zilongwang/ReadingBank huggingface dataset:
get older I may see the effect that this drug has had on me” The examples above are indicative samples only. For example: The different points of view are supported by evidence and may be both for, both against or for and against. Include evidence showing biological ideas that support why a named person, group or organisation holds their point(s) of view. Goldman's dilemma - Bob Goldman (1992) opposes the use of anabolic steroids in sport. He asked whether athletes would take a drug that would guarantee them success in sport, but cause them to die after five years. In his research, half the athletes responded that they would take the drug. More recent research by James Connor and co-workers (2013) has yielded much lower numbers. Paul Lowe, a former running back with the San Diego Chargers American football team, told a California legislative committee on drug abuse in 1970: "We had to take them [steroids] at lunchtime. He [an official] would put them on a little saucer and prescribed them for us to take them and if not he would suggest there might be a fine." Dr Heinz Wuschech feels that there is little danger from anabolic steroids when the athletes are kept on strictly monitored programmes. Although the extremely dangerous side-effects are admitted, they are statistically no more likely to occur than from the birth control pill. If, that is, programmes are constantly medically monitored as to dosage. taking and justifying a position on the For example: “The use of performance-enhancing drugs in sport has become an increasing problem across a wide range of endurance and sports. When taken, they give an athlete an unfair advantage relative to a "clean" athlete. I believe the banning of these drugs promotes a level playing field among athletes.” “The recommendations made by the International Association of Athletics Federations on the use of anabolic steroids should be followed because of the short and long term effects on the human body.” evaluating sources of information/data used related to the question/purpose. For example: “I started my research using…It was a useful starting point from which I could improve my understanding of…, and it also provided a range of other possible sources of information. These sites showed that the basic information in…was scientifically correct and up to date; however, I decided to complete most of my research using...” The examples above are indicative samples only.
Banana Streak Disease: the virus banana streak virus (BSV) Minor importance in Cavendish and Lady finger in Qld, more serious in newer hybrid cultivars. Inthese viral genome becomes incorporatied in to banana genome and is carried latently, can emerge to produce infections. Variable can disappear and reappear. Commonly chlorotic and necrotic streaks, symptoms can include splitting of leaf sheaths and pseudostems and bunch effects. Plantings of BSV free material; quarantine restrictions. et al. 2009)
Table 14. The viability of hybrids obtained from crosses between species from Musa and Rhodochlamysa Male parent Female parent ac ba bj it la or sa ve Musa acuminata (ac) weak weak - inviable fairly vigorous vigorous vigorous barely viable seedlings weak, but vigorous if plants reach maturity balbisiana (ba) vigorous fairly vigorous inviable vigorous weak - inviable very weak seedlings but vigorous if plants survive weak basjoo (bj) weak - inviable inviable fairly vigorous weak inviable very poor germination crossing difficult itinerans (it) fairly vigorous inviable weak - inviable weak inviable inviable weak – inviable Rhodochlamys laterita (la) vigorous moderately vigorous weak weak inviable very. poor germination fairly vigorous ornata (or) vigorous weak - inviable inviable inviable seedlings weak but vigorous if plants survive inviable Vigorous sanguinea (sa) barely viable weak - inviable very poor germination inviable very poor germination inviable Weak velutina (ve) seedlings weak fairly vigorous crossing difficult weak - inviable poorly vigorous weak - inviable vigorous a Adapted from Simmonds (1962)
This process can be used to make GMO’s –genetically modified organisms. What are some of the ethical issues surrounding this technology? 3.3.3 Evaluate some of the ethical issues surrounding the use of DNA technology (including cloning, genetically modified organisms, stem cell research, and Genome Project) What were the of the human genome project established? How will the human genome project be useful in determining whether individuals may carry genes for genetic conditions? How will the human genome project be useful in developing gene therapies? Why might cloning be controversial? Embryological stem cells are more controversial than adult stem cells. Where are embryonic stem cells obtained from? 3.4.1 Explain how fossil, biochemical, and anatomical evidence support the theory of evolution. What did Louis Pasteur contribute to our understanding of the origins of life? Explain Miller and Urey’s hypothesis. Why did Miller and Urey put those particular gases into their experiment? What type of organic molecules did they find? What is the significance of experiments? Trial
Edition description: New Edition Edition number: 2 Product Details: It is highly recommended that all students purchase the following study guide within the first 2 weeks of school. You can purchase the Study Guide at cost through Mrs. Tewey or the Media Center.
tissue whole organism Y. Z. X Y Z W Open-ended question: Prokaryotic are generally much smaller than eukaryotic cells. Part A: Identify a structural difference between prokaryotic cells and eukaryotic cells that is directly related to their difference in size. Part B: Based on the structural difference, explain why prokaryotic cells can be much smaller than eukaryotic cells. Part C: Describe one similarity between prokaryotic cells and eukaryotic cells that is independent of size. Organic Chemistry Vocabulary Adhesion Cohesion Atom Concentration Biological macromolecules monomer Freezing point carbohydrate amino acid protein Macromolecule lipid nucleic acid enzyme catalyst pH molecule specific heat
Evolution Vocabulary evolution natural selection speciation genetic drift competition extinction allele frequency analogous structure homologous structure isolating mechanisms embryology genetic migration endosymbiosis fossils founder effect gradualism population dynamics punctuated equilibrium selective breeding vestigial structure Concepts to Know What are evolution and natural selection? Evolution is how species change over time in response to the environment. Natural selection is the mechanism by which species evolve. Play a Game! … “Who Wants to Live A Million Years?” Go to Click “Learn About Natural Selection” and go through the short tutorial. After tutorial, play the “Survival Game” and answer the questions that follow. Draw the three critters you initially selected for your population. Did you choose them for any particular reason? Why? As the years progressed, what environmental changes occurred?
