BIOLOGY II

Textbook: Biology Grade Level: 10-12
ISBN# 130644560 Length of Course: Year
Publisher: Prentice-Hall Credit: 1
Prerequisite: Biology I or Permission of Instructor

COURSE DESCRIPTION

This is an additional course in biology for students preparing for college.  The focus will be on zoology, human anatomy and physiology, and microbiology.  Each student will be provided an opportunity to develop their study skills with a set of weekly homework assignments, laboratory activities (guided and individual study), and weekly quizzes.  Hour exams will be held approximately each three to four weeks.

 

Biology II students will apply scientific knowledge and skills for a variety of purposes.

·        Record observations of living things in the lab and in the field

·        Formulate hypotheses based on observations

·        Define variables and design investigations to test hypotheses

·        Use graphing and arithmetic calculations as tools in data analysis

·        Form conclusions based on recorded quantitative and qualitative data

·        Identify and discuss the impacts of sources of error inherent in experimental design

·        Determine the validity of the data

·        Recognize and analyze alternative explanations and models

·        Use a variety of technologies, such as hand tools, measuring instruments, and computers to collect, analyze, and display data

·        Use research based on popular and scientific literature

·        Recognize potential hazard within a science activity

·        Practice safety procedures in all science activities

 

Alaska Content Standards

 

Standard A.  A student should understand scientific facts, concepts, 

                        principles, and theories.

Standard B.  A student should possess and understand the skills of

                        scientific inquiry.

Standard C.  A student should understand the nature and history of

                        science.

Standard D.  A student should be apply scientific knowledge and skills

                        to make reasoned decisions about the use of science and

                        scientific innovations.

 

 

Alaska Science Performance Standards

 

A 1.  Students develop, create and use models to demonstrate their understanding of the nature of particles and interactions on the molecular, atomic, and subatomic levels, and how these explain the physical and chemical properties of matter.

A 2.  Students describe and explain a common chemical reaction including atomic chemical bonding, and reaction rates.

A 3.  Students use secondary research to develop models that explain the origin and continued development of the solar system, galaxy, and the universe.

A 4.  Students explain tides, weather, seasons, and phases of the moon including the appropriate concepts of gravity, the Coriolus effect, role of the atmosphere, and Earth’s rotation and revolution.

A 5.  Students explain how gravity and electromagnetic forces operate according to simple principles and how they can be used in applications such as mineral resource prospecting, satellites, space travel and affect natural phenomena such as the aurora.

A 6.  Students explain common examples of linear and rotational motion using Newton’s Laws of Motion.

A 7.  Students explain short-term and long-term transformations of the earth’s surface, including those caused by living things and human intervention.

A 8a.  Students explain how the absorption or emission of energy is related to physical, chemical, and nuclear reactions and explains how these reactions can be quantitatively accounted for in terms of changes in arrangements of neutrons, protons, electrons, atoms or molecules.

A 8b.  Students measure energy transfers that take place around them and use the data to examine The Law of Conservation of Energy.

A 8c.  Students explain entropy and its affect on energy availability.

A 9.  Students describe the relationship between energy and matter in a biological system.

A 10.  Students identify structure-function relationships at the subcellular, cellular, tissue, organ, and organism levels of organization.

A 11.  Students build a model to show how the structure of DNA affects the structure of proteins, cells, and ultimately phenotypic characteristics of the organism.

A 12.  Students describe how diversity and genetic variability influence a species survival rate under changing environmental conditions.

A 13.  Students use the theory of natural selection to explain changes in life forms over time.

A 14a.  Students classify living organisms based on inter- and intra-community relationships, and describe how organisms and groups of organisms affect the environment.

A 14b.  Students describe plant and animal population interactions within various communities and biomes.

A 14c.  Students describe the health of a local ecosystem using the parameters of population size, species diversity, and productivity.

A 15.  Students recommend a management strategy to solve a local environmental problem related to resource utilization such as fish and game, building permits, mineral rights, and land use policies.

A 16.  Students describe how studying radioactive decay, nuclear fission, and fusion can provide evidence confirming the Law of Conservation of Matter and Energy.

B 1.  Students collect, analyze, and interpret qualitative and quantitative data, develop models, and suggest further experimentation to investigate and explain everyday phenomena in their world.

B 2.  Students conduct primary scientific research and use sophisticated instrumentation technology to design, modify, and conduct a series of experiments related to a multifaceted problem in the natural or designed world.

B 3.  Students conduct research and media searches that highlight multiple forms of inquiry and multiple solutions to complex problems.

B 4.  Students work in collaborative groups to collect and analyze their experimental results.  They conduct media searches and use the information to support their experimental design.

B 5.  Students discuss the validity of assertions made in primary and secondary scientific sources by analyzing and critiquing the data used as evidence to support those assertions.

B 6.  Students examine laboratory and community safety procedures, identify how an individual affects the safety of the group, and practice safe behavior in the classroom and laboratory.

C 1.  Students can differentiate between facts, observations, concepts, principles, laws, and theories, as used in science publications.

