q
Select required materials,
equipment, and conditions for conducting an experiment.
q
Identify independent and
dependent variables.
q
Write procedures that are
clear and replicable.
q
Employ appropriate methods
for accurately and consistently
o
making
observations;
o
making and recording
measurements at an appropriate level of precision and;
o
collecting data or evidence in an
organized way.
q Properly use instruments, equipment, and materials (such as scales, probeware, meter sticks, microscopes, computers, etc.) including: set-up, calibration (if required), technique, maintenance, and storage.
q
Follow safety guidelines.
SIS3. Analyze and interpret
results of scientific investigations.
Students will be able to:
q
Present relationships
between variables in appropriate forms.
o
Represent data and
relationships between variables in charts and graphs.
o
Use appropriate technology
(such as graphing software, etc.) and other tools.
q
Use mathematical operations
to analyze and interpret data results.
q
Identify reasons for
inconsistent results, such as sources of error or uncontrolled conditions, and
assess the reliability of data.
q
Use results of an experiment
to develop a conclusion to an investigation that addresses the initial questions
and supports or refutes the stated hypothesis.
q
State questions raised by an
experiment that may require further investigation.
SIS4. Communicate and apply
the results of scientific investigations.
Students will be able to:
q
Develop descriptions and
explanations of scientific concepts that an investigation focused on.
q
Review information, explain
statistical analysis, and summarize data collected and analyzed from an
investigation.
q
Explain diagrams and charts
that represent relationships of variables.
q
Construct a reasoned
argument and respond appropriately to critical comments and
questions.
q
Use language and vocabulary
appropriately, speak clearly and logically, and use appropriate technology (such
as presentation software, etc.) and other tools to present
findings.
q
Use and refine scientific
models that simulate physical processes or phenomena.
III. Mathematical
Skills
Students are expected to
know the content of the
ü
Construct and use tables and
graphs to interpret data sets.
ü
Solve simple algebraic
expressions.
ü
Perform basic statistical
procedures to analyze the center and spread of data.
ü
Measure with accuracy and
precision (length, volume, mass, temperature, time, etc.)
ü
Convert within a unit (such
as, centimeters to meters).
ü
Use common prefixes such as
milli-, centi-, and
kilo-.
ü
Use scientific notation,
where appropriate.
ü
Use ratio and proportion in
the solution of problems.
The following skills are not
detailed in the Mathematics Framework, but are necessary for a solid
understanding in this course:
ü
Determine the correct number
of significant figures.
ü
Determine percent error from
experimental and accepted values.
ü
Use appropriate
metric/standard international (SI) units of measurement for mass (kg); length
(m); and time (s).
ü
Use Celsius the
scale.