2016-2017 Biology Pace Chart - Segment 2 (Starting January 4, 2017) Week Lessons / Assignments Due Date Percent Complete Learning Goal The student will be able to: 1 5.00 Module 5 Pretest 5.01 Evolution 1/6/2017 6 Student will understand the Theory of Evolution and the events and forces that shaped human evolution. 2 5.02 Evolutionary Relationships (5.02 Evolutionary Relationships Honors) 1/13/2017 13 3 5.03 Primate Evolution (5.03 Molecular Clocks and Evolution Honors) (Collaboration Option- Natural Selection Magazine Project) 1/20/2017 19 4 5.05 Module 5 DBA and Module 5 Exam 1/27/2017 25 Grace Period Ends 1/31/2017 You must have the through Module 5 or 25% complete to stay in the course beyond your grace period 5 6.00 Module 6 Pretest 6.01 The Classification of Living Organisms 2/3/2017 31 6 6.02 Bacteria 6.03 Protists 2/10/2017 38 7 6.04 Fungus 6.05 Plants 2/17/2017 44 Student will understand the Classification of Bacterial, Protists, Fungus, and Plants and their reproduction and development. 8 2/24/2017 50 9 6.07 Plant Reproduction and Development 6.08 Animals (Collaboration Option- Zoo or Preserve Project) 3/3/2017 56 10 6.10 Module 6 DBA and Module 6 Exam 3/10/2017 63 11 7.00 Module 7 Pretest 7.01 Nervous and Endocrine Systems 3/17/2017 69 Student will understand the process and structure of the Human nervous, endocrine, respiratory, circulatory, digestive and excretory systems.
Spring Break 3/20/2017 to 3/24/2017 NO SCHOOL, BUT YOU CAN STILL SUBMIT WORK 12 7.02 Respiratory and Circulatory Systems 7.03 Digestive and Excretory Systems 3/31/2017 75 Student will understand the process and structure of the Human nervous, endocrine, respiratory, circulatory, digestive and excretory systems. 13 7.04 Muscular, Skeletal, and Integumentary Systems 7.05 Reproductive System 4/7/2017 81 14 7.06 Immune System (Collaboration Option- Body Systems Project) 4/14/2017 88 15 7.08 Module 7 DBA and Module 7 Exam 4/21/2017 94 16 7.09 Segment Two Exam 4/28/2017 100 Prepare and successfully complete the segment exam.
Guidance: • Mesocosms can be set up in open tanks, but sealed glass vessels are preferable because entry and exit of matter can be prevented but light can enter and heat can leave. Aquatic systems are likely to be more successful than terrestrial ones. • To obtain data for the chi-squared test, an ecosystem should be chosen in which one or more factors affecting the distribution of the chosen species varies. • Sampling should be based on random numbers. In each quadrat the presence or absences of the chosen species should be recorded. International-Mindedness: • The need for sustainability in human activities could be discussed and the methods needed to promote this. AIMS: • Aim 6: It would be best for students to obtain data for the chi-squared test themselves, to give first-hand experience of field work techniques. Energy Flow—Chapters 54 and 55 Essential Idea: Ecosystems require a continuous supply of energy to fuel life processes and to replace energy lost as heat. Nature of Science: • Use theories to explain natural phenomena—the concept of energy flow explains the limited length of food chains. Understandings: Most ecosystems rely on a supply of energy from sunlight. Chapter 10; 1224-1228 Light energy is converted to chemical energy in carbon compounds by photosynthesis. Chapter 10 Chemical energy in carbon compounds flows through food chains by means of feeding. Energy released from carbon compounds by respiration is used in living organisms and converted to heat. 1223-1224; Online Living organisms cannot convert heat to other forms of energy. 1223-1224; Online Heat is lost from ecosystems. 1223-1224 Energy losses between trophic levels restrict the length of food chains and the biomass of higher trophic levels. 1205-1210; 1228-1230; Online Application and Skills: • Skill: Quantitative representations of energy flow using pyramids of energy. 1228-1230 Guidance: • Pyramids of number and biomass are not required. Students should be clear that biomass in terrestrial ecosystems diminishes with energy along food chains due to loss of carbon dioxide, water and other waste products, such as urea. 1228-1230 • Pyramids of energy should be drawn to scale and should be stepped, not triangular. The terms producer, first consumer and second consumer and so on should be used, rather than first trophic level, second trophic level and so on. 1228-1230
The courtyard Debenhams Examples of areas of study Biology Biomedical Science Clinical Research Immune System/ Biology Molecular and Cellular Biology Nursing Supporting doctors in the diagnosis and management of patients Teaching Secondary Science Examples of Institutions of University of Aberdeen University College Cork University College London University of Birmingham University of Derby University of Wolverhampton University of Worcester Warwick university
Name: Date/Time to finish) Name of Course, Grade, and Level (Pre/AP, Honors, Advanced, Academic): 9th Grade Pre-AP Biology I Math/Science Topic Taxonomy/Linnaean Classification Title of Lesson: Carl’s Messy Room Concept Statement: If one were to sort the numerous species on Earth, one would need a standardized hierarchal system. It is not enough to rely on common names. For example, a cougar, puma and panther are different common names for the same animal. To transcend local common names, one must turn to the Linnaean system of classification. The student should understand that taxonomy is a way to classify the diversity of life, the different levels of the Linnaean system and characteristics of each of the kingdoms. Source of Lesson: Ms. Stone (Mentor Teacher), as well as PBS, National Geographic and Discovery List of appropriate TEKS: TEKS # Student Expectation Sample TAKS Problem: See BB 8A Define taxonomy and recognize the importance of a standardized taxonomic system to the scientific community. I’ve looked at both the 10th and 11th TAKS Released Test Items, and the only sample problems provided are those regarding TEKS # 8C. 8B Categorize organisms using a hierarchal classification system based on similarities and differences among groups. The bullfrog problem you provided on your feedback was actually an 8C problem. 8C Compare characteristics of taxonomic groups, including archaea, bacteria, protists, fungi, plants and animals. A laboratory investigation included examining prepared slides of pond water. Single-celled organisms with a nucleus and either cilia or flagella were visible. These organisms probably belong to the kingdom — (Grade 10 2003; B.8-C, Ans J) F Animalia G Fungi H Plantae J Protista 2G (2C on TAKS Released Items) Organize, analyze, evaluate, make inferences and predict trends from data. This animal most likely belongs to phylum — (Grade 11 2004A; B.2-C, Ans B) A Porifera B Annelida C Mollusca D Arthropoda