C 2.  Students evaluate the validity of experimental findings.

C 3.  Students describe how human society, culture, history, and environment have influenced the development of scientific thinking.

C 4.  Students investigate societal (non-scientific) beliefs of multiple communities cultures regarding a phenomenon.

C 5.  Students use personal and group experiences as well as media searches to synthesize data derived from multiple perspectives to study a multifaceted problem related to state, regional, or global concerns and post their results for review.

C 6.  Students describe how current research is changing accepted scientific theories.

C 7.  Students identify the research, contributions, discoveries, and collaborative efforts currently underway to solve a scientific, industrial, mechanical, agricultural, or medical problem.

C 8.  Students analyze the evidence used to support current or historic scientific understanding of an issue as well as the evidence used to support ideas contrary to current scientific understanding.

D 1.  Students investigate a regional or global issue; identify and evaluate the current solutions.

D 2.  Students research a current problem and conduct a cost and benefit analysis associated with both the problem and potential solutions.

D 3.  Students conduct independent research investigations about a community issue and propose a solution based on their original data.

D 4.  Students evaluate scientific and societal impacts of developing technologies.

D 5.  Students propose a scientifically or technologically based change to public policy at the local, state, or national level and share their proposal with the audience of those affected by the issue as well as those involved in policy-making decisions.

D 6.  Students work collaboratively to design a solution to a problem, develop an evaluation tool to measure the effectiveness of their solution, and make revisions to the original solution based on the information collected.

 

Core Concepts

 

MICOORGANISMS and FUNGI

·        Explain how the two groups of prokaryotes differ

·        Describe the factors that used to identify prokaryotes

·        Describe the ecological roles that bacteria play in the environment

·        Explain how bacteria cause disease

·        Identify ways humans use bacteria

·        Describe how bacteria are controlled

·        Describe the structure of a virus

·        Explain how viruses cause infections

·        Explain what a protist is

·        Describe the major phyla of animallike protists

·        Explain how animallike protists harm other living things

·        Describe the function of chlorophyll and accessory pigments in algae

·        Describe the major phyla of unicellular algae

·        Summarize the ecological roles of unicellular algae

·        Describe the major phyla of multicellular algae

·        Explain how multicellular algae reproduce

·        Identify some human uses of algae

·        Compare and contrast funguslike protists and fungi

·        Describe slime molds and water molds

·        Summarize the ecological roles of funguslike protists

·        Identify the defining characteristics of fungi

·        Describe the main structures of a fungus

·        Explain how fungi reproduce

·        Identify the characteristics of the four main groups of fungi

·        Explain what the ecological role of fungi is

·        Describe problems that parasitic fungi cause

·        Describe the kinds of mutualistic relationships that fungi form with other organisms

PLANTS

·        Explain what a plant is

·        Describe what plants need to survive

·        Describe how the first plants evolved

·        Describe the adaptations of bryophytes

·        Identify the three groups of bryophytes

·        Explain how bryophytes reproduce

·        Explain how vascular tissue is important to ferns and their relatives

·        Describe the three phyla of spore-bearing plants

·        Identify the stages in the life cycle of ferns

·        Describe the reproductive adaptations of seed plants

·        Describe the evolution of seed plants

·        Identify the four groups of gymnosperms

·        Identify the characteristics of angiosperms

·        Explain what monocots and dicots are

·        Describe the three different life spans of angiosperms

·        Describe the organs and tissues of vascular plants

·        Contrast meristematic tissue with other plants

·        Identify the specialized cells of vascular tissue

·        Describe the two main types of roots

·        Identify the tissues and structures in a mature root

·        Describe the different functions of roots

·        Describe the two main functions of stems

·        Contrast monocot and dicot stems

·        Explain how primary growth and secondary growth occur in stems

·        Describe how the structure of a leaf enables it to carry out photosynthesis

·        Describe how gas exchange takes place in a leaf

·        Explain how water is transported throughout a plant

·        Describe how the products of photosynthesis are transported throughout a plant

·        Identify the reproductive structures of gymnosperms and angiosperms

·        Explain how pollination and fertilization differ between angiosperms and gymnosperms

·        Describe the development of seeds and fruits

·        Explain how seeds are dispersed

·        List the factors that influence the dormancy and germination of seeds

·        Identify the forms of plant vegetative reproduction

·        Describe plant propagation

·        Identify the major food-supply crops for humans

·        Describe patterns of plant growth

·        Explain what plant hormones are

·        Describe how auxins, cytokinins, gibberellins, and ethylene affect plant growth

