"Standards without asterisks represent those that all students are expected to achieve in the course of their studies. Standards with asterisks represent those that all students should have the opportunity to learn."
Cell Biology
1. Fundamental life processes of plants and animals depend on a
variety of chemical reactions that are carried out in specialized areas
of the organism's cells.
As a basis for understanding this concept,
students know:
a. cells are enclosed within semi-permeable
membranes that regulate their interaction with their
surroundings.
b. enzymes are proteins and catalyze biochemical
reactions without altering the reaction equilibrium. The
activity of enzymes depends on the temperature, ionic
conditions and pH of the surroundings.
c. how prokaryotic cells, eukaryotic cells (including
those from plants and animals), and viruses differ in
complexity and general structure.
d. the Central Dogma of molecular biology outlines the
flow of information from transcription of RNA in the
nucleus to translation of proteins on ribosomes in the
cytoplasm.
e. the role of the endoplasmic reticulum and Golgi
apparatus in secretion of proteins.
f. usable energy is captured from sunlight by
chloroplasts, and stored via the synthesis of sugar from
carbon dioxide.
g. the role of the mitochondria in making stored
chemical bond energy available to cells by completing
the breakdown of glucose to carbon dioxide.
h. most macromolecules (polysaccharides, nucleic
acids, proteins, lipids) in cells and organisms are
synthesized from a small collection of simple
precursors.
i.* how chemiosmotic gradients in the mitochondria
and chloroplast store energy for ATP production.
j* how eukaryotic cells are given shape and internal
organization by a cytoskeleton and/or cell wall.
Genetics
2. Mutation and sexual reproduction lead to genetic variation in a
population.
As a basis for understanding this concept, students know:
a. meiosis is an early step in sexual reproduction in
which the pairs of chromosomes separate and
segregate randomly during cell division to produce
gametes containing one chromosome of each type.
b. only certain cells in a multicellular
organism undergo meiosis.
c. how random chromosome segregation explains the
probability that a particular allele will be in a gamete.
d. new combinations of alleles may be generated in a
zygote through fusion of male and female gametes
(fertilization).
e. why approximately half of an individual's DNA
sequence comes from each parent.
f. the role of chromosomes in determining an
individual's sex.
g. how to predict possible combinations of alleles in a
zygote from the genetic makeup of the parents.
3. A multicellular organism develops from a single zygote, and its
phenotype depends on its genotype, which is established at
fertilization.
As a basis for understanding this concept, students know:
a. how to predict the probable outcome of phenotypes
in a genetic cross from the genotypes of the parents
and mode of inheritance (autosomal or X-linked,
dominant or recessive).
b. the genetic basis for Mendel's laws of segregation
and independent assortment.
c.* how to predict the probable mode of inheritance
from a pedigree diagram showing phenotypes.
d.* how to use data on frequency of recombination at
meiosis to estimate genetic distances between loci,
and to interpret genetic maps of chromosomes.
4. Genes are a set of instructions, encoded in the DNA sequence of
each organism that specify the sequence of amino acids in proteins
characteristic of that organism.
As a basis for understanding this
concept, students know:
a. the general pathway by which ribosomes synthesize
proteins, using tRNAs to translate genetic information
in mRNA.
b. how to apply the genetic coding rules to predict the
sequence of amino acids from a sequence of codons in
RNA.
c. how mutations in the DNA sequence of a gene may
or may not affect the expression of the gene, or the
sequence of amino acids in an encoded protein.
d. specialization of cells in multicellular organisms is
usually due to different patterns of gene expression
rather than to differences of the genes themselves.
e. proteins can differ from one another in the number
and sequence of amino acids.
f.* why proteins having different amino acid sequences
typically have different shapes and chemical
properties.
5. The genetic composition of cells can be altered by incorporation of
exogenous DNA into the cells.
As a basis for understanding this
concept, students know:
a. the general structures and functions
of DNA, RNA, and protein.
b. how to apply base-pairing rules to explain precise
copying of DNA during semi-conservative replication,
and transcription of information from DNA into mRNA.
c. how genetic engineering (biotechnology) is used to
produce novel biomedical and agricultural products.
d.* how basic DNA technology (restriction digestion by
endonucleases, gel electrophoresis, ligation, and
transformation) is used to construct recombinant DNA
molecules.
e.* how exogenous DNA can be inserted into bacterial
cells in order to alter their genetic makeup and support
expression of new protein products.