Biology Chapter 21, 22, 23 Study Guide Chapter 21 Characteristics of plants Adaptation of plants Cuticle Function of the cuticle Stoma Function of the stoma Epidermis Vein Xylem Phloem Guard cells the cross section of a plant Vascular tissue Seed Seed coat Nutrients of a seed Label a seed Gametophyte Sporophyte Plant categories & sub categories (define) Chapter 22 Three types of plant cells (define) Functions of types of plant cells Plant tissue (define) Meristem Root hairs Vessel elements Sieve-tube member Companion cells Roots Structure of root (root cap, cortex, endodermis) Types of roots (define) Stem structure and function (monocot & dicot)
Oxnard College Course Outline Appendix: Student Learning Outcomes 2009 – 2010 Program: Biology Degree Course: Date Submitted: Expected Assessment Start Date : Review the course objectives listed in Section III of the course outline of record and the Biology Degree SLOs provided here. ID. Students will speak clearly and organize ideas and communicate verbal, or nonverbal messages appropriate to the audience and the situation. IIB. Students will integrate ideas and values from different disciplines. IIC. Students will use logic to draw well supported conclusions from information given. IID. Students will apply rules and principles to new situations. IIJ. Students will conduct research and information gathering using a variety of sources such as: texts, tables, graphs, maps, media, personal communication, observation and electronic databases. Develop two to three (2 or 3) student learning outcomes (SLOs) (i.e., what students will know, do, think or feel as a result of being in the course) The SLOs should be course specific and aligned with both your course objectives and the degree SLOs. SLO #1 Degree-level SLO addressed (see above descriptors): Institutional SLO addressed:
Assessment Method(s) to be used to evaluate the SLO Criteria to be used to measure individual student achievement of the SLO Criteria to be used to measure overall student success in achieving the SLO SLO #2 Degree-level SLO addressed (see above descriptors): Institutional SLO addressed: Assessment Method(s) to be used to evaluate the SLO Criteria to be used to measure individual student achievement of the SLO Criteria to be used to measure overall student success in achieving the SLO SLO #3 (Optional) Degree-level SLO addressed (see above descriptors): Institutional SLO addressed: Assessment Method(s) to be used to evaluate the SLO Criteria to be used to measure individual student achievement of the SLO Criteria to be used to measure overall student success in achieving the SLO
In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught. Students who demonstrate understanding can: Evaluate evidence to create a logical argument that changes in environmental conditions may result in the change, development, or extinction of species over time Create or revise a solution to mitigate adverse impacts of activity (overpopulation, overexploitation, adverse habitat alterations, pollution, invasive species, and changes in climate) on biodiversity. Construct an explanation that identifies the cause and effect relationship between natural selection and adaptation. Students will: Recognize or recall specific vocabulary such as: speciation, mass and extinction, abiotic, biotic, adaptation, biodiversity Students will Identify and describe specific situations where a change in the environment causes the number of individuals in a species to change (increases vs extinction) Identify and describe specific situations where a change in the environment may cause the development of a new species Describe how biotic and abiotic differences in ecosystems can contribute to changes in gene frequency over time through natural selection Discuss how traits, that provide a competitive advantage in a population, increase the frequency of the gene resulting in an adaptation to a particular environment Student’s performance reflects insufficient progress towards foundational skills and knowledge.
Synthesis Form Cysts Starch Spores Regeneration Honey, Wax, Silk, Lacquer, etc. Glandular Secretions (Poison) Sweat Milk Glucose Glucose Seeds Flowers Glucose Seeds Cones Reproduction Sexual Asexual Asexual (fission) Sexual (hermaphrodite) Sexual Ovoviviparous Viviparous Sexual Direct Development Sexual Sexual Asexual Alternation of Generations (AoG) Growth and Development Spores (AoG) Water Bases Habitat True Segmentation Replication Eggs Metamorphosis Eggs in Jelly Tadpole Stage Metamorphosis Placenta Eggs (few) Water Based Habitat Land Based Flowers Land Based Cones GOAL 5: Develop an understanding of ecological relationships organisms. Interrelationships among Organisms / Populations / Communities / Ecosystems, Techniques of Field Ecology, Abiotic / Biotic Factors, Carrying Capacity Flow of Energy and Cycling of Matter in the Ecosystem, Relationship of Carbon Cycle to Photosynthesis and Respiration, Trophic Levels, Direction and Efficiency of Energy Transfer Human Population and its Impact on Local Ecosystems and Global Environments, Historic and Potential Changes in Population, Factors associated with Population Change, Climate Change, Resource Use, Sustainable Practices / Stewardship
3.4.1 Early Atmosphere, Evidence of Evolution 2 3.4.2 Natural Selection, Geographic Isolation 2-3 3.4.3 Immunity, Resistance 1-2 3.5.1 Classification (Historic vs. Modern) 2 3.5.2 Phylogenetic & Dicot Keys 2 Molecular Biology 4.1.1 Biomolecules Proteins, Lipids, Nucleic Acids) 2 4.1.2 DNA & Proteins 2 4.1.3 Enzymes 1 4.2.1 Photosynthesis & Cellular Respiration 2 4.2.2 Homeostasis 2 * Some objectives not designated with tested items (i.e., “–”) may be a prerequisite standard, may be tested within the context of another standard, or may be included as an embedded field test item.
