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Biology B |
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Course DescriptionBiology B presents students with a wide variety of information, activities, and experiences related to major areas of study in the field of Biology. The topics, which correlate directly with the California State Content Standards, include the study of ecology and ecosystems; human physiology including structures, the central and peripheral nervous systems, and sensory structures and functions; asexual and sexual reproduction in plants and animals; genetic diversity, biotechnology, cloning; Earth Science (fossils, atmosphere, extinction and survival, etc.); and global climate change and ecology. In addition, students conduct research, investigations, and experiments and utilize lab activities presented to the students on CD. Credits: 5
Course ContentUnit 6 -The Nervous and Endocrine Systems California Curriculum Standards Students know: how the complementary activity of major body systems provides cells with oxygen and nutrients and removes toxic waste products such as carbon dioxide; how the nervous system mediates communication between different parts of the body and the body's interactions with the environment; how feedback loops in the nervous and endocrine systems regulate conditions in the body; the functions of the nervous system and the role of neurons in transmitting electrochemical impulses; the roles of sensory neurons, interneurons, and motor neurons in sensation, thought, and response; the individual functions and sites of secretion of digestive enzymes, stomach acid, and bile salts; the homeostatic role of the kidneys in the removal of nitrogenous wastes and the role of the liver in blood detoxification and glucose balance; how hormones provide internal feedback mechanisms for homeostasis at the cellular level and in whole organisms. (Physiology 9a, 9b, 9c, 9d, 9e, 9f, 9g) Unit Objectives Upon completion of this unit, the student will be able to:
Unit 7 - Asexual and Sexual Reproduction California Curriculum Standards Students know: meiosis is an early step in sexual reproduction in which the pairs of chromosomes separate and segregate; only certain cells in a multicellular organism undergo meiosis; how random chromosome segregation explains the probability that a particular allele will be in a gamete; new combinations of alleles may be generated in a zygote through the fusion of male and female gamete; why approximately half of an individual's DNA sequence comes from each parent; how to predict the probable outcome of phenotypes in a genetic cross from the genotypes of the parents and mode of inheritance; how to predict the probable mode of inheritance from a pedigree diagram showing phenotypes. (Genetics 2a, 2b, 2c, 2d, 2e, 2g, 3a, 3b, 3c) Students know: why alleles that are lethal in a homozygous individual may be carried in a heterozygote and thus maintained in a gene pool; new mutations are constantly being generated in a gene pool; variation within a species increases the likelihood that at least some members of a species will survive under changed environmental conditions; how natural selection determines the differential survival of groups of organisms. (Evolution 7b, 7c, 7d, 8a) Unit Objectives Upon completion of this Unit, the student will be able to:
Unit 8 - The Science of Change: Genetic Engineering to Evolution California Curriculum Standards Students know: how random chromosome segregation explains the probability that a particular allele will be in a gamete; how to apply base-pairing rules to explain precise copying of DNA during semiconservative replication and transcription of information from DNA into mRNA; how genetic engineering (biotechnology) is used to produce novel biomedical and agricultural products; how basic DNA technology is used to construct recombinant DNA molecules; how exogenous DNA can be inserted into bacterial cells to alter their genetic makeup and support expression of new protein products. (Genetics 2c, 5b, 5c, 5d, 5e) Students know: how vaccination protects an individual from infectious diseases; there are important differences between bacteria and viruses with respect to their requirements for growth and replication, the body's primary defenses against bacterial and viral infections, and effective treatments of these infections; why an individual with a compromised immune system may be unable to fight off and survive infections by microorganisms that are usually benign. (Physiology 10c, 10d, 10e) Students know: new mutations are constantly being generated in a gene pool; the conditions for Hardy-Weinberg equilibrium in a population and why these conditions are not likely to appear in nature; how natural selection determines the differential survival of groups of organisms; the effects of genetic drift on the diversity of organisms in a population; reproductive or geographic isolation affects speciation; how to use comparative embryology, DNA or protein sequence comparisons, and other independent sources of data to create a branching diagram (cladogram) that shows probable evolutionary relationships. (Evolution 7c, 7e, 8a, 8c, 8d, 8f) Unit Objectives Upon completion of this Unit, the student will be able to:
Unit 9 - The History of Life Unit California Curriculum Standards Students know: the evidence from Earth and moon rocks indicates that the solar system was formed from a nebular cloud of dust and gas approximately 4.6 billion years ago; the evidence for the dramatic effects that asteroid impacts have had in shaping the surface of planets and their moons and in mass extinctions of life on Earth; how to explain the properties of rocks based on the physical and chemical conditions in which they formed, including plate tectonic processes; how the composition of Earth's atmosphere has evolved over geologic time and know the effect of outgassing, the variations of carbon dioxide concentration, and the origin of atmospheric oxygen. (Earth Science 1b, 1f, 3c, 8b) Students know: variation within a species increases the likelihood that at least some members of a species will survive under changed environmental conditions; a great diversity of species increases the chance that at least some organisms survive major changes in the environment; how to analyze fossil evidence with regard to biological diversity, episodic speciation, and mass extinction. (Evolution 7d, 8b, 8e) Students know: how prokaryotic cells, eukaryotic cells and viruses differ in complexity and general structure. (Cell Biology 1c) Unit Objectives Upon completion of this Unit, the student will be able to:
Unit 10 -The Earth in Balance Unit California Curriculum Standards Students know: how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size; how fluctuations in population size in an ecosystem are determined by the relative rates of birth, immigration, emigration, and death; how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles through photosynthesis and respiration; a vital part of an ecosystem is the stability of its producers and decomposers; at each link in a food web some energy is stored in newly made structures but much energy is dissipated into the environment as heat. This dissipation may be represented in an energy pyramid. (Ecology 6b, 6c, 6d, 6e, 6f) Students will: identify possible reasons for inconsistent results, such as sources of error or uncontrolled conditions; investigate a science-based societal issue by researching the literature, analyzing data, and communicating the findings. (Investigation and Experimentation 1c, 1m) Unit Objectives Upon completion of this Unit, the student will be able to
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