·        Explain what plant tropisms are

·        Explain what photoperiodism is

·        Describe how temperate plants prepare for winter

·        Summarize how plants are adapted to different environments

·        Describe how plants obtain nutrients

·        Explain how plants use chemical defenses

INVERTEBRATES

·        List the characteristics that all animals share

·        Describe the essential functions that animals carry out

·        Identify the important trends in animal evolution

·        Explain what a sponge is

·        Describe how sponges carry out essential functions

·        Describe the ecology of sponges

·        Explain what cnidarian is

·        Describe the two body plans that exist in the cnidarian life cycle

·        Describe how cnidarians carry out essential functions

·        Identify the three groups of cnidarians

·        Describe the ecology of cnidarians

·        Describe the defining features of flatworms

·        Identify the characteristics of the groups of flatworms

·        Describe the defining features of roundworms

·        Describe form and function in roundworms

·        Identify roundworms that are important in human disease

·        Describe the defining features of annelids

·        Identify the characteristics of the classes of annelids

·        Describe the ecology of annelids

·        Describe the defining features of mollusks

·        Describe form and function in mollusks

·        Identify the characteristics of the three main classes of mollusks

·        Describe the ecology of mollusks

·        Identify the defining features of arthropods

·        Describe the important trends in arthropod evolution

·        Explain growth and development of arthropods

·        Explain how arthropods are classified

·        Identify the distinguishing features of the three subphyla of arthropods

·        Identify the distinguishing features of insects

·        Describe two types of development in insects

·        Explain what types of insects form societies

·        Identify the distinguishing features of echinoderms

·        Describe the functions carried out by the water vascular system of echinoderms

·        Compare the different classes of echinoderms

·        Explain what the Cambrian Explosion was

·        Describe the major trends in invertebrate evolution

·        Describe how the different invertebrate phyla carry out their essential life functions

CHORDATES

·        Identify the characteristics that all chordates share

·        Explain what vertebrates are

·        Describe the two groups of nonvertebrate chordates

·        Identify the basic characteristics of a fish

·        Summarize the evolution of fishes

·        Explain how fishes are adapted for life in water

·        Describe the three main groups of fishes

·        Describe what an amphibian is

·        Summarize events in the evolution of amphibians

·        Explain how amphibians are adapted for life on land

·        Describe essential life functions in amphibians

·        Name the main groups of living amphibians

·        Describe the characteristics of reptiles

·        Summarize the evolution of reptiles

·        Explain how reptiles are adapted to life on land

·        Identify the four living orders of reptiles

·        Describe the characteristics that all birds have in common

·        Summarize the evolution of birds

·        Explain how birds adapted for flight

·        Describe the diversity of birds

·        Identify ways in which birds interact with the environment and with humans

·        List the characteristics of mammals

·        Tell when mammals evolved

·        Describe how mammals perform essential life functions

·        Explain how the three groups of living mammals differ from one another

·        Name the major orders of placental mammals

·        Describe how convergent evolution caused mammals on different continents to be similar in form and function

·        Identify the characteristics that all primates share

·        Describe the major evolutionary groups of primates

·        Describe the various ancestors of humans

·        Explain how the different chordate groups are related

·        Summarize a main trend in the evolution of chordates

·        Describe how the control of body temperature is an important aspect of vertebrate life

·        Contrast ectotherms and endotherms

·        Describe how the organ systems of the different groups of chordates carry out essential life functions

·        Identify what produces behavior in animals

·        Explain what an innate behavior is

·        Describe the major types of learning

·        Describe behaviors that result from a combination of instinct and learning

·        Explain how environmental changes affect animal behavior

·        Describe how courtship and social behavior increase an animal’s evolutionary fitness

·        Identify behavioral patterns used to claim and defend territories

·        Summarize how animals communicate

HUMAN ANATOMY

·        Describe how the human body is organized

·        Explain homeostasis

·        Identify the function of the nervous system

·        Describe how a nerve impulse is transmitted

·        Identify the functions of the central nervous system

·        Describe the divisions of the peripheral nervous system

·        Name the five types of sensory receptors

·        Identify the five senses

·        Name the different classes of drugs that directly affect the nervous system

·        Describe the effects of alcohol on the body

·        State the functions of the skeletal system

·        Describe the structure of a typical bone

·        Explain how bones develop

·        Identify the three different kinds of joints

·        Describe the three types of muscle tissue

·        Explain how muscles contract

·        Explain how muscles and bone interact

·        State the functions of the integumentary system

·        Describe the structure of hair and nails

·        Identify the functions of the human circulatory system

·        Describe the structures of the circulatory system

·        Name the three types of blood vessels in the circulatory system

·        Describe blood pressure

·        Describe blood plasma

·        Explain the functions of red blood cells, white blood cells, and platelets

·        Describe the role of the lymphatic system

·        Describe respiration

·        Identify the structures of the respiratory system

·        Describe gas exchange and breathing

·        Explain how smoking affects the respiratory system

·        Explain how food provides energy

·        Describe the nutrients your body needs

·        State why water is such an important nutrient

·        Explain how to use the Food Guide Pyramid

·        Identify the organs of the digestive system

·        Describe the function of the digestive system

·        Name the organs of the excretory system

·        Explain how the kidneys maintain homeostasis

·        Describe how homeostasis is maintained by machine

·        State the function of the endocrine system

·        Describe hormones and glands

·        Explain how the endocrine system maintains homeostasis

·        Identify the functions of the major endocrine glands

·        Describe sexual development

·        Explain the role of the male and female reproductive system

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