(ii) any two from: A D carbon dioxide (concentration) temperature / heat (amount of) chlorophyll / chloroplasts allow water allow ions / nutrients ignore ref to surface area of the leaf 2 [8] 1 1 use the same type of plant or give equal amount of water to each plant ignore size of pot (advantage) more minerals (disadvantage) cost / not free (a) (i) 5.0 (5 × 0.8) or 4 allow ecf from distance 1 1 1 [5] 1 1 0.4 allow ecf from 10-min volume 1 (ii) increased (rate of uptake) 1 more transpiration / evaporation 1
Standard: SC.912.N.1.1 Video Image Standard: SC.912.N.1.1 Audio Standard: SC.912.N.1.3 Video Standard: SC.912.N.1.4 Video Standard: SC.912.N.1.6 Standard: SC.912.N.2.2 Video Article Standard: SC.912.N.3.1 Video Standard: SC.912.N.3.4 Video Video
Standard: SC.912.E.7.1 Video Image Exploration Skill Builder Standard: SC.912.E.7.1 Audio Article Standard: SC.912.P.8.7 Standard: SC.912.P.10.1 Video Standard: SC.912.L.17.9 Video Image Standard: SC.912.L.18.12
TOPIC V: ECOLOGY – Human Impact on Environment Pacing Date Traditional 6 days 09-24-15 to 10-01-15 Block 3 days 09-24-15 to 10-01-15 ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS Cost and Benefits of Renewable and Nonrenewable Resources (17.11) Renewable (e.g. Wind, Non-Renewable (e. g. Fossil Fuels) Sustainability and Environmental Systems (17.11, 17.13) Sustainability Ecological Footprint Human Health Predicting the impact of individual on a system Large scale impacts (waste spills, oil spills, greenhouse gases, ozone depletion, surface and ground water pollution) Environmental Systems Soil Pollution: Agriculture, Eutrophication, Deforestation, Erosion Water Pollution: Acid Rain Biomagnification Air Pollution: Greenhouse Gases, Global Warming Maintaining Biodiversity: Importance, Causes Urbanization Analyze and evaluate possible environmental impacts resulting from the use of renewable and nonrenewable resources. (ALD) Evaluate possible environmental impacts resulting from the use of renewable and/or nonrenewable resources. Predict how the actions of humans may impact environmental systems and affect sustainability in the short and long term. (ALD) Evaluate the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water. Identify positive and/or negative consequences that result from a reduction in biodiversity. Identify ways in which a scientific claim, such as global warming, is evaluated (e.g., through scientific argumentation, critical and logical thinking, and/or consideration of alternative explanations). Identify an instance from the history of environmental science in which scientific knowledge has changed when new evidence or new interpretations are encountered. Core Text Book: Chapter 6 Vocabulary: acid rain, agriculture, bioaccumulation, biodiversity, biomagnification, conservation, deforestation, desertification, erosion, fossil fuels, global warming, invasive species, nonrenewable resource, ozone layer, renewable resource, sustainability, urbanization, water pollution Technology: Bozeman Podcast: Bozeman Podcast: Biology Corner: Western Washington University: (search your topic) SC.912.L.17.11 SC.912.L.17.20
Standard: SC.912.N.1.3 Video Standard: SC.912.L.14.6 Video Science Content Collection Standard: SC.912.L.17.11 Image Standard: SC.912.L.17.13 Video Standard: SC.912.L.17.16 Video Image Standard: SC.912.L.17.20 Image Skill Builder
SC.912.L.15.15 Rainfall and Bird Beaks Evolution: Natural and Artificial Selection Evolution: Mutation and Selection Standard: SC.912.N.3.1 Video Standard: SC.912.N.3.4 Video Standard: SC.912.N.15.3 Video Standard: SC.912.N.15.13 Video Standard: SC.912.N.15.13 Article Quiz Standard: SC.912.N.15.14 Video Audio Standard: SC.912.N.15.15 Video Video
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TOPIC XIV: HUMAN BODY - Immune System ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS Basic Function of immune system Agents of Infectious Diseases (virus, bacteria, fungi, parasites) Spread of Diseases Types of Responses (14.52) Barriers to infection (skin, cilia, body secretions) Nonspecific Immune Response Specific Immune Response Human Health and Disease Transmission (14.6) Genetic Risks Environmental Factors Pathogenic agents Immune System Disorders Fighting Infectious Diseases (14.52) Antibiotics Vaccines Antibiotic and vaccine resistance (15.13) Identify the basic functions of the human immune system, vaccines, and antibiotics. (ALD) Relate the significance of genetic factors, environmental factors, and pathogenic agents to both individual and public health. (ALD) Compare and contrast types of infectious agents that may infect the human body, including viruses, bacteria, fungi and parasites. Identify and explain the basic functions of the human immune system, including specific and nonspecific immune responses. Describe how the human immune system responds to vaccines and/or antibiotics. Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. Relate conditions required for natural selection to differential reproductive success. (ALD) Core Text Book: Chapter 35 Vocabulary: antibiotics, antibody, antigen, cell-mediate immunity, chronic disease, communicable disease, humoral immunity, immune response, immune system, infectious agent, pathogen, vaccines Technology: Immune System: Data Analysis: Art in Motion: Tutorial Activity: PBS.org: Bozeman Podcast: Immune System Khan Academy: Animation: HippoCampus Biology: HippoCampus Biology: HippoCampus Biology: HippoCampus Biology: HippoCampus Biology: HippoCampus Biology: HippoCampus Biology: Art Review: SC.912.L.14.52 HE.912.C.1.5