Ecology
6. Stability in an ecosystem is a balance between competing effects.
As a basis for understanding this concept, students know:
a. biodiversity is the sum total of different kinds of
organisms, and is affected by alterations of habitats.
b. how to analyze changes in an ecosystem resulting
from changes in climate, human activity, introduction of
non-native species, or changes in population size.
c. how fluctuations in population size in an ecosystem
are determined by the relative rates of birth,
immigration, emigration, and death.
d. how water, carbon, and nitrogen cycle between
abiotic resources and organic matter in the ecosystem
and how oxygen cycles via photosynthesis and
respiration.
e. a vital part of an ecosystem is the stability of its
producers and decomposers.
f. at each link in a food web, some energy is stored in
newly made structures but much is dissipated into the
environment as heat and this can be represented in a
food pyramid.
g.* how to distinguish between the accommodation of
an individual organism to its environment and the
gradual adaptation of a lineage of organisms through
genetic change.
Evolution
7. The frequency of an allele in a gene pool of a population depends
on many factors, and may be stable or unstable over time.
As a basis
for understanding this concept, students know:
a. why natural selection acts on the phenotype rather
than the genotype of an organism.
b. why alleles that are lethal in a homozygous
individual may be carried in a heterozygote, and thus
maintained in a gene pool.
c. new mutations are constantly being generated in a
gene pool.
d variation within a species increases the likelihood
that at least some members of a species will survive
under changed environmental conditions.
e.* the conditions for Hardy-Weinberg equilibrium in a
population, and why these conditions are not met in
nature.
f.* how to solve the Hardy-Weinberg equation to
determine the predicted frequency of genotypes in a
population, given the frequency of phenotypes.
8. Evolution is the result of genetic changes that occur in constantly
changing environments.
As a basis for understanding this concept,
students know:
a. how natural selection determines the differential
survival of groups of organisms.
b. a great diversity of species increases the chance that
at least some organisms survive large changes in the
environment.
c. the effects of genetic drift on the diversity of
organisms in a population.
d. reproductive or geographic isolation
affects speciation.
e. how to analyze fossil evidence with regard to
biological diversity, episodic speciation, and mass
extinction.
f.* how to use comparative embryology, DNA or
protein sequence comparisons, and other independent
sources to create a branching diagram (cladogram)
that shows probable evolutionary relationships.
g.* how several independent molecular clocks,
calibrated against each other and using evidence
from the fossil record, can help to estimate how long
ago various groups of organisms diverged
evolutionarily from each other.
Physiology
9. As a result of the coordinated structures and functions of organ
systems, the internal environment of the human body remains
relatively stable (homeostatic), despite changes in the outside
environment.
As a basis for understanding this concept, students
know:
a. how the complementary activity of major body
systems provides cells with oxygen and nutrients, and
removes toxic waste products such as carbon dioxide.
b. how the nervous system mediates communication
between different parts of the body and interactions
with the environment.
c. how feedback loops in the nervous and endocrine
systems regulate conditions within the body.
d. the functions of the nervous system, and the role of
neurons in transmitting electrochemical impulses.
e. the roles of sensory neurons, interneurons, and
motor neurons in sensation, thought, and response.
f.* the individual functions and sites of secretion of
digestive enzymes (amylases, proteases, nucleases,
lipases), stomach acid, and bile salts.
g.* the homeostatic role of the kidneys in the removal
of nitrogenous wastes, and of the liver in blood
detoxification and glucose balance.
h.* the cellular and molecular basis of muscle
contraction, including the roles of actin, myosin, Ca+2,
and ATP.
i.* how hormones (including digestive, reproductive,
osmoregulatory) provide internal feedback
mechanisms for homeostasis at the cellular level and
in whole organisms.
10. Organisms have a variety of mechanisms to combat disease.
As a
basis for understanding the human immune response, students know:
a. the role of the skin in providing nonspecific defenses
against infection.
b. the role of antibodies in the body's
response to infection.
c. how vaccination protects an individual from
infectious diseases.
d. there are important differences between bacteria
and viruses, with respect to their requirements for
growth and replication, the primary defense of the body
against them, and effective treatment of infections they
cause.
e. why an individual with a compromised immune
system (for example, a person with AIDS) may be
unable to fight off and survive infections of
microorganisms that are usually benign.
f.* the roles of phagocytes, B-lymphocytes, and
T-lymphocytes in the immune system.