Standard: SC.912.L.14.6 Video Science Content Collection Standard: SC.912.L.14.52 Video Article Standard: SC.912.N.15.13 Video Article Quiz Standard: HE.912.C.1.7 Video Standard: HE.912.C.1.8 Video Science Content Collection Video
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TOPIC XVII: REPRODUCTION – Comparing Cell Processes: Mitosis ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS Cell Cycle (16.14) Prokaryotic cell cycle Eukaryotic cell cycle Interphase (G1, S, G2) Cell division (mitosis and cytokinesis) Regulation of the Cell Cycle** Process of Mitosis (Nuclear Division)/ Binary Fission (16.14) Phases (Prophase, Metaphase, Anaphase, and Telophase) Importance of Maintaining Chromosome Number Importance in Asexual Reproduction Binary fission vs. mitotic cell division Mistakes in the Cell Cycle (16.8) Mutations Uncontrolled Cell Growth Cancer Asexual vs. Sexual Reproduction Role in genetic variation Describe the role of mitosis in asexual reproduction, including how this process may contribute to or limit genetic variation. Review the importance and role of mitosis of a cell within in an organism. Relate the specific events occurring in each of the stages of the cell cycle. (ALD) Predict and explain what is happening at the different stages of mitosis. Explain how mitosis forms new cells and its role in maintaining chromosome number during asexual reproduction and cell and body growth. Compare and contrast binary fission and mitotic cell division. Predict the effects of mistakes made in the process of mitosis in a cell on an organism. Explain the importance of cyclins and proteins in the role of cell growth. Assess how uncontrolled cell growth may result from mutations that affect the proteins that regulate the cell cycle. (ALD) Investigate ways to prevent cancer growth within the body. Core Text Book: Chapter 10 Vocabulary: Cell division, Asexual reproduction, Sexual reproduction, Chromosome, Chromatin, Cell Genetic variation, Interphase, DNA replication, Mitosis, Cytokinesis, Prophase, Centromere, Technology: Chapter Mystery: Untamed Science Video: Visual Analogy: - Art Review: Tutor Tube: Interactive Art: Data Analysis: Art in Motion: Cells Alive Website- Glencoe McGraw Hill.com Khan Academy: Bozeman Podcast: Bozeman Podcast: TED Talks: HippoCampus Biology: HippoCampus Biology: HippoCampus Biology: SC.912.L.16.14 Standard: SC.912.N.1.6 Video
Standard: SC.912.L.14.6 Video Science Content Collection Standard: SC.912.L.16.8 Standard: SC.912.L.16.14 Video Image Audio Science Content Collection Standard: SC.912.L.16.15 Video Standard: SC.912.L.16.17 Video
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TOPIC XXII: MOLECULAR GENETICS - RNA and Protein Synthesis Pacing Date Traditional 5 days 03-31-16 to 04-07-16 Block 2.5 days 03-31-16 to 04-07-16 ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL RNA Synthesis: Transcription (16.3, 16.5) Role in the cell Comparing RNA and DNA Functions of RNA (types) Codons (mRNA; Start and Stop) Protein Synthesis: Translation (16.5) Ribosomes (rRNA; “P” and “A” Amino Acids (tRNA; Anticodon) Codon table Translation Gene Expression Types of Mutations: (16.4) Types Point Frameshift Chromosomal Effects Harmful (16.8) Beneficial Variation Neutral Summarize the process of transcription. Identify the different types of RNA (mRNA, tRNA, and rRNA) and explain the structure and function of each. ** Demonstrate how specific code sequences are translated into traits through protein synthesis. Trace the information flow from DNA to a protein. Students will explain the basic processes of transcription and/or translation, and their roles in the expression of genes. Describe how amino acids are coded. Identify that certain chromosomal mutations can lead to human disorders such as sickle-cell disease. List possible mutagens and distinguish between chemical and physical mutagens. Differentiate the cellular processes of DNA replication, transcription, and/or translation (ALD) Students will explain how gene and chromosomal mutations may or may not result in a phenotypic change. Relate that mutation and genetic recombination increase genetic variation. (ALD) Core Text Book: Ch.13 Vocabulary: DNA, RNA, Transcription, Messenger RNA, Ribosomal RNA, Transfer RNA, Translation Anticodon, Ribosome, Amino Acid, Polypeptide, Protein, Nucleotide, Helix, Base pairing, Hydrogen bonding, Peptide Bond, RNA splicing, RNA polymerase Technology: HHMI: Interactive Art: Art Review: Data Analysis: NOVA: DNA tube: NOVA: Bozeman Podcast: SC.912.L.16.5
TOPIC XXIII: BIOCHEMISTRY – Review of Macromolecules Pacing Date Traditional 3 days 04-11-16 to 04-13-16 Block 1.5 days 04-11-16 to 04-13-16 ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS Types of Macromolecules(18.1) Carbohydrates Proteins Lipids Nucleic acids) Structure and Function(18.1) Carbohydrates Proteins Lipids Nucleic acids) Identify the four major classes of biochemical compounds important to biological structures and metabolism and their major role(s) in the cell. Identify and/or describe the molecular structure of carbohydrates, lipids, proteins, and/or nucleic acids.(ALD) Create 3D models of each of the biological macromolecules. Describe the primary functions of carbohydrates, lipids, proteins, and/or nucleic acids in organisms.(ALD) the structure of a macromolecule to its correct function. Describe the structures of fatty acids, triglycerides, phospholipids, and steroids. Explain the functions of lipids in living organisms. Identify some reactions that fatty acids undergo. Relate the structure and function of cell membranes. Compare and contrast the importance of the different biological macromolecules in an organism. Core Text Book: Chapters 2.1, 2.,3, 2.4 Vocabulary: Element, Compound, Molecule, Covalent bond, Ionic bond, Protein, Amino acid, Carbohydrate, Lipid, Nucleic Acid, Chemical reaction, Reactant, Product, Enzyme, Catalyst, temperature Technology: Bozeman Podcast: Bozeman Podcast: Bozeman Podcast: Bozeman Podcast: Bozeman Podcast: Lesson Overview: Chapter Mystery: slideshows Alabama University Hudson University: Data Analysis: Art in Motion: (search your topic) SC.912.P.8.6 SC.912.L.18.2 Standard: SC.912.L.18.1 Video
XXIV: BIOCHEMISTRY - Role of proteins in the Body: Enzymes Pacing Date Traditional 4 days 04-14-16 to 04-19-16 Block 2 days 04-14-16 to 04-19-16 ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS Enzymes as a catalyst to reduce activation energy (18.11) Activation energy Lock and key model Role as a catalyst Factors affecting Enzyme function (18.11) pH Temperature Concentration Explain why enzymes are important to living things. Identify and/or describe the basic molecular structure of carbohydrates, lipids, proteins, and/or nucleic acids. Describe the primary functions of proteins in organisms. Explain how enzymes up the rate of a biochemical reaction by lowering the reaction’s activation energy. Test effects of different factors on one or more enzymes Analyze how enzymes speed up the rate of a biochemical reaction (ALD) Describe the effect of environmental factors on enzyme activity. (ALD) Identify factors, such as pH and temperature, and their effect on enzyme activity Core Text Book: Chapters 2.1, 2.,3, 2.4 Vocabulary: Lock and key, activation energy, temperature, catalyst, pH, Protein Technology: Bozeman Podcast: Visual Analogy: Chapter Mystery: Data Analysis: Art in Motion: (search your topic) SC.912.P.8.6 SC.912.L.18.2 Standard: SC.912.L.18.1 Video Video
TOPIC XXVI: FACTORS THAT AFFECT HUMAN HEALTH – Pathogens: Prokaryotes and Viruses, Protists, and Fungi Pacing Date Traditional 6 days 05-05-15 to 05-12-15 3 days 05-05-15 to 05-12-15 ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS Viruses Discovery Structure Infections (Lytic and Lysogenic Cycle) Diseases Prokaryotes Classifying Structure and Function Importance Beneficial and Harmful (Diseases) Antibiotics Protists First Eukaryotes Structure and Function Types (Plant-like, Animal-like, and Fungus-like) Parasites (e.g. Plasmodium) Fungi Structure and Function (Zygote, Sac, and Club Fungi; Yeasts and Molds) Symbiotic (e.g. Lichen and Mycorrhizae) Commercial, Disease-causing (e.g. Dutch Elm Disease), and Decomposers Describe the structure and reproduction of viruses. Explain how viruses cause disease. Describe three physical features that are used to classify prokaryotes. Explain how prokaryotes reproduce and their modes of nutrition. Recognize that some prokaryotes aid humans by acting as decomposers and others cause disease that can be treated with antibiotics. Summarize the Plasmodium life cycle and explain how it involves two hosts, mosquito and human, to transmit malaria. Describe the basic structure of fungi. Explain the function of spores in fungal reproduction. Decribe two examples of symbiotic fungi, lichen and mycorrhizae. Describe some human uses of fungi. Identify some fungal diseases of plants and of humans. Explain the role of fungi in recycling organic matter. Core Text Book: Chapters 20 and 21 Vocabulary: (see p. 2) Bacteria, Archaea, Peptidoglycan, Coccus, Bacillus, Spirochete, Binary Fission, Endospore, Pathogen, Lytic Cycle, Lysogenic Cycle, Retrovirus Technology: (see p.2) Interactive Art: Chapter Mystery: Art Review: Visual Analogy: Interactive Art: Art in Motion: Art Review: Bozeman Podcast: Bozeman Podcast: Bozeman Podcast: Bozeman Podcast: Khan Academy: Khan Academy: Edgenuity Standard: SC.912.L.15.4 Video
TOPIC XXVI: FACTORS THAT AFFECT HUMAN HEALTH – Pathogens: Prokaryotes and Viruses, Protists, and Fungi Pacing Date Traditional 6 days 05-12-16 to 05-19-16 Block 3 days 05-12-16 to 05-19-16 ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS Viruses Discovery Structure Infections (Lytic and Lysogenic Cycle) Diseases Prokaryotes Classifying Structure and Function Reproduction Importance Beneficial and Harmful (Diseases) Antibiotics Protists First Eukaryotes Structure and Function Reproduction Types (Plant-like, Animal-like, and Fungus-like) Parasites (e.g. Plasmodium) Structure and Function Reproduction Types (Zygote, Sac, and Club Fungi; Yeasts and Molds) Symbiotic (e.g. Lichen and Mycorrhizae) Commercial, Disease-causing (e.g. Dutch Elm Disease), and Decomposers Describe the structure and reproduction of viruses. Explain how viruses cause disease. Describe three physical features that are used to classify prokaryotes. Explain how prokaryotes reproduce and their modes of nutrition. Recognize that some prokaryotes aid humans by acting as decomposers and others cause disease that can be treated with antibiotics. Summarize the Plasmodium life cycle and explain how it involves two hosts, mosquito and human, to transmit malaria. Describe the structure of fungi. Explain the function of spores in fungal reproduction. Decribe two examples of symbiotic fungi, lichen and mycorrhizae. Describe some human uses of fungi. Identify some fungal diseases of plants and of humans. Explain the role of fungi in recycling organic matter. Core Text Book: Chapters 20 and 21 Vocabulary: Bacteria, Archaea, Peptidoglycan, Coccus, Bacillus, Spirochete, Binary Fission, Endospore, Pathogen, Lytic Cycle, Lysogenic Cycle, Retrovirus Technology: Bozeman Podcast: Bozeman Podcast: Bozeman Podcast: Bozeman Podcast: Interactive Art: Chapter Mystery: Art Review: Visual Analogy: Interactive Art: Art in Motion: Art Review: Khan Academy: Khan Academy: (search your topic) Standard: SC.912.L.15.4 Video
TOPIC XXVI: FACTORS THAT AFFECT HUMAN HEALTH – Pathogens: Prokaryotes and Viruses, Protists, and Fungi ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS Viruses Discovery Structure Infections (Lytic and Lysogenic Cycle) Diseases Prokaryotes Classifying Structure and Function Reproduction Importance Beneficial and Harmful (Diseases) Antibiotics Protists First Eukaryotes Structure and Function Reproduction Types (Plant-like, Animal-like, and Fungus-like) Parasites (e.g. Plasmodium) Fungi Structure and Function Reproduction Types (Zygote, Sac, and Club Fungi; Yeasts and Molds) Symbiotic (e.g. Lichen and Mycorrhizae) Commercial, Disease-causing (e.g. Dutch Elm Disease), and Decomposers Describe the structure and reproduction of viruses. Explain how viruses cause disease. Describe physical features that are used to classify prokaryotes. Explain how prokaryotes reproduce and their modes of nutrition. Recognize that some prokaryotes aid humans by acting as decomposers and others cause disease that can be treated with antibiotics. Summarize the Plasmodium life cycle and explain how it involves two hosts, mosquito and human, to transmit malaria. Describe the structure of fungi. Explain the function of spores in fungal reproduction. Decribe two examples of symbiotic fungi, lichen and mycorrhizae. Describe some human uses of fungi. Identify some fungal diseases of plants and of humans. Explain the role of fungi in recycling organic matter. Core Text Book: Chapters 20 and 21 Vocabulary: Bacteria, Archaea, Peptidoglycan, Coccus, Bacillus, Spirochete, Binary Fission, Endospore, Pathogen, Lytic Cycle, Lysogenic Cycle, Retrovirus Technology: Interactive Art: Chapter Mystery: Art Review: Visual Analogy: Interactive Art: Art in Motion: Art Review: Bozeman Podcast: Bozeman Podcast: Bozeman Podcast: Bozeman Podcast: Khan Academy: Khan Academy: HippoCampus Biology: HippoCampus Biology: HippoCampus Biology: HippoCampus Biology: HippoCampus Biology: HippoCampus Biology: HippoCampus Biology: HippoCampus Biology: HippoCampus Biology: HippoCampus Biology: Standard: SC.912.L.15.4 Video Science Content Collection
XXVII: CLASSIFICATION- Review of Animals ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS Characteristics of Animals Multicellular Heterotrophic Eukaryotic Homeostasis Evolutionary Body Symmetry Germ layers Body Cavity Embryonic Development Segmentation Cephalization Limbs Evolutionary Diversity Invertebrates Vertebrates Different Phyla and orders Define an animal and the characteristics necessary for that classification. Identify an organism as an animal from an unknown group of organisms. Identify the different body plans found in animals. Identify and/or describe how and/or why organisms are hierarchically classified based on evolutionary relationships. Observe and analyze the evolutionary connections of animals based on body plan evidence. Describe the characteristics of endotherms and ectotherms and list some adaptations of vertebrates and invertebrates that facilitate survival, including behavior. Investigate and differentiate among the major characteristics of the phylum invertebrata. Investigate and differentiate among the major characteristics of the subphylum vertebrata. Identify and describe a representative organism from the phyla chordata and category invertabrates (consists of at least 33 phyla) Trace the development of systems among the major chordates from an evolutionary standpoint. Core Text Book: Chapters 25 & 26.1, 26.2 Vocabulary: Chordate, Notochord, Vertebra, Pharyngeal pouch, Ectotherm, Endotherm, Monotreme, Marsupial, Placenta, homeostasis, body cavity, symmetry, cephalization, segmentation Technology: Lesson Overview: Art in Motion: Lesson Overview: Interactive Art: Art Review: Untamed Science Video: Flashcards: “ PBS Standard: SC.912.L.15.4 Video Science Content Collection Standard: SC.912.L.15.5 Video
TOPIC XXVIII: FACTORS THAT AFFECT HUMAN HEALTH – Genetic Diseases and Human Genetics Pacing Date Traditional 10 Days 05-28-16 to 06-09-16 Block 5 Days 05-28-16 to 06-09-16 ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS Human Genetic Disorders Molecule to Phenotype Chromosomal Disorders Human Genome Manipulating DNA The Human Genome Project Causes of Genetic diseases Non-disjunction during meiosis Damaged Chromosomes (duplication, deletion, inversion, and translocation) Gene mutation (e.g. Tay-Sachs disease) Chromosomal Disorders Autosomal Chromosomes (Down Syndrome or Trisomy 21) Sex Chromosomes (Turner’s Syndrome, Klinefelter’s Syndrome & other Trisomy conditions) Sex-Linked Genes Definition Disorders (Colorblindness and Hemophilia) Morgan and Fruit fly eye color Punnett square problems Examining Human Chromosomes & Traits Karyotype Pedigree (automosal or sex-linked, dominant or recessive; e.g. Huntington’s disease) Recognize that DNA contains hereditary information and the importance & application of the Human Genome Project. Describe how chromosomes can be damaged. Identify the gene or chromosomal mutation involved in human disorders such as Down’s syndrome, Huntington’s disease, Hemophilia and Tay-Sachs disease. Recognize disorders caused by sex-linked and predict outcomes using Punnett squares. Identify chromosomal disorders by looking at a karyotype. Identify types of diseases and/or disorders and list their effects upon the human body (degenerative, deficiency, hereditary, and contagious). the goals of the Human Genome Project and explain what we have learned so far. Describe the inheritance of a sex-linked gene such as color-blindness. Core Text Book: Chapter 14 Vocabulary: DNA, Sex-linked gene, Nondisjunction, Sex chromosome, Autosome, Dominant, Recessive, Karyotype, Pedigree, Genome Project, Duplication, Deletion, Inversion, Translocation Technology: Bozeman Podcast: Untamed Science Video: Art Review: . Art Review: Art in Motion: (search your topic) SC.912.L.16.2
Standard: SC.912.L.15.15 Video Audio Standard: SC.912.L.16.2 Video Audio Standard: SC.912.L.16.2 Image Standard: HE.912.C.1.7 Video Video
Standard: SC.912.L.15.15 Video Audio Standard: SC.912.L.16.2 Video Audio Standard: SC.912.L.16.2 Image Standard: HE.912.C.1.7 Video Video
Movement of substances into and out of cells Textbook Read textbook Tried exam questions in textbook Problems understand definitions of diffusion, osmosis and active transport 31 understand that movement of substances into and out of cells can be by diffusion, osmosis and active transport 32 understand the factors that affect the rate of movement of substances into and out of to include the effects of surface area to volume ratio, temperature and concentration gradient 35-36 describe experiments to investigate diffusion and osmosis using living and non-living systems 33-37 Gas exchange (Humans) Textbook pages Read textbook Tried exam questions in textbook Problems describe the structure of the thorax, including the ribs, intercostal muscles, diaphragm, trachea, bronchi, bronchioles, alveoli and pleural membranes 83-84 understand the role of the intercostal muscles and the diaphragm in ventilation 85 understand the role of diffusion in gas exchange 86-87 explain how alveoli are adapted for gas exchange by diffusion between air in the and blood in capillaries 86 describe experiments to investigate the effect of exercise on breathing in humans 89 understand the biological consequences of smoking in relation to the lungs 88 Nutrition (Human) Textbook Read textbook Tried exam questions in textbook Problems
understand that selective reabsorption of glucose occurs at the proximal convoluted tubule 126-127 understand that is reabsorbed into the blood from the collecting duct 127-128 understand that urine contains water, urea and salts 127 describe the role of ADH in regulating the water content of the blood 127-128 understand how the kidney carries out its of excretion and osmoregulation 125-128 Coordination and response (Plants) Textbook pages Read textbook Tried exam questions in textbook Problems understand that organisms are able to respond to changes in their environment 134 understand that plants respond to stimuli 134-135 describe the geotropic responses of and stems 134-136 describe positive phototropism of stems 134-136 Coordination and response (Humans) Textbook Read textbook Tried exam questions in textbook Problems understand that a coordinated response requires a stimulus, a receptor and an effector 138
UNIVERSITY OF CAMBRIDGE INTRODUCTORY COURSE ON THE BIOLOGY OF THE SKIN Monday 7th– Friday 11th December 2015 Starting at 10am on Monday 7th December 2015 and ending with lunch at 12.30 on Friday 11th December 2015 This is an annual residential course, primarily intended for Dermatologists in training and it will include references to clinical Dermatology, it will also be of interest to practitioners and scientists, all welcome. Participants will be resident in Downing College, Cambridge which offers modern, single study-bedrooms, all with en-suite facilities. Registration fee: £995.00 Credit card payment accepted The fee covers the cost of all meals (except the evening meal on Wednesday 9th December 2015 and lunch on Friday 11th December 2015) accommodation from Monday 7th December 2015 to Friday 11th December 2015. A wine reception on Monday evening, Walking Tour of Cambridge on the Wednesday afternoon and a Conference Dinner on Thursday 10th December 2015 in the evening are also included in the price. A limited amount of accommodation will be available on the Sunday evening prior to the course for an additional cost. Please turn over for more information Below are the topics we hope to cover (all topics and speakers TBC)
Standard: SC.912.N.1.1 Video Image Standard: SC.912.N.1.3 Video Standard: SC.912.N.1.4 Video Standard: SC.912.N.2.2 Video Article Standard: SC.912.N.3.1 Video Standard: SC.912.N.3.